Sara Zavadsky

ED 321 LESSON PLAN Lesson #4: Length Lab Outcomes: (WI Teacher Standards #1, 2)

State or district standard: o Measurement: Students in Wisconsin will select and use appropriate tools
(including technology) and techniques to measure things to a specified degree of accuracy. They will use measurements in problem-solving situations Measure lengths using the metric system. (B.12.3) Make conversions between metric units of: length, (liquid volume, and weight (mass)). (B.12.2, B.12.3)

Instructional objective(s): 1. Students will correctly name (knowledge) which unit of measurement will be appropriate for measuring the given length or distance. 2. Students will use the materials provided to measure various items on the lab sheet as well as in the classroom to correctly solve (application) the linear measurement problems. 3. Students will use knowledge of conversion factors (between metric units) to correctly solve (application) conversion equations.

Assessment:

(WI Teacher Standard #8)

How will you determine if the lesson objective was met? After the lab the students will complete a self assessment that challenges them to assess their work in the lab and understanding of concepts. The self assessment will allow me to see which areas the students fell comfortable with and which areas they still struggle with, and might need additional instruction (as well as determining which questions were frequently missed, and then working with those students to reteach the material).

Sara Zavadsky

Materials Needed: (WI Teacher Standard #3) List all of the materials you will need to teach this lesson. Include those you designed. Tickets (to hand out during review game) Review Game Questions Overhead projector Length Lab Worksheet Rulers (cm and inch) for each student Stack of pennies Notecards placed a given distance away from each other Unsharpened pencil Total Time Needed: This lesson will take 45 minutes. Students will participate in the review game at the beginning of class, this will take 5-10 minutes. Then students will all work on the lab for 30-35 minutes. After the students have completed the lab they will all fill out an exit card/sheet that will allow them the opportunity to review/assess their work to determine where they demonstrated an understanding of the material (using examples) and topics that they struggled with, and allow them to assess my teaching. This will take the remainder of the hour (5-10 min) and they will hand me the card/sheet before they exit the classroom.

Procedures:

(WI Teacher Standard #7)

Introduction: o The lesson will begin with a quick review of the material (metric system/linear measurement) that they started two weeks ago. Last week the students had a two day break from school and they have been doing the WKCE testing for the past three days. Because there have been quiet a few days away from the material, the quick review will allow the students to refocus on material that has already been taught to them in the previous weeks. This quick review will be in the form of a mini-game. I will ask a series of questions aloud and students will raise their hands to share the answer with the class (notes are allowed). If the student is correct he/she will receive a ticket that will be added to their weekly raffle drawing. This is meant to be informal and serve as a means for the students to get re-acquainted with the material before they exercise the concepts in the lab.

Sara Zavadsky

Steps for instruction: (Specify time allotments.) o Review Game: Each student will try to obtain tickets by participating in the review game. The review game will last 5-10 minutes. Students will raise their hands and answer the questions that I ask about the Metric System and linear measurement. o Lab: For 25-30 minutes, Students will work independently on the Length Lab to demonstrate their understanding of linear measurement using the metric system and key concepts as conversion between centimeters and millimeters. Students will be asked to correctly name which unit of measurement (mm, cm, m, km) would be used to measure a given length or distance. Students will need to work in pairs (table mates) to answer some of the questions. Their will also be instructions that direct the students to different parts of the room where they will use the materials there to answer the corresponding question. o Exit Card: Last 5-10 minutes of class will be used for the students to complete the five questions that challenge them to assess their own work and understanding of the material. Students will need to hand this in before they can leave the classroom. If students finish with this early I will quickly read their responses and have a discussion with them that allows them to give me their feedback/suggestions in a more detailed manner. This will allow the students and I to have a conversation of the overall thoughts/effectiveness of the lesson so I can gain insight to better instruct the lesson/lab for the next hours class.

Strategies for students requiring additional assistance: (WI Teacher Standard # 3) How will you meet the needs of those students who understand and finish early? How will you meet the needs of those who have difficulty understanding the material? Every student will be participating in the lab and will need to work independently and in pairs to complete the questions. In order for this to occur students will need to stay interested/involved and on task. For this to happen, I will involve students that seem to be otherwise distracted by circulating the room and redirecting the students to the lab worksheet. Allowing students to work independently and with their table mates will give students the opportunity to stay involved because they will have the opportunity to work as a team and move around the room to complete questions. The students that seem to struggle with the concepts will have opportunities to ask questions. While they are working on the lab I will be continuously walking through the desks and answering any questions that the students may have. I will have the chance to see if their though process is going in the right direction. If it is not, I might ask that student more questions that will guide them to think differently and maybe understand a different approach to solve the

Sara Zavadsky

problem (using pictures or real life examples).

Closure: o After students have completed the Length Lab they will need to complete an exit card/half sheet. This will allow the students to assess their work and understanding of the lab by applying what they have learned about linear measurements using the metric system. The questions will also allow the students to assess my teaching and make suggestions to better enhance the lesson/lab. Each student will complete the following five questions: 1. What question from this lab was the most challenging? Why? 2. What question do you feel you did the best on? Why? 3. How/Why did this lab help you better understand the metric system/linear measurement? 4. How did I do while instructing this lesson? What did you like? Should I change anything? 5. What are you still struggling with? Why do you think this is? I will use these questions as the informal assessment for student learning. I will quickly read through the responses and get a general idea of what I can better explain/review before we start the lab in the next class. If many students struggled or are still struggling with the same question (or two questions) or concept, I will review those with the next class before we begin the lesson. I will then share with my CT what I have observed or found to be the challenging questions so she can give further instruction on that particular concept. This might mean reteaching that material or reviewing that material as a class or individually with the student.

Name: Sara Zavadsky Linear Measurement Date: November 4, 2010

Content Area: Middle School Science- Metric System-

Grade Level: 6th Grade