Nicole Fisher

ELM490

October 27, 2018

Instructor Yusra Millenbaugh

Week 7 Assignment: STEP Standard 4 - Unit and Lesson Planning

Day 1 Day 2 Day 3 Day 4 Day 5
Estimating with Pumpkin Estimating the Will the Pumpkin Sink
Estimating Pumpkin’s
Title of Lesson Roly-Poly Pumpkins Seeds Circumference of or Float?
Height and Weight
or Activity (Language Arts) (Math Lesson – I was a Pumpkin
(Math Lesson) (Math Lesson)
observed) (Math lesson)
Standards and Ohio Reading Ohio Math Standard: Ohio Math Ohio Math 2.MD.10 Organize,
Objectives Standard: RI.2.1 Ask 2.NBT.3 Read and write Standard: 2.MD.3 Standard: represent, and interpret
and answer such numbers to 1,000 using Estimate lengths using 2.MD.3 Estimate data with up to four
base-ten numerals, lengths using
questions as who, units of inches, feet, categories; complete
number names, expanded units of inches,
what, where, when, centimeters, and picture graphs when
formG, and equivalent feet, centimeters,
why, and how to meters. and meters. single-unit scales are
representations, e.g., 716
demonstrate is 700 + 10 + 6, or 6 + provided; complete bar
understanding of key 700 + 10, or 6 ones and Ohio Reading Objective: graphs when single-unit
details in a text. 71 tens, etc. Standard: RL.2.3 Students will be scales are provided;
Describe how able to estimate solve simple put-
Ohio Math Standard: characters in a story the circumference
RI.2.6 Identify the together, take-apart, and
respond to major of a pumpkin, as
main purpose of a text, 2.NBT.4 Compare two events and challenges.
three-digit numbers well as use
including what the appropriate
 author wants to based on meanings of the Objective: Students materials to compare problems in a
answer, explain, or hundreds, tens, and ones will be able to measure and graph.
describe. digits, using >, =, and < estimate, as well as record their
symbols to record the use measuring tools to findings with 90% Objective: Students will
results of comparisons. find the actual length accuracy.
Objective: Students be able to predict
and height of an object
will be able to ask and Objective: Students will with 90% accuracy. whether or not a
answer questions be able to estimate the pumpkin will sink or
about the topic, as given amount of float, as well as graph
well as use adjectives pumpkin seeds, as well and record their
to describe a pumpkin as use their findings to findings with 85%
with 80% accuracy. compare two numbers, accuracy.
write the number in base
ten form, as well as
expanded form with 90%
accuracy.

