Lauren Caturano

Comprehensive Unit Plan

Introduction:
This unit plan includes ten lesson plans for ten days of instruction for a kindergarten
Math unit with Language Arts and science components integrated. Also included are a
diagnostic assessment and a summative assessment.
Rationale:
Selection of Content, Skills, Disposition and Differentiation Efforts
I chose to structure my unit on measurement and data for a few different reasons.
Firstly, I wanted to include what the students have been learning in math previous
to my unit. Students have been focusing on reading, writing, and counting
numbers. For my unit I wanted to include those key components but also
introduce a new challenging topic that is relevant to their lives and useful for their
future in and out of the classroom. Measurement allows me to include reading,
writing, and counting numbers while also teaching students how to measure an
object. After observing the children in the classroom and speaking with my
cooperating teacher I learned that many of the students in the class are at different
developmental and academic levels. I knew that I would have to differentiate my
lessons and measuring objects allows me to do this. Upper level students can
measure more challenging objects and use various non-standard measurement
tools while other students are still working on mastering one specific task.
Throughout my lessons the students learned through whole-group instruction as
well as collaboration with their peers and sharing ideas with partners and in small
groups. We watched video clips; we drew pictures; we examined sorting patterns
and we engaged in Smart Board activities in every lesson. In keeping the students
in communication with myself and/or each other, I hoped to maintain student
engagement and critical thinking. Moreover, when creating my lessons I
specifically thought about the learning needs of my students. In the classroom
there are a few students who lose focus easily and are not engaged and
participating during the lesson. I kept this in mind while creating my lessons and
specifically created questions and activities that would keep these students
involved. My Smart Board activities were all interactive and involved students
coming up to the board to solve a problem.
Key Issues Influencing the Design of Unit
Throughout the planning process for unit, I made a conscious effort to think about
the students in my classroom. Smith Elementary is a very diverse school,
comprised of students from various socioeconomic statuses, cultures and
backgrounds. The students in my classroom are diverse and unique in their own
ways as well. There are two students who are English Language Learners, and
one student with a hearing disability who is pulled out of the classroom
throughout the day to work with the school specialist. There are also a few
students with behavioral problems who consistently speak with the social worker.
I knew that I would have to attend to this throughout my unit and create lessons

accordingly. This unit is relatable to the lives of all the diverse students in the
class because each student can relate to measurement in one way or another. Due
to this I decided that a unit on measurement would be beneficial to my students.
The students in my class are also very diverse in terms of academic performance.
Some students perform very highly and finish assignments fast, while other
students struggle and need additional guidance in order to complete an
assignment. Due to this, I created lessons that had multiple entry points, varied
difficulty levels, and appealed to the variety of different learning styles that
comprise the class. My students learned through whole-group instruction, partner
and group collaboration, video clips, a read aloud, interactive Smart board
activities and independent assignments. These various instruction techniques
appealed to all the diverse learners in my class and allowed each student to learn
in a way that was most useful to them.

Unifying Concepts and Overall Generalization

The big idea of this unit is the understanding that objects can be described and
compared based on their measurable attributes and that objects can be classified
and counted based on the number of objects in each group.
Although my lessons are focused on this overarching concept, there are other
unifying concepts included as well. In my lessons I attend to counting,
cardinality, comparing numbers, and sorting which are all concepts outside of
measurement and data. I choose to focus on these concepts because students have
been working on this all year and are still struggling. Moreover it fits in well with
measurement and data. Lastly, I included sorting in my lessons for a few different
reasons as well. The students had previously been working on sorting in math
centers and had not completely mastered the material. Students had many
misconceptions and primarily sorted based on color. I wanted to address this
misconception in my unit and have students master this concept.
How Content is Related to other Disciplines
In teaching a unit it is important to relate the information to other discipline areas
in order for students to better understand the material. Science and Language Arts
are two disciplinary areas hat are addressed in my unit. In the Science integration
students observe objects and make predictions based on what they physically see.
This is addressed in the standard K.P.2 under that objective that states that
students will Classify objects by observable physical properties (including size,
color, shape, texture, weight and flexibility (NCES). Moreover, in one of my
lessons I read a book to the class that addressed measurement units and the
English Language standard that says students will confirm understanding of a
text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if
something is not understood (Common Core State Standards).
Global Awareness
This unit also enhances global awareness. Throughout my unit we discussed how
other countries around the world might use other measuring tools. We discussed

