Briana DeFilippisMeasurement Unit Plan 1st Grade

1. Rationale for Unit: This unit is imperative for students because it will provide them with a basic understanding of measurement, size concepts, and length. This unit will prepare students for more complex forms of measurement as they increase in the elementary grades.

2. Demographic summary of students and description of school context: This lesson plan takes place in a 1st grade classroom in the city of Boston.

3. Attention to diverse learners: This unit plan addresses the needs of diverse learners (linguistically, culturally, and academically) by providing students opportunities for success that go beyond right and wrong answers. Students have the ability to sketch, take photographs, label, use manipulatives etc. that will still provide the teacher with the ability to assess progress and understanding. Students will also have the ability to work in pairs and in groups which will help students less proficient in math or language to work with those in class that are more advanced. This will help for an exchange of knowledge between students.

4. Other considerations: This unit is extremely hands on which provides students with an inquiry based exploration and research process allowing students to actively participate in activities, sketch and record data, ask questions, and reflect on what they find.

Lesson #6 will be a science experiment utilizing the NSTA Science Standards. I incorporated this into my lesson so that students will be able to make a connection between mathematics and measurement with science. The students will be planting soda bottle terrariums that will lead to a summative assessment, as students will measure the growth of their plants everyday after their morning meeting. The NSTA Standards are listed below. NSTA Science Content Standard: Table 6.1 Science as Inquiry Standards. K-4 “Abilities necessary to do scientific inquiry. Understanding about scientific inquiry” ask questions, conduct data, think critically about relationships etc. •Table 6.8: Unifying concepts and processes: systems, order, and organization evidence, models, and explanation, change, constancy, and measurement, evolution, equilibrium, form, and function.

Unit Plan Template #1: Understanding by DesignUnit Plan on Measurement, Math, Measurement and Data10 Day Unit Plan, 1st Grade, Briana DeFilippis

Stage 1 – Desired ResultsEstablished Goal(s) / Content Standard(s): Measure lengths indirectly and by iterating length units.1. Order three objects by length; compare the lengths of two objects indirectly by using a thirdobject.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Understanding(s):Students will understand that objects can be compared by their length. Students will also understand that objects can be represented by a whole number of length units and also that whole number can be represented by multiple smaller length units.

Essential Question(s)How can we compare these measurements? Why is it important for us to understand measurement? What different kinds of objects can we measure? When would we need to measure something?

Students will know:Students will know how to compare lengths and how to measure lengths of objects presented to them.

Students will be able to: Student will know how to order objects by length and compare them.Students will be able to represent objects by their length through measurement.

Stage 2 – Assessment Evidence

Stage 3 – Learning Plan / Learning ActivitiesLearning Activities:

Monday: Lesson 1: Read “Is a Blue Whale the Biggest Thing There Is?”, Compare lengths of objects with whale stickers

Tuesday: Lesson 2Marble jar estimates, foot step counting and labeling, sketches and data recording, reflection

Wednesday Lesson 3Measuring with unifix cubes, document in journal, mini museum, reflective questioning

Thursday Lesson 4Read “Inch by Inch” by Leo Lionni, Object tray for estimation, estimate and measure objects with paperclips, reflection

Friday Lesson 5Measure seeds, Glue them on to poster boards, Reflection

MondayLesson 6Science project!Soda bottle terrariums, measure length of plant over time.

TuesdayLesson 7Hand Span song, sketch hand spans in journal, measure objects outside with hand span, show and tell

WednesdayLesson 8Find objects equal to, less than, or more than one foot. Label them and record them on journals, reflection

ThursdayLesson 9Tan grams, write own measurement word problems, share with partner and solve word problems.

FridayLesson 10Measure dream Structure, labelLengths with post-it notes

DATE DATE DATE DATE DATE

References

-Lesson # 6 utilizes a data chart from “Teacher Vision; Lessons, Printables, and More” by 2000-2013 Pearson Education, Inc. All Rights Reserved. Visit http://www.teachervision.com.au/ecological-environment/printable/39792.html

-Lesson # 7 adapted from the book “Math in the Garden: Hands on Activities That Bring Math to Life”, authors include Jennifer M. White, Katharine D. Barrett. Jane Kopp, Christine Manoux, Katie Johnson, Yvette McCullough. Song taken from this book, the “Hand Span Song” by Kelsey Connolly.

Lesson #1Grade 1: 25 Minutes

1.Objectives:Knowledge Outcome: Students will learn to order three objects by length; compare the lengths of two objects indirectly by using a third.

