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Lesson Plan

Intended learning outcomes Assessment Students will be able to measure, order and compare objects using familiar units of length. Students will be able to recognise the terminology used for basic measurement e.g. taller, tallest, shorter, shortest, height, metre Students recognise correct general terminology Students will: complete:, worksheet ( refer appendix 1) Students will produce height strip, name strip and as a class we will order from smallest to tallest. Students will add to discussions and answer questions. Plan with mentor teacher and other year 1 teachers Brainstorm What is measurement, What is a metre etc Students will get ownership of this lesson as they will be measuring their height and recording it onto a strip of paper. Students will write their own name and colour strip up to the metre mark. Engagement: Bring class to the carpet 15 mins We will start with a brainstorming session about What is measurement etc Discuss terminology for measurement and more specifically : height, tallest, shortest etc Write terms on whiteboard for student reference. Use interactive whiteboard activity to reinforce terminology Study ladder The language of length ( Study ladder, 2012) Outline worksheet - 15 mins ( refer appendix 1) What is a prediction/estimation? Ask helpers to distribute worksheet Give step by step instructions on how to fill out Bring class to carpet 10 mins Discuss What is a metre examples Outline measurement activity 20 mins Students choose a partner help to measure height on height chart and record data Teacher gives strip of paper marked with student height and cut. Teachers mark 1 metre Student adds name and colours up to the metre mark Class put strips in order from tallest to shortest Extension activity on worksheet will be included for advanced/fast learners. Advanced learners can assist with ordering. Some students will require extra scaffolding and assistance encourage faster learners to assist. A number of students will need support for when their estimate is not exactly correct stress that estimates/ predictions are not an exact measure.

Prep (negotiation)

Procedure

Dejager_Tanya_ETP410_Semester 1 2012_Assignment 2

2 Learning experiences: Classroom organization: Lesson will include: Whole class discussions Interactive visual/ auditory Partner/small group work. Hands- on Kinaesthetic Individual student worksheet. Dialogue: Students will have the chance to ask questions both within the class discussion and whilst working in pairs/small groups. Reflection: Students will reflect on their estimation /prediction and the actual results. After the activity the class will discuss on a whole Other questions What else would you like to measure? Would the metre be the best unit to use? Closure: Once finished students pack away pencils and tidy desks, Early finishers can participate quietly in numeracy games on the carpet. At the conclusion of the activity we will have a short class discussion. Worksheet, IWB, Interactive computer program Studyladders, metre ruler, height chart, pencils,

Resources

Student Reflection

What is measurement? What is height? What words describe somethings height? What is a prediction/estimation? What is a metre? Why is important to have different height people? Why do we need tall people? Why do we need short people? What different jobs can different height people do? The student will assess their estimation/prediction and compare to outcome.

References: ACARA. (2012). The Australian Curriculum (3.0 ed.). Sydney, NSW: ACARA. Retrieved from http://www.australiancurriculum.edu.au/Home Study ladder (2012) Retrieved from: http://www.studyladder.com.au/resources/teacher/mathematics/activity/3384?retUrl=%2Fresources%2Ftea cher%2Fmathematics%2Ftopic%2Flength-446%23sg-1508

Dejager_Tanya_ETP410_Semester 1 2012_Assignment 2

3 Lesson Planning Checklist Have I consulted relevant curriculum organizers? Are my learning objectives and/or purposes clearly defined? Have I determined students prior knowledge and experiences of the topic?

yes yes The discussion at the beginning of the lesson will determine prior knowledge yes yes Whole class Individual Small group/partners yes definitely yes yes yes yes yes yes yes yes yes

Are there some opportunities for some student input/choice? Have I considered how I will set the room up and use the learning spaces? Have I thought about the grouping arrangements I will use?

