Lesson Plan : Crazy Worms
Teacher Name: | Justin Kirby |
Grade: | Grade 1 |
Subject: | Math |
Topic: | Measuring in inches. |
Content: | Mathematics. Measuring the length of objects by repeating a nonstandard unit or a standard unit. Indiana State Standards 1.5.1 |
Goals: | The students will be able to measure the length of objects by repeating a nonstandard unit or a standard unit. |
Objectives: | In order to be able to measure in inches, the students will be able to correctly complete a lab sheet by measuring various lengths of pipe cleaners in inches with a partner after a visual demonstration and listening to a discussion about proper measuring techniques. |
Materials: | The instructor will need a ruler and an example set of pipe cleaners. The students will need one set of pipe cleaners (12” Green, 10”Blue, 7”Red, 5”Yellow, and 3”white). The pipe cleaners will be distributed in a clear plastic baggie along with a worksheet and a ruler for every pair of students. |
Introduction: | The instructor will inform the students that he needs great listeners for his important announcement. The instructor will wait until all students are focused and ready to start the lesson. If there are still students not paying attention, the Instructor will redirect their focus on the desired task. A quiet or non-verbal reminder should work. The Instructor will say, “It has been very rainy lately so I went out and collected some worms for us.” The instructor will hold up the plastic bag of pipe cleaners. “Ok, these are not real worms, but they are still sort of shaped like worms and we need to know how long these worms are. Together we will straighten out our worms and discover how long these worms really are.” |
Development: | 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 should walk around the classroom visually pointing to the inches side allowing students to see the correct side) 4.) Have the students gather around the community demonstration table where there will be an example bag of “worms” that are not the same lengths as the students bags and are still curled up. 5.) Ask the students if we are ready to measure the worms. Wait for responses like, “No, the worms need to be straightened.” (Prompt the students on this answer if they do not respond correctly.) 6.) Straighten out one of the pipe cleaners and talk through the process of measuring saying things such as, “I am going to measure using the inches side. 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 that it is ______inches.” (Instructor will complete the process multiple times to ensure every student has had ample time to understand) 7.) Ask a few students to straighten out the other worms in the bag (Instructor will give the worms to the lower students or students who do not seem to be interested in the lesson) 8.) Continue to measure the 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 a partner. Inform the students to measure the worms and record their findings on the blank line in the lab sheet. After they have completed the assignment, the students should wait for the remainder of the class to finish the assignment and to go over it together. (Teacher will assign partners based on ability and behavioral levels as well as classroom dynamics.) |
Practice: | Instructor walks around the classroom offering assistance where it is needed. 1. Inform the pairs that after they are finished they are to bring their assignment to the Instructor to be graded. If the students have the correct, the teacher will give both students a worm sticker a 3 gummy worms. If they have any wrong the teacher will circle the wrong answer and ask them to try again. If the pair misses all of them, the Instructor will re-instruct how to measure. 2. Once every student has finished the measuring assignment, the teacher will tell the students that they will be answering the questions together now. The instructor will call on students “at random” to answer the questions. (The Instructor will choose the readers/answerers according to ability and behavior.) |
Accommodations: | This lesson can be completed by any first grade student. With that being said, some accommodations may have to be made to ensure success for the entire classroom community. The accommodations used in this assignment can be but are not limited to; asking developmentally or behaviorally challenged students to serve as helpers when straightening out the worms for the demonstration. Also, when the Instructor assigns groups the dynamics are created to allow optimal success for all students. The idea is to pair students up who can help scaffold the other student into understanding of the course matter. Creating a proper group dynamic can be difficult. The last accommodation that I worked in the lesson plan was having the Instructor call on the students “at random” but actually dependent upon their opportunity for success. |
Checking For Understanding: | Assessments will be based on the answering of questions on the lab sheet. All students will be assessed. The Instructor will give enough time for all students to completely finish the lab sheet. A check+ will be recorded in the math grades to pairs of students who answer all 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 receive a check in the grade book if they correctly answer the questions on the second try. Any tries after that will result in a check- in the grade book. The instructor will then assess whether the majority of students received check +’s. If they did not, the Instructor will re-teach the concept to the students. The students who received check-‘s will have a review with the Instructor during free time or with the Instructional Assistant |
Closure: | “Now that you all know how to measure, you can practice measuring things in inches. Can anyone give me an example of something they would need to measure in inches? (Instructor will call on a volunteer) |
Evaluation: | |
Teacher Reflections: |
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