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Day Topic S.T.O. E.Q. Activities Strategies Materials Tech. Accomodations /Modifications Formative Assessment

Why do we have standard form of measurement? - Discuss different types of measurements (length, temperature, and time). -Pre-assessment

The student will be How do I know able list different which form of types of measurement measurements and to use? why they are needed. Why do we have a standard form of measurement?

1) In order to engage the students in the lesson, the teacher will play a YouTube video on measurem ents. 2) In pairs, the students will measure the different lengths using their hands and feet. 3) After measuring, the students will discuss and compare their findings with the class. 4) The

1) Small group discussion 2) Small group activity 3) Whole group instruction 4) Collecting 5) Preassessme nt 6) Use of chalkboar d/whitebo ard

1) 2) 3) 4)

Clipboards YouTube Pencils video Paper Preassessment 5) White board markers and erasers

For our ELL The teacher learners we will walk will put both around and the Spanish take and English anecdotal terms. notes while For our the students ADHD and are students completing with learning the disabilities measureme we will nt activity. highlight where they write the measureme nt. We will pair our students with learning disabilities with our higher achieving students.

students will discuss why a standard form of measurem ent is important. 5) The teacher will explain why it is important to have a standard form of measurem ent. 6) The students will take the preassessmen t so the teacher knows what forms of measure the students have prior knowledge about. The teacher will read through

each question with the students to ensure that the assessmen t is effective. 7) The teacher will collect the preassessmen ts to guide instruction. 8) After, the teacher will introduce and familiarize students with the terms length, width, and height. How do I use 1)The teacher will 1) Small group Length (feet, The student will inches, halves and accurately measure a ruler to show the students collaboration measure an fourth of an inch) different length how to use a ruler 2) Whole group inch, half of different colored (Which end to start discussion straws to the nearest inch, fourth of with, what an inch 3) Use of an inch and technology fourth of an inch. looks like, what a foot? foot looks like, etc) 4)Use of graphs The student will accurately create a How do I 2)The students will explore by doing a

1) document camera 2) different length colored straws 3)scavenger hunt worksheet 4) graph paper 5) ruler 6)worksheet with

Document camera

1)Mixed 1) The ability teacher will grouping walk around 2)Give during the students scavenger with visual and observe impairments students as a copy of they are the working.

create a graph measuring graph using the using measurements of scavenger hunt. The the colored pencils. measurements teacher will give the that I students a compiled? measurement such as 2 inches, and the students will have to find something that is 2 inches long. 3) The students will briefly share their findings in small groups. 4) In groups, the students will measure different colored straws and record their data. Once they are done they will compile the data and make a graph of their choice. 5) The students will then take turns showing their graph and data under the document camera. 6) The teacher will then post five questions on the document camera and have the students answer

questions to put under document camera

questions 2) The 3) Modified teacher will scavenger listen to hunt for student students discussions with ADHD while and learning students are disabilities. sharing their 4) Outline of findings. a graph 3)The rather than teacher will a blank collect the graph sheet graphs and of paper for questions students once with ADHD completed. and learning disabilities.

comparing and contrasting questions using their data. 1) The teacher will 1) small group The student will How do I Length (Meters, accurately measure measure length show the students discussion/collab yards)-what is a length using a meter using a meter or a meter and yard oration stick and explain 2) whole group meter stick, and yard stick. yard stick? to them how to discussion familiarize use it. 3) graphing students with a The student will How do I 1) The students 4) use of meter stick and compile data and compile data will create body technology allow them to go compose a graph and compose a benchmarks and 5) white board around the room to represent the graph to right these down 6)tape and hallways and data accurately. represent the on a piece of explore then share data paper (finding findings. accurately? different body Length (Meters)parts to represent Measuring an inch, foot, partners height meter, and a using meters, yard). This way centimeters, and they become inches then record familiar with these lengths. data on board, 2) Students will then create a share their body graph to represent benchmarks in the class heights. small groups. Teacher will 3) Students will create own graph participate in an with class heights, activity called how then students will far can a third solve one and two grader jump. Each step problems student will stand based on the data behind a line marked on the

Body benchmark worksheet Graph and data chart Comparing and contrasting worksheet

Document technology

The teacher will include a picture of what each measureme nt is for students with ADHD and LD.