how different countries have different resources available to them and might be
measuring objects that we are not familiar with in America. Global awareness
also includes working collaboratively with individuals who represent diverse
cultures and beliefs and learning from one another. Throughout my unit I
encouraged students to talk to their peers who are different from themselves and
share their ideas and opinions. Furthermore, I encouraged students to agree or
disagree with their peers and to explain their thinking. Through this students were
gaining insight to multiple perspectives that may have been different than their
own and learning from a global perspective.
Technology Integration
Throughout the unit technology was integrated in my lessons. For a few of my
lessons I used YouTube videos to introduce a topic which then lead into a class
discussion about the material that was presented in the video. Moreover, for
every lesson in my unit I created a Smart Board activity that introduced the topic
for that lesson. Each Smart Board activity was interactive and collaborative and
required a student to come to the board and use manipulatives as well as explain
their thinking process.
Standards:
Math standards in my unit:
o CCSS.MATH.CONTENT.K.MD.A.1: Describe and compare
measurable attributes.
o CCSS.MATH.CONTENT.K.MD.A.2: Directly compare two objects
with a measurable attribute in common, to see which object has "more
of"/"less of" the attribute, and describe the difference. For example,
directly compare the heights of two children and describe one child as
taller/shorter.
o CCSS.MATH.CONTENT.K.MD.B.3: Classify objects and count the
number if objects in each category.
Science standards in my unit:
o K.P.2: Understand how objects are described based on their physical
properties and how they are used.
English Language Arts standards in my unit:
o Speaking and Listening
Comprehension and Collaboration: CCSS.ELALITERACY.SL.K.2
Confirm understanding of a text read aloud or information
presented orally or through other media by asking and
answering questions about key details and requesting
clarification if something is not understood.
Technology Standards in my unit:
o Technology as a Tool:
K.TT.1.2 Use a variety of technology tools to organize data
and information (e.g., word processor, graphic organizer, audio
and visual recording, online collaboration tools, etc.).

K.TT.1.3: Use technology tools to present data and information

(multimedia, audio and visual recording, online collaboration
tools, etc.)

Title: Measurement In Our Daily Lives

Essential Understanding:
The essential understanding that defines the conceptual relationship of this unit is
for students to understand that objects can be described and compared based on
their measurable attributes and that objects can be classified and counted based on
the number of objects in each group. I want students to understand that
measurement is used in their every day lives and is used in a variety of ways. For
example, measurement can be used to determine the length, width or weight of an
object. Moreover, I want students to understand that measurement is something
that is not just used in America, but rather throughout the world as well. Students
will understand that an object can be measured using a variety of tools and that
the measurement will change depending on what non-standard measurement tool
is being used.

My students will be able to apply what they learn in this unit to future math
lessons and also to problem solving in the read world. Every day students are
faced with problems that may not have a simple solution and they will have to
think critically in order to succeed. I think that it is essential for each student to
understand that measurement is crucial for his or her future in and out of the
classroom. Weather they are building something, cooking, or weighing an object
they are going to have to have a fundamental understanding of what measurement
is and how to measure. The answer will not always be obvious and students will
not always have the necessary tools to solve a problem or measure something.
This will require students to think out of the box and use tools that they might not
otherwise use. Through this unit students learn that measuring objects can be
done in a variety of ways and is used in many different situations. Students will
also build off this measurement unit in future math classes. As they progress to
the upper grades students will be using standard units of measure and will be
learning about the metric system. In order to be successful in this students will
have to have an essential understanding of measurement and data.

Moreover this unit incorporated elements of 21st content. This includes students
problem solving, collaborating and working together to give each other feedback.
In every lesson I incorporated problem solving and students working together and
sharing their ideas. For example, in one of my lessons I asked students what
measurement means to them. I then had them share with a partner and collaborate
with one another for a given time. Then, students shared what their partners said
and other groups agreed and disagreed with the statements that were said.
Through this, students were problem solving first individually and then with each
other. Moreover, they were giving each other feedback and explaining why they

agreed or disagreed with their peers. These are 21st century skills that are
imperative for students to be successful in the future.
Knowledge:
Key Facts
o What measurement is.
o Why we measure objects.
o The same object can be measured using multiple non-standard
measurement tools.
The measurement of an objet will change depending on the tool
that is used.
o When counting we start at the number one and continue going upward
until all the objects are accounted for.
o Sorting is a method to group objects that share a common
characteristic.
Concepts
o Objects can be measured using multiple different tools.
o Sorting is helpful for grouping objects that share a similar
characteristic.
o The measurement of an object changes depending on the measuring
tool used.
o When counting an object, each object is worth one (one to one
correspondence).
Body of Knowledge
o Measurement is composed on height, width and weight.
o All objects can be measured using multiple tools.
o Counting the number of objects in a group tells the total number of
objects.
o Sorting is a method to group similar objects together.
Skills:
Remember:
Students should be able to identify and describe what measurement is.
Students should be able to identify and describe what sorting is.
Students should be able to recognize that multiple non-standard measurement
tools can be used to measure an object.
Students should be able to identify and describe non-standard measurement tools.
Students should be able to identify and describe what sorting is.
Understand:
Students should be able to paraphrase and explain what measurement is
Students should be able to explain why measurement is important.
Students should be able to explain how to measure an object.
Students should be able to explain how to sort objects.
Students should be able to compare objects based on their physical attributes.
Students should be able to compare sorting rules.

