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SIOP Lesson Plan

Teacher: Katherine Dove Date: 3/30/17 Grade/Class/Subject: 4th grade newcomer math

Unit/Theme: Metric measurements Standards: 4.7 The student will a) estimate and measure
length, and describe the result in both metric and U.S.
Customary units;

Content Objective(s): SWBAT measure 5 objects Language Objective(s): SWBAT take part in a short oral
outdoors using rulers and yardsticks (in a small group) presentation in small groups, speaking about the
measurements collected. Each student will report on 1 of
their items, its length, and the tool used to measure it.

KEY VOCABULARY: Ruler, yardstick/meter stick, length, SUPPLEMENTARY MATERIALS: Digital cameras (one per
millimeter, centimeter, meter, metric system. group), yardsticks, rulers, worksheets & pencils.

SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS
Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent
INTEGRATION OF PROCESSES APPLICATION ASSESSMENT
Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral

LESSON SEQUENCE: TW review steps of using a ruler with class.


TW ask students "what units of measurement do rulers have?" (S have learned inches and feet).
TW hand out rulers to table groups and have students examine the rulers.
TW ask "One side of the ruler has inches. What do you think the other side of the ruler is used for?"
SW discuss in small groups and each group will share their thoughts/predictions.
TW explain that while one side has inches as the unit of measurement, the other side has centimeters.
TW ask "are centimeters larger or smaller than inches?" SW respond with their thoughts.
TW ask "In the US, we normally use inches and feet to measure objects. Who do you think uses centimeters?"
SW discuss and share their ideas.
TW explain that many other countries utilize the metric system. TW refer to word wall with the unit's vocabulary words
displayed. Scientists also use the metric system. SW discuss why they think scientists use the metric system.
TW show students a yardstick, and point out that it also has metric measurements on it in addition to US measurements.
TW explain that 100 cm = 1 meter. TW ask how this is similar to inches and feet (inches, a smaller unit, makes up feet, a
larger unit).
TW pull out a flower and model how to measure it in centimeters with a ruler. TW review the steps of using a ruler, this time
applying the method to the metric system. TW repeat the process using a long stick, this time using a yardstick to measure
the stick in meters and cm.
SW practice measuring their pencils with the ruler. SW share their metric measurements with the class. TW assess
students' understanding of measuring.
TW explain that they will go outside and measure 5 objects that they find in nature. The objects should be relatively
straight, like the flower, or else they will be difficult to measure. SW work in their table groups and take pictures of each
object they measure using digital cameras. When they have filled out a worksheet with 5 objects and their measurements,
they will return inside and work on a presentation to share their findings.
TW monitor students as they measure outdoor items, like blades of grass and sticks. TW help any groups who appear to
be struggling, and remind students to use the metric side of the ruler and not the US side.
When students are done, they will return inside and upload their images to a powerpoint. Groups will select 4-5 of their
favorite objects (depending on how many are in the group) to share with the class. Each student will take a turn during the
presentation explaining what the object is, where it was found, whether they used a ruler or a yardstick to measure it, and
how long it is in cm or m. TW assess/grade students on the inclusion of all of these parts--the rubric will be gone over and
displayed for the class while they work.
Sentence frames will be provided for students who need them. "This object is a ______. We found it at _______. We
used a (ruler/yardstick) to measure it. In metric units, this object is _______(cm/m) long."
SW write out their speech before presenting and can reference their notes while speaking.
For further assessment, TW collect the group measurement worksheets and the student's notecards.
TW ask students "What is the difference between inches and centimeters? Who uses the metric system? In the US, do we
use meters or feet?"
TW refer to content and language objectives. TW ask students if they feel like they met their objectives. SW respond with
a thumbs-up or a thumbs-down.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.