Academic  pumpkin  pumpkin  pumpkin  pumpkin  pumpkin

Language and  cycle  Estimating  estimate  estimate  estimate
Vocabulary  seeds  Counting  predict  predict  predict
 stem  Predict  guess  guess  guess
 leaf  Guess  height  circumference  sink
 shell  Base Ten  inches  wide/width  float
 pulp  Expand  feet  inches  heavy
 adjective  Group  tall  rank  light
 describe  short  graph
 length
 heavy
 light
 pound
  rank
Summary of  To begin this lesson,  For this lesson, I will  For this lesson, I  Before  I will begin today’s
Instruction I will introduce the begin by showing the will begin with a beginning the lesson by sharing a
and Activities topic of pumpkins students an anchor activity, I will read-aloud YouTube
for the Lesson read-aloud of the remind students
by asking the chart I created book Big Pumpkin video of the book The
how we have
students what they describing the idea of been discussing Legend of Spookley
by Erica
already know about estimation. We will talk pumpkins the Square Pumpkin.
Silverman. The
pumpkins. I will fill about what estimation through various Before starting, I will
out the “What We is, when estimation is book discusses a activities and ask the students to
Already Know” used, and give some witch who has books this think about the
section of the KWL examples of estimation. grown a pumpkin week. I will adjectives we used at
revisit our
chart based on their  I will introduce the so big that she the beginning of the
KWL chart and
responses. I will book How Many Seeds cannot lift it or add any new week about pumpkins.
then ask the students in a Pumpkin by move it. Once the information we I will remind students
what they would like Margaret McNamara book has been have learned that we have learned
to know about and why this goes read, I will remind into the last how pumpkins come
pumpkins and along with our topic of section of the in all different shapes,
students how chart.
complete the “We estimation. sizes, and even colors,
pumpkins not only  I will then
Want to Know”  After reading the book, and to keep these
come in different begin to read
section of the KWL we will discuss how the the book How adjectives and
chart. I will explain
colors and shapes, descriptions of
students in the book Big Could your
to the students that used estimation to
but sizes as well. Pumpkin Grow pumpkins in their
we will fill out the predict how many seeds  by Wendell mind while I show the
Students will then Minor.
last section (What were inside each of video of the book on
be placed into Throughout the
We Learned) of the their pumpkins and the Apple TV and
KWL chart at
groups of 4 – 5 books, I will
read along.
what their outcomes stop at various
various times and given a color  While reading, I will
were. sections to ask
throughout the week  Students will then be code for their guiding stop at various spots
as well as the end of asked to return to their groups name (red, questions and on the video to ask the
our pumpkin unit. seats to begin an orange, yellow, see how students what
green, and blue) comprehension adjectives they have
estimation activity
is going.
 I will begin my read using pumpkin seeds. and asked to find  Once heard so far as well as
aloud of the Gail Each student will be their matching completed, I the differences
Gibbons book, The given the recording will revisit our between the
color-coded table.
sheet, the paper to previous days pumpkins.
Pumpkin Book, at
lesson about
this time. I will stop group their seeds into  Once each group  I will stop at the part
how we figured
at various places groups of ten to count, has been seated, I out our of the book that talks
within the book to a small clear bowl, and will review with pumpkin’s about the pumpkins
ask some discussion various amounts of the class from the weight and rolling down the hill
questions of the seeds inside their bowl. height within into the water below. I
previous lesson on
students and to see if  Students will be our group will ask the students
the topic of activity. I will
they are following instructed to estimate what they think will
estimation. I will introduce the
along. how many seeds they term happen to those
then introduce
 After reading the have in their own bowl. circumference pumpkins in the
They are asked to today’s activity of and see if water.
book, we will
discuss what things record this estimated measuring and anyone is able  Once I have
they may have guess with a crayon (so weighing our to tell me what completed the
they cannot go back pumpkins. We will it means.
learned that they did reading, I will instruct
 I will explain to
not know ahead of and change their guess) talk about the the students to return
the student’s
time, as well as any on their recording sheet vocabulary terms what to their seats for the
questions they may in the area marked “I of length, long, circumference next activity.
have or things they Predict.” short, inches, feet, means by  Once students have
are still unsure of.  After going over the pound, weight,
demonstrating been seated, I will
 I will introduce my recording sheet and the with measuring remind them about
heavy, and light. tape around my
anchor chart of a second handout with their prediction
Each group will be pumpkin.
drawing of a the class, students will whether the pumpkins
given a pumpkin,  Students will be
pumpkin and the be instructed to begin placed back who rolled down the