Skills outcome: Students will be able to order objects in the classroom from smallest to largest.

2.Assessment:Formative Assessment: I will assess the student’s ability to order objects by length by having them measure multiple items with a standard unit (sticker).

Summative Assessment: Through reflective questioning at the end I will perform a summative assessment in order to grasp student’s understanding of comparing lengths.

3.Materials: Whale stickers, construction paper, markers, and objects for measurement.

4. Sequence of Activitiesa) Hook: Read, “Is a Blue Whale the Biggest Thing There Is? By Robert Wells. This book will illustrate to the students how objects in our universe can be compared in size; some things are smaller, some are much larger etc. I will then explain how we will be comparing lengths of objects in our own classroom!

b) Activities: 1. Pass out small whale stickers and explain how this will be our standard for comparison. I will then distribute to students objects that vary from small to large. The sticker would be the starting unit then a playing card, then pens or pencils, and finally a textbook. I will use the same objects for every student so that I can assess the initial conceptual understanding of the class as a whole.2.Students will line the stickers up with the objects on their construction paper and then label what it is they are measuring and how many stickers long they are.

c) Wrap-up: I will collect the posters and put them on display around the classroom.

5.Reflections: In this reflection I will perform my summative assessment. Asking reflective questions such as, “What did you notice when you measured these objects? Did any of the measurements surprise you? What did you learn about length in this experiment?” This will allow for me to grasp the students understanding of length before moving on to more difficult conceptual thinking.

Lesson Plan #2Grade 1: 35 minutes

1.Objectives: Knowledge Outcome: Students will learn to order three objects by length; compare the lengths of two objects indirectly by using a third.

Skills Outcome: Students will learn to compare the length of the steps that they take.

2.Assessment:Formative Assessment: I will assess the student’s grasp of length through their ability to count their steps and mark the distance traveled. I will also assess understanding through asking guided questions such as, “How many steps did you have to walk to get here? Do you see a difference between the distances you have recorded so far? Etc.

Summative Assessment: I will conduct a summative assessment based on the journals that students will have to document in during this lesson. Students will have to write in their journal afterward about the different steps they took in this exercise and their observations about the distance they walked in accordance to their starting point. Recording what they noticed about the distance traveled in reference to the steps they took.

3.Materials: Tape, journals, pencils, post it notes.

4. Sequence of Activities: a) Hook: I will have a jar of marbles. I will introduce a marble to the class and we will discuss how smaller objects can compare to larger ones because we can add multiple objects to fill something much bigger! I will then have the students come up to the chalkboard and write their estimate of how many marbles in the jar. I will then explain how important it is to measure because sometimes our estimates may be a bit off. I will read the actual number and introduce the day’s activity by saying that we will learn to count how many of our footsteps fit in to a certain length just like the marbles did in to the jar.

b) Activities: 1. After the hook I will pair students in to groups of two. The room will be cleared and the starting point will be marked off with tape in a straight line at the front of the classroom. 2. I will explain that one partner will be the stepper and the other will be the counter. Steps must be taken with no space in between. The students will be told to take 2 steps and label each 2-step mark with tape and a post-it of the number of steps taken. I will be walking around performing guided-questions that will help students see the bigger picture. What are we comparing and why. As we step, how does our length traveled increase.

3.As the students get to 10 they will then be allowed to observe their markers/steps recorded and then reflect on their observations in their journal and draw sketches of what they see.

c) Wrap-up: I will gather journals. I will take pictures of the data on the floor and then post them on the class bulletin board.

5.Reflections: As a class we will gather back at the front of the room. We will then reflect on the data set before our eyes. “What did we notice about the distance on the ground as we moved farther away from our starting point? What do you think about the distance between the two step mark and the ten step mark?” etc. The visual engagement at the end will help to draw everything in to one whole concept. ]

Lesson #3: Grade 1 Lesson Plan: 30 minutes

1.Objectives:Knowledge Outcome: Students will learn to order three objects by length; compare the lengths of two objects indirectly by using a third.

Skills Outcome: Students will learn to compare different lengths of objects using unifix cubes.

2.Assessment: Formative Assessment: I will assess the student’s understanding of ordering objects by length by observing their ability to find objects in the classroom that are 1, 5, 10 (each length represented in a different color) unifix cubes long in length and recording them in their journal.

Summative Assessment: I will conduct a summative assessment through reflective questioning at the end that will show the students understanding of order in length. I will also review their journals to top off a thorough assessment.

