PLANNING THE LESSON/SUBTASK: Part 1
Date:
Grade: 2
Timeframe (time available): 3 part lesson
Curriculum Area: Math
Title of Unit (if appropriate): Measuring Time
Context: Where does this lesson fit into your overall unit planning introductory, middle, culminating? (Prior Knowledge?)
Culminating
Curriculum Expectations:
Academic
Social
Overall Expectations:
Presentation skills
Construct tools for measuring time intervals using non-
Attentive listening
standard units (e.g. a particular water bottle takes about five
Communication skills
seconds to empty)
Problem-solving skills
Big Ideas:
Students design their own clock for measuring time using non-standard units, and write a short description explaining their
invention. Students pitch their idea to the class in an oral presentation.
Cross Curricular Connections
Connections to students lives: (local/global)
Language (choose a variety of appropriate words and
Students will get excited about being at the other end and
phrases to communicate their meaning accurately and
creating a measuring tool which they can take home and use
engage the interest of their audience; use a few different
to measure time in non-standard units.
visual aids to support or enhance oral presentations).
Assessment:
Diagnostic (assessment for learning) __
Formative (assessment for/as learning) __
Summative (assessment of learning) __
Work Samples
Observation
Learning Log/Journal
Peer-assessment
Presentation/Performance
Project
Interview/Conference
Anecdotal Notes
Presentation/Performance
Published Work
Graphic Organizers
Other
Personal Reflection
Self-assessment
Rubric
Checklist
Oral Reports
Accommodations and/or Modifications / Differentiated Instruction:
Instructional
Environmental
Increase/Decrease time, amount
Scribe for student
Change space, seating, quiet
area
Draw a picture
Extend
Change grouping
Use manipulatives
Wheelchair access
Peer tutor/Partner
Oral explanation
Include
Assessment
Use a tape recorder
Scribe for student
Act it out
Write using spell check
visuals,
models,
Use the computer
organizers
Modifications for: _______________________________________________________________ (name(s) of students).
If ELL learners or students with learning needs struggle with the task, group them together and provide support and/or reexplain the task in simpler terms. Pair ELL learners or students with learning needs with others who understand the task well.
DELIVERING THE LESSON/SUBTASK - Part 2
*Grouping: W = Whole class; S = Small group; I = Independent
Timing
Grouping
Mental Set (hook):
Materials/
Resources
Tell students that they will be inventors this week and their task is to design
their own clock that measures time in some way. Students can use any of
the materials that are provided. How do people invent things? It all starts
with an idea first. Begin by doing some research (using books) and figuring
out what type of clock you want to make. Be creative! Next, if you think
your idea is a good one, talk to the teacher about it, talk to your friends and
your family. Get some input on the idea. After you have received some
feedback, it is now time to create a model of your idea using the materials
Water bottles
Construction
paper
Tape
Scissors
String
Foil
Sand
provided. Lastly, once you have created your model, you can test it to see
if it works properly, i.e. measures time accurately.
Sharing the Purpose/Objectives (in student language)
Today you will be using your imagination, creativity and problem-solving
skills to invent something!
You are all going to be inventors this week and your task is to design your
own clock that measures time in some way.
Body:
Input, Modeling, Check for Understanding, Guided Practice, Independent Practice
Bloom's
Taxonomy:
Remembering
1. Give students handout which explains the invention task in simple
terms. This is a week-long project and students will be given some
Understanding
Applying
__Analyzing
time to work on it each day. Students will have creative freedom to
__Evaluating
design their model as they like, however, they must make sure
Creating
they complete each step of the invention process (explained in the
lesson and in the handout), and the graphic organizer that goes
with it.
2. Students will have the opportunity to brainstorm ideas as a class,
to see what might work, what might not work, etc.
3. Once students have designed their model, they will fill out a
graphic organizer, explaining their model so that any person who
reads it will be able to understand it and use it.
4. Once students understand the task, they can go work on it.
Students can work in pairs if they would like, however each
student will be in charge of designing their own model. Students
who feel confused can stay back for additional support.
Learning Styles:
Visual
Auditory
Kinesthetic
Multiple
Intelligences:
Verbal/Linguistic
Logical/
Mathematical
__Musical/
Rhythmic
Body/
Kinesthetic
Visual/Spatial
Interpersonal
Intrapersonal
__Naturalist
__Existential
Closure (sharing the learning in some way):
Once the clocks have been finalized, and the graphic organizer has been
completed, students will present their inventions to the class. Students will
pitch their idea in under two minutes and the floor will be opened to two
questions, due to time constraints.