Apply:
Students should be able to apply how to measure to various objects.
Students should be able to use non-standard measurement tools appropriately to
measure an object.
Students should be able to apply the procedure of how to use non-standard
measurement tools to new tools.
Analyze:
Students should be able to analyze objects once they are measured (Determine
what the measurement is).
Students should be able to analyze the measurement of one object to the
measurement of another object.
Evaluate:
Students should be able to justify an answer by providing reasoning.
Students should be able to evaluate why different measurement tools lead to
different measurement amounts for a given object.
Students should be able to evaluate why sorting can be done in multiple ways.
Create:
Students should be able to write numbers correctly.
Students should be able to write words in sentences depicting which object is
taller or shorter.
Students should be able to create charts showing a sorting pattern among objects.
Students should be able to create charts and diagrams illustrating objects that are
heavy and light.
Students should be able to generate predictions based on what they can
physically see.
Students should be able to construct measurements using cubes, paperclips, and
counters for various objects.
Students should be able to orally construct responses to questions that I ask
during formative and summative assessments.
Students should be able to create sorting patterns when given objects to sort.
Dispositions
Collaboration - Students engaged in various discussions with each other and gave
each other feedback on assignments. These discussions serve as opportunities for
students to present their thoughts and opinions and to hear other perspectives as
well.
Respect - Students must listen to the differing opinions of their classmates and
recognize that people have different ideas and thoughts and that in order for a
meaningful discussion to take place we must respect one another.
Leadership and Responsibility - Students are held accountable for presenting their
ideas and thoughts in a respectful way and are responsible for defending their
logic with facts and supporting details. Students are responsible for finishing
each assignment in a timely manor.
Lesson Plan Objectives

Lesson 1
Learning Outcomes:
Students will understand that a measurement represents the length or height of an
object.
Students will be able to count the smiley faces next to an object to determine the
objects height.
I Can Statements:
I understand what measurement is.
I understand why we measure objects.
I can measure objects
Lesson 2
Learning Outcomes:
Students will understand what measurement is and why we measure objects.
Students will be able to use cubes to measure objects properly.
Students will know that when measuring they must start with the cubes at the
bottom of the object and go all the way to top and to not leave spaces in between
the cubes.
I Can Statements:
I understand why we measure objects.
I can measure using cubes.
Lesson 3
Learning Outcomes:
Students will understand that a single object can be measured using different nonstandard measurement tools.
Students will recognize that depending on the non-standard measurement tool
used, the length of the object will differ.
Students will be able to use cubes, paperclips, and counters appropriately in order
to measure an object that it given to them.
Students will be able to determine the starting and ending point when measuring
and will be able to count the objects to reach a total measurement.
I Can Statements:
o I understand that an object can be measured using different tools.
o I can measure an object using cubes.
o I can measure an object using paperclips.
o I can measure an object using counters.
Lesson 4
Learning Outcomes:
Students will understand that measurement is not just about using cubes, counters,
paperclips etc. to reach a measurement, but that it also includes accuracy and
using the tools appropriately.

Students will understand that when using non-standard measurement tools they
cannot leave spaces in-between while measuring or overlap the tools.
Students will be able to measure accurately and efficiently using the non-standard
measurement tools accordingly.
I Can Statements:
I can measure using cubes accurately.
I can measure using paperclips accurately.
I can measure using counters accurately.