3.Materials: Unifix cubes, journal, pen/pencils, crayons for sketching unifix cubes, miscellaneous objects to measure

4. Sequence of Activities:a) Hook: I will hand out the unifix cubes to the students. The tangible stimuli will draw the kids in immediately allowing me an easy transition to explain the activity for the day.

b) Activities: 1. After explaining the activity, students will be allowed to wander the classroom comparing objects to the three different size lengths of unifix cubes, comparing and contrasting lengths in order to find the correct objects to document.2. Once they have found their objects they will document these objects in their journal, sketching the cubes and coloring them in with crayons.3.After the activity, students will leave the unifix cubes on their desk next to the object being measured. We will then have a mini museum where students will travel to each other’s desks and compare other objects that were ordered from smallest to largest. This will show to the students how within ordered length objects, many different objects can fit into one unit length.

c) Wrap-up: collect journals for review and summative assessment.

5. Reflections: My summative assessment will consist of reflective questions that will allow me to observe where children stand in their understanding of the order of length. I will ask questions such as, “What did you notice about the objects you found as the number of unifix cubes being used, grew? What is the difference between the object 1 unifix cube in length and the object that was 10 unifix cubes in length?”

Lesson #4Grade 1: 35 minutes

1. Objectives: Knowledge Outcomes: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Skills outcomes: Using manipulatives (paperclips) as a measuring tool, students will have an introduction to measurement and learn how to measure familiar items in their classroom. Students will then measure and compare different measurements of objects such as desks, chairs, books, windows etc. expressing the length difference in terms of standard unit length.

2. Assessment:Formative Assessment: By having children measure and record data, I will be able to monitor students understanding of this new concept by asking questions such as, “How

many paperclips long do you think this object will be? Which measurement has surprised you so far?” Etc. I will explain different units of measurements and allow the students to measure items in the classroom.

Summative Assessment: I will assess the sum of their progress if they are able to successfully measure the designated objects in the allotted time. They will record their finding on a data sheet which will lay out parameters in which they must list the object they are measuring, sketch the object and write down how many paperclips long it is. I will collect this and review for assessment.

3. Materials: Students will use paperclips, pencils, markers, and a data sheet.

4. Sequence of Activities:a) Hook: I will read Inch by Inch by Leo Lionni and then explain how we use measurement to determine how long something is and explain how we need different tools to measure different things. I will ask then ask them to estimate out loud the measurements of different items that I provide to them on a tray. These items will be ones that I know the students will be interested in such as, a class photograph, a playing card, a coin, a stick of gum etc. This will excite the students and keep them engaged because they can relate to or have used these items before. The tangible aspect will keep students hooked and interesting to feel and explore in order to learn more. Mini lecture.

b) Activities:1.Supply the students with paperclips.2.Students will go around the classroom, estimating, measuring and recording data of familiar objects of their choice.3. Reflect upon their estimates in comparison to their actual measurements.

c) Differentiation: I will provide students with the opportunity to pair with a classmate or work independently. That way children can help each other measure as well as compare and contrast results.

d) Wrap-up: I will bring the students back together to discuss surprising results that they came across when measuring. I will then assign them homework where they have to go home and measure items in their household.

5. Reflections: I believe the students will walk away with a great grasp of measurement, as they will be able to apply their knowledge to items that they interact with everyday, making the concept of measurement more clear. I will ask reflective questions such as, “Did you notice anything exciting when you were measuring? What surprised you? Were you estimations close or far apart from your findings? If they were far apart, what do you know now after measuring these specific items?” Etc. Allow classmates to share stories and findings.

Lesson # 5Grade 1: 30 minutes

1. Objectives:Knowledge Outcomes: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Skills Outcomes: Students will be able to measure different lengths of sequences of seeds.

2. Assessment: Formative Assessment: Monitor student's ability to measure and label objects with seeds, record, and compare. I will assess students grasp of growth and importance of measuring through asking guided questions such as, how can we keep track of the growth of an object?

Summative Assessment: I will assess student’s understanding of measurement through their poster boards, which I will check for correct length of seeds labeled.

3. Materials: seeds (sunflower seeds, pumpkin seeds etc.) Poster board, glue, rulers

4. Sequence of Activities:a) Hook: Introduce rulers to students. Allow them to each have one and then I will have a mini lecture explaining its lay out and how we will measure with it. As a class we will gather in the front of the room and I will measure a pumpkin seed with my ruler for demonstration. Explain the objective for the day and pass out manipulatives. The tangible beans will hook the children immediately. I will explain that we will be measuring the beans today with rulers.

b) Activities: 1.First, students will engage and explore the different beans. 2. They will be instructed to lay out and glue to a poster board one seed, then three next to each other vertically and then 5. 3. They will then measure the lengths of the different stacked seeds with a ruler and then label the length. 4. This sequence will be repeated twice with two different types of seeds.

c) Wrap-up: Bring students back together and assign homework in which students will have to measure 5 different items at home using seeds that they can bring home with them. Collect poster boards to be hung up in the classroom. 5. Potential Pitfalls: Must check for allergies in the classroom before presenting beans and seeds to students for measurement.

