Boettcher Teacher Residency Lesson Planning Template

Name: Lindsey Kayne Grade Level: 1 Title of Lesson: Comparing things Date Lesson Taught: 2.12.18

Identifying Standards and Desired Results

Content Area(s) (standard)
Mathematics. Standard 4 2.
Measurement is used to compare
and order objects and events
Standard(s) and Evidence Outcome(s) what is going to be taught.
Measurement helps to understand and describe the world such as comparing heights
of friends, describing how heavy something is, or how much something holds.

Social Studies: Geography

Science
Give examples of how schools and neighborhoods in different places are
alike and different (DOK 1-2) e.

Scientists make predictions based on what they know. (DOK 1)

Unit Essential Question(s) Why do we measure objects? Lesson Guiding Question(s) question to frame the lesson
How can we measure objects using a balance?
How can I weigh an object in a real world setting?

Learning Target(s)
the weight of things can be compared and measured with non- standard unit.
Assessment/Progress Monitoring/Checks for Understanding Benchmarks
● ● students compare weight using terms light/lighter/lightest and heavy/heavier/heaviest/ as
what am I going to use to find out my students progress. heavy as .
● children learn to measure weight using a balance
excel spreadsheet to track understanding and know who to conference with ● compare the weight of two things

Required beginning September 28 ( meets proficiency)

Copy of student work
https://photos.app.goo.gl/jcw5aLvsccUQlLLm1
https://photos.app.goo.gl/8AXoToMSEBD3jKX93

Required beginning September 28

Facilitated Learning
Plan of Instruction: Formative Assessment/ Differentiation
(IEP, SIOP, RtI, and informally identified)
What materials will I use? What will I say and do? Checking for Understanding Include language objectives for language
What will I have the students do? Required beginning September 28 learners
Required beginning October 19
Mini-Lesson: Connect/Hook
We have been working so hard on measuring and comparing items this past week. Now, we are going to take a field
trip to Pete’s Market to compare the weight of fruit!

Mini-Lesson: Teach/Direct Instruction (Intro) 5 minutes ask questions about field trip
expectations
Expectations: you will be paired up with a partner that you will complete your weighing with at Pete’s Market.
During this field trip, you must stay with your partner at all times.
Can First Graders raise a hand and remind me how we act on field trips?
- Stay with a teacher or your partner- L
- Ask a teacher if you have to go to the bathroom- E
- Don’t touch anything you’re not supposed to - Fin

- S.P- on the bus you have to face forward and use a whisper voice.
- Yes, we need to be quiet and safe on the bus.
- When we get off the bus, you are going to stand with your partner. Then, Mrs. Ross and I will hand you
your recording sheets.
-

Mini-Lesson: Active Engagement (We Do) Whole group 10 minutes ask students to share the I write what one student
How will you ask students to practice at what you’ve taught? steps of the field trip. shares with me instead of
- You and your partner will share a recording sheet. On this sheet you will write both of your names. First, having her write it down
you will choose a piece of fruit from the fruit stand that you want to weigh. Next, you will make a
 prediction on which fruit you think will weigh more. You can either write the name of your fruit or draw a
picture. Finally, you will go over to the scale and weigh your fruit. You will have to weigh your fruit one
piece at a time and look at the bumber to see how much it weighs. Then, you will weigh the second piece
of fruit.
- Once both pieces of fruit have been weighed, you will write whether your prediction was correct in the
area of the recording sheet that says confirm or adjust your prediction.
- Once you have finished weighing your fruit, bring it over to the cash register so we can pay for it.
What are we going to do first?
- pick out our fruit - Ar
Then what is the second step?
- make a prediction on which will weigh more- S.P
What is the 3rd step?
- weigh our fruit - W
What do we do after we weigh our fruit?
- check whether we were right- ja
What is the final step?
- pay for our fruit- M

Mini-Lesson: Hands on activity Students record their

- Students stay with their partner and find a piece of fruit that they findings on making
want to weigh. Students record their predictions on which will weigh predictions sheet Students can either draw
more on their recording sheets. Then students weigh one piece of fruit a picture of their items or
at a time using the scales at Pete’s. write the word

Work Time (We Do and/or You Do) 10 minutes

Students came up with a question to ask Pete about his business such as how
long he had been there, what his favorite fruit is, and if he makes friends
working there. We talk to Pete about the neighborhood and how it has
changed over time. This connects with our social studies unit on community
and neighborhood.

Debrief/Closure: making connections to our

What is your objective for the debrief? What will the format for the debrief be? How will you assess for mastery or read aloud and social studies
meeting of the learning target?
unit. discussion on being
When we get back to the classroom, we make a fruit salad and talk about how we each picked a different piece of unique and how it adds to a
fruit that has its own flavor and is unique. Just like everyone in the class. All of our fruit tastes good on its own, but
when we put it all together, it tastes even better! That is what a classroom community is all about. We are all
classroom culture.
different and unique but when we come together, we can accomplish great things!
We discuss the difference between the scales in our classroom and the scales at Pete’s. Why did we have to weigh
our fruit before we could buy it?

- We had to weigh our fruit to know how much it would cost. - Ji

- The scales at Pete’s had numbers and our scales don’t- J.R.
- right! so instead of our scales which are balances, we had to see how much the fruit weighed in pounds.
What did we learn about Pete’s Market that is similar to the story Grandpa’s corner store?
- it has been here for a really long time- Fin
- They make deliveries just like in the book! - Fra
- he cares about his customers- S.P

Evidence of Learning and Reflection

Data Analysis: Required beginning
October 12
● What does your formative/
summative evidence tell you about All students were able to use the scales at Pete to successfully measure their fruit. Only one student wrote
student attainment of the learning that their prediction was correct when it was not. I conferenced with this student and she was able to
target and alignment to your explain her response and make a correction verbally.
benchmarks?
● How many students meet the
learning target according to your
benchmark? How many did not?
● What are the gaps or challenges
for students who did not meet the
target?
Reflect on Practice This lesson was my favorite lesson of the entier lead. Being able to plan a field trip that incorporated math, social
● How did the lesson go? What is studies, and social emotional learning was really fun. The students loved being able to visit a local store and pick out
informing your thinking about the a piece of fruit to weigh. They did a great job at using the scales and reading the numbers on the scale to determine
lesson? which fruit weighed more. Having them work in partner pairs and share a prediction sheet worked really well. Also,
● What worked well within the being able to talk to Pete and learn more about his store was a great connection to our learning about our
lesson?
neighborhood and surrounding community. Before going to Pete’s we read a story called Grandpa’s corner store.
● What are some things you would
change about the lesson? Students were able to make a connection and have a discussion on why local stores are important. This experience
● How has this experience helped has shown me that it is easier than I originally thought to make a lesson multidisciplinary. In one afternoon, I was
shape your understanding about able to incorporate 3 separate disciplines into one unique lesson. The kids had an amazing time and will remember
teaching and learning? that experience for the rest of their lives. Areas of growth are that I had to take full responsibility for planning this
● Based on this lesson, what are field trip including scheduling buses and coming up with funds. This was something I have never done and it felt very
some areas of growth?
rewarding.