Unit Work Final

Unit about Change
Table of Contents
Heather Esfandiari and Anna Brandes
1. Objectives and Lesson Sequence

2. Concepts and Generalizations
3. Specific Science and Math Principles and Key Concepts
4. Content Rationale
5. Guiding Questions
6. Instructional Variety and Materials
7. Content Integration
8. Multicultural and Gender Issues and Considerations
9. Instructional Modifications
10. Brain Considerate Elements
11. Attention to Technology
12. Lesson One – Math - Place Value
13. Lesson Two – Math – Estimation
14. Lesson Three – Direct Instruction – Math – Converting
Measurements
15. Lesson Four – Science – Sun, Moon, and Earth Characteristics
16. Lesson Five – Science – Moon Cycles
17. Lesson Six – Math – Constructing Bar Graphs
18. Lesson Seven – Math – Reading and Comparing Bar Graphs and
Data
19. Lesson Eight – Math – Median and Range for Data
20. Lesson Nine – Science - Temperature and Energy
21. Lesson Ten – Science – Producing Heat
22. Assessment Variety, Models, and Summative Evaluation
23. Centers
24. Annotated Bibliography
Content Rationale
Because there are many parts to this unit, there are also many reasons
why the lessons within this unit are important. First, the conversions from
English to metric measurements are very important because the most useful
skills are based on the ability to make careful measurements and record
observations about measurements. Also, with the understanding of the metric
system, students will also have an increased understanding of science and
technology because these fields already operate in the metric system.
Second, the importance of the estimation portion of the math lessons is

important because estimation is an important skill. Estimating helps you plan
ahead and check your work to see if your answers make sense. The ability to
estimate also helps determine if answers to math problems are reasonable. You
can round numbers to be able to add or subtract them more easily. This also ties
into because able to understand and use number notation and place value.
Also important in math skills is the ability to read and construct tables and
graphs from given data. Being able to represent data in graph form is much
easier to read and analyze than lists of numbers. Graphs give us a quick and
easy way to look at and understand information. Graphs are used in all types of
writing, including magazines, newspapers, books, etc. Reading graphs is an
important skill to learn for this reason.
As for the science part of the integrated unit, learning about energy and
temperature is important because our students need to know the real life
applications of energy and how they affect the world around us. Also,
temperature is directly related to the amount of energy exerted or decreased,
as well as the different forms of releasing energy.
One last part of our unit that is important to a fourth grade curriculum is
the characteristics of the sun, moon, and Earth such as relative distances and
abilities to support life. The students will need to know that people can live on
the Earth, but it is nearly impossible to live on the moon, and impossible to live
on the sun. They will also need to be able to compare distances between the
three in order to make this connection.
The students will also need to know the information about the Earth,
moon, and sun so that they can better understand why it was necessary for
astronauts to be in space suits on the moon and why we can't go to the sun.
All of these reasons connect to the unit theme of change, which also ties
into the entire year theme of The World Around Us. Students will be challenged
to use tools for reasoning and problem solving to become better informed,
independent decision makers and problem solvers in our society now and in the
future.
Long Term Objective

Math: The learner will convert measurements such as meters to
centimeters, kilograms to grams, liters to milliliters, hours to minutes,
minutes to seconds, years to months, weeks to days, feet to inches,
ounces to pounds.
Science: The learner will explain change in both energy (heat, light,
sound, and electric) and the moon cycle to 90% accuracy.
Specific Science/Math Principles and Key

Concepts
Math:
Understand and use number notation and place value
1. N.ME.04.01: Read and write numbers to 1,000,000; relate them to the
quantities they represent; compare and order.
Convert measurement units
2. M.TE.04.05: Carry out the following conversions from one unit of
measure to a larger or smaller unit of measure: meters to centimeters,
kilograms to grams, liters to milliliters, hours to minutes, minutes to
seconds, years to months, weeks to days, feet to inches, ounces to
pounds (using numbers that involve only simple calculations).
Represent and solve problems for given data
3. D.RE.04.01: Construct tables and bar graphs from given data.
4. D.RE.04.02: Order a given set of data, find the median, and specify the
range of values.
5. D.RE.04.03: Solve problems using data presented in tables and bar
graphs, e.g. compare data represented in two bar graphs and read bar
graphs showing two data sets.
Estimate
6. N.FL.04.34: Estimate the answers to calculations involving addition,
subtraction, or multiplication.
7. N.FL.04.35: Know when approximation is appropriate and use it to
check the reasonableness of answers; be familiar with common place-
value errors and calculations.
Science:
Energy and Temperature – Increasing the temperature of any
substance requires the addition of energy.
1. P.EN.04.41: Demonstrate how temperature can be increased in a
substance by adding energy.
2. P.EN.04.42: Describe heat as the energy produced when substances
burn, certain kinds of materials rub against each other, and when
electricity flows through wire.
3. P.EN.04.43: Describe how heat is produced through electricity, rubbing,
and burning.
Forms of energy – heat, electricity, light and sound are forms of
energy
4. P.EN.04.12: Identify heat and electricity as forms of energy.
Characteristics of Objects in the sky – common objects in the sky
have observable characteristics.
5. E.ST.04.12: Compare and contrast the characteristics of the sun, moon,
and Earth, including relative distances and abilities to support life.
Patterns of objects in the sky – common objects in the sky have
observable characteristics and predictable patterns of
movement.
6. E.ST.04.24: Explain how the visible shape of the moon follows a
predictable cycle which takes approximately one month.
Attention to Technology
Because technology is a vital part of our society today, and will continue to
grow in importance throughout the rest of time, the integration of technology
throughout the unit is crucial. There are many cases in which we will be using
technology. One example will be the iMovie which we have created ourselves. The
iMovie will connect to the lesson on the sun, Earth and moon, and will show the
cycles of the moon. Within this movie, we show pictures and images of the moon so
the students can put imagery to the ideas we are learning in the lesson.
Another piece of technology we will be using is the SmartBoard in the

classroom. This will make technology an easy access tool for any time we think of a
picture or a movie we want to show. It will also help with examples for guided
practice or similar activities during indirect lessons.
We will also be using Microsoft Word and tables to enter data from the
science and math lessons we complete. One example is in the Converting
Measurements lesson, students will be entering the data we find while measuring
the classroom. We will also be collecting data during the heat energy lesson and
recording it. The SmartBoard is a great way for all of the students to participate in
the entering and recording of the data, while all of the students can still see the
table. Another great way to visualize data will be when we use Excel to make bar
graphs and other types of data tables. We will be doing this for a lot of the bar
graph lessons so the students can get both experiences with using technology and
making bar graphs on the computer.
Another option for technology is websites for centers, as well as websites for
enrichment activities. A few options would be:
• Sun, Moon, and Earth: http://www.earthsunmoon.co.uk/
• Place Value: http://www.iknowthat.com/noshockwave.htm
• Estimation: http://shodor.org/interactivate/activities/Estimator/?
version=1.6.0_02&browser=Mozilla&vendor=Sun_Microsystems_Inc.
• Sources of Energy:
http://www.classzone.com/books/earth_science/terc/content/visualizations/es
0701/es0701page01.cfm?chapter_no=07
All of these websites, and more, can be found at

http://www.internet4classrooms.com/skills_4th.htm.
While it is continually becoming outdated, we will also be using the overhead

projector and overhead transparencies throughout the lessons. It is still a good way
to write on a worksheet so all of the students can follow along, and it has less error
than the SmartBoard.
Overall, there is a lot of technology in the classroom that we will be using

throughout this unit. We will also be keeping records on the digital attendance and
report card program on the classroom computer. This will all be available to parents
on the website, as well. Parents have the option of checking grades online on our
teaching website.
Brain-Considerate Elements
Learning is the brain’s number one function. As teachers, we must provide

environments and materials that will enable the brain to do the most learning
possible. Students will be seeking patterns for the information they are given, and
will also develop a mental program for storing the information in their long term
memory. The following are examples of what will or will not be present in our
classroom in order to make our lesson and unit completely brain compatible for the
fourth grade students in our classroom.
Absence of threat: This brain compatible element taps into the emotional and
social learning system in all of us. Our classroom will be an open and inviting
environment. Students will feel safe and know that they will not be teased or
ridiculed for voicing their opinions and questions. They will know that making fun of
other students is not allowed and will not be tolerated. When students work in
groups we will make sure that there are not strong personalities working against
each other and that students feel comfortable with the groups that they are working
with. When students work alone we will make it clear that they are allowed to ask
questions if they are confused in any way.
Movement: The physical aspect of learning is addressed with this brain compatible
element. Students will be allowed to freely move around the room within the
restraints of the classroom procedures. When students are working in groups they
will be allowed to work in a variety of different areas of the classroom where they
are most comfortable.
Collaboration: Students will be required to work with other students in a variety of

ways throughout this unit. In addition to the individual lessons students will be
working with a group to prepare their final poster presentation. There will also be
significant student and teacher collaboration throughout this unit. Students will be
required to ask and answer questions with the teacher as well as hand in
assignments to be assessed by the teacher. The feedback given by the teacher
should be helpful for the students to continue their work during the unit.
Meaningful content: The cognitive learning system is addressed in this area.