6. Reflections: Ask students reflective questions at the end of the lesson such as, “What did you notice about the measurements you have taken today? Did any measurement surprise you?”

Lesson Plan #6Grade 1: 40 minutes

1. Objectives:Knowledge Outcome: NSTA Science Content Standard: Table 6.1 Science as Inquiry Standards. K-4 “Abilities necessary to do scientific inquiry. Understanding about scientific inquiry” ask questions, conduct data, think critically about relationships etc. •Table 6.8: Unifying concepts and processes: systems, order, and organization evidence, models, and explanation, change, constancy, and measurement, evolution, equilibrium, form, and function.

Skills Outcome: Students will perform a science experiment that will support their mathematical understanding of measurement.

2. Assessment:Formative Assessment: With the student’s prior understanding of measurement from measuring seeds in lesson #5 I will monitor student’s ability to connect that knowledge to their planting of seeds in soda bottle terrariums. I will ask guided questions such as, “How can we use our knowledge of measurement after we have planted our seeds?” Etc.

Summative Assessment: On-going summative assessment as students will care for the plant throughout the year. Sketches of the plant, reflective questioning, and data sheets will allow me to perform a summative assessment of current knowledge. Also further reflective questioning such as, “What about your plant changed today? Why do you think that is? What is new? What would we need to change to make this plant grow more efficiently? What might have caused your plant to increase this much in height?

3. Materials: •2-liter soda bottle, cleaned with soap and water, Scissors, Soil, plant seeds, Pebbles, Small plastic animals, Bits of bark, Masking tape, data sheets, camera, markers, pens, crayons, rulers, Data Sheets

4. Sequence of Activities:a) Hook: Read, “Plant A Kiss” by Amy Krouse Rosenthal. This book will engage students and get them excited to create their experiment! It will also inspire students to ask inquiry-based questions later on such as, “why? How?, And What now? “.

b) Activities:1. Students will gather materials2.Students will construct soda bottle terrariums

3.Students will be given data sheets to sketch their soda bottle terrarium. Data will continue to be collected as a summative assessment throughout the unit. Students will conduct these data collections after their morning meetings every day.

5. Reflections: Summative Assessment will be conducted when student’s record their measurements and draw their sketches every day after their morning meeting. It will be an on-going assessment. Reflective questions will include “What about your plant changed today? Why do you think that is? What is new? What would we need to change to make this plant grow more efficiently? What might have caused your plant to increase this much in height?

**See data sheets on next page.

Lesson Plan #7Grade 1: 40 Minutes

1. Objectives:Knowledge Outcome: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Skills Outcome: Students will learn to measure and record data through the use of their hand span.

2.Assessment:Formative Assessment: Observe student’s understanding of measurement through a hand span hunt in which students will go into the outdoors and measure objects using their hand span as the form of measurement. I will ask guided

Summative Assessment: I will be able to assess student’s comprehension of length as a whole number of units by reviewing journals in which the students will sketch and record their measurements.

3.Materials: Journals, pencils, markers, chalk.

4. Sequence of Activities:a) Hook: Bring students to sit outside in a circle, I will explain how we will further our understanding of length and length units by measuring items in nature with our hand spans! We will then sing the hand span song by Kelsey Connolly to the tune of If You’re Happy and You Know it Clap Your Hands”. The goes as follows, “If you want to measure something use your hand span (repeated twice) thumb and pinkie open wide. It’s an excellent measuring guide. If you want to measure something use your hand span. Etc.

b) Activities: 1. Explain that as students find objects outside and on the play ground that are the same object as their hand spans, they must sketch and record their drawings.2.Students will first pair up in partners to help trace each other’s hands in their journal to demonstrate the basic length unit that they will be using. 3. Students will travel around outside measuring objects with their hands. They will be allowed to use chalk as a marker if they find something that is longer than one hand span that they would like to measure.4. Students will sketch findings and explain how many hand spans the objects were.

5. Return to the classroom and have a show and tell where each student will explain one measurement that they found.

d) Potential Pitfalls: This activity is weather dependant. If the weather is not nice outside, it can be changed to take place in the classroom.

