Elementary and Early Childhood Education Lesson Plan Template

Name: Lyndsey Hilligoss Date: 3-4-21

Course: Lesson Plan #: 1
Subject Area(s): Math Grade Level/Time Frame: 2nd grade/ 30 minutes

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom  My classroom is set up where students are in groups of either four
Context) or five. My teacher likes students to work in groups so this is the
best set up for her and them. There is a promethean board at the
front of the classroom which student desks are pointed towards.
My teacher has flexible seating for her students to utilize during
center time. She also has a book corner with stadium seating for
students to use. Unfortunately, because of COVID we are not
allowed to have any fabric located in the classroom which means
no big rugs. My class does not have a lot of technology we have 5
desktop computers and a laptop cart. The laptop cart is the oldest
in the building and normally takes too long to turn on so we cannot
use them in an activity.
Learner Description Number of students in class:
 Number of males: 11
 Number of females: 8
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or
504 plans
Students w/ EIPs
English learners
Gifted 1 I can give her an extra page with
some challenge questions.
Students with gaps 1 These supports are needed for
in academic reading.
knowledge
Other learning
needs
Personal Assets, Cultural,
Assets, Community  Personal: I will be creating nonstandard measurement units using
Assets (also referred to as some of my student’s favorite things. I have created “rulers” by
Funds of Knowledge) lining up multiple among us characters, pizza, books, and dogs.
 Cultural:
 Community: Students will be looking around the classroom to find
items that measure 1 inch, 1 cm, 1 meter, and 1 yard. They will use
things that they are around everyday
Step 2: Identify Georgia Standard (s) of MGSE2.MD.1Measure the length of an object by selecting and using
Curricular Excellence, WIDA appropriate tools such as rulers, yardsticks, meter sticks, and measuring
Priorities Standard(s), etc. tapes.
It is also stated in the standard that students will explore nonstandard
measurement this will also be used in this lesson.
Prior Academic Students need to be able to count from 0-20.
Knowledge and Students need to understand that a model can represent length
Prerequisite Skills Students need to understand that objects can be measured.
Students need to know what a ruler, meter stick, and yard stick is.
Overarching Goal, Big Students will be able to use rulers to find the lengths of a variety of objects
Idea, or Essential using yards, meters inches, centimeters. Students will also estimate the
Question(s) length of objects after they accurately measure them.
EQ: Can I find items in the classroom that represent different lengths.

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 Learning Objective(s) or I can measure using a ruler.
Learning Target(s) I can measure in inches and centimeters.
I can work with my classmates to find a common goal.
I can use nonstandard measurement.

Vocabulary: Includes Vocabulary Language Supports

words, phrases and symbols
used within disciplines. Multiple meaning words (if
 Multiple meaning words applicable): ): Ruler n/a
are words and phrases
with subject specific
meanings that differ from
meanings used in
Academic vocabulary: explain
everyday life (e.g., table,
and compare n/a
ruler, force)
 General academic
vocabulary used across
disciplines (e.g., compare,
analyze, evaluate) Subject-specific vocabulary:
 Subject-specific Inch, centimeter, standard n/a
vocabulary defined for unit, length, measure
use in the discipline (e.g.,
vowel, numerator,
constitution,
photosynthesis)

Language Supports: instructional

supports that help students
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3: Assessment Plan
Design
Assessment Georgia Performance Standard(s) Corresponding Format of Assessment(s)
Framework Learning
Objective(s) or
Learning Target(s)

MGSE2.MD.1Measure the length of I can measure Students will participate in a scavenger hunt
an object by selecting and using objects using a where they will find objects in the room that
appropriate tools such as rulers, ruler, meter stick, measure a variety of inches and centimeters.
yardsticks, meter sticks, and and yard stick. Students will also be given a ruler like tool
measuring tapes. I can measure using non-standard units to find various
using a nonstandard lengths.
nonstandard unit.