Students will hear the objectives and rationales for most of the lessons before they
are taught. If they are indirect lessons the students will still discover the reasons for
learning the material at some point during the lesson. The content will be applied to
both their daily lives and other content that they will be learning about later in the
year and in later classes and grades.
Enriched Environment: The reflective system in students will be addressed in this

area. Students will need to be able to learn the material and connect it to the
objects and visuals around the room. The classroom will be organized and
uncluttered. The student desks will be arranged in learning clubs. There will be six
groups of four students. There will be enough room around the classroom for
students to work on the floor if they wish. There will also be an area in the
classroom for the whole class to meet on the floor and it will be large enough that
they can sit in either a clump or a circle. The posters that are around the room are
at the students' eye level so that they can be easily seen. There will also be a few
tables in our room that students can work at in groups. Posters and bulletin boards
around the room will pertain to the information we are currently learning about in
the unit.
Mastery of Content: Throughout the unit we will be teaching many lessons in

different ways so that students will have the ability to master the content and learn
the information in a variety of ways. Information will be presented in ways such that
students with various multiple intelligences will understand and show they
understand the material. We will also make sure that students have adequate time
to process the information and practice it using both activities and worksheets.
Choices: Students will have numerous choices throughout the unit. They will be
able to pick which topic they focus on for their final project for the culminating
experience. They will also be able to choose what they do for some of the multiple
intelligence extensions connected to our lessons. During certain lessons students
will be able to choose where they work around the room. This may include working
at their desks, on the floor, or at one of the group work tables around the room.
Immediate Feedback: Student work will be assessed and returned in a timely

manner. If the assignment is turned it students can expect to receive it back the
next day. During some lessons students will know how they are doing throughout
the lesson because of how we check for understanding throughout the lesson itself.
We will also make sure that students who have questions feel comfortable asking
them and that they understand the concepts being taught. During direct instruction
we will be waitressing during guided and independent practice and also checking for
understanding throughout the lesson. During indirect instruction we will also be
waitressing and checking for understanding while coaching them to find the correct
answers on their own.
Adequate Time: We will make sure to give students enough time to complete
assignments as well as activities during the lessons. We will allow our lessons to run
long if we feel that students need more time to accomplish the tasks given to them.
For the final project we will make sure that students are given class time to work in
their groups. If there is extra time during any of the lessons we will make sure to
have sponge activities ready so that we do not have lost time.
Centers
The two center activities that the students will be completing during
this unit are based on working with bar graphs, and working with the lunar
cycle. Both of these centers are for enrichment, because the students will be
thinking critically about the material, and applying what they know to a new
situation. The following are more in depth descriptions about what the
centers entail.
1. One of the centers will be about graphs, but will incorporate writing
and journaling in the same center. The center will entail looking at
materials that we have put in Dixie cups, such as different colored
beans, colored pasta, or small plastic animals. Students will pour out
the objects and organize them in any way they see fit. There will be a
large four column blank graph at the center with a line at the top with
a title. The students will write out their choices at the bottom of each
column. The students will then make a simple bar graph by coloring
the columns with how many of each choice there are. Students will
have to then write sentences about their graph, explaining their
reasoning for their choices, as well as some facts about their graphs.
Some examples could be:
• There are more ________ than __________.
• There are fewer _________ than __________.
• There are an equal amount of ___________ than ____________.
There is both what we have been learning in math, as well as a writing
activity involved in this center. It helps the students think critically
about the data they are given, like how the objects were organized and
graphed. The writing is a great way to assess the students as well.
2. Another center the students will be able to complete during this unit
has to do with the lunar cycle. Just as they have done in their
assessment, students will be completing a calendar with the lunar
phases, except they will have to look up what the current phase is on
the day they complete this, and do a two week period of the lunar
cycle. They will need to know the order of the phases, as well as what
they look like. We will give the students a blank calendar of the month,
and a sheet with several pictures of each of the phases. The students
will need to cut out the phases and glue them with a glue stick to the
appropriate day. Because we have been looking at the lunar phase of
the day each day before we start class, the students should know what
the phase is for the day. If they don’t, they also have access to the
internet and know exactly where to find the moon cycle on Google.
Instructional Modifications
Multicultural Considerations:
There are multiple considerations that need to be made for multicultural

students in the classroom. These include the value of work, the view of failure,
classroom groupings, and the view of deadlines.
Some cultural backgrounds put a high value on the amount and type of work
that is being done by children. By fourth grade most parents expect that their
students will have homework to be done at home and in many cases feel that it is a
necessary part of a students’ education. We will make sure to explain our
homework policy to parents and students at the beginning of the year. We will make
sure that even if there are disagreements about how we assign homework they are
not going to interfere with the students learning.
Various cultures put a high value on success and view failure as something to
be completely avoided. In some cases making a mistake, even on a worksheet or a
homework assignment, is unheard of and should never happen. Most teachers
believe that mistakes are a vital part of the learning process and that they are
necessary. Working with both the student and the parents in this situation will be
vital. By making the classroom a welcoming environment we have made sure that
students feel safe and that they do not fear being ridiculed or punished for making
mistakes or getting a problem wrong. In addition to creating a nurturing
environment we will talk individually with students who are afraid of punishment
due to mistakes, and reassure them that mistakes are things to learn from and that
they will not be punished for making them.
Some cultures view teamwork and working together as a very important part
of society and in solving problems. This view is not always held by other cultures,
some of which believe that work should be done individually and without the help of
others. The most effective thing we can do to work with these varying ideas is to
constantly vary the types of classroom groupings so that all students have a chance
to work with others and by themselves at different points during the unit. It is
important for students to learn to work well with others. In the same way, students
also need to learn to work on their own to solve problems and may need to be
taught how to do this. Throughout the unit students will work both in groups during
some of the lessons as well as individually on certain lessons. When they are
working on multiple intelligence extensions and center activities they will also be
able to work in groups. Their final project for the unit will also require that they work
in groups to create a poster presentation. Some of the activities throughout the unit
and the homework assignments that they will be required to complete will be done
independently. This will allow students to build teamwork skills as well as learn to
work alone.
Some cultures do not view time and deadlines the same way as others. A few
feel that when something is done, it is done, and can be turned in whenever. This
does not work well in our classroom setting. If students need to be taught the
important of doing their work, and getting it in on time, we will make sure to work
with them throughout the year on this topic. We will do this by stressing the
importance of deadlines and only making exceptions to the rules about due dates
when the situation calls for it. Throughout this unit we will make sure that students
keep up with their work and get their assignments in on time so that they do not fall
behind.
Gender Modifications:
Gender differences also need to be taken into account. It has been proven
that males and females learn differently and this needs to be addressed in each of
the lessons throughout this unit.
Females tend to learn spatially and are usually more auditory learners.
Throughout the lessons in this unit we will make sure to verbalize directions,
important definitions, and key terms as well as have them written. Females also
tend to learn better by using manipulatives. We will have many hands on lessons
during the unit and our center activities as well as our multiple intelligence
extensions will allow students to work with materials in a hands on fashion. In
society today there can be negative views associated with girls excelling in math
and science. We will make sure that females feel comfortable doing well in all
subject areas and we will make sure that the examples we use during math and
science lessons include women who are excelling in these subjects.
Males need to be given the ability to move around the room and not
necessarily sit still all the time. During instruction students will not be required to sit
completely still but they will not be allowed to wander freely around the room so
that they do not distract other students. During various lessons in this unit students
will be able to do activities and work on assignments in various parts of the
classroom. During center activities and many of the multiple intelligence extensions
students will be away from their desks and doing hands on activities.
Anna Brandes
Place Value Indirect Lesson (Digit Place)
Short Term Objective: The learner will read and write numbers up to
1,000,000 while relating it to quantities the numbers can represent to 90%
accuracy.
GLCE: N.ME.04.01: Read and write numbers to 1,000,000; relate them to the
quantities they represent; compare and order.
Rationale: Students will use math across the curriculum to gather, analyze
and apply mathematical skills in solving problems related to real-world
situations in order to make sense of the world around us. As in the rationale
for the unit, students will be challenged to use tools for reasoning and
problem solving to become better informed, independent decision makers
and problem solvers in our society now and in the future. Students will need
the idea of place value in order to complete their understanding of larger
whole numbers, and connecting these numbers to real life problems. Fourth
grade builds upon mathematical ability from the primary grades. Students
make connections to the real world as problem solvers and communicators.
Ed Psych Considerations: The theory that is best exemplified in this