Lesson 5
Learning Outcomes:
Students will understand what weight is and why we measure weight.
Students will compare objects weight by putting them in order from lightest to
heaviest and understand the difference between those terms.
I Can Statements:
I understand what weight is.
I can compare objects based on their weight.
Lesson 6
Learning Outcomes:
Students will understand what weight is and how to weight objects.
Students will be able to order objects from lightest to heaviest and apply the
concept of weight to determine if objects are heavier or lighter than a given
object.
I Can Statements:
I understand what weight it.
I can order objects from heaviest to lightest.
I can determine objects that are heavier and lighter than __________.
Lesson 7
Learning Outcomes:
Students will know and understand that you can compare two objects that have a
measurable attribute in common.
Students will understand that objects can be compared to each other based on the
heights of the objects.
Students will be able to compare objects using key words like taller and
shorter.
I Can Statements:
I can compare the heights of objects.
I can tell which object is taller.
I can tell which object is shorter.
Lesson 8 (sorting 1)

Learning Outcomes:
Students will understand what sorting is and understand why we sort objects.
Students will understand that objects can be sorted in many ways and not just by
color.
Students will know that sorting can be done based on shape, size, number (of
holes in the buttons) etc.
Students will be able to sort buttons appropriately and explain the sorting rule that
they choose to use.
I Can Statements:
I know what sorting is.
I can sort buttons in many ways.
Lesson 9 (sorting 2)
Learning Outcomes:
Students will understand what sorting is and understand why we sort objects.
They will understand that objects can be sorted in many ways and not just by
color.
They will also understand that a group of objects have multiple attributes and can
be sorted in more than one way.
Students will be able to sort objects in unique ways different than the typical
shape, color, size etc. They will be sorting pictures of foods that will require them
to think more deeply about how it can be sorted.
I Can Statements:
I can sort objects in many ways.
I can count the number of objects in each group.
Lesson 10
Learning Outcomes:
Students will understand that measurement is composed of multiple
componentslength, width, and weight. Students will also understand that
objects can be sorted based on measurable attributes as well.
Students will be able to measure objects using non-standard measurement tools
and be able to sort these objects based on physical attributes
I Can Statements:
I understand the different ways objects can be measured.
I can measure objects.
I can sort the objects that I measure.
Lesson plans and materials are attached*
Differentiation: *mention specific students
My classroom has many diverse students with various developmental levels and
academic needs. After observing the children for an extended period of time I
concluded that I need to pay attention to specific groups of students. The groups I

focused my differentiation on were the students who are more advanced, the
students who need additional assistance and one English Language Learner.
There is a group of students in my class who consistently finish work before the
rest of the class and need to be further challenged. These students are Noah,
Laura, Olivia, Hayden, Saul and Chloe. For each of my lessons I had informal
assignments to further the thinking of these students for the assignment at hand.
The work I had for these students were not separate assignments but rather
supplemental to the work that they had already finished. For example, for one of
my lessons the whole class was measuring objects that I had given them. Olivia
and Chloe were the first students to finish this assignment. To further challenge
them I told them to find objects around the room that were longer than the objects
that I had given them and told then to measure those objects. This required them
to make predictions about objects that they predicted would have a greater
measurement and then determine if they were correct. Through this supplemental
assignment, they were challenged to think critically about the material that they
had previously learned and apply their knowledge and skills to a different task.
The second group I differentiated material for was for the lower level students
who need additional assistance in a few different ways. These students are Leah,
Daylin, Ashley and Kayla. Ashley has a hearing disability and an IEP. She
spends most of her day with the specialist outside of my classroom. However,
when she was present for my lessons I differentiated the assignments for her. She
would either work with my cooperating or myself to complete an assignment and
we would usually write her work for her and have her trace our writing. Through
this, Ashley was still learning the material but it was adjusted to meet her learning
needs. Currently, Leah goes to speech therapy and will have an IEP by the end of
the school year. For my lessons I would spend additional time working with
Leah, Daylin and Kayla to finish their assignments. These students often sit at
their desk and do not complete the work unless there is someone guiding them
and offering them feedback. Due to this, I would go to their desks and talk to
them about their thinking and their strategies for solving a problem. I would have
them explain to me the problem at hand and a possible way to solve it. I would
help them get started and then gradually give less feedback so that the student was
working independently.
Lastly, Leslie and Lenny are my English Language Learners. Lenny has just
transferred to Smith Elementary and was not present for a majority of my unit.
When he joined the class I differentiated my instruction the same way that I had
been for Leslie throughout the unit. Often times Leslie would sit at her desk and
not work because she was confused and did not understand the directions when I
explained it to the whole group. Due to this I would go to her desk and re-explain
the directions so that she knew what was expected of her.
My lessons also had multiple entry points in order to meet the many learning
styles of my students. In each of my lessons I had whole group instruction and
whole group activities as well as individual work. This allowed my extroverted
students to interact and collaborate with peers during whole group discussion and
activities and introverted students to work alone during specific tasks as well. I
also had videos and pictures to appeal to my visual and auditory learners. By

having engaging videos students were interested in the material and were able to
learn from a different perspective.
Assessment
Formative assessments of lesson plan objectives are included on Form 1; summative
assessment of the unit goal(s) is included on Form 2.