USF Elementary Lesson Plan Template

College of Education Childhood Education & Literacy Studies

All o !ecti"es must e #ritten as #hat you e$pect your students to %&' %o not use the #ords ()*&+, or (U*%E-STA*%', All o !ecti"es declared must e those you are committed to systematically assessing. as stated in your E"aluation Plan /Part 01' +hat is the Essential 2uestion 6o# can you determine a precise measure #ith capacity and #eight7mass5 /(3ig 4dea,1 all students are in"estigating5 +hat are your o !ecti"es for S+3AT determine precise measures in the metric and customary systems for capacity and #eight7mass' student learning in this lesson5 +hy ha"e you chosen these Students need to e a le to measure things dealing #ith capacity and #eight7mass further in their li"es. for e$ample o !ecti"es5

1. Lesson Goals:

li8e #hen they are coo8ing or a8ing' 9A':'G':'; Sol"e pro lems re<uiring attention to appro$imation. selection of appropriate measuring tools. and precision of measurement' 1. Content )no#ledge Pro"ide an o"er"ie#7e$plain Teachers should 8no# metric and standard units and their con"ersions for measuring #eight7mass and capacity' #hat teachers should 8no# 6o# #eight and mass differ' That the smallest unit produces the most precise measurement' 9easures for capacity a out this topic' +hat prior are not in ounces' Fluid ounces is for li<uid capacity' &unces measure #eight' 8no#ledge is necessary to
+hat Standards /*ational or State1 relate to this lesson5 master the o !ecti"e/s15 4s there a learning tra!ectory in the lesson /in other #ords. is there a logical se<uence of steps that students must ta8e to master the content15 +hat connections can e made to other disciplines5 +hat (real #orld, connections can e made5

Language: +eight = pound = ounce = ton 9ass = milligram = Gram = )ilogram

+hat is the underlying content 8no#ledge that you #ant students to understand5

6o# to measure capacity and #eight7mass'

Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre=internship

+hat misconceptions do students typically ha"e a out this concept5 -ationale and -ele"ance /Connection to Students> )no#ledge. S8ills. E$perience1 +hy is it important for students to learn this concept5 *ame. and then e$plain ho# your organi?ed this lesson to address the interests. readiness le"els. culture and7or learning profiles7styles of your students' E$plain #hy you made these choices' @our rationale must contain clear e"idence of your understanding of differentiating instruction. culturally responsi"e pedagogy your classroom curriculum. and your 8no#ledge and understanding of your uni<ue learners'

&unces measure capacity' Coo8ing' %rin8s /capacity1' 3uying food'

1. Le"els of %ifferentiation 6o# does your lesson connect to the interests and cultural ac8grounds of your students5 Students ha"e not ha"e that much e$perience #ith measurement so they need the e$tra hands on e$perience and they are also students that may already e coo8ing for themsel"es to that may connect #ith them' 6o# does your lesson connect to7 reflect the local communities5 See a o"e 6o# #ill you differentiate instruction for students #ho need additional content support during this lesson5 They #ill ma8e e$tra "isual supports to sho# con"ersions' 6o# #ill you differentiate instruction for students #ho need additional language support during this lesson5 Students #ill e gi"en "isuals to go #ith "oca ulary' 6o# #ill you differentiate instruction for students #ho need additional challenge during this lesson5 Students #ill e gi"en a recipe and as8ed to con"ert. indi"idual items and the total'

+hat are the "arious #ays that -eteach. Core. Enrich' Students #ill e grouped as to ho# they perform that day' 4 chose this #ay ecause students you #ill group students during may understand measurement more than they understand another concept so 4 do not #ant to pre=group them and this lesson and #hy ha"e you chosen each grouping method5 ha"e them e at an inappropriate le"el' List indi"idual students of significance #ho continue to need special support to e successful during instruction' Then list the specific +hat students need specific accommodations in this lesson5 accommodations you are planning to use for each of these uni<ue learners' -emem er. accommodations are not the same as differentiating instruction. although the t#o can o"erlap' Student>s initials Accommodation

AL CT

%irections repeated indi"idually' Pull for indi"idual reteach' #atch for eha"ior in group may complete tas8 indi"idually'

Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre=internship

1. 9ethods
+hat teaching method/s1 #ill %isco"ery method' Gradual release' you use for this lesson5 +hy ha"e you chosen this 9ethods are appropriate for math instruction during this lesson' method or these methods5 +hat specific co=teaching *ot a co=teach model' 4 #ill e ta8ing the lead this lesson' method are you incorporating5 1. Acti"ities: +hat are the specific teaching eha"iors that #ill occur during each portion of the lesson5 -emem er. if you ha"e different groups doing different acti"ities. each group>s acti"ity se<uence must e clearly e$plained in separate sections' This is often the longest section of your lesson plan and #ill need to e #ritten e$hausti"ely' Please also include the timing each acti"ity #ill ta8e. your plan for transitions et#een acti"ities. and strategies to support time management and classroom management' +hat acti"ities ha"e you planned for each phase of your teaching method5 +hat is the role of the teacher5 +hat is the role of the student5 +hat student data #ill e collected during each phase5

-e"ie# morning #or8 pro lems on the oard' Each group #ill recei"e "arious containers' Gallon. <uart. pint. cup' Gallons #ill e filled to different le"els prior to the lesson' 4 #ill then as8 students to gi"e me precise measures using the other containers that they ha"e #ithin their ta le groups' +hy if the gallon is not full is it not a precise measure5 They #ill ha"e to pour the #ater into the other containers to find a precise measure for the li<uids' Then 4 #ill pull up a recipe for a mi$ed !uice using #ater #ith food coloring using different measurements the students #ill ha"e to find the total amount of li<uid created' +hen finished students #ill complete Go 9ath pgs ;BB=CDD Students #ill e split for -=C=E groups

1. 9aterials: List the primary materials and resources #ill you use to support each student>s success in meeting the learning goals /this can include people. as #ellE1 +hat instructional materials #ill Augs /assorted1 Pan 3alances /if time permits1 gram masses' you use. if any5 +hy ha"e you chosen these 9aterials coincide #ith lesson acti"ities materials5 1. E"aluation Plan: A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to document student learning in an ongoing manner.

Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre=internship

6o# do you plan to e"aluate Students student learning on the content of this lesson5 List the com ination of e"aluation7assessment data you plan to collect efore. during. and after the lesson /E$amples: responses to test7<ui? <uestions and7or scores. student #or8 products or performances. teacher>s !ournal. o ser"ations and field notes. photographs7"ideo. sur"eysF1'

#ill e e"aluated on #or8 done in -.C. E groups'

1.

-esources

Go 9athE

Adapted from Uni"ersity of Florida Path#ise 4nstruction Plan: Pre=internship