lesson would be Jean Piaget’s theory of the development or morality. Piaget
believes that teachers should use the idea of his cognitive development
within the instruction in the classroom. Children develop best in a classroom
with interaction, so any interaction with peers is a great way to learn. Using
this tool, teachers can make better use of classroom time by using peer
interaction throughout the lesson. This is connected to my lesson because
students will be interacting and cooperating with other students while they
are learning about place value.
Prerequisite Skills: Students have been studying place value and number
notation for a while. They began learning it last year in the third grade, and
we have also been reviewing and learning a few new concepts this year in
the previous unit. I will know that students are ready for this material
because I have been teaching them and reviewing the concepts up until this
lesson.
Lesson Intro: To begin the lesson, I will use an inclusions activity. I will
facilitate a team building activity that creates cooperative teams. I will ask
the class how long it would take to count to one million. In pairs, students
will first predict how far they could count in two minutes. Then, using a timer,
students will begin to count quietly while the other partner monitors the
counting. At the end of the two minutes, I will ask partners to simply record
on a scrap piece of paper how far they counted. Then, students will switch
roles. They will use this information to then predict how long it will take to
count to one million. After the inclusion activity, I will review place value with
the students. They have learned about place value in the previous year, as
well as the unit prior. We will go over the main ideas we have covered, and
then I will continue.
Body: For the next part of the lesson, I will tell the students that I want to
play a game with all of them. Each student will have a piece of paper that is
divided into columns and rows. The number of columns will correspond to
place value (3 columns = hundreds, 5 columns = ten thousands, etc), and
the number of rows will be the number of games played. I will ask one of the
students to roll and dice to see what the first number will be. Each individual
student will then decide where that number should be placed if the goal is to
create the highest number. Next, another student will roll the dice for the
next number and so on until all columns have been filled. When this is
completed, I will ask the class what the highest number is that they got, and
also what the highest possible number could have been, and how they
created that number. If the students catch on to this game and get bored
quickly, I will also have another variation of a dice place-value game. Using
the game “Digit Place” from Marilyn Burn’s book About Teaching
Mathematics, I will make three columns on the board titled Guess, Digit, and
Place. I will then write a three-digit number on a slip of paper, and have the
students guess the number. They will write their guess in the first column,
and I will write how many digits are correct in the second column, and how
many digits are in the correct place in the third column. Students will
continue guessing using the clues until they have the number correct. We
will start this as a whole class game, then let students work in groups or with
their elbow partners. This would also be a great game to have students play
with parents at home. As the students progress with place value, we will
move into four and five digit numbers as well.
Closure: Because the students are free to play the game with their groups
or partners, I will allow enough time for the students to complete at least a
few rounds of the game. I will then bring the whole class together to debrief
what we had just accomplished. This is when I will be checking for
understanding, as well as making sure the students have met the objective.
The possible questions for the check for understanding are listed below. After
we are finished with this lesson, we will be moving into our DEAR segment of
our day. Students know that after math they are to get out their silent
reading books and begin reading without any talking. This is a procedure
that we have practices and re-taught every day since the first day of school.
This is also a great thing for early finishers to do if they complete their chart
before I say it is time for silent reading. Students also have the choice to
work on worksheets within their Early Finisher Folder, or any work from
morning work.
Questions:
• Is 0.1 greater or less than 0.01?
• How much greater?
• If the first place to the right of the decimal is called the tenths place,
and the second place to the right of the decimal is called the
hundredths place, what do you think the third place to the right of the
decimal point is called?
• What are ways to read and write one thousandth?
• Show me in two different ways.
• Ask students to name instances when it is important to calculate and
record numbers less than 1 (time, money, scientific measurements,
etc).
• Compare 0.11 and 0.12.
• How did you come up with your answer?
• Compare 0.02 and 0.120.
• How did you decide on that answer?
• Compare 2.17 and 0.99 (Etc.)
• How do you read the number 2.17?
• What place value would we have if we used 3 columns?
• How do you know?
Instructional Modifications:
LD: Jamie is our Learning Disabled student. She is a dyslexic student, and
she has trouble reading sentences because she mixes up the words within
the sentences. She is very good with math, though. Because I will be verbally
asking most of the questions, she will have little trouble with the activity. If
she is having trouble with the activity, she is paired with a student that is
very good with reading and is a great help with her. Jamie is not afraid to ask
questions, and this makes it easier for me to gauge if she is having trouble. I
will verbally give the directions many times just so she will hear the
directions several times. If she still has questions, she knows that she is able
to ask me questions at any point.
Physically Challenged: Leylah is a female student that has recently broken
an arm. It is not her writing hand, so it only causes problems when we are
doing activities that involve both arms. Because she will only be rolling dice
and writing down the answers, she should not have any problems with this
activity. If she does run into a problem, she is partnered with a great student
that is always willing to help her if she needs assistance.
Gifted: Joan is gifted in the subject of math. Because this is a fairly basic
math lesson, she may get bored with the activity. She will be competing with
other students in the game, but she will catch on fairly quickly and get
annoyed with the activity. So, along with many of the other math lessons, I
will have challenges ready for her in order to keep her busy and intrigued.
Some of these activities include adding another column (another place
value) to her chart, and have her make a larger number from these numbers,
or I will have her teach the “Digit Place” game with other students which I
have already taught her in a previous lesson.
ELL: Juan just moved from Mexico two years ago and is still in the ELL
program. He still has difficulty writing and reading English fluently, so this
will affect his understanding of the written directions. He is very good at
understanding English, though, so just as I will do for Jamie (dyslexia) I will
repeat the directions several times, and make sure he understands what he
is to accomplish. He also knows that he can approach me if he has any
questions throughout the lesson, but he is also seated next to a student who
is very willing to help him.
Materials:
Teacher: Copies of game sheets (both games)
Overhead with game sheet (both games)
Overhead
Dice (made out of coffee mug gift box, for example)
Dice for learning groups
I will make sure that the students have these worksheets before the lesson
begins. The game sheets and the dice will already be on their learning
tables, and students will all have writing utensils in their desks. I will have a
few extras of each of the game sheets just in case something happens.
Students know the procedure for asking for another sheet, and will follow the
procedures for sharpening pencils and asking questions just as they have
been taught since the first day of school.
Multiple Intelligence Extensions: Because this lesson is mostly focusing

on the logical mathematical multiple intelligence, I will need to provide other
extensions to incorporate students with other intelligences. The following are
choices the students will have to further their understanding in the subject,
as well as showing me that they understand the material.
• Linguistic: Students may keep a journal explaining place value they
see in everyday life. Examples could include, but not limited to,
numbers from the newspaper, mile signs on the highway, prices in the
grocery store, or numbers on the nightly news.
• Visual/Spatial: Along the same lines as the activity above, students
could take pictures or create a collage with numbers from everyday
life. They can get pictures from the Internet, take pictures at home, or
keep in mind they can find numbers in the newspaper and magazines.
• Intrapersonal: Students will give a self assessment on their learning
about this subject. After the game and the activities in the lesson, I will
want to know how the students are feeling about the subject matter.
Therefore, students can complete an evaluation of the material they
are learning so I will know if I can move on or if we need to spend more
time on place value.
Assessment: Because students will be working with groups and mainly

answering questions that are posed by me in front of the classroom, I will
mainly be using formative assessment. As usual, I will be using this
assessment to adapt my lesson planning for the next lesson I teach, but also
in order to move my lesson along with the interests and attention spans of
the students. I will also have the students turn in their game sheets, just so I
can look over what the students came up with while they were playing the
games throughout the lesson.
Content and Generalizations: The strand that this lesson pertains to is

understanding and using number notation and place value. This pertains to
change because changing one number in a list of numbers will change its
place value. Students will need to make a connection between place value
and change for the unit’s sake, and to do this, I will explain that if you make
one change to the number, the place value can be completed changed as
well.
Anna Brandes
Estimation Indirect Lesson
Short Term Objective: The learner will estimate answers to calculations

such as addition, subtraction, multiplication, and division to 90% accuracy,
and know when approximation is appropriate, using estimation to check
rationality of answers.
GLCE: N.FL.04.34: Estimate the answers to calculations involving addition,

subtraction, or multiplication.
N.FL.04.35: Know when approximation is appropriate and use it to check the
reasonableness of answers; be familiar with common place-value errors and
calculations.
Rationale: The importance of this estimation lesson is obvious to all who

have ever completed any sale prices, or totaled up purchases at grocery
stores or on a shopping trip. Students will value this information because of
real world application, but also because it allows them to plan ahead and
check your work to see if answers make sense to the problems they are
solving. Also, rounding and estimating numbers in order to add and subtract
numbers will make it easier for students, but also give another algorithm for
addition and subtraction. This will integrate with the previous lesson on place
value and number notation because students will be estimating large
numbers in order to solve problems. Overall, students will see the
importance of this lesson in both real world applications, but also math skills
for down the road in their mathematical careers.
Ed Psych Considerations: The theory that this lesson represents would be

the ideas of Howard Gardner. Gardner believe that the teacher should not
only be a presented of facts. The teacher should be a collaborator of
learning. Therefore, the idea of cooperative learning represents this idea.
With the students working together in order to come up with information and
knowledge about a subject is more important and will build more of an
emotional bridge than having me, the teacher, telling them what to
remember.
Prerequisite Skills: The students will know the general idea of estimating,
seeing as though they have been learning about estimation since the first
grade. Students have learned how to estimate and round answers in order to
complete calculations such as addition, subtraction, multiplication, and
division, and this lesson will just provide more stability to this understanding.
Students will also know when estimating and approximation is appropriate
because we have covered this in class, but it will also need to be reviewed.
We will cover when approximation is appropriate before this lesson begins,
just so I know students will be up to date to the beginning of this lesson. I will
know that students are up to this level because of the work we have been
doing in class prior to this lesson. I will also review some of the material
before we begin this lesson.
Lesson Intro: At the beginning of the day, I will have a jar full of jelly beans
or some other type of candy at the front of the room. I will have the students
come into the room and let them talk about it, and then I will ask their
learning clubs to discuss the purpose of the candy jar. I will have them write
about it in their journals, just as we do every morning when students come in
to begin the day. Students will then continue writing until the journal time is
up. As students are putting away their journals, I will begin asking their
learning clubs to share their ideas for why I have the jar of candy. Students
will begin to compare and contrast their ideas. A few ideas could be:
• Estimation
• Motivation
• Temptation
• Reward
• Etc.
I will then begin talking about estimation. I will ask each student to take out
a sticky note and write down how many jelly beans are in the jar. I have
bought certain numbers of jelly beans and dropped them into the jar, so I will
know how many are left. Students will write down their guess, and then we
will write down all of the answers and then order them as a class. Once all of
the guesses are on the board, I will tell them who was closest (or right on if
the case presents itself.) I will ask the students to explain their reasoning for
their guesses. Some of the answers may include:
• Complete guesses
• Count a few and multiply
• Try to count as many as you can and then guess higher than that
number
• Etc.
This activity will lead directly into the body of the lesson.
Body of Lesson: In their learning clubs, students will be completing this

