LESSON PLAN OUTLINE

JMU Elementary Education Program (Include the title of each of the following sections in your written plan.) A. TITLE/TYPE OF LESSON Changing Garden: Perimeter and Area B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD I talked with my cooperating teacher to see what topic she wanted me to cover in Math. She gave me a few options and I chose to focus on perimeter and area. Rather than just giving children a formula to solve area and perimeter, the changing garden activity will allow children to compare and contrast perimeter and area. It will also allow children to think critically about solving area and perimeter problems. This lesson will also serve as a refresher for SOL testing. As a future educator, I know the importance of bringing previously learned concepts back on the radar. Children learn by building knowledge on concepts previously learned. It is important to make sure that the children have the proper before they take the next steps. C. 5.8 The student will find perimeter, area, and volume in standard units of measure; differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation; identify equivalent measurements within the metric system; estimate and then measure to solve problems, using U.S. Customary and metric units; and choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units. D. LEARNING OBJECTIVES Understand what are the broad Know what are the facts, rules, generalizations the students should specific data the students will gain begin to develop? (These are through this lesson? (These knows typically difficult to assess in one must be assessed in your lesson.) lesson.) Do what are the specific thinking behaviors students will be able to do through this lesson? (These will also be assessed in your lesson.)

The students will know that for one given perimeter, many different areas are possible.

The students will be able to distinguish between perimeter and area. The students will be able to classify properties of a rectangle.

The students will be able to calculate the perimeter of a rectangle. The students will be able to calculate the area of a rectangle.

E. ASSESSING LEARNING What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember every objective must be assessed for every student!

Objective The students will know that for one given perimeter, many different areas are possible. The students will be able to distinguish between perimeter and area.

Assessment Data table on worksheet

Data Collected

1. Pre-activity questions and going around to ask each group , Does the perimeter of your garden change? What about the area? Then recording

The students will be able to classify properties of a rectangle.

The students will be able to calculate the perimeter of a rectangle. The students will be able to calculate the area of a rectangle.

answers. 2. Creating their own perimeter or area word problem. Post activity questions about what groups noticed about their gardens. Looking for each side has a side that is equal. Record groups that notice properties. Post activity problem dealing with perimeter.

Post activity problem dealing with area.

F. MATERIALS NEEDED List all materials that will be needed to teach this lesson. Fence (Coffee stirrers)- 20 equal pieces per group (12 groups) Graph paper Worksheet Rulers (12) G. PROCEDURE (Include a DETAILED description of each step. Write what you will SAY and DO.) Preparation of the Learning Environment Make packet of supplies for each group (baggie with coffee stirrer pieces, graph paper, ruler, and worksheet) Engage -Introduction of the Lesson; How will you prepare students to engage in the lesson? Review area by asking students to build a rectangle with 12 squares on graph paper. Find different perimeters. Different perimeters include 16, 14, 26. Establish the difference between area and perimeter. Explain the distance around the rectangle is the perimeter, while the area within the rectangle is the area. Engage interest within the groups by asking Who has planted or seen a garden before? Anticipated response: Most children will probably have seen a garden before. If not I will draw a picture on the board so students can understand what a garden looks like. What are gardens used for? Anticipated response: Plants, flowers, growing food What tasks are involved in planting a garden? Anticipated response: digging holes for plants, watering plants, buying seeds, making fence so animals stay out. Introduce students to the idea of designing their own garden Suppose you are designing a rectangular flower and vegetable garden for Cub Run Elementary School. Do you think we might want to put a fence around our garden? Why? Anticipated Response: Yes, so animals wont get in and destroy the garden. Implementation of the Lesson (specific procedures and directions for teacher and students) Pass out the packets to each group and go over the directions on the doc camera. You have 20 feet of fencing to mark out and protect a rectangular garden. We know that perimeter means the measurement around a figure. How many different gardens (rectangles) can you create, given the following conditions: 1. The fence must have no gaps or overlaps.

2. The length of each side of the rectangular garden must have a whole number. Have the students work on their problem and walk around to assess and help groups. Anticipated Responses: Perimeter is always 20 ft. Area: 5x5; 6x4; 7x3; 8x2; 9x1 Closure

Come back as whole group and fill in data table as a group Ask questions to encourage critical thinking: What discoveries did you make about the relationship between the perimeter and its length and width? Anticipated Response: when you added the lengths and widths together you got the perimeter/ The two lengths are the same as well as the two widths. Did you need to measure every side of the rectangle to find the perimeter? Why? Anticipated response: No, since it is a rectangle, two sides are the same and the other two sides are also the same. Ask questions to help students identify characteristics of the sides of rectangles. Questions: What do you notice about the sides of the triangles? (Give rulers if they dont get it right away) Which rectangle do you think would make the best garden? Why? Anticipated Resonses: Answers will vary. Have students write a word problem where they have to find area or perimeter. In their word problem they cannot use the word area or perimeter. Show them an example. Challenge problem if extra time. Clean-Up (if required) H. DIFFERENTIATION For groups who finish before other groups, I will have them walk around the room with their rulers and measure different rectangles (desk tops, tables, bulletin boards, tiles, folders, notebooks, paper) around the room, finding the perimeter and areas. They will record their results on a separate piece of paper. For groups who struggle with the problem, I will give them 10 feet of fencing rather than 20 feet of fencing so they will not have to find as many solutions. I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? One thing that could go wrong with the lesson is confusion about directions. That is why I am going to hand out the worksheet with directions first and then go over the directions. I will also go check on students to make sure they are staying on task and understand what they are supposed to be doing. Also, students may decide to play with their fence pieces rather than use them as manipulatives. If this happens, I will tell students that if they lose any of their pieces of the fence then nothing in their garden will grow.

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights. I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid? Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it; (2) Has some good ideas, but theres still room for learning and (3) Does not get it. Organize your responses to the following questions in a chart/table form similar to the one below. Has some good ideas, but Student C Student D

Gets it Student A a. Understands b. Confused about c. Questions to ask to clarify what I know d. Ideas to work on next Student B

Does not get it Student E Student F

a. What does each student appear to understand? b. What does each student appear to be confused about? c. What questions might you want to ask each student to clarify what you know about the students understanding? d. What ideas does each student need to work on next?

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again. IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher? V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners? VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching? VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?