Is my lesson content inclusive of all students in the class? Will my lesson both engage and challenge the students? Do the learning experiences cater for students abilities different and learning styles? Is the sequencing and timing of activities logical and achievable? Are the learning strategies appropriate for this class? Have I prepared some open-ended questions to focus discussions? Have I created spaces for student questions? Have I checked the availability of resources and tested equipment? Have I considered how I will draw closure? Have I considered how will I assess the students learning? Have I included opportunities for students to reflect on their own learning?

24 April 2012 Today I taught the Introduction to measurement lesson. It was quite a complicated lesson with many steps involved. It was scheduled to begin straight after the ANZAC day ceremony. The

Dejager_Tanya_ETP410_Semester 1 2012_Assignment 2

children had been sitting still during the ceremony and so were quite restless when they came in.

What worked well? The discussions worked well and brought out terminology and got the students thinking. I had to keep reminding students to not call out this worked well when I told them that I would not answer those that did. The IWB program The language of length (Study ladder, 2012) worked really well and all the students were engaged- Sienna who is usually a reluctant reader was excited to give it a go. The worksheet and resulting measuring and ordering of height was very busy but the students were enthusiastic to find out who was the tallest, who was the shortest in the class, and who was the same size as them. . It was great to see the students going up to the strips and comparing their height against others.

What would I modify? Next time I would reduce the amount of time the students spent on the carpet. After 8 minutes they started to fidget and needed a change. This was probably because they had just come from the ANZAC da service but also given that they are 5-7 years old their attention span is not long. Interestingly, Jeffrey Freed, M.A.T., author of Right-Brained Kids in a Left-Brained World, writes that one reason for the increased number of children with attention difficulties is that our generation of children has been saturated with various types of technologies that foster a short attention span. He speaks at length about the damage to focus from watching TV or playing computer games. (Freed, 1998) Further reading into this area would be interesting to pursue. I would not get them to work in pairs for measuring. It was interesting that choosing a partner was such a time consuming task. The measuring would be an individual task with an additional teacher/parent/aide but I would still allow time for them to discuss with peers. This would be a great small maths group activity for 4-5 students with parent help. I would ensure when I gave instructions for the worksheet that they were implicit (1 or 2 step instructions) especially for students with learning difficulties. Which students do I need to follow up? Annabel and Luke didnt like the idea of estimating wanted only concrete answerspractice estimating with different units etc. hand spans. I Maths text book has great follow up worksheets for estimating and measuring using hand spans. (Serenc, 2011) Annalise and Sienna still didnt grasp the concept of ordering in ascending order. Practice with less complex numbers etc. order in ascending order 1-10, 30-40 etc.

Dejager_Tanya_ETP410_Semester 1 2012_Assignment 2

What do I need to build on in the next lesson? The next lesson should incorporate more estimation work using different units; I would incorporate I Maths and tracker worksheets. Set an ordering lesson on ascending descending Get students to estimate/predict height at end of the year and follow up.

Students really enjoyed and participated in the hands-on activity as an introduction to a new topic. I need to work on the projection of my voice. I will take notice of how my mentor teacher gets the whole class attention as they are moving around the classroom without raising her voice. Counting down from 5, ringing a bell all seem to work well.

References:

Freed, J. (1998). , Jeffrey Freed, M.A.T., author of Right-Brained Kids in a Left-Brained World, . New York: Fireside . Serenc, M. F. (2011). I Maths 1. Budrim: Firefly education. Study ladder (2012) Retrieved from: http://www.studyladder.com.au/resources/teacher/mathematics/activity/3384?retUrl=%2Fresources%2Ftea cher%2Fmathematics%2Ftopic%2Flength-446%23sg-1508

Dejager_Tanya_ETP410_Semester 1 2012_Assignment 2

Dejager_Tanya_ETP410_Semester 1 2012_Assignment 2

Dejager_Tanya_ETP410_Semester 1 2012_Assignment 2

Appendix 1:

Me u m n He h c m aris n as re e t ig t o p o

Na e ___________________ m:

Es a n tim tio :

Talle t Pe o in th c s ____________________________ s rs n e las :

Wh is th s e h ig t as m?__________________________ o e am e h e

I am th tall: ______________________________________ is

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