lesson as a cooperative learning group. Students will have jobs such as
estimator, recorder, checker, and grapher/reporter. I will give each group a
container full of lima beans and macaroni noodles. Students will each
estimate the number of each and record it on a data sheet. Students will
take a sample using a scoop and put the sample on a tray. They will check
the number of lima beans and macaroni. All groups will report the results of
guesses and sampling results to the class. I will record all of these on a
transparency sheet for the data sheet on the overhead. This will lead into a
discussion on the high and low points of guesses, samples, and estimate
count as a class. Students will learn to make an estimation by taking a
sample, and this will also connect this data to making graphs which is a part
of the unit as well. Students will also improve cooperative learning skills by
role playing, and doing each of their jobs within their groups. We will then
take the numbers that students have gotten, and we will experiment with
addition equations, subtraction equations, multiplication equations and
division equations. For example, I will write 198+217 on the board. Students
will have to solve the problem on their own, then we will discuss the
strategies they used. I will specifically ask the students to use estimation in
order to solve the problem. Therefore, students will most likely take 2 from
217 and add it to the 198, so the problem would be 200+215, which is easier
to add. We will also do this with subtraction, division, and multiplication. I will
give students a worksheet to complete with problems such as we did on the
board.
Closure: After working as a whole class on some of the problems on the

board, students will have time until silent reading to work on their
worksheets I have given them. If the students don’t finish, they will have the
rest for homework. This is also how I will assess the students to check for
understanding, along with the questions I will be asking while we are working
on the problems on the board. Students have had this procedure (math to
silent reading) almost every day since the beginning of the year, so they will
know what to do if they finish early (Early Finishers folder, silent reading, or
morning work.) This will conclude the lesson.
Questions:
• Mary has $3.15, and she bought a hamburger for 1.56. Estimate how
much money she has left.
• Tom has 284 marbles. His sister Meredith has 402 marbles. Estimate
how many marbles they have altogether.
• How many lima beans?
• What did you estimate as the total?
• Why?
• Can you explain how you ended up at the answer on your paper?
• Was there any disagreement throughout your learning club group?
• How could you cooperate and agree on an answer?
• What is another way you could estimate besides using sampling?
• Have you ever seen an adult use estimation?
• What are some real life applications for this activity?
• Give me a reason to use estimation.
LD: Because Jamie has dyslexia, it is difficult for her to read some directions
and understand them fully. She mixes up words within the sentence, so the
directions are very unclear to her. With this disability, she has trouble
understanding what she is expected to do. Therefore, she is seated next to
very fluent readers who are very helpful when she asks questions. The lesson
does not involve much reading, and the directions will be given by me
several times orally. I will make sure all students understand the directions,
and Jamie does know that she should not hesitate to ask other students for
help, and she may also ask me if she needs further help with the
assignment.
Physically Challenged: Tony is a student who has been paralyzed from the
waist down. He is in a wheelchair, but is very capable of getting around the
classroom, and the school. The classroom has already been organized in
such a way that makes it easy for Tony to get around. As for completing the
work, Tony is very smart and has no trouble completing work. He will not
need any instructional modification for this lesson. If he needs help around
the room, students are more than happy to help him out whenever he asks
for it.
Gifted: Joan is gifted in math. Because of this, she may fly through the
material in this lesson. I will make sure that Joan knows what to do when she
is finished. Other students may finish quickly, as well, so students will need
to know that they can work on sheets in their Early Finishers folder, or she
may work on homework or morning work from the previous day. As
mentioned in the student description, Joan will have specific Early Finishers
that are more challenging for her, but are not so exciting that she rushed
through her work.
is very willing to help him.
Materials:
• Candy jar
• Sticky notes
• Writing utensil
• Lima beans
• Macaroni
• Jars for each learning table
• Worksheets for each student
Multiple Intelligence Extensions: Because the main multiple intelligence
that is used in this lesson is interpersonal and logical/mathematical, I have
provided extensions in order for students with strengths in other
intelligences to show they know the material.
• Kinesthetic: Students will be given a money limit and Monopoly money
and an identical shopping list. There will be a certain amount of time.
Students will select items from the store (online or a typed up list) and
purchase items without going over. Students may take items back to
their learning club group so they can help estimate the total. At the
end of the time, students will receive one point if they did not go over
the limit. Difficulty can be increased by telling students to come within
a certain number (must be over $6.50 but not over $7.50.)
• Visual/Spatial: Students will be asked to create a demonstration of how
they got the answers for their worksheet. They will be the “teacher for
the lesson.” They will need to show on the SmartBoard as well as
explain their reasoning for each step within the problem.
• Intrapersonal: For the students that work better independently, the
class will have the opportunity to work alone and show that they have
understood the material. Because there are a few gifted students in
math, they will be able to use self-directed projects from the list we
always provide for students. They will also be able to use self-directed
learning to show that they are capable of learning the information, just
in a different way.
Assessment: Students will be completing a worksheet after we have

completed some problems on the board. From the short term objective,
students will be completing equations to 90% accuracy, so students will need
to get 18 out of the 20 questions correct. I will be marking the students’
worksheets with the number correct. Students will have the opportunity to
redo their work once, so I will not write the correct answers on the sheet yet.
After the second try I will record the final number and use this for a part of
the report card grade.
Content and Generalizations: The strand that this lesson connects to is

Estimate. Estimation only one piece of the unit theme of change. The lesson
connects to change because estimation will change the answer to any
problem just by guessing what the answer would be. Students will need to
realize that estimating an answer will not give them the correct answer
every time – they will need to check their answer and change it in order to
get the right answer.
Name: ___________________________
Date:_______________
Estimation
Make sure to show all of your work! You have plenty of room on this sheet to show
how you came to your answers.
1. 246 + 116 = _____________________
2. 112 + 338 = ______________________
3. 120/41 = _______________________
4. 407/10 = _______________________
5. 35 x 11 = _______________________
6. 4 x 59 = ________________________
7. 119 + 223 = _____________________
8. 62/9 = _____________________
Anna Brandes
Converting Measurements (Direct Instruction Lesson)
Short Term Objective: The learner will convert measurements such as

meters to centimeters, kilograms to grams, liters to milliliters, hours to
minutes, minutes to seconds, years to months, weeks to days, feet to inches,
ounces to pounds to 90% accuracy.
GLCE: M.TE.04.05: Carry out the following conversions from one unit of
measure to a larger or smaller unit of measure: meters to centimeters,
kilograms to grams, liters to milliliters, hours to minutes, minutes to seconds,
years to months, weeks to days, feet to inches, ounces to pounds (using
numbers that involve only simple calculations).
Rationale: Because the world seems to be moving towards the

measurements of the metric system, practicing and using measurements
within this system is very important to students. In the fourth grade, they will
need to be able to convert measurements from smaller to larger, and also
larger to smaller. These types of conversions are done in everyday life –
whether we are converting weeks to days, years to months, or miles to feet.
Aligning with the science integration of the unit, students will need to know
how to convert measurements in the field of science as well. Science and
technology are continually growing fields in today’s society, and the basis is
measurements and observations of these measurements. Beginning with the
task of converting smaller to larger, or larger to smaller measurements will
be a great way to increase knowledge of these fields as well. Also in this
lesson are the ideas of prediction, subtraction, addition, data collection, and
cooperative learning. These are all important in the classroom setting as
well.
Ed Psych Considerations: This direct instruction lesson will be appropriate

for the students in our classroom because of the idea that Lev Vygotsky
introduced: zone of proximal development. After I have completed the first
steps of direct instruction (anticipatory set through modeling), I will be able
to use this idea to check for understanding, develop the guided practice, and
continue on to independent practice. The idea of the difference of what a
learner can do with and without the teacher’s help will be noticeable
between the guided practice and independent practice.
Prerequisite Skills: Students will already know the ideas of both metric
and English measurements. They have worked with measurements
throughout this year, and now they will be learning how to convert smaller
measurements to larger measurements, and vice versa. Students have not
yet learned exactly how to do this, but they know the basis of time, such as
60 minutes to an hour, 60 seconds to a minute, 12 months in a year, and 12
inched in a foot. We will be working on problems such as these to get the
idea of converting. I know that students have this prior knowledge because I
have taught them the previous needed information, and I have assessed
their prior work.
Lesson Intro: Before the students begin this lesson, they will be working on
their journals just as they do before math at the beginning of the day. I will
ask them to follow the procedure of putting away their journals and sit
quietly in their active listening position and be ready for the next lesson.
(Anticipatory Set) This activity will not only review measurements and
estimation, but it will hook the students into the lesson. In their learning
clubs, students will be given a measurement and will be asked to predict
what object in the classroom is equal to that specific amount. For example, I
will ask “what in this room is 35 inches?” In groups, students will agree on an
object they feel is 35 inches long. I will record these on a data collecting
sheet on the overhead. After the numbers are recorded, students will take
their rulers (in their desks) and begin measuring several objects around the
room. They will record the numbers on a piece of paper for now. We will use
this data later in the lesson. After students are done measuring, or after 10
minutes of measuring, I will bring the students back together with a signal
they are familiar with that means they are to be quiet and sit back down in
their seats. We will be entering data on the table on the SmartBoard so the
students get a great visual of the data, and can start making conclusions
about the data, just as we did in the estimation portion of the math unit.
Body: (Content Presentation) I will have written on the SmartBoard in

