Hope College Education Department EDUC 310/311 Lesson Plan Assignment You will write two versions of a lesson plan this semester a longer think aloud version that describes the lesson in detail and a shorter real world version that captures the pertinent information needed to teach. The first two lessons will be the think aloud version and the third will be the real world version. Lessons are due to me at least one week before teaching the lesson so that I can provide feedback (lessons that have already been taught will not be accepted). Lessons should be either math, science or social studies (literacy/ela can be integrated, but the lessons should NOT be solely literacy/ela unless you have discussed it with me ahead of time). If you submit a revised lesson plan, please indicate the changes in a different color or in italics. Note: Please note that you are also being assessed on your writing in the think aloud version. Lesson Plan Think Aloud Version Name: Whitney Holmes When do you plan to teach this lesson? Thursday, March 5th 2015 Content Area: Math Grade Level: 4th Topic: Measurement Standards (Common Core Math; NextGen Science; Michigan GLCE s -- Social Studies): CCSS.MATH.CONTENT.4.MD.A.1 - Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),... CCSS.MATH.CONTENT.4.MD.A.2 - Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Thinking about the learning Objective What is this lesson about? This lesson is about teaching and understanding how big an inch is, how many inches are in a foot, how many feet are in yard and how many yards are in a mile. It also focuses on conversions between these four different measurements. The last focus is on how a ruler is broken down into different parts and how to measure an object. This objective will be measured by the independent problems that I am giving the students on the worksheet and the oral questions I ask them. They will have to answer these with 90% accuracy. What is your objective? What do you want students to learn (know and be able to do)? I want to students to know how big an inch is, the relationship between inch, foot, yard, and mile. How to convert between these measurements. Know that a ruler is broken into different parts that make up a whole and how to measure an object. Rationale Why is this important to learn? How does it fit in with the rest of the curriculum? This important to know because many times in life people need to measure in these increments, like for a poster project, building a house, or measuring a person. You also will need to convert between these measurements because when you are looking at long distances like 10,000 feet it is more convenient and applicable to know the distance in miles. Pre-assessment What do students already know about the content/topic? How will you figure this out? I will orally ask the students what they know about inches, feet, yards and miles. -How many of you have heard of an inch? show me how long it is. -How many inches are in a foot? -How many feet are in a yard? -Show a ruler point to 1/8th and see if anyone can name the distance. Summative Assessment How will determine that students learned what you intended? I will have them fill out the worksheet partially independently and this will allow me to recognize if they truly understand the content. I will also orally ask them questions about the content at the end like: -How many inches are in a foot? -How many feet are in a yard? -How would you convert 3 yards to feet? to inches? -When we look at a ruler how can we break it down into different parts?
What specific evidence will you look for that demonstrates learning? Some specific evidence I will look for is if they got the correct answer, I will also check to see if the students are able to answer the oral questions I ask them about the content. Thinking about the lesson Connections What connections will you make to previous lessons? What ideas or skills will you need to review before the lesson? What will students need to recall in order to be successful? Some connections that I will make to the previous lessons would be that in their previous lessons they are learning about other types of measurement and conversion. - Do you guys remember last week when we talked about measurement in mass and litters? This is the same type of idea with converting to different measurements. Introduction How will you engage students in the topic? How will you hook them? How will you explain idea? How will I put the content in context? Did you know that units of measurement are all standardized units of measurement or the same size, but it wasn t always like this. Back long ago people came up with a measurement system that they could have wherever they went. Lets look at these. - One inch was the distance from thumb to index finger when laid flat on the table - The distance of one foot was measured by someones actual foot - A yard was from a nose to the tip of their finger when arm was extended I would have the students show the lengths Why do you think this was eventually changed to standard or set measurements? Task What will students do during the lesson? What instructional strategy(ies) will you use? How are students asked to think critically about the content? Give me a detailed description of what both the teacher and students are doing throughout the lesson. I will have a ruler and show what an inch is then I will show them a foot and show how it is 12 inches. Then I will show that 3 feet makes a yard. I will show this using inch titles. I will ask them.. How many inches are in a foot? How many feet are in a yard? How many inches are in a yard? Then we will answer the questions 1-4 on the Units of Length worksheet I will also have them fill out this table on the back of their paper to show the relationship of inches to feet to yards and miles.