The teacher will look at the students body benchmarks to make sure they are accurate

The teacher The teacher will be will copy monitoring down the their data for measuring students of the jumps with ADHD to make and LD. sure they use the meter and yard stick correctly. The teacher will collect the graph and the students answers to the questions. The teacher

R Length (centimeters, millimeters)

The student will be able to accurately measure length and width using centimeters and millimeters The student will be able to compile data to create a graph base on the measurements from the activity.

floor with tape and then as far as they can. Then they must use both the meter and the yard stick to record their data on the board. 3) The student will then copy the data down and create a graph to represent the data. The students will then answer questions that are posted on the document camera and participate in a whole class discussion. 1) The teacher will 1)Whole group H0w do I show the students instruction/discus actuary measure length what a centimeter sion and width using and millimeter is 2)small group collaboration centimeters and and how to measure with it. 3) use of millimeters. 2) The teacher will technology use benchmarks 4)graphing How do I such as the 5)White board compile data thickness of a and create a dime,(millimeter) graph to and the width of a represent the regular paperclip data I collected. (centimeters) to put these lengths

will take anecdotal notes during class discussion.

1)dime 2)paper clip 3)pattern block 4) ruler 5)i pad 6)tape 7) compare and contrasting worksheet

Computer I pad

The teacher will put the students into mixed ability groups.

The teacher will walk around and listen to group discussions.

The teacher The teacher will explain will also to students question the with students emotional estimations impairments to see how or for they came students up with

into perspective or the student. 3) The students will then break off into small groups and play an activity called how far could you blow a pattern block. Using their prior knowledge the students will guess how far (in millimeters and centimeters they will blow the pattern block. Then the students will blow on the pattern block and measure the distance that the block travels in millimeters and centimeters. 4) The students will then answer compare and contrast questions on their own using the data from their guess and actual measurements. 5) Students will then create a graph on the I-pad

who get them. frustrated easily that it The teacher is okay for will go over their guess the graphs to be off, that the and she will students provide create. hints if it is obvious that students are becoming frustrated. Directions for this activity will be written on the board for students with ADHD or memory impairments .

Review of inches, feet, centimeters, millimeters, meters, and yard

The student will be able to apply their knowledge of measurement (inch, foot, yard, meter, centimeter, millimeter, meter, length, width, and height) to construct a building.

to show their guess and actual length using the application Chart Maker iPad Lite. 7) The groups will connect their iPads to the SMART Board to share their findings. 1) The teacher will 1)Whole group break the students instruction up into three large 2)small group groups and collaboration explain to them 3)use of that they will be technology creating a building 4)photographs out of Legos. The 5) problem teacher will show solving them pictures of 6) put idea into a buildings on the model SMART Board and will point out different widths, lengths, and heights. The students will have some requirements such as they need to have a part of their building to represent one inch, one foot, one meter, one yard,

1) Legos 2)pictures 3) SMART Board/computer 4)rulers 5)yard sticks 6)meter sticks 7) Post-it notes 8)Tape

SMART Board The teacher Peer will put up evaluation computer on the board on creativity how long an of building inch, foot, and centimeter, measureme millimeter, nt choices yard, meter for students Anecdotal with LD or notes from memory the teacher impairments . The teacher will measure The teacher the building will set clear for rules and accuracy. expectations for using Legos for students with ADHD and emotional impairments

one millimeter, and one centimeter. They can choose which one will be their width, height, or length etc. (The students will create a border around their building, which will have to measure one yard on two sides) 2) Students will spend time creating their building and using different forms of measurement. Students will put postage notes on parts of their building to let others know what piece is for what measurement (such as the height is one foot and the width is a yard). 3) At the end of class the students will go through a stroll through the city to look at each

. Allow sensory breaks for students with ADHD, autism, and emotional impairments .

others creations.