Lesson Plan : Crazy Worms
Teacher Name: | Justin Kirby |
Grade: | Grade 1 |
Subject: | Math |
Topic: | Measuring in inches. |
Content: | Mathematics, measurement. |
Goals: | In order to be able to measure in inches, the students will be able to correctly and completely fill out a lab sheet by measuring various lengths of pipe cleaners in inches with a partner after viewing a demonstration and listening to a discussion on proper measuring techniques. |
Objectives: | The students will be paired with someone around their personal ability level if applicable. Through this assignment the students will demonstrate mastery in understanding how to measure length, as well as how to compare, order, and describe other kinds of measurement. |
Materials: | The instructor will need a ruler, a can of the students’ names and a couple of example sets of worms (pipe cleaners). The students will each need a complete set of pipe cleaners. A complete set of worms (pipe cleaners) consists of 5 worms of various lengths. The students will each receive as follows: 12” Green 10” Blue 5” Yellow 3” White The worms are distributed in a clear plastic baggie along with a worksheet and a ruler for every pair of students. |
Introduction: | A. Beginning of lesson 1. Classroom management step: The Instructor will gain the attention of the students and explain to them the importance of having good listeners for his important announcement. The instructor will wait until all of the students are focused and ready to start the lesson. If there are still unfocused students the Instructor will quietly (possibly non-verbally) remind them to focus or possibly walk behind their individual desks to visually remind them of the appropriate task. |
Development: | Instructor will say, “It’s been kind of rainy here lately so I went outside and gathered some worms for us.” The Instructor will then hold up the bag of worms (pipe cleaners). “Ok, these are not real worms, but they are still kind of shaped like worms and we need to know how long these worms really are. Together we will straighten out our worms and discover how long they really are.” |
Practice: | 1.Inform the students that today they are going to work on measuring with a ruler. 2.Hold up a ruler for the students to see and explain that there are two different types of measurements on a ruler, centimeters and inches. 3.Inform the students that they will be using the inches side, which has larger spaces in between the numbers. (The Instructor will circulate around the room pointing to the inches side so the students can visually see the correct side.) 4.Have the students gather around the table in the front of the room where the Instructor will be demonstrating the assignment using an example bag of worms that are different lengths than that of the students but still curled up. 5.Ask the students if I can start and measure the worms. Wait for responses such as, “No, the worms need to be straight.” The Instructor should prompt them on the answer if the students do not volunteer. 6.Straighten one of the pipe cleaner worms and talk through the entire process of measuring things such as, “I am going to measure using the inches side of my ruler. I will lay the end of my worm at the end of the ruler. I will then see where the other end stops. As you can see, this one stops at the ______, so we know it is __________ inches,” Instructor will demonstrate the process multiple times to ensure that all students have had adequate opportunities to understand. 7.Ask a few students to straighten out the other worms in the bag. Instructor will give the worms to the lower student or students. 8.Continue to measure worms in front of the students calling on random students to tell how long they are. 9.Inform the students that they are going to receive their own bag of worms to measure with their partner. Tell the students to measure the worms and write the length on the blank line and then wait for everyone else to finish so they can go over the questions together. Instructor will assign partners by pulling names out of a hat to develop the partner dynamic. The instructor may need to change partners but that is dependent upon individual situations. The students will receive a bag of worms and a worksheet to take back with them to their group spaces. At this point, the Instructor will ask the students to repeat the directions in order to ensure that they are completely understood. |
Accommodations: | For students with special needs, there can be a variety of accommodations for an assignment like this. For lower functioning students simply pairing them with a higher functioning student is a great step in the right direction. For students that may have developmental issues or behavioral issues assigning roles is a great way to get or keep them engaged. An example would be asking a lower functioning student to maybe just answer the mathematic question that he/she obtained with their partner rather than ask them to read aloud to the class |
Checking For Understanding: | Assessments will be based on the answering of all of the questions on the lab sheet. All students will be assessed. The Instructor will allow enough time for all students to completely finish the sheet. A check + will be recorded in the grade book in the math section to the pairs who answer the measurements correctly the first time. If a pair of students fails to answer them correctly, the Instructor will ask them to try again. The students will then receive a check in the grade book if they answer the questions on the second try. Any tries after that result in a check -. The teacher will then assess if the majority of students received check +’s or checks. If they did not, the Instructor will re-teach the concept to the students. The student who received check –‘s will have a review with the teacher during free time or with an Instructional Assistant. |
Closure: | “Now that you know how to measure, you can practice measuring all sorts of things in inches. Can anyone give me an example of something they would need to measure in inches?” Instructor will wait for volunteers or call on individual students randomly. |
Evaluation: | Extension: For the entire class: The Instructor will ask the students how much longer one worm is than another. The Instructor will continue comparing the differences in sizes. For an individual student: The Instructor will have the student measure things in his or her desk such as an index card, flash card, sticker, piece of paper, etc. Remediation: For the entire class: The Instructor will give the students a different unit of measurement to use instead of a ruler. The Instructor will give every student a sheet of computer paper. The students will then try and decide how many of each pipe cleaner is in the piece of papers length. For an individual student: The Instructor will use the same process as the entire class remediation by allowing the students (or pair of students) to use computer paper holes instead of the ruler. For an individual student: Teacher will use the same process as the entire As Homework, students will need to measure something else in their house by inches. They will need to tell what they measured and how long it was. If the students do not have access to a ruler, the Instructor will either loan one out to the students or help them make one out of paper. |
Teacher Reflections: |
| Create New Lesson Plan | Lesson Plan Center |