students will help grouping their seeds to as well as a hill in the book ended
into their color
me to add labels count. Once they have recording sheet. In coded groups up sinking or floating.
onto the pumpkin counted by tens the the middle of the from the I will then bring out
(stem, pulp, shell, number of seeds they classroom, I will previous day. the Rubbermaid tote
Each group will
leaf, seeds). I will have, they will record have a scale set up and talk about how we
be given a new
 then show the their findings on the for the groups to recording sheet are going to find out
students a short recording sheet in the take turns and for this activity, whether their
YouTube video area marked “Actual as well as the predictions were
weigh their same pumpkin
titled “A Pumpkin Number”. pumpkin. Each correct or not.
from the
Grows”(https://yout  Once everyone is group will previous day  After filling up the
u.be/AB-dfi_0TsQ) complete, I will ask for activity for this. tote with water, each
examine their
 We will talk about students to share their  Students will be student will receive a
pumpkin and instructed to
how they would estimated guess and small size pumpkin
describe a pumpkin their actual number. I record their estimate the (pie pumpkin).
to someone who will write these estimated weight circumference  Students will bring
on their given of their group’s
may have never seen recordings down on the
pumpkin by their pumpkin’s and
one before. This will dry erase board in the recording sheet. first observing form a giant circle
lead into the term front of the room. I will Once their their pumpkin, around the room and
“adjective” and how record these responses estimations have talking with sit on the floor. I will
it is a way to into two separate been recorded, their group ask each student to
describe a noun columns, so the members how predict whether they
they can bring long they
(person, place, or students are able to see think their pumpkin
their pumpkin to estimate it is
thing) such as a the differences. will sink or float and
the middle table to and cutting a
pumpkin. On a chart  Using their actual piece of green record their response
weigh it on the
page, I will list the number, students will yarn that length on a chart. We will
words students use provided scale. (groups will be
then write this number add up each column
to describe the as base ten, and They will record instructed to (sink or float) and
outside and inside of expanded form on their their actual not measure the write down the totals.
pumpkin using
the pumpkin. recording sheet pumpkin weight
the yarn ahead  Student’s will take
 This discussion will handout. They will also on the recording of time, as well turns bringing up their
then lead into the use their estimated sheet. as after cutting pumpkin to the tote to
first part of an number and their actual the yarn). see whether their
activity where the number to determine  I will ask each  Once each prediction is right or
students will think whether to use a greater group to tell me group has not. I will record each
of 3-5 adjectives to than, less than, or equal what their completed this result to determine
part, they will
describe their own to symbol. estimated weight be instructed to
 pumpkin, as well as and the actual wrap their cut how many students
illustrate it based on weight of their piece of yarn predicted correctly.
those words. We around their  Once every student
pumpkin. I will pumpkin to
will continue this write these has had a turn, I will
determine
activity tomorrow whether they give the students a
responses on the
where they will take were too short, few minutes to find a
dry erase board in
those 3-5 adjectives too long, or just partner and discuss
and illustration to
two separate right on their why they think the
write a paragraph columns marked estimation. pumpkins floated.
about their pumpkin. “Estimated guess” They will When the three
and “Actual record this on
I will model this for minutes are up, I will
their recording
them on chart paper Weight”. sheet in the spot call on volunteers to
by writing a marked “My explain their
paragraph using  We will first look pumpkin’s reasoning behind the
three adjectives to at the actual circumference floating pumpkins.
describe an apple. amount column to estimation was We will discuss the
_______
 Students will return see which reasoning behind
inches.”
to their seats to pumpkin weighs  I will walk
floating pumpkins
begin the first part the least and which around to each before moving into
of this activity. Each one weighs the groups table to what we had learned
student will receive most. We will help them this week (KWL
a handout titled “My place these
measure their chart).
Pumpkin” where cut piece of
pumpkins on the yarn using a
they will list the
middle table and measuring tape.
three, four, or five They will
adjectives they rank them in order
record this
choose to use within from least to length on their
their paragraph. greatest. recording sheet
They will then in the spot
 Using the marked “The
illustrate on the
estimated guess actual
bottom of the
number and their circumference
handout what their
pumpkin will look actual weight is _________
like based on their number, each inches.”
adjectives. We will group will perform
complete the second various math
part of this activity
problems (greater
(the paragraph
than, less than,
writing) tomorrow
during our writing
equal to,
time. subtracting,
adding, expanded
form, and base
ten).