Microsoft Word the following: “What could you measure using:
• meters
• grams
• inches
• feet
• liters
• minutes
• days”
I will begin explaining that metric units are families, and English units are
families. We have covered this material before in class, so the students will
understand. This will simply be a review. I will say that when we are
measuring something using an English unit, we can chance the unit to
another English unit within the same base unit of family. Same will go with
the metric units. For example, we can change centimeters to meters, and
inches to feet. However, we cannot change meters to grams or inches to
days because these measure different things. We will always have to
remember that each unit has a family and must stay in its family.
(Modeling and Guided Practice): I will be measuring a few objects from
the list I will be giving the students. The students will then need to do the
same when we are done. First, I will measure my desk, so this will go with
“Teacher’s Desk”. I will now measure my desk with my yard stick, and find
that it is 1.5 yards. I will record this on the SmartBoard where the worksheet
is pulled up on. Using the conversion chart, students will be finding the
length of the desk and every other object on the list. I will show them how to
do teachers desk into inches, feet, and yards. There is a separate chart
where they will be measuring each object with their meter sticks. They will
also have to convert meters into centimeters and millimeters. I will show
them how to do it, and then ask them to continue. Students may work in
partners for this task, or they may work alone.
(Independent Practice): Students will be completing a chart exactly like

this except they will have to measure 3 things around the school throughout
the day, and complete their chart either during independent work time, or
during morning work time the next day. They will need to do this on their
own. They may not take it home for homework because I will not know if
students did the work, or if parents completed the work for them. This way I
will know if they completed the measurements, and will need to convert the
measurements on their own.
(Check for Understanding): I will be asking questions throughout the

guided practice to make sure students are understanding not only the
material, but also the directions for the worksheet and the independent
practice. Students can be working with partners so if they have questions
they may ask each other, or another pair if they need an answer and I am
not available. I will be making sure to ask questions on all Bloom’s levels so
the students are fully understanding the material, and not just on a shallow
level. I will want the students to respond in full answers. The types of
questions that I will be asking during guided practice and content
presentation are listed below. Another way to check for understanding will be
the independent practice worksheet. I will be assessing the worksheet by
answers wrong and answers correct, and the percentage should be 90% as
given in the objective.
(Immediate Feedback): I will make sure to get the assessment back to the
students the same or next day after they turn in their worksheets with
conversions and measurements. This way, if the students get the material,
then they will know that they are understanding it fully. If they are not
getting the material, then they will know what to work on.
Questions:
• Are any of the things listed at the beginning of the lesson related?
How?
• Do any of these measure the same things?
• What do grams measure?
• What to feet measure?
• What can minutes measure?
• Can we change minutes to days?
• Can we change feet to minutes?
• Why or why not?
• Can someone make up a problem converting days to minutes?
• Can someone make up a problem converting inches to feet?
• Who can answer these questions?
• What is an object that is about 20 inches long?
• What is an object that can be measured in feet?
• What could you measure in days?
• Why is days an important measurement tool?
• What object could you measure in grams?
• Is it possible to measure something in grams and in feet?
• Why or why not?
• How old are you in months?
• How many days have you been alive?
• Can you tell me how you figured this out?
• What is the difference between English and metric units?
• Which system does an inch belong to?
• Which system does a gram belong to?
LD: Jamie has dyslexia. She mixes up words in sentences. This is another
math lesson, so she should be able to do the math work, but I will need to
make sure she understands the titles for the columns on the chart. She has
the choice to work with someone else, as well, so she will be able to ask any
questions she has to her partner, or she may always ask me for help as well.
She will be able to do the work with the numbers, just as long as she
understands the directions and the titles on the charts.
Physically Challenged: Tony is a student who has been paralyzed from the
waist down. He is in a wheelchair, but is very capable of getting around the
classroom, and the school. The classroom has already been organized in
such a way that makes it easy for Tony to get around. As for completing the
work, Tony is very smart and has no trouble completing work. He will not
need any instructional modification for this lesson. If he needs help around
the room, students are more than happy to help him out whenever he asks
for it.
Gifted: Joan is gifted in math. Because of this, she may fly through the
material in this lesson. I will make sure that Joan knows what to do when she
is finished. Other students may finish quickly, as well, so students will need
to know that they can work on sheets in their Early Finishers folder, or she
may work on homework or morning work from the previous day. As
mentioned in the student description, Joan will have specific Early Finishers
that are more challenging for her, but are not so exciting that she rushed
through her work. Joan may also be working with another student during this
lesson when she is measuring objects, so this will be a good way for her to
be a teacher, and help another student who potentially needs help with this
material.
is very willing to help him. Juan also may be placed with a partner during his
work with measurements, and will be able to ask questions if he has them
with his partner. This will ensure that he knows what he is doing, and that he
understands the titles for the charts.
Materials:
• English and metric measuring tape or yard/meter sticks
• items to be measured (see worksheet)
• Worksheet for guided practice
• Worksheet for independent practice
• Overhead
• Overhead transparencies
• SmartBoard
• Worksheet on SmartBoard
Multiple Intelligence Extensions: With the direct instruction for this

lesson, students will need other ways to show they have learned the
material. Worksheets do not always give the right assessment for some
students. I have provided a few multiple intelligence extensions in order for
students to show their understanding in different ways.
• Linguistic: Students can have the choice of leading a class discussion
on what they have learned or what they would still like to know.
Students know the idea of the KWL charts, and are familiar with how to
lead class discussions. They will have to prepare beforehand, and have
a written up plan of the discussions, but this will be a good way for not
only the student leading the discussion to learn about converting
measurements, but also for the entire class to be included in the
learning.
• Kinesthetic: Students can work together to perform a skit involving
measurements, as well as other material we are covering during the
unit. This could include energy, characteristics of the sun, moon, and
Earth, as well as the social studies material, or reading a book
connected to the material. They may work with other students as well,
which would also pertain to the Interpersonal intelligence.
Assessment: For this assessment, I will be checking the guided practice and
the independent practice worksheets. When students are done with their
worksheets, they will turn in their papers to my bin, and I will grade them as
soon as I get time so the students will have immediate feedback. I will make
sure to write comments on the papers, but not to give them the right
answers just yet. They will have another chance to do the work and turn it in
again for a redo option. This way, students will get a good grade, and will
better understand the materials. The students will need to get at least 18 out
of 20 correct for the conversions and the correct measurements. If they do
not get 18, they will be asked to make corrections and turn it back in. This is
a good way to assess if the guided practice worked, as well as to see if the
students understand the material in order to move on to the next lesson
objective.

Converting Measurement Units. Students will need to connect this lesson and
this strand to the unit of change. This lesson connects to the theme of
change because converting and changing is just about the same idea –
students will be changing measurements to larger and smaller units.
Students will notice these changes because the numbers will change
throughout the worksheets and the guided practice.
Name: __________________________ Date:
____________
Measuring Miscellaneous!
Your Teacher' Window Math Your

Desk s Desk Sill Door Book Pencil Eraser Choice
Yards
Feet
Inches
Your Teacher' Window Math Your

Desk s Desk Sill Door Book Pencil Eraser Choice
Meters
Centimeter
s
Millimeters
Name: _________________________________ Date:
______________
On Your Own
Measuring Miscellaneous!
Your Your Your

