Student Teachers Name: Gretchen Morris-Archinal Date: October 14, 214

Grade !e"el: 1 To#ic$%nit: &um#'in Math and Science School: &atton

(lementar) District: *ose"ille
+ontent
Students will count the seeds and measure the circumference, height and weight of a
pumpkin. They will also ascertain if the pumpkin floats or sinks. Measurement will be
taken using both informal and formal units,
-enchmar's
Math
CCSS.MATH.C!T"!T.#.M$.A.%
"&press the length of an ob'ect as a whole number of length units, by laying multiple
copies of a shorter ob'ect (the length unit) end to end* understand that the length
measurement of an ob'ect is the number of same+si,e length units that span it with no
gaps or o-erlaps. .imit to conte&ts where the ob'ect being measured is spanned by a
whole number of length units with no gaps or o-erlaps.
CCSS.MATH.C!T"!T.#.!/T.A.#
Count to #%0, starting at any number less than #%0. 1n this range, read and write
numerals and represent a number of ob'ects with a written numeral,
Science
S,.&,(,1 1n2uiry in-ol-es generating 2uestions, conducting in-estigations, and
de-eloping solutions to problems through reasoning and obser-ation.
S.13.0#.## Make purposeful obser-ation of the natural world using the
appropriate senses.
S.13.0#.#4 3lan and conduct simple in-estigations.
S.13.0#.#5 Manipulate simple tools (for e&ample: hand lens, pencils, rulers,
thermometers, rain gauges, balances, non+standard ob'ects for measurement) that aid
obser-ation and data collection.
S.13.0#.#6 Make accurate measurements with appropriate (non+standard) units
for the measurement tool.
S,.A,(,1 1n2uiry includes an analysis and presentation of findings that lead to future
2uestions, research, and in-estigations.
S.1A.0#.#% Share ideas about science through purposeful con-ersation.
S.1A.0#.#4 Communicate and present findings of obser-ations.
S.1A.0#.#5 $e-elop strategies for information gathering (ask an e&pert, use a
book, make obser-ations, conduct simple in-estigations, and watch a -ideo).
&,&M,(,1 3hysical 3roperties+ All ob'ects and substances ha-e physical properties that
can be measured.
3.3M.0#.## $emonstrate the ability to sort ob'ects according to obser-able
attributes such as color, shape, si,e, sinking or floating
!earnin/ *esources and Materials
3ro'ector
i3ad7Computer
My 3umpkin booklet 8 # per student
+enter 1 0 Decorate )our #um#'in
# little pumpkin per student
Arts and Scraps materials
Crayons
Scissors
+enter 2 0 +ountin/ seeds
# small pumpkin for each group
# large spoon
9ipes
# cup for each student
#00s chart for each student
% bowls for seeds and gunk
Aprons for each student
$irections for center
3encils for each student
+enter 1 0 +ircum2erence
# small pumpkin
:arn
Scissors
Teddy bear counters
$ominoes
;nifi& cubes
$irections for center
3encils for each student
+enter 4 0 3ei/ht
# small pumpkin
Scale
$irections for center
3encils for each student
$ominoes
+enter 4 0 5ei/ht
# small pumpkin
;nifi& cubes
<ulers
$irections for center
3encils for each student
+enter 6 0 7loat
# small pumpkin
/ucket of water
Aprons for each student
Towels
$irections for center
3encils for each student
Crayons
De"elo#ment o2 !esson
.ntroduction
Today we=re going to read How Many Seeds are in the 3umpkin. 8 read pdf -ersion of
story using pro'ector and i3ad
After story tell the students that we=re going to ha-e a chance to count our own seeds
and measure the pumpkins
>1=-e got a pumpkin here. 1 wonder?.
How tall is it@
How round is it@
How much does it weigh@
$oes it sink or float@
Ask them to guess how many seeds in the pumpkin@
<ecord the estimates on the board
<ead the directions on the table and demonstrate how to do each acti-ity
Ao o-er the procedures:
Stay with your table group
nly mo-e to the ne&t table when you are gi-en directions to mo-e 8
about e-ery #0 minutes
$o your best work
<aise your hand if you ha-e a 2uestion
Hand out a copy of the booklet to each student
Methods$&rocedures
The students 8ill rotate to each center e"er) 1 minutes or so 8ith their table
/rou#,

+enter 1 0 Decorate )our #um#'in and color #icture in boo'let + "ach student will
decorate their own pumpkin using recycled materials from Arts and Scraps for
decorations. 8 1ndependent work
+enter 2 8 +ountin/ seeds 8 "ach student will scoop out # large scoop of pumpkin
seeds and gunk onto the table cloth. They will then separate the seeds and use a #00s
chart to count them out. They will record their answers in their booklets. The left o-er
seeds will be put into one bowl and the gunk into a second bowl. Aprons are a-ailable
for each student. 9ipes will also be there. 8 1ndependent work

+enter 1 8 +ircum2erence 8 Students will use a piece of yarn to measure the
circumference of the pumpkin. They will put yarn around the middle and cut it with
scissor. They will then use teddy bear counters, dominoes and unifi& cubs to measure
the yarn by iteration. Students will record their answers in their booklet. 8 Cooperati-e
group

+enter 4 0 3ei/ht 8 Students will weigh the pumpkin using an electronic scale.
Students will record their answers in their booklet and then see how many dominoes it
takes to weigh the same amount as the pumpkin 8 Cooperati-e group
+enter 4 0 5ei/ht 8 Students will use unifi& cubes and a ruler to measure the height of
the pumpkin and will record their answers in their booklet. 8 Cooperati-e group
+enter 6 0 7loat 8 Students will place a small pumpkin in a large bowl7bucket of water
to see if it will float or sink. Students will record their answers in their booklet. This is
one of the faster centers, so crayons will be pro-ided to color any pictures they may
need to color. 8 Cooperati-e group
Accommodations$Ada#tations
$irections will be gi-en orally, in writing and in pictures to accommodate -arying
learning styles as well as pre+reading and reading students.
Assessment$("aluation
1nformal assessment will also take place during the rotations and at the closing. The
booklet will act as a summati-e assessment. /ecause the same pumpkin is used in
centers 4 8 B, these answers should be -ery similar to each other. 1f not, this is
indicati-e that the student as not met the standard.
+losure
After the students ha-e completed their rotations, gather them all together on the carpet
to get the results. /ecause the same pumpkin is used in centers 4 8 B, these answers
should be -ery similar to each other. Ha-e them return to their table and help clean up
the center.
Teacher *e2lection
This lesson was not as successful as 1 had hoped with the #
st
graders. There were too
many mo-ing parts for them to learn what 1 had hoped. 1f 1 were to do this again, 1
would either ha-e more adults to support learning at each station or 1 would do this o-er
se-eral days with # or % centers done each day. This would be ideal for % or 4
rd
graders
to complete in one day because they ha-e greater working knowledge of the skills
needed to complete the unit. The other problem was that the amount of time needed
for each center was une-en as well.
The ne&t day 1 went o-er the packet with the students and we learned and relearned
about weight, height and circumference and filled out the portions the students were
missing.
Aenerally speaking the students en'oyed the lesson and e&ploring the centers but did
not learn what 1 had hoped they would learn.