Unit Measurement Inch (in) foot (ft) in (12 in) yard (yd) ft in (3ft or 36in) mile (mi) ft yd (5,280ft or 1,760yd) Convert Customary Units of Length A couple lessons ago we learned how to convert metric units from larger to smaller units by multiplying, are going to use the same strategy here. I will write 2 ft = in. If I have 2 feet of wood how many inches do I have? How will I solve this? I will see how many inches are in one foot. This is 12 so I know that there are two feet then I will multiple 12 and 2, this will get me the total number of inches in two feet which is 24. Let s show this using a double line graph ft 0 1 2 3 4 5 6 in 0 12 24 36 48 60 72 Then we will answer the questions on the work sheet 5-10. I will have them do these mostly independently and I will be able to assess if they are answering them correctly. Measure Length Ask students what they know about rulers They are broken up into EQUAL parts Used to measure objects I will give each student a print out ruler, this will have a whole ruler and a zoomed in section of a ruler. This will allow me to show them what a whole ruler looks like but also allow me to use the zoomed in one to write and color on. How many parts the inches are broken into is going to be the denominator or bottom number in our fraction, so if we were going at every tick mark we would see that the inch is broken down into 1/16th. If we look at every other we would see its is labeled as 1/8th. If we look at the fourth tick over, see how that is a different sized line we are looking at 1/4th and if we look at the big line in the middle we see there are two equal parts on both sides so its 1/2. Now lets label the ruler.
OR Let s look at this ruler and see how they label it! We see that they broke it into 16th because there are 16 parts, then added one part after every tick so label every tick mark as 1/16 then 2/16 and 3/16 We also see that they labeled every other mark out of 8th because if we count the next sized lines we see that there are 8 which makes the whole into 8 parts so they count those marks by 1/8th then 2/8th We see 4th when broken into 4 parts and then 1/2 when broken into 2 parts. We will practice pointing out measurements can you guys show me where 2/8th is? how bout 1/2? 2/4? and 3/4th? Practice by completing 11 through 15 on the worksheet.
Student Thinking What type of thinking is required of students in this lesson? How is the task cognitively demanding? How are students asked to think critically, make sense of the material, etc.? How are students asked to intellectually engage with the content? If your teacher asked you to teach a lesson that requires only low-level thinking skills, tell me how you could (if you teach it in your own someday) increase the complexity/cognitive demand. -Students have to think about why we would use this kind of measurement? -Why it would be standard measurements or the same size? -They would have to think about how to convert from one unit of measurement to the next and understand the relationship between an inch, foot, yard, and mile. -Deeper thinking on how an inch can be broken into different parts and the parts make a whole. -Why would we use different units of measurement for? -Can you think of an object that is the size of an inch? foot? yard? -What is an object we would measure in inches? feet? miles? -How do inches, feet, and yards compare to centimeters, decameters, and meters? Formative Assessment As you teach the lesson, how will you check (at various times throughout) whether students are understanding the content? How will you elicit and interpret individual student thinking? What questions will you ask? -I will ask questions like - what are some objects that are about an inch long? - how many inch titles are in a foot? - How many feet strips are in a yard? - how many inches is in one foot so if there is two feet than how many inches is that? - to convert from yards to feet what operation are we going to use? - have you ever heard of a quarter or forth? can you give me an example? -If you have an eighth of a pie and I have a fourth of a pie than who has more pie? Accommodations What do you anticipate students might struggle with? I think students will struggle with conversions from one unit of measurement to the next. I also think that they will struggle with the different parts of an inch like 1/8th and 1/4th. What will you do to support students who are struggling? Specifically, how will you support ELL students and students with disabilities? I will spend more time getting them to think about this logically, I will ask more questions on why this would make sense. If there base knowledge is strong then they will have a better understanding of the whole concept. I will support ELL by explaining in terminology they understand. How will you accommodate different learning styles?
For different learning styles I will talk through my thought process, draw out and show my work on how to solve the problems, have the students answer orally, and have materials that they have visually see and feel. How will you challenge students who need it? What can students do if they finish early? What accommodations will you need to make for SPECIFIC students in your class? I will challenge students by having them come up with their own problem that includes a conversion problem. There is one student in my class that has a hard time staying still and on topic, I will accommodate for this by asking him questions often. I will also have him help me demonstrate using the tiles. Closure How will you close the lesson and synthesize the learning? How will you making learning explicit if students were engaged in hands-on learning, science inquiry, group work, etc. How will you come back around to the objective so that students know what they learned? Give me three things we have learned today? Today we learned how big an inch is, and how 12 make up a foot, and three feet make a yard. We learned how to convert from larger units to smaller units. We also learned how rulers are broken down into fractions, how to read rulers and how to measure. Give me one reason why we needed to learn this or what we will use this for in real life. Technology How can technology enhance the lesson? I am not using technology in my lesson because I am teaching the basic fundamentals of the six of an inch and I have materials that they can physically see and hold in their hands. Logistics What directions will you give? Today we are going to have a lot of fun learning about measurement but in order to have fun and learn we need to stay focused and on task. We will do this in a couple different ways listen when I am talking if you have something to say raise your hand do not distract your neighbors by talking or touching them trying your hardest and asking question if you get confused
What materials will you need? - inch tiles - measurement worksheets - handout of rulers How much time do you anticipate the lesson will take? This lesson will take a half hour.