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Julie Di Felice
Cohort: B1
Lesson Plan 10
Lesson Title: Culminating centres Grade: 1 Date:Friday, December, 10th, 2015
Subject/Strand: Math Unit: Measurement Location: Classroom
Time:
(length in minutes):
30 min
(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Students have been working with standard and non standard types of measurement over the last 2 weeks, they will be
completing a culminating task of various centres that will be involving various measurements theyve done including
length, width, non standard measurement, standard measurement and estimation. Students will be spending 15 minutes
per centre and be rotating, until the lesson is complete.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
estimate, measure, and describe length, area, mass, capacity, time, and temperature, using
non-standard units of the same size;
Ontario Curricular Specific Expectations
(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment
Specific Expectations Attributes, Units, and Measurement Sense By the end of Grade 1, students will:
demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards)
for measuring (Sample problem: Measure the length of your desk in different ways; for example, by using
several different non-standard units or by starting measurements from opposite ends of the desk. Discuss
your findings.);
estimate, measure (i.e., by placing nonstandard units repeatedly,without overlaps or gaps), and record
lengths, heights, and distances (e.g., a book is about 10 paper clips wide; a pencil is about 3 toothpicks long);
Learning Goals
Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)
Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).
I can: use the tools provided to measure e.g. using toothpicks as a form of measurement
I can use all my knowledge of measurement and finish all activities
I can use estimation in my daily life, and it can help me make an educated guess, instead of measuring
Assessment
Thinking;
Communication;
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)
collaboration,
initiative,
Vocabulary
responsibility,
organization,
independent work,
Measurement
standard
List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.
marshmallows
Santa beard
santa belly
links
yarn
present
cubes
Learning Environment
Students will be on the carpet for the minds on portion of the lesson and then later move to their designated groups for
the activity. This will give students a chance for a movement break as well as using different learning zones.
10 minutes
Boys and girls it is our final day of measurement!
What are some tools or themes we have been
learning.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
40 minutes
Centre #2
Students will estimate how many links wide they think
Santas belly is. Students will then measure with the
links how long Santas belly is
Centre#3
Students will be estimating how many cubes are the
height of the present. Students will then measure with
cubes to detainee the height of the presents.
Centre #4
Students will be estimating how many footprints the
length of yarn is. The students will then walk down the
yarn to determine how many footprints it took to walk
across the yarn.
**Finishers will discuss with the other finishers their
results and why they are different.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
10 minutes
clap, clap, clap clap clap
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher: