LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Katie Miller
Ms. S Throneburg W.W. Robinson 5th grade
Thursday, October 23, 2014 @ 8:20-9:35
Date submitted to Cooperating Teacher: _Wednesday, October 22,2014_
Signature: _On Copy Turned In_

A. Measuring Up Metric Style

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
The students are learning about the scientific method throughout the entire year, so I have decided to
do a lesson on measurement so that they are getting small amounts of the scientific method and
measurement at various times. This fits into the curriculum because they are covering it throughout the
entire year in science and they are also going to be covering it in math so that they are ready for the
standardized testing that they will have to do. There are 10 questions on the SOL regarding this
content area. This is an appropriate activity for the students at this time because it will give them the
introduction to metric units and provide them with a basis that they will be able to build on in the
future. The students are at the end of the concrete operational stage. They are gaining a better
understanding of mental operations and they are also thinking more logically about concrete events. At
this stage in their lives the students are able to reason logically about things as long as the reasoning
can be applied to concrete and specific examples. Piaget considered the concrete operational stage a
major point in the childs cognitive development, because it marks the beginning of logical or
operational thought (McLeod, 2010, pg. 1).

McLeod, S. (2010, January 1). Concrete Operational Stage | Simply Psychology. Retrieved
October 11, 2014.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION
SCIENCE STANDARDS (NATIONAL STANDARDS)
VA SOL 5.1 a-k
9 out of 20 of Blooms Taxonomy would be considered snorkeling and not scuba diving. This really
surprises me as I would think that the scientific method and all the information in this SOL would be
something that would be very useful for the students in everything that they do. Critical thinking is
something that they should know and be able to use for all of their classes and throughout life.

Nouns
Rocks
Minerals
Organisms
Appropriate instruments
Centimeter rulers

Verbs
Blooms Taxonomy
Use classification keys
Understanding
2
Identify x2
Remembering
1
Select and use
Remembering
1
Make reasonable estimations
5
Measure

Evaluating
Evaluating

Thermometers
Graduated cylinders
Balances
Stopwatches
Meter sticks
Length x2
Mass x2
Volume x2
Elapsed time
Temperature
Millimeters
Centimeters
Meters
Kilometers
Grams
Kilograms
Milliliters
Liters
Degrees Celsius
Variables
Independent
Dependent variables
Constants
Data x 2
Charts and tables
Numerical data
Bar or line graph
Patters
Trends
Physical model
Explanation
Relationship

5
Form a hypothesis
5
Analyze x 2
4
Collect
Remembering
1
Record
4
Report
Understanding
2
Translate
Understanding
2
Make predictions
5
Recognition of
Remembering
1
Make inferences
5
Draw conclusions
5
Distinguish between
inferences and conclusions
2
Construct
6
Clarify
Understanding
2
Demonstrate
6
Solve
6

Evaluating
Analyzing

Analyzing

Evaluating

Evaluating
Evaluating
Understanding
Creating

Creating
Creating

Need

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.)

Students will understand that

systematic investigations require
standard measures and consistent
and reliable tools.

The students will be able to select

and use the appropriate instrument
for measuring depending on the
object that they are measuring.

-Students will know that metric

measures are a standard way to
make measurements.
-Students will know that metric
measures are recognized around
the world.
-Students will know:
Appropriate instruments include:
centimeter ruler, meter sticks,
graduated cylinders, balances,
stopwatches, and thermometers
Vocab:
Centimeter (cm)- A metric unit of
length. 100 centimeters equals 1
meter
Meter (m)- A metric unit of length.
One meter is equal to 1,000
millimeter.
Millimeter (mm)- A metric unit of
length. 1,000 millimeters equals 1
meter.
Kilometer (km)- A metric unit of
length. One kilometer is equal to
1,000 meters.
Length- The distance from one
end of something to the other
Degrees Celsius (C)- A unit of
measure for measuring
temperature in the metric system
Thermometer- An instrument used
to measure temperature
Temperature- The degree of heat
or cold in something, usually
measured by a thermometer

The students will be able to make

reasonable estimations (within
1mm) about the length of objects
around the room or school.

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
Students will use metric rulers
to measure physical objects.

Students will use interactive

websites to answer questions
about metric measurement.

Students will play a guessing

game to see if they can estimate
the length of an object.

Students will understand that

systematic investigations require
standard measures and
consistent and reliable tools.
Students will know that metric
measures are a standard way to
make measurements.

Students will know that metric

measures are recognized around
the world.