Choice Choice Choice
Object
Yards
Feet
Inches
Your Your Your

Choice Choice Choice
Meters
Centimeter
s
Millimeters
Anna Brandes
Characteristics of Sun, Moon, and Earth
Short Term Objective: The learner will compare and contrast

characteristics of the sun, moon, and Earth, including characteristics such as
relative distances and abilities to support life to 100% accuracy.
GLCE: E.ST.04.12: Compare and contrast the characteristics of the sun,

moon, and Earth, including relative distances and abilities to support life.
Rationale: It is important for students to learn about the similarities and

differences between the sun, moon and Earth because they need to make
the connection that life on Earth would not be possible without the sun, and
the moon would not exist without Earth. What happens on the moon and on
the sun can change what we feel here on Earth. Students will probably have
a tough time understanding the relative distances, but they need to begin
thinking about the fact that our community is not the only community that
exists in the world. Students will need to realize that Earth, the sun, and the
moon have similar characteristics, but are also drastically different.
Ed Psych Considerations: Piaget, along with many other educational

theorists, thought that the theory of constructivist learning was a vital part of
the classroom. My lesson pertains to Piaget’s ideas because of the idea of
assimilation and accommodation. Assimilation will be present with the KWL
chart because students will be constructing new knowledge from their
experiences. They incorporate the new knowledge with already existing
knowledge and form a new framework of knowledge. As for accommodation,
I will be reframing the ideas of the students to represent the external world
to fit the new experiences. With this lesson, I will be presenting new ideas to
incorporate the students’ prior knowledge, but also build on this knowledge.
Prerequisite Skills: Students will need to know that the sun, moon, and
Earth exist. They will also need to know the basics of the sun, moon and
Earth, such as Earth is where we live, we can see the sun during the day, and
the moon at night. I will know that the students will have this prior
knowledge from previous work done in the year, as well as the conversations
we have had about the solar system in previous lessons.
Lesson Intro: To begin this lesson, we will view the animation on the
website Math is Fun. The hyperlink is http://www.mathsisfun.com/earth-
orbit.html. This shows may different aspects of the orbit, with facts such as
the Earth orbiting the sun in 365 days, the earth rotating every 24 hours, the
seasons and the tilt of the earth, etc. After we look at this animation, we will
further look into the idea of the orbit of the Sun, Earth and Moon.
Body of Lesson: I will ask the class to go to the spot in the classroom where
we gather for class discussions on the rug in order to demonstrate the Sun,
Earth, and moon model. The students will all sit in a circle while I am in the
middle of the circle. I have a miniature lamp to represent the sun. I will put
the lamp in the middle of the circle where students can see it. I will then
review with the students what they know and what they want to know about
the sun and earth. I will write this on the easel white board by the circle on a
KWL chart. I will know place a 3-inch Styrofoam ball on a skewer to represent
the Earth. I will show the students how the Earth rotates counterclockwise,
and that it is smaller than the sun. I will walk around the “sun” in a
counterclockwise circle and turn the skewer while I am doing it. This will
demonstrate the Earth’s spin. Next, I will introduce the Moon. We will add
what we know and what we want to know to the KWL chart. I will then put a
1 inch Styrofoam ball on another skewer, and place the other end of the
skewer at “the equator” of the Earth. I will rotate the skewer
counterclockwise again to demonstrate the spin of the Earth, and the Moon
orbiting the Earth. I will then explain that there are phases and cycles that
the Earth and Moon go through called the Lunar phase, and the years and
days. I will explain that it takes a day and night for the Earth to make one
entire rotation, and that it takes a whole year for the Earth to complete its
orbit around the sun. After I am finished showing the students the ideas of
the orbits and the rotations, I will ask for volunteers to do the same as I did:
use the materials to show the orbit, and explain the orbit as well. After we
have done this, I will go over the W column, and see what the students have
learned. We will then finish our chart by filling in the L column.
Closure: I will now ask students to go back to their seats. I will introduce
their poster or project that they will be completing to show their knowledge
of the earth, sun, and moon characteristics. I will hand out the rubric before
they go home for the day so they know what they will be completing.
Students will also have some class time to work on their projects. After 15
minutes or brainstorming and collecting materials from around the room, I
will ask students to clear their desks and sit down and sit quietly so they can
be dismissed for special.
Questions:
• What revolves around the Earth?
• What do you see in the sky almost every night and also during the
day?
• Which is the smallest out of the Earth, Moon, and Sun?
• Which object orbits the Earth?
• Which object orbits the Sun?
• What is the Sun?
• What is at the center of the universe?
• Which was does the sun rotate?
• Is the sun a light source or a heat source?
• What is the order for size of the sun, Earth, and moon.
• How long does it take to complete one spin for the Earth?
• How long does it take for the Earth to orbit around the sun?
• What are some similiarities between the sun and the Earth?
• What are examples of cycles that we just learned about?
LD: Jamie is dyslexic. Because the activity for the lesson does not involve
any reading, there will not need to be instructional modifications for her. The
KWL chart will involve reading, but students will also be saying what the
words read, so Jamie will know what the chart says. Once we are done with
the activity, she will need to read the rubric in order to understand what she
needs to accomplish. Other students and even her parents at home can help
her read the rubric.
Physically Challenged: Tony is paralyzed from the waist down. He is very
capable of moving around in his wheelchair, but may need some help getting
the rug for the activity during the lesson. Students in the class are very
helpful with Tony and will offer assistance if he needs it. Tony also has a
special spot in the circle that is easily accessible for him to get to the circle,
and back to his desk as well.
Gifted: Many of the students are right on level, especially for science. For
this reason, there will be little instructional modifications for the gifted
students. We will be doing the activity for the lesson all together as a class,
so there will not be problems with students finishing early. Students will be
working on brainstorming ideas for their posters that will be assessed at the
end of the week. This will connect to the final assessment that we are doing
for the entire unit.
ELL: Juan is in the ELL program. He still has difficulty writing and reading
English fluently, so this will affect his understanding of the written directions
and the KWL chart. He is very good at understanding English, though, so he
will be able to understand the students as they are saying their ideas for the
KWL chart and know what each of the facts say. If Juan has problems reading
the rubric, I will be available during down time for him to come and ask
questions, or he is always willing to ask another student for help reading and
understanding the rubric.
Materials:
• Styrofoam balls: 6-inch ball for the Sun, 3-inch ball for the Earth, 1-inch
ball for the Moon
• Skewers
• Lamp with shade removed to serve as Sun
• Extension cord for lamp
• White board for chart
• SmartBoard
• Website for lesson intro
Multiple Intelligence Extensions: Students will mostly be experiencing

the multiple intelligence of visual spatial with my modeling of the activity,
but when students are doing it themselves, and explaining their movements
to the rest of the class, the kinesthetic intelligence will be used as well. I will
need to provide other opportunities for students to learn and show they have
learned the material.
• Linguistic: Students will have the opportunity to write in their journals a
few experiences that they have had with the sun, moon, or Earth.
Using the information they have learned from this activity, they will
have the choice of writing about this activity or other activities that we
have done throughout the unit.
• Logical: Students can write an outline or do a timeline of the cycles of
the Earth, Moon, and Sun. They can draw it out or write about the
different phases of the orbit and rotation of the Earth and the Moon.
Assessment: Because students will be creating a poster or a project on

what they have learned from this lesson, I will be using a rubric for
assessment. I will give the students the rubric so they will know what they
are being graded on. This project will take a little longer than just a few days,
so they will be required to work on it at home for homework. The rubric is
attached.

Characteristics of Objects in the Sky – common objects in the sky have
observable characteristics. This strand connects to the overall concept of
change because the characteristics of each depend on the changing of the
others. For example, some characteristics of the Earth depend on the sun
and where the sun is in respect to the Earth, and same with the moon.
Students will know this has to do with change because there is a lot of
change within the lesson, and a lot of the elements within the lesson are
changing as well.
Teacher Name: Ms. Brandes
Student Name: ________________________________________
Characteristics of Sun, Moon, and Earth
CATEGORY 4 3 2 1
Use of Class Used time Used time Used some of Did not use
Time well during well during the time well class time to
each class each class during each focus on the
period. period. class period. project OR
Focused on Usually There was often
getting the focused on some focus distracted
project done. getting the on getting the others.
Never project done project done
distracted and never but
others. distracted occasionally
others. distracted
others.
Labels All items of Almost all Several items Labels are too
importance on items of of importance small to view
the poster are importance on the poster OR no
clearly labeled on the poster are clearly important
with labels are clearly labeled with items were
that can be labeled with labels that labeled.
read from at labels that can be read
least 3 ft. can be read from at least
away. from at least 3 ft. away.
3 ft. away.
Knowledge Student can Student can Student can Student
Gained accurately accurately accurately appears to
answer all answer most answer about have
questions questions 75% of insufficient
related to related to questions knowledge
facts in the facts in the related to about the
poster and poster and facts in the facts or
processes processes poster and processes
used to create used to processes used in the
the poster. create the used to create poster.
poster. the poster.
Content - At least 7 5-6 accurate 3-4 accurate Less than 3
Accuracy accurate facts facts are facts are accurate facts
are displayed displayed on displayed on are displayed
on the poster. the poster. the poster. on the poster.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, layout though it may poorly
design, and neatness. be a bit designed. It is
layout, and messy. not attractive.
neatness.
Anna Brandes
Lunar Cycle
Short Term Objective: The learner will create a diagram, diorama, or

visual chart explaining how the visible shape of the moon follows a
predictable cycle, and demonstrate that this cycle takes approximately one
month.
GLCE: E.ST.04.24: Explain how the visible shape of the moon follows a
predictable cycle which takes approximately one month.
Rationale: It is important for fourth grade students to understand that

while it appears that the moon in the night sky changes shape, it just
changes appearance. From our standpoint, the moon appears to get smaller
and larger, but it is just the appearance from where we stand on Earth.
Students may have a tough time with this idea at first, but it is a good idea
to teach them that we are just a small part of the universe, and there is
much more out there than just our classroom, just our school, or even just
our community. Discussions that we will have as a whole class will show the
students that this is simply one example of patterns we can find in nature.
Students will also need to be learning to find regularities in events and
shapes throughout nature, as well as designs and numbers.
Ed Psych Considerations: I believe that this lesson is related to the idea

