Component One: Organizational Information

Teacher
Grade Grade 1
Name(s) Josh Dokter
Level(s)

Matter: Understandings of the

Subject Organizin
Science physical world are deepened by
Area(s) g Idea:
investigating matter and energy
Learning Students analyze properties of
Guiding How can properties of an object be altered?
Outcome( objects and investigate how they
Question:
s) can be changed.
Position
Start/Stop
of Lesson
Times +
30 minutes within 2
Lesson
Sequence
Duration
:

Date December 13 Class

Component Two: Description and Rationale

During this lesson students will practice using non-standard units of measurement to measure
Description how tall their classmates are. They will then order themselves how many of these non-standard
: units of measure tall they are.

This lesson is meant to provide students with a practical experience of measuring things using
non-standard units. The activity of measuring the height of their classmates is intended as both
Rationale: an engaging way of measuring and also to tie into previous activities that they have done when
trying to order themselves from tallest to shortest.

Component Three: Learner Outcomes

Organizing Idea(s):

Matter: Understandings of the physical world are deepened by investigating matter and energy
General
Learner
Outcomes(s)
(GLOs) Guiding Question(s):
(or
equivalent)
How can properties of an object be altered?

Learning Outcome(s):

Students analyze properties of objects and investigate how they can be changed.

1
 Knowledge Understandings Skills and Procedures
● Objects have ● Directly compare the
Measurable properties of measurable length, area, and
objects include properties. weight of various
● length objects.
● how much flat space
Specific an object covers
Learner (area)
Outcome(s) ● weight (mass)
(SLOs)
(or
equivalent)
KUSPS

Component Four: Learning Objective(s) and Assessment Evidence

Students will be able to…

● Recognize height as a unit of measurement.
Learning
● Measure their classmates and be able to order themselves from tallest to shortest using
Objective(s
that information.
)

Component Five: Pre-Lesson Preparations

Base ten blocks for measuring height.

2
Component Six: Body (introduction, activities, closure)
Introduction
Assessing
At the smartboard
Time: 5-10 Are
minutes Reviewing measuring
students
(Extra time Ask: What are some of the things that we can measure about something? able to
is included ● Weight, height, volume, time, temperature, length. recall
to account examples
for getting in Can you remember what some of the objects that you found on Monday were of things
from recess) and what you measured about them? that can be
measured
Do you remember what a non-standard unit of measurement from Monday is?
● Possibly not, it is measuring things in other objects such as and what
Salamanders. you are
measuring
about
them?

Learning Assessing
Students working with a partner to measure themselves using base ten
Activity #1
blocks.
Can
Time: 10-15
“In partners you are going to measure how many base ten blocks tall you are”. students
minutes
measure a
Demonstrate partner
(Extra time to
get the base using a
Choose two students to demonstrate measuring height, during the
tens and put non-standa
demonstration I will mention that the “100 base ten block" and the “ten”
them away rd unit of
base ten block are the same length and can both be used.
again) measureme
One student will find a spot to lie down on the floor, the other will start placing nt?
Until 2:30
base ten blocks starting either at the bottom of their shoe or the top of their
head. The student being measured must stay very still so that the
measurement is accurate.

Once base ten blocks have been placed along the height of the entire student
then you need to tell your partner how many base ten blocks tall they are

“Over the weekend I did some research to find out how long a Salamander is
and it turns out that they are as long as one of these base ten blocks. So once
you have measured your partner tell them how many salamanders (base ten
blocks) tall they are, if you are, for example 7.5 salamanders tall you will try to
keep track of this as well since it will help for our next activity. You will then
switch with your partner and they will measure you and tell you how tall you
are.”

“I am placing the base ten blocks 1 box at the horseshoe desk, once box at the
easel and one box on a table near the smart board”

3
 Students will have until 2:30-2:32 at the latest to do their measuring and get
things put away again.
Learning Students order themselves from tallest to shortest using how many
Activity #2 base ten blocks tall they are.
Assessing
5 minutes - “We are going to again order ourselves from tallest to shortest but before we do
Are
until that all base ten blocks need to be placed back into the box that you took them
students
2:35-2:37. from. As soon as that is done you may start to order yourselves.”
able to
order
“You now have (insert time until 2:35-2:37) to order yourselves from tallest to
themselves
shortest using how many salamanders tall you are. If you are the same amount
from tallest
of salamanders tall you can then you can stand next to each other”
to shortest
using their
“Work with each other and tell others how many Salamanders tall you are, that
non-standa
is how you know who is taller and who is shorter”.
rd unit of
measureme
nt?

Closure/Cliffhanger
Closure:
“Great job ordering yourselves, we have finally been able to figure out the problem of how to
2-3 minutes line up from tallest to shortest using Science and measurement, go and touch 3 different red
things in the room before meeting me at the easel.
Until 2:40

Component Seven: Teacher Reflection

What worked
well? Why?

What didn’t?
Why not?
What would
you do
differently
next time to
further
promote
optimum
learning for all
students?