Assessment
Data Collected
The students will complete
The students will write the
worksheets with the measurements measurement of the objects in
of the objects.
metric measurements within 1mm
or centimeter of the actual
measurement. I will collect the
worksheets and also have data
collected from my observations.
The students will complete
The students will write the
worksheets with the measurements measurement of the objects in
of the objects that the website
metric measurements within 1mm
provides.
or centimeter of the actual
measurement. They will also be
also to interact with a thermometer
to experience the differences
between Celsius and Fahrenheit. I
will collect the worksheets and
also have data collected from my
observations.
I will have them fill out a paper
The students will make guesses as
with their guesses.
to what they think the length of
various objects will be and then as
a class we will measure them to
see who was able to estimate to the
closest answer in both centimeters
and millimeters. I will collect the
papers with the guesses and will
also observe and collect data based
off of what the students say during
the game.
We will talk about and discuss
I will make notes of answers or
through Prezi slides. Assessment
confusion on data observation
will be through Teacher
sheet.
questioning.
We will talk about this as a class
This will be observed during class
and how most of the world uses
discussion and I will also ask them
metric units to measures and the
to fill out an Exit slip after the
United States is one of the few if
lesson on metric and standard units
not the only one that uses standard of measure. I will also use Teacher
measurement. Assessment will be questioning during the discussion
through Teacher questioning.
and note answers or confusion.
We will talk about this as a class
This will be observed during class
and how most of the world uses
discussion and I will also ask them
metric units to measures and the
to fill out an Exit slip after the
United States is one of the few if
lesson on metric and standard units

not the only one that uses standard

measurement. Assessment will be
through Teacher questioning.
Students will need to be able to
choose the best instrument to
measure something.

of measure. I will also use Teacher

questioning during the discussion
and note answers or confusion.
This will be observed during the
centers and data will be collected.

Students will need to know what

each is from smallest to largest but
Centimeter (cm)- A metric unit
will not need to know at this point
of length. 100 centimeters equals how to convert between different
1 meter
metric units. They will be given
vocab sheets.
Meter (m)- A metric unit of
length. One meter is equal to
1,000 millimeter.

I will observe the vocabulary used

during the centers and will be
looking for them to use the words:
centimeter, millimeter, meter,
kilometer, length, degrees Celsius,
thermometer, and temperature. I
will have a question on the exit
slip for them to place the units in
orders from the smallest to the
largest.

Students will know:

Appropriate instruments
include: centimeter ruler, meter
sticks, and thermometers.
Vocab:

Millimeter (mm)- A metric unit

of length. 1,000 millimeters
equals 1 meter.
Kilometer (km)- A metric unit of
length. One kilometer is equal to
1,000 meters.
Length- The distance from one
end of something to the other
Degrees Celsius (C)- A unit of
measure for measuring
temperature in the metric
system
Thermometer- An instrument
used to measure temperature
Temperature- The degree of
heat or cold in something,
usually measured by a
thermometer
The students will be able to
select and use the appropriate
instrument for measuring
depending on the object that
they are measuring.
The students will be able to
make reasonable estimations
(within 1mm) about the length
of objects around the room or
school.

I will have both rulers and meter

sticks at each of the centers so that
they can look at them.

I will observe and collect data

during the centers and will also the
worksheets and gather data from
there to make sure that they used
the correct tool.
Students will complete worksheets I will complete the sheets and
and will also play a guessing game gather data to make sure that they
in which they will complete a
are calculating the answer to
sheet with their responses.
within 1mm. I will also gather data
through observation.

F. MATERIALS NEEDED
Meter Sticks- in classroom
Rulers- in classroom
Thermometer- in classroom, I will also supply some
Visual of what a Kilometer is- me
Worksheet for while on website-me
Worksheet for real objects-me
Access to website-me
Vocab sheets for Interactive notebook-me
Timer (to keep time between stations)-me
Prezi (if that doesnt workPowerPoint)-me
Sorting game-me
G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Students may not be able to understand the difference between the standard and metric units
and may have difficulty measuring in metric units. Students may also have trouble
understanding the difference between centimeters and millimeters. I will help them
understand by showing them an object, measuring that object in both centimeters and
millimeters, to help them physically see the difference. Once I display the object I will ask the
students to tell me what is different about the measurement of the object to see if they can
explain to me what they see as the difference in the measurements. I think students may have
a hard time remembering which unit is which, for example, which line on the ruler is the
millimeter and which one is the centimeter. Students also may not understand the difference
between Fahrenheit and Celsius and why both are used. Students may have difficulty reading
the ruler in the online activity in which I will allow them to be within 1mm of the correct
answer on the worksheet. I will help the students by providing the answers to any questions
during the stations with the exception of the questions asking for the correct answer. I will
help move them in the correct direction when they are in the matching game or when they are
measuring the physical object but I will not give them the answer but ask them questions as to
which unit of measurement they think would be the best answer or which mark on the ruler
indicates which measurement.
H. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
Preparation of the Learning Environment
I will make sure that I have the laptops needed for the station and make sure that they are on
and working properly. I will also make sure that I have plenty of copies of the worksheets that
they will be filling out during each station. I will also make sure that I have plenty of rulers
and meter sticks so that they can see up close what a centimeter, millimeter, and meter look
like. I will make sure that I have my Prezi ready to go and if that should fail I will have my
Power Point ready to go as a backup. I will also have the matching game prepared and ready
to go.
Engage -Introduction of the Lesson; How will you prepare students to engage in the lesson?
How do we measure? If we were to measure how long something is what would we
say?