Type of Assessment Format of Supports, Evaluation Criteria

Assessment (e.g., Accommodations, How will you know or
quiz, test, Modifications measure if the
checklist, KWL (Differentiated students have met
chart, Assessments, the learning
performance task) Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment Students will With the completion of This will be the base
complete a KWL this during the activity I for our measurement
chart where they can individually check investigation in the
will tell me what for student classroom. This will
they know about understanding and help tell me what students
measurement. students as I walk know and what they

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 around. are hoping to find
out. At the end of the
activity we will
unpack by sharing
our findings and
sharing what we
learned.
Formative assessment(s)

Summative assessment(s) Students will Students will be able to Students will have to
complete a support each other name the object that
measurement through this activity by they have for each
scavenger hunt helping each other. and draw it. They
either by should also be
themselves or with There are challenge prepared to show
a partner. Here is questions that will be evidence that their
where they will be located on the back to object qualifies for
required to find check student that length.
various objects in understanding.
the room that
measure various
inches and
centimeters. There
are also squares on
there that use
nonstandard
measurements
where they will cut
out the
corresponding
ruler.
Pre-Assessment Data Summary

Step 4: Materials Needed Teacher Resources (must include podcasts):

Create Smart board
Learning Document Camera
Activities Georgia Standards of Excellence
DOK Question Stems
Blooms Taxonomy Verbs

Student Resources
Scavenger hunt list
Colored pencils
Pencils
Rulers
Nonstandard rulers
Technology Connection I will use the smartboard to create our KWL chart. I will also use the
(OPTIONAL but should be included document cam as needed to show student objects to the class.
as often as possible)
Connection to the Arts Students will draw the objects that correspond with the correct
(OPTIONAL but should be included measurement.
as often as possible)

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Supporting Diverse Learners  I will support my advanced students by offering a challenge
question and having them convert the objects into
corresponding measurements.
 I will give my students the choice to work with a partner and
engage with different objects in the room.

Culturally Responsive Teaching The students can make a personal connection to this lesson because it
shows a connection between their likes and interests and math. It also
shows students they can use anything to measure! Since they are
finding objects around the room that measure a certain length it also
shows them that there is math surrounding them all day!
Research and Theory, or Principles This lesson is based on active learning. Students learn by actively doing
of Child Development and participating in their learning instead of passively learning the
information. They will first be given the tools they need by me
introducing the types of tools they use to measure. Then they will pick
their group and explore the classroom to find these measurements in
real life.
Higher Order Thinking Questions Create at least 5 higher-order thinking questions (along with
(HOTQs) anticipated answers) using Bloom’s Taxonomy (level 3 and above) or
Webb’s Depth of Knowledge (DOK) levels (level 2 and above), then
identify what level each question represents. Embed these questions
into your instructional strategies and learning tasks section below and
highlight them in green. Remember these questions will occur before,
during and after the lesson.
How are centimeters and inches related? (DOK 2)
 Students can discuss how a centimeter is smaller or that a
centimeter can fit into an inch.
Use evidence to show how you know this is one inch. (DOK 3)
 Student can show me their object on a ruler to show that it is
one inch
Compare your 1 inch object with your among us object. What is similar
and what is different. (DOK 3)
 Student answers may vary depending on the object but
answers could be that the yard object is bigger.
Can you find an example of different measurements (blooms level 3)
 This is used for every question that the students will answer
so answers will vary.
Predict which object will be the largest. Explain your answer. (blooms
level 4)
 Students will answer this at the beginning of the scavenger
hunt and will base their evidence on the measurement type.
Instructional Strategies and I will begin this lesson by starting to create a KWL chart on the smart
Learning Tasks (Will VARY by board. I will pose the question “What do you know about
content area) measurement?” I will then allow for students to give various answers
and I will write them on the smart board. I will then ask students what
they want to know about measurement and allow for students to give
me answers while I write on the board. I will then explain the activity
that we are going to be doing. Show students the materials they will
be using which will be a standard ruler and then nonstandard rulers. I
will then use the document camera to show students how to correctly
measure as a review before starting the activity. I will then call on
students to pick their partner or work alone. Then I will give students
their materials and they will be free to measure things all over the
room. I will frequently be visiting groups to see their status and to ask
questions about their process. After surveying the class and ensuring
everyone is finished, we will wrap up the lesson.
Lesson Closure After completing the activity, we will figure out what we learned. Each
group will share one thing that they learned and share one
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 measurement they found during their activity.
Re-teaching, Re-Engagement, For students that struggle with this activity I will reengage with them
Practice by having them create an anchor chart to hang up in the classroom!
My students really love to draw and we can review the key concepts
they missed while doing something fun!
Extensions To extend the lesson, I will have students convert the objects they
found into different units. For instance, centimeters into inches. Which
is something they will need to do later in the unit.

Optional Reflection Piece

Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did
the student or student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each
assessment strategy used?
 Optional: Use the assessments and create a chart to analyze student learning across the class.
Attach or paste your chart and write a quick summary of what students learned or potential
misunderstandings and how you are drawing these conclusions.