 Once we have
completed the
weighing activity,
we will begin to
estimate the height
of our pumpkin.
Groups will be
given a choice
between unifix
cubes, yarn, or
rulers to measure
this. Students will
be instructed to
begin measuring
the height of their
pumpkin with their
chosen tools and

Differentiation For the students within For the students within the
the classroom who need classroom who need
guidance completing the
guidance with their
recording sheet during the
writing activities, I will estimation seed activity, I
provide them help will provide them help
during this time. For
during this time. For
instance, I will help
instance, I will help students who may need
students who may need assistance in
reading/spelling some
assistance in
words for the writing
reading/spelling some activity.
words for the writing
activity. Assistance will be provided
for any student who may
need help grouping the
seeds into tens on their
second handout, as well as
skip counting by tens.
record their
response on their
recording sheet in
the area marked,
“My pumpkin’s
height is _____
tall.”
Students will be grouped For the students I am using a YouTube
together for the within the video showing the
activities. Each group classroom who Spookley book, so
will include students of need guidance with students will be able to see
various reading and their writing it on a bigger screen. I will
math academic levels in activities, I will remind students what an
order to help balance the provide them help adjective is before the
group out, as well as during this time. reading, so they can look
provide assistance and For instance, I will for these descriptions
guidance to one another help students who throughout the reading. I
when needed. These may need assistance will provide assistance to
groups will remain the in reading/spelling those students who need
same throughout the some words for the help with the sink or float
week. writing activity. activity.
For the students who
need guidance
completing their
recording sheet, I will
provide them help
during this time. For
instance, I will help
students who may need
 assistance in
reading/spelling some
words for the writing
activity.
Assistance will be
provided during the
group activity for
students who need help
measuring the height of
their pumpkin, as well as
using the scale to weigh
their pumpkin
Required  The Pumpkin Book  How Many Seeds in a  Big Pumpkin book  How Big Could  The Legend of
Materials, by Gail Gibbons Pumpkin book by by Erica Silverman Your Pumpkin Spookley the Square
Handouts,  KWL chart Margaret McNamara  KWL Chart Grow book by Pumpkin by Joe
Text, Slides,
 Pumpkin Diagram  KWL Chart  Pumpkins of various Wendell Minor Troiano read-aloud
and
Technology on chart paper  Seed Counting handout sizes (1 per group)  KWL Chart video
 A Pumpkin Grows  handout with groups of  Scale  Pumpkins of https://youtu.be/K-
YouTube video 10 circles for counting  Recording sheet (1 various sizes (1 acOrQ3aSo.
(https://youtu.be/AB and grouping seeds per group) per group)  Apple TV
-dfi_0TsQ)  Pumpkin seeds  Measuring tape  Pumpkins of various
 Apple TV  Small clear plastic bowl  Yarn sizes (1 per group)
 “All About my (1 per student)  Scissors  Rubbermaid tote (50
Pumpkin” using  Crayon (student’s  Recording sheet gallon)
adjectives (2 parts: choice on color) (1 per group)  Water
illustration &  Pencil (student)  Recording sheets (1
writing) per group)
 Students art supplies
(crayons/colored
pencils)
Instructional  KWL chart  KWL Chart  KWL Chart  KWL Chart  KWL Chart
and  Parts of a Pumpkin  Group Discussion  Group Discussion  Group  Group Discussion
Engagement anchor chart  Cooperative Discussion  Technology (using the
Strategies  Group Discussion Learning  Cooperative Apple TV and
 Technology (using Learning YouTube as a read
the Apple TV and aloud for the
YouTube to show Spookley pumpkin
students a visual of book allows for a
how a pumpkin better visual for the
grows and the parts whole class)
of a pumpkin).  Turn and Talk
(discuss why they feel
a pumpkin floats)
Formative Through the KWL chart Students will be assessed I will be able to assess The continued use The KWL chart section “I
Assessments and discussion, I will be through observation during the students through of the KWL chart Have Learned” will give
able to gain an the whole group discussion observation during throughout the me more information as to
understanding of what and as I walk around the whole group discussion, week will help me what students have
students already know room during the estimation, as well as small group to find out what the learned during the
about pumpkins and grouping seeds, and skip discussions. I will also students are readings and activities this
what they are wanting to counting activity. I will be use the recording sheet learning from the week.
know. able to use the recording from the measuring activities, as well as
sheet containing the activity to assess the what they still are
I will also be able to student’s estimations and student’s understanding unsure of.
understand whether or actual number of seeds, of estimation, how to
not they have a grasp on comparing these numbers, measure an object, and The recording sheet
adjectives through their and using the actual number the proper use of from the
use of them during the for base ten, and expanded measuring tools. circumference
writing activity to form will help me activity will help
describe their pumpkin. determine whether the me determine
students have grasped the whether they
concept of estimation as understand
well as using numbers for circumference, as
math strategies. well.
Summative, I will give the students a quiz on Friday over the facts they have learned about pumpkins throughout the week. This quiz will cover the
Post- facts about pumpkins, parts of a pumpkin, whether they sink or float and the reasoning behind it, as well as how Jack ‘O-Lanterns
Assessment
came about. The quiz will also ask the students to list three things about pumpkins they learned this week that they had not previously
known.