Blended Learning Lesson Plan

Lesson Title: Measurement Mania

Objectives:
• Students will be able to demonstrate their abilities to measurement different objects.
• Students will be able to choose an appropriate measurement tool for different objects.
State Standards:
Standard 2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks,
measuring tapes) to measure the length of an object

Context: This lesson is the first in the unit of “Measurement and Data Analysis.” However, in
first grade students learned to order three different objects by length. This will help them
understand which objects are larger than others and which measurement tool to use. After this
lesson, in the larger in the unit, students will be comparing measurements of two different
objects. In order to prepare students for the next lesson topic, I would ask students which
measurement is larger when they utilize the same units.
Data: Students will be grouped based on ability. These groupings would hypothetically be based
on students’ scores on their previous progress monitoring exams. Data will be collected in this
lesson for future groupings and teaching by using an exit ticket with two questions related to the
material being taught.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Part of Material(s) Used Link
Lesson
Introduction Blank KWL Chart, http://exchange.smarttech.com/details.html?id=80379402-
Pencils, SMART b1f6-4280-b1e4-2a3a47e45917
Board
Teacher Expo Markers,
Directed Notebooks, Pencils,
Small Group Printed Photos of
Measurement Tools,
Printed Labels of
Measurements,
Expo Erasers
Collaborative Worksheets,
Pencils, Measuring
 Tapes, Rulers,
Yardsticks,
Metersticks,
Marker, Poster from
the wall, Crayon,
Glue Stick,
Unsharpened Pencil
Independent iPads, Headphones, https://www.education.com/game/movie-night-
Digital Worksheets, Pencils measurement/
Content https://www.youtube.com/watch?v=VzW2sdCe228
https://www.youtube.com/watch?v=HT_c0AQu1I8

Closure Exit ticket

Procedures:
Introduction (10 minutes): I will start the lesson by asking students if they have ever
measured an object before, what objects they measured, and if they remember what they used to
measure the object. I will then instruct the students to find their group members for the day. This
will be listed on the board for students to see. Groups will then get together and fill out the “K”
and “L” on a KWL chart. I will then project a blank KWL chart on the SMART Board. One
student from each group will come up to the front of the room and write at least one thing that
their group knows and one thing that they want to learn about measurement. I will then go over
with them what they wrote and ask if other students in the room had something similar written. I
will then tell each group which station they will be starting at.
Teacher Directed (15 minutes): I will begin this station by discussing measurement and
why it is important. Students will be using Expo markers to draw directly on the tables as it
erases and can be easily cleaned by me at the end of all of the rotations. I will show students
pictures of three different objects and have them line them up in order. Once this is done, I will
line up all of the printed photos of measurement tools. I will then ask students, one at a time, to
point to which tool they think would be best for measuring which object. We will do this in two
rounds, one using customary units and the other using the metric system. This way students can
see both. The third round will be using either customary or metric, whichever will work best.
Students are then going to write in their notebooks the name of each measurement tool, its length
(if it is set, not the measuring tape), and an example of what it is used to measure. I will end this
rotation by having students match photos of each measurement tool and the length of them.
Students will do this one at a time. For instance, students will draw a line between the ruler and
the piece of paper that says “12 inches.” If students are not sure of one, we will discuss it
together as a group. This allows students to not only hear it from me, but also classmates.
Students will not be using their notes in their notebook that they just wrote, but rather what they
remember. After creating a match, students will go around the table and name one object that
could be measured using the tool that they matched up.
 Collaborative (15 minutes): Working in pairs, students will be measuring various objects.
Students will grab a worksheet from the back table and find a seat at their desks with their
partner. Students will then read all directions and look over the worksheet. Using a tape measure,
they will measure their partner’s arm span and height. This will be recorded on their worksheet
in the appropriate space. Using a yardstick, students will measure the height of the door to the
classroom, a poster on the wall, and the length of the back table. These measurements will be
recorded in the appropriate space on their worksheet. Using the meter stick, students will
measure the length of four square tiles on the floor in the classroom and the length of a bulletin
board. Using the ruler, students will measure the length of an unsharpened pencil, a glue stick, a
crayon, and a marker. These measurements will be recorded in the appropriate space on their
worksheet. This will allow students to help each other when learning how to measure and which
units each tool uses.
Independent Digital (15 minutes): Students are going to begin this station by grabbing an
iPad and headphones. They will then find a seat at the computer table or on the floor by the
bookcase. They will begin by watching a short YouTube video called, “Introduction to Standard
Measurement for Kids: Measuring Length in Inches with a Ruler.” Students will be filling out a
worksheet labelled with an “A” that I have sitting in a basket on the computer table using pencil.
As they watch the video, they will fill in blanks and complete multiple-choice questions all about
measuring using a ruler. Students will then grab a worksheet labelled with a “B” that is sitting
next to worksheet A on the computer table. Students will watch another short YouTube video
called, “Measuring Length in Metres.” The worksheet will be similar to the other one in that it
too has blanks that need to be filled in with multiple choice. After completing the two
worksheets, students will play a measurement game in which they measure different objects
during two monsters’ movie night. If students finish with enough time, they can play one of the
other measurement games listed at the end of the assigned game.

Closure (10 minutes): I will pull up the KWL Chart again with the blank “L” section and
ask students to find theirs. They will fill out the “L” section with their group members. Like the
introduction, one student from each group will come up to the SMART Board and write at least
one thing that they learned. We will then discuss what they all learned, and I will take any
questions from students. I will then hand out an exit ticket with only two questions on it. The
first question is going to ask students to define measurement, no real correct answer. The second
question is going to ask students what they would use to find the length of any object they
choose is. It will have a blank for them to choose an object in the question line. Students will
then write which tool they would use under the question on the blank line.

Rationale:
1. Movie Night Game:
I chose to use this piece of multimedia because it would allow students to practice
measuring objects with a ruler and learning how long different objects are in inches. It supports
student learning in that it allows students to measure different object and figure out the length of
them. It supports the standards and objects as it requires students to measure using a ruler and
figure out the length of objects. This game is easy to use and effective in that it encourages
students to measure in a fun manner. This video is aligned with the learning goal in that it uses a
ruler and inches to measure different objects. This game uses response feedback with sound
effects to alert students if they are correct or incorrect. This game is useful for visual and
auditory learners as it has sound effects and various objects. The game is designed in a way that
makes it easy to use and understand. Navigation for the game is extremely easy as things on the
screen flash to alert users to click that. This game can be used by students of any disability and
allow them to understand it. This game can be displayed on any computer or iPad online.
2. Measuring Using a Ruler Video:
I chose to use this piece of multimedia because it would give students a brief overview of
how to properly measure using a ruler. It supports student learning in that it is showing them to
measure starting at the zero, not the one. It supports the standards and objectives as it shows
students how to measure with a ruler and that smaller objects are measure using a ruler. I know it
is of high-quality as while watching I understood exactly what was going and felt that when I
was first learning to measure in elementary school it would have been extremely useful. The
video is free of errors and emphasizes key points. This video is aligned with the learning goal in
that it will teach students to measure using a ruler. This video offers no feedback but can teach
any learner how to measure using a ruler. It is useful for both auditory and visual learners as it is
narrated and has words and pictures. It is an easy video to engage with, so students will be able
to focus on it. The video is very easy to understand and does not have any unnecessary images or
sound effects. There is no navigation to be used with the video. This video can be used for an
audience of people with any learning ability. This video will display properly on student iPads
for the lesson.