5. Reflections: As a class we will reflect on this activity by asking questions such as, “How did measuring objects with our hand spans help us to understand the length of an object? Were you surprised with any of your findings? Etc.

Lesson #8 Grade 1: 30 Minutes

1. Objectives: Knowledge Outcome: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Skills Outcome: Students will learn to measure items using a yardstick.

2. Assessment:Formative Assessment: I will observe student’s understanding of this concept through their ability to measure items less than, equal to, or more than one foot.

Summative Assessment: Through the data sheets that students use to record their data, I will be able to assess a student’s comprehension of measurement.

3. Materials: Giant’s foot print cut-outs, journal, pen/pencil, scissors, yardstick

4. Sequence of Activities: a) Hook: Students will walk in to the class and see a big poster-board hung up in the front of class that says, “Dear class, Fee Fie Foe Fum! There is a lot of measuring to be done! Can you find things that are the same size as my footprints? Longer than my footprints? Smaller than my footprints? Sincerely, The Giant” This will immediately hook the kids and send them on a mission to fulfill the giant’s request.

b) Activities:1. Students will be given a cut out of the giant’s foot, which is one foot in length. They

will go around the classroom and tape on their giant’s foot to something that is one foot in length and write their name on this piece of paper.2.Then with a yardstick with the giant’s foot also taped on to the yardstick to more clearly explain a foot, they must go around the classroom and find objects that are either smaller or larger than the giant’s foot. 3.Once they find these objects, they will record in their journal the object that they found and then indicate the length in the journal. They will post-it note the object they measure and again write their name on that piece of paper.

c) Differentiation: Students have the option of working in pairs. This will allow for students to work together on a new form of measurement that they may find challenging.

d) Wrap-up: Collect journals to review student’s finding for a summative assessment of progress.

Lesson #9:Grade 1: 25 minutes1.Objectives:

Knowledge Outcome: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Skills Outcome: Students will learn to incorporate measurement in to word problems.

2. Assessment: Formative Assessment: I will assess students understanding of length in situations by observing the students write word problems regarding measurement. They must be able to answer their word problem correctly as well.

Summative Assessment: The ease or difficulty with which the students are able to write these problems will indicate their current understanding of length units. They must be able to write up and map out a clear word problem. I will also assess if they are able to explain their word problem to a fellow student.

3. Materials: colorful paper to write problems on with markers, pencils, pens etc.

4. Sequence of Activities: a) Hook: Tan-gram activity: Students will be introduced to a simple form of a tan gram problem to inspire them to think of measurement as a whole number of length units with no gaps or overlaps.

b) Activities: 1. Hand out materials and have children work alone to write their problems. This will be a nice break from all of the group work we have been doing to allow for independent thought and exploration. 2. Have students write their own word problems (as many as they can accomplish in allotted 20 time frame).3.Assign them to partners to read their word problems. Have their partner answer the word problem. I will circulate to observe problems and make sure that they can make sense to the partner.

c) Wrap-up: Collect word problems to review to assure comprehension. Assign students homework, having them write two more word problems in which they will map out the directions.

Lesson #10:Grade 1: 40 minutes

1. Objectives:Knowledge Outcome: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Skills outcome: Students will use their knowledge of expressing length learned throughout the unit plan to record the measurements of their dream structure.

2. Assessment: Formative Assessment: I will assess student’s understanding through their ability to build and measure the lengths of their dream structure.

Summative Assessment: Through reviewing students data at the end of their activity I will be able to see if they are measuring items correctly and have grasped the standard all together.

3. Materials: Recyclable Materials, Styrofoam, post-it notes, markers, construction paper.

4. Sequence of Activities:a) Hook: Presenting the project as well as the materials will be an excellent hook. The students will be immediately drawn to the visual and tangible stimuli and will be inspired to start working on their creations right away.

b) Activities:1.Students will be instructed to create their own dream structures with designated materials. Styrofoam squares will be the base of the house. They will be allowed to expand vertically with recyclable materials, decorating and drawing.2.After, the students must measure the base of their structure with a ruler. The measurements will be documented on the structure with post-it notes. 3. Have a mini museum of structures to admire each other’s hard work and creativity.

c) Wrap-up: Structures will be collected and displayed around the classroom.

5. Reflections: Re-group the class to conclude our unit on measurement. Bring in the essential questions listed in my cover sheet. Ask the class, “What they have learned about measurement through this unit?, Why do they feel measurement is important?” Explain that there are many more ways to measure things and that this is only the beginning!