 Who can tell me what a centimeter is? What about a millimeter or a meter?
Today we will be talking about what a centimeter, millimeter, meter, kilometer and
degrees Celsius are?
These are all part of the Metric Units of Measure.
A millimeter is the smallest metric unit that we will be talking about and it takes 10
millimeters to make up 1 centimeter.
There are 100 centimeters in a meter.
There are 1,000 meters in a kilometer.
When it is 80F it is 26.6C.
Now while we will not be converting between the different metric units this is to give
you an idea of how little some are and how large others are.
Implementation of the Lesson (specific procedures and directions for teacher and students)
I will hand out a paper with definitions that is to be glued into their interactive
notebooks but they can use them at the different stations first
We are now going to split up into 3 groups and work at each station for about 10
minutes. If we do not complete all the questions on the worksheet that is okay we will
go over those and any that you have questions about.
They will work with the students that they sit with.
Group 1 (Lindsey, Christian, Bailee, Kolbe, Kelly, Caleb, Isaac, Zack P) will work on
the laptops first. They will be using an interactive website
http://www.funbrain.com/cgi-bin/meas.cgi?A1=s&A2=1&A3=2
to work with metric units. The students will be answering questions on the interactive
website and it will tell them if the answer is right or wrong. It will not let them move
to the next question until they have the correct answer. Due to the questions changing
each time the site is accessed there will be no questions off of the site to be answered
on paper. They will also be using an interactive thermometer to be able to see the
difference between Celsius and Fahrenheit. I will give them specific things to write
the C temperature for (i.e. fun at the beach, fun in the snow, hot coffee, and boiling
water) http://www.mathsisfun.com/measure/thermometer.html
Group 2 (Zach D, Rachel, Allie, Lexi, Hannah, Magali, Travis, Brooke) will be using
rulers to measure real objects and filling out a worksheet with the answers. They will
also need to be able to defend their answer and why they think that it is the best
answer.
Group 3 (Jasmine, Camden, Sia, Erika, Schyler, Branden, Allen) will be playing a
sorting game in which they will look at a picture and decide which unit of metric
measurement would be used. We will then go over them as a class to make sure that
they understand the concept of metric units.
Okay we are going to now go to our starting station and then the timer will start, when
the timer goes off after 10-15 minutes group 1(at the desks by the door) will move to
group 2 (desks by Ms. Ts desk), group 2 will move to group 3(back area of the room,
back table, floor) and group 3 will move to group 1.
After 10 minutes the timer goes off, groups move, remind each group where they need
to move to (this will happen 3 times)
I will walk around during the stations to make sure that the students are on topic and
understanding what they are doing and I will also be keeping a record of different
comments that the students each make at the different stations (I will not be writing
down for all students at all stations but for as many as I can during each 10 minute
station)
After each group finished their final station and the timer goes off I will gather their
attention and ask them to go back to seats and we will go over any questions that they
have from each station and make sure that they understand everything that they have
done.

 I will collect the worksheets that they completed during each station so that I can see
how they defended each of their answers.
Closure
I will review what a centimeter, millimeter, meter, kilometer and degrees Celsius are
Does anyone have any questions regarding any of the information that we have
covered today.
Clean-Up (if required)
I will shut down all the computers and return them to the technology department (Mrs.
Fawley) or back to the computer cart which will be in the back of the room.
I will make sure that the sorting game has been completely picked up and that there
are no pieces on the floor.
I.

DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
interest and learning readiness, English language proficiency, health, physical ability, etc. How will
you extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?

Content

Interest

For students who have a

low interest in the content
area I can talk to them
about different ways that
they can use the metric
system.

Readiness

For students who not quite

ready for the same content
material I will provide
them with a different
worksheet to complete.

Process
I will ask these
students if there are
any objects in
particular that they
would like to measure
to see what their
metric measurement
would be in
millimeters or
centimeters.
While they will have a
different worksheet to
complete it will be on
the same content.

Product
The students will find that
they are more interested
in the content area than
they originally thought
and will hopefully have
time to participate fully in
the rest of the activities.

They will work in all the

stations as everyone else
but they may work with a
partner to complete all the
necessary assignments.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. This CANNOT include fire drills,
interruptions due to announcements, weather, or other emergencies.
Prezi may not work so in that case I would have a PowerPoint presentation ready to go as a
backup. In the case that my PowerPoint is not working I will have all the information needed
either printed out and write it on the board or have posters ready with the information.
The students may not be able to recognize or remember the difference between centimeter,
millimeters, meters and kilometers during the different stations which could cause some hold
ups at the stations. If this happens I will call the class back together and review the different
parts of metric length.
Students may have a hard time working in groups due to excessive talking and off topic in
loud voices and may need to be separated and work alone on certain portions. In this case I

would have other worksheets that have the same type of information but that can be done from
their seats.

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.
Gets it
Student A

Student B

Has some good ideas, but

Student C

Student D

Does not get it

Student E

Student F

a.
Understands
b. Confused
about
c. Questions to
ask to clarify
what I know
d. Ideas to work
on next
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?