that Jerome Bruner developed. He is sure that if material is presented in the
right way, students will be able to learn anything you teach them, no matter
what age. While the material in this lesson is age appropriate for the
students, the material is presented in such a way that students will
understand it fully. Bruner’s ideas also suggest a system of questions and
levels of understanding that resonates with Bloom’s Levels. It also relates to
the idea of scaffolding, which Lev Vygotsky introduced. Bruner says that
knowledge is developed through three modes of representation: image
based, language based, and action based. All of these aspects are present in
this lesson, and this is why I believe Bruner’s ideas are present in this lesson
as well.
Prerequisite Skills: The students will simply need to know what the moon
is. Because they are in the fourth grade, they have studied the general idea
of the sun, moon and the stars, so the students will know what the moon is.
They have seen the moon in the sky several times, and will have noticed that
it changes shape throughout the month. I will know that students have this
prior knowledge before the lesson begins because we have been talking
about the characteristics of the sun, moon, and Earth in the science lessons
earlier this week.
Lesson Intro: To begin this lesson, I will be reading “First on the Moon – I
Was There” by Barbara Hehner. The book begins on a rocket that is
propelling the Apollo 11 mission to the moon. It is a great book because it
gives the background information about the missions and NASA, but also
gives paintings and pictures to depict what it would remotely be like to travel
to the moon. There is also a lot of random information that fourth graders
would love, such as additional information on the Saturn V rocket, space
meals, the lunar module, and reentry from outer space. The additional
information will get the kids hooked, and we will be able to learn more about
the moon and getting to the moon in this lesson.
Body of Lesson: We will mainly be studying the lunar cycle, but the
additional information from the book is also great knowledge to have
because we have been studying the characteristics of the sun, moon, and
Earth together, comparing and contrasting these elements. After reading the
book, we will look at another article which I have found online. The article is
called “Dear Luna” at New Moon Magazine Online. It is an article on a little
girl being so curious about the moon that she wrote a letter to the moon
asking it questions. Luna’s mother writes her back, posing as the moon,
giving her the answers to her questions. The article gives many great facts
about the moon, but there are also some questions that are left unanswered.
Students will be asked to write a letter to Luna asking her questions. This will
integrate Language Arts into the lesson because we have been working on
writing formal letters. Students will be required to ask 3 questions they want
to know about the moon. Because this is not the main part of the lesson,
students will only take a few minutes to brainstorm some questions, then we
will move on to the rest of the lesson. This activity will be saved for the
Language Arts portion of the day.
Continuing with the lunar phases, I will show the PowerPoint I have
created. It has the pictures of each phase of the moon, and I have notes that
I will describe each of the phases, as well as other useful facts about the
moon. After we continue this, I have many websites that will help this
information stick in their minds. The websites are below. The students will
take turns clicking and dragging the different moon phases into the correct
positions.
http://aspire.cosmic-ray.org/labs/moon/lunar_phase1.swf
http://aspire.cosmic-ray.org/labs/moon/lunar_phase2.swf
Closure: After we have completed all of these activities, students will have
gotten a grasp of the phases for the lunar cycle. I will ask them to practice
the song, and keep quizzing each other on the phases. We will continue to
cover this material for the next week, and learn it in different ways so the
students can master the content. When students have the time for the
computer lab (not Special time, just time to work on computers) I will have
them complete the assessment mentioned below. We will not have the time
to do this right after the lesson, so to wrap up the lesson, I will tell the
students that their ticket to “Cruisin’ Time” is to tell me one thing that they
learned, and one thing they still don’t understand about the lesson we just
learned.
Questions:
• What did the moon look like on the first day?

• What did it look like at the end of the first week?
• How does it look now, at the end of two weeks?
• What do you notice about the amount of light/dark of the moon each
day?
• What do you think it will look like tonight? Tomorrow night?
• Scientists call the changes in the moon "phases." Did you see phases
of the moon that look like the ones you have on your calendar?
• Did you notice that the way the moon looks as it rotates around the
earth creates a pattern? What pattern do you see?
• The moon's phases create a pattern. Can you guess how the pattern
goes on your Lunar Cycle Calendar (hand out the blank calendar)?
• Point to the full moon on your Lunar Cycle Calendar.
• How many days are there between the full moon and the next main
phase?
• What does the moon look like on the sixth day of the cycle? How about
on the twelfth day? On the eighteenth day?
• Do you see a pattern being created by the phases of the moon? Can
you describe that pattern?
LD: Jamie has dyslexia. Being able to understand parts of this lesson may be
tough for her, considering some of it is written on the PowerPoint. I will be
going over the PowerPoint, however, and reading and explaining the parts of
the moon cycle. This will be part of the instructional modification because I
will make sure that she is listening to what I am saying, and not just reading
off of the PowerPoint. Also, if she is chosen to do a part of the activity on the
SmartBoard, I will read off the directions several times beforehand so she will
know what the activity is asking, and I will also make sure she knows what
she is doing when she is at the board.
Physically Challenged: Tony is paralyzed from the waist down. Tony will
have no trouble understanding and listening to the lesson, but if he is chosen
for part of the activity, he may have trouble getting to the front of the room,
and reaching the SmartBoard. If he is chosen, and needs help to the front of
the room, students are very willing to help. One student will volunteer to get
him to the front of the room, and if Tony needs help completing the task for
the activity, the same student will also help him with this task. These
circumstances have happened in class all year, and students are accustomed
to helped Tony.
Gifted: All students in our classroom are basically on level for the subject of
science. Because students will all be learning the same material. If there are
students in the classroom that already know the material, I will ask them to
help other students out with the material, as well as show us their
knowledge. We will all be working at the same pace throughout the lesson,
with the PowerPoint and the class activities, so all students will be kept busy
and entertained throughout the lesson.
will affect his understanding of the PowerPoint. He is very good at
make sure that he is listening to what I am saying, and not just reading off of
the PowerPoint. Also, if he is chosen to do a part of the activity on the
SmartBoard, I will read off the directions several times beforehand so he will
know what the activity is asking, and I will also make sure he knows what he
is doing when he is at the board.
Materials:
• Dear Luna
• SmartBoard
• Microsoft Word
• Microsoft PowerPoint
• Lunar Cycle Power Point
• Websites for activities
• Website for assessment
• First on the Moon – I Was There
Multiple Intelligence Extensions: Because the main multiple intelligence

used in this lesson is visual/spatial, with the work on the PowerPoint and the
activities on the SmartBoard, I will provide other work for the students to
complete in order to help with understanding the material.
• Musical: I have found a set of lyrics that explain the moon phases and
other characteristics of the moon. Students will have the chance to
learn this song, and this may make the learning of the material for
concrete for most, if not all students. Research shows that putting a
beat or hand motions to material will increase the retention rate.
Students may also make up another song, either to a well-known tune
or a popular song, and write lyrics that pertain to the moon cycle, or
moon characteristics.
• Logical/Mathematical: Students will have the opportunity to create a
project for this lesson. Students can create a boardgame, invent a
game, or create some sort of simulation to show understanding of the
moon’s phases, and somehow involve the entire class in their game or
simulation. This could also be a part of Kinesthetic learning because
the students will be moving around while completing this task.
Assessment: I believe that using technology to assess is an up and coming

style of assessment in classrooms. Because of this, I am going to use
ScienceNet Links to assess whether or not the students are understanding
the lunar cycle. At the end of the “test” that is online at this website,
students will fill out their name on a certificate, and turn it in as proof that
they completed the test. In the test, there is a cycle for a couple different
months, with all of the days filled in except 3, 4, or 5 depending on the level.
There are options for the missing days, and students will need to click and
drag the option the is the correct phase for the missing day. After students
have completed the task, there is a paper at the end where they will fill in
their name, print it out and turn it in to me to prove that they have
completed the assessment. This will also ensure that every student has
mastered the idea of lunar phases.
Content and Generalizations: The strand that this lesson connects to is

Patterns of objects in the sky – common objects in the sky have observable
characteristics and predictable patterns of movement. Change is within this
lesson for obvious reasons – the way we perceive the moon changes to us on
Earth, and students will need to learn that this change is simply due to the
way the Earth moves in space around the sun, and the way the moon moves
around the Earth. Change, in this case, is perceived as change but it is just
the way we are viewing it here on Earth.
Dear Luna
Victoria and her mother were sitting outside one night and Victoria
noticed how beautiful the moon looked in the sky. They decided that it would
be such a neat thing if you could write a letter to the moon and ask it
questions about how it glows. Victoria’s mother told her that since the moon
is not actually living, she would get someone to respond to the moon letter
as if they were the moon. Her mother also told her that she would not say
who was responding to make it a little more fun. She told Victoria to write
the letter and she would make sure that an answer was received. Victoria
woke up the next morning and started writing her letter.
Dear Luna,
I sat outside with my mom tonight and noticed how beautiful you looked in
the sky. I have some questions that I need answered. I want to know how
you glow so brightly and how you move. I heard about an astronaut who
landed on you a long time ago, and I have always wondered what you would
look like if I were able to land on you one day. Would you feel hot or cold?
Would there be living creatures on you? Where do you go when you are not
in our sky? I know I have a bunch of questions and I thank you for taking the
time to help me answer these questions.
Thank you,
Victoria
Victoria and her mom did a little research before they sent off their letter.
Victoria’s mother wanted her to be ready when the letter came back from
the moon. They found out that astronauts landed on the moon in 1969. They
watched videos and saw pictures that showed the astronauts walking on the
moon. They learned that the moon gets all of its light from the sun and has
no light of its own. About a week passed before Victoria received her reply
letter from the moon.
Dear Victoria,
I really appreciated your letter. The sun is so bright and so important to the
people of the earth that very often I get overlooked. By lighting the night
sky, I feel that I am very important to the earth as well. I do not provide heat
to keep the people warm and my light does not cause sunburns, but it is still
important to all of the living things on the earth.
I will start by telling you a little about myself. I am the moon for the earth
only. Other planets in our solar system have moons of their own. A moon is
simply an object that orbits a planet. I have a rocky surface and I have
craters on me that you can see with a strong telescope.
The astronauts who landed on me have been able to bring back samples to
earth to show everyone what my surface looks like. There are lots of pictures
and even videos available to show you what it would be like if you were able
to land on me one day.
I do not produce any light of my own. The light that you see from earth is the
light that bounces off of me from the sun. I am a bit like a stop sign. If you go
riding in your car with your mom at night look at the road signs as you pass
them by. As the cars approach, you can see the car lights shining on the stop
sign and bouncing off.
I circle the earth and I also spin on my axis. This would be like you spinning
around in a circle as you walked around another object. I know this is a little
bit difficult to understand. As I circle the Earth, you will see me differently at
different times of the month. This is called a moon phase. You will see me
differently because as I travel around the earth, you see the light that I
reflect differently. You can chart these phases to see how I change each day
of the month. If you do this for a month or two, you will see a pattern of the
changes or phases that I go through.
I do not have living creatures living on me. I do not hold any heat on my
surface and I do not have liquid water for living creatures to drink. This
makes me unsuitable for living things.
I do hope I have answered your questions, and I hope that you will take the
time to write to me again soon.
Much love,
Luna
Sung to the tune The Ants Go Marching . . Moon phases and important
terms are shown in capital letters.
Each Moon phase marches COUNTERCLOCKWISE —
Now, let's start . . .
The FIRST PHASE is the NEW MOON that we see as DARK.
Then next the WAXING CRESCENT shines
A LITTLE LIGHT upon the RIGHT,
And after that's the
QUARTER MOON, where the
RIGHT HALF'S LIGHT.
Following is WAXING GIBBOUS on the RIGHT,
Where the LIGHT continues SPREADING and becoming bright.
We'll be HALFWAY through the phases soon,
With the FULLest, brightest, biggest MOON,

Just before the DARK creeps
On the RIGHT
Of a WANING MOON.
The WANING GIBBOUS phase is when the LIGHT will SHRINK,
Then what will be the next phase after that, you think?
It's once AGAIN a QUARTER MOON,
But the DARK HALF's now upon the RIGHT,
And the LEFT side is the
One's that's BRIGHT!!
Did you get that right?
The next phase is the LAST phase where there's just a spark
Of light, so WANING CRESCENT appears ALMOST DARK!
The Moon is really magical,
When it's WAXING, WANING, NEW OR FULL.
And it COULDN'T SHINE at all
WITHOUT ......
THE SUN'S ......bright light!!
Works Cited
• Burns, Marilyn. About Teaching Mathematics : A K-8 Resource.

Minneapolis: Math Solutions Publications, 2007.
o We used this book for ideas for inclusion activities and
independent or group activities to further understanding of the
material from the lesson. We used a similar idea to Digit Place on
page 142, but not the exact game. We also used the ideas of
assessment from the book. This was a great source for ideas for
the lessons.
• "Climate in Grand Rapids, Michigan." RSS Weather.

<http://www.rssweather.com/climate/michigan/grand%20rapids/>.
o We used this site to get information for the bar graphs that show
average monthly precipitation. This could be used for other
mathematical data to make graphs and tables. This site could
also be used throughout the day if students are learning about
weather. It is a great site with a lot of information for students in
the fourth grade.
• "Dear Luna." New Moon Magazine.

<http://https://www.newmoon.com/login/?
ref=voices/dear_luna/ask_a_question/>.
o This website is used for the lesson about the moon. The article is
used in the lesson, but also for a language arts integration. The
students are to mimic the article and ask the moon, sun, or Earth
any three questions they have. It will be great for learning how to
write a letter. This is a site for a magazine for young kids.
• "Google Image Search." Google.com. <http://www.google.com>.

o We used this site for an image search for the pictures of the
lunar cycle. We used the pictures for the PowerPoint on the
moon's cycles.
• "Interactive Websites for Fourth Grade Classrooms." Internet 4

Classrooms. <http://internet4classrooms.com>.
o This is a great website to find activities and center activities on
the computer. There are education and just for fun activities.
This is a trusted site so we know that the students are safe while
on the computer.
• "National and State Population Estimates." U.S. Census Bureau. 26

June 2008. <http://www.census.gov/popest/states/nst-ann-est.html>.
o This site was helpful because we found information for our bar
graphs within our bar graph lesson. We can use this site for other
reasons as well. It gives data about states and the country as a
whole. It could also be used as extensions in other lessons.
• "RubiStar For Teachers." RubiStar.
<http://http://rubistar.4teachers.org/index.php?ts=1228419781>.
o This website is designed for teachers who are in need of a quick
rubric. We have made our rubrics for our summative evaluation
for our final poster project, as well as within the individual
rubrics. The website is free, and it is a great way for teachers to
access rubrics wherever there is computer access.
• "Sun and Earth Day." NASA. <http://sunearthday.nasa.org>.

o We used this information to get facts and other information for
the sun, earth, and moon characteristics. Because I was not sure
on all of the information that was needed in the lesson, we
needed to make sure that information was correct, and all of the
vital parts of the lesson were present.
• "Voting and Registering Data." U.S. Census Bureau. 3 Sept. 2008.

<http://www.census.gov/population/www/socdemo/voting.html>.
o We used this site again for the information for the bar graphs.
This site is great for data for any type of graph, and could
definitely be used for inclusion or center activities. Students will
need to know this information, and because it is a trusted
government site, they can explore on it during their computer
time.
• YouTube.com. <http://youtube.com>.
o This is another great site to use to show visuals and movies
about the material we are showing. There are millions of options
of videos to show. Another option is teachertube.com, but we did
not use this for our particular unit. We used YouTube for the
commercial part of our iMovie.

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Unit about Change

1. Objectives and Lesson Sequence

Second, the importance of the estimation portion of the math lessons is

Long Term Objective

Specific Science/Math Principles and Key

Another piece of technology we will be using is the SmartBoard in the

• Sun, Moon, and Earth: http://www.earthsunmoon.co.uk/

• Place Value: http://www.iknowthat.com/noshockwave.htm

All of these websites, and more, can be found at

While it is continually becoming outdated, we will also be using the overhead

Overall, there is a lot of technology in the classroom that we will be using

Learning is the brain’s number one function. As teachers, we must provide

Collaboration: Students will be required to work with other students in a variety of

Meaningful content: The cognitive learning system is addressed in this area.

Enriched Environment: The reflective system in students will be addressed in this

Mastery of Content: Throughout the unit we will be teaching many lessons in

Immediate Feedback: Student work will be assessed and returned in a timely

There are multiple considerations that need to be made for multicultural

Ed Psych Considerations: The theory that is best exemplified in this

Multiple Intelligence Extensions: Because this lesson is mostly focusing

Assessment: Because students will be working with groups and mainly

Content and Generalizations: The strand that this lesson pertains to is

Short Term Objective: The learner will estimate answers to calculations

GLCE: N.FL.04.34: Estimate the answers to calculations involving addition,

Rationale: The importance of this estimation lesson is obvious to all who

Ed Psych Considerations: The theory that this lesson represents would be

Body of Lesson: In their learning clubs, students will be completing this

Closure: After working as a whole class on some of the problems on the

Assessment: Students will be completing a worksheet after we have

Content and Generalizations: The strand that this lesson connects to is

1. 246 + 116 = _____________________

2. 112 + 338 = ______________________

7. 119 + 223 = _____________________

Short Term Objective: The learner will convert measurements such as

Rationale: Because the world seems to be moving towards the

Ed Psych Considerations: This direct instruction lesson will be appropriate

Body: (Content Presentation) I will have written on the SmartBoard in

(Independent Practice): Students will be completing a chart exactly like

(Check for Understanding): I will be asking questions throughout the

Multiple Intelligence Extensions: With the direct instruction for this

Content and Generalizations: The strand that this lesson pertains to is

Your Teacher' Window Math Your

Your Teacher' Window Math Your

Your Your Your

Your Your Your

Short Term Objective: The learner will compare and contrast

GLCE: E.ST.04.12: Compare and contrast the characteristics of the sun,

Rationale: It is important for students to learn about the similarities and

Ed Psych Considerations: Piaget, along with many other educational

Multiple Intelligence Extensions: Students will mostly be experiencing

Assessment: Because students will be creating a poster or a project on

Content and Generalizations: The strand that this lesson pertains to is

Student Name: ________________________________________

Characteristics of Sun, Moon, and Earth

Short Term Objective: The learner will create a diagram, diorama, or

Rationale: It is important for fourth grade students to understand that

Ed Psych Considerations: I believe that this lesson is related to the idea

• What did the moon look like on the first day?

Multiple Intelligence Extensions: Because the main multiple intelligence

Assessment: I believe that using technology to assess is an up and coming

Content and Generalizations: The strand that this lesson connects to is

Each Moon phase marches COUNTERCLOCKWISE —

Now, let's start . . .

The FIRST PHASE is the NEW MOON that we see as DARK.