Lesson Plan Format - EDFD260



Lesson Plan Format

|Class: Year 3 |Date: 7.5.15 |Time: Start: 10am Finish: 10.40am |

|Key Learning Area: Mathematics |Lesson Topic: Lengths in the Classroom. |

|Recent Prior Experience: |

|Students should understand that there is formal units of measurement, millimetres, centimetres, metres etc. Previous knowledge about these units and how they help to identify lengths of objects and materials |

|should also be acquired from former units on length. Skills also needed before completing this task is how to utilise and understand a ruler. |

|Syllabus Outcome(s): |Indicators of Learning for this lesson: |Assessment: |

| | | |

| |By the end of this lesson, the students will: |Worksheet |

|Uses appropriate terminology to describe, and symbols to|Measure, order and compare objects using familiar metric units of length (ACMMG061) |(Indicators; 1, 2, 3 and 4) |

|represent, mathematical ideas |Measure lengths and distances using metres and centimetres |Utilising the work sheet allows for the educator to assess the|

|(MA2-1WM) | |progress and understanding of the task set out before the |

|Measures, records, compares and estimates lengths, |Record lengths and distances using metres and centimetres, e.g 1m 25cm |child. It represents a literal demonstration if the child was |

|distances and perimeters in metres, centimetres and | |on task and able to understand the topic by completing all the|

|millimetres, and measures, compares and records |Compare and order lengths and distances using metres and centimetres |necessary components. This also demonstrates the child's |

|temperatures | |literacy skills as they are required to write down certain |

|(MA2-9MG) |Estimate lengths and distances using metres and centimetres and check by measuring |answers and objects. |

| |Explain strategies used to estimate lengths and distances, such as by referring to a known| |

|(BOSTES, 2015) |length, e.g 'My handspan is 10 cm and my desk is 8 handspans long, so my desk is about 80 | |

| |cm long' (Communicating, Problem Solving) | |

| | | |

| |(BOSTES, 2015) | |

| | | |

| | | |

| | |Questioning |

| | |(Indicator 4) |

| | |Utilising questioning draws on individual understanding as |

| | |each child is selected randomly to provide reasoning and as to|

| | |why they estimated each length. |

| | | |

| | |Discussion |

| | |This allows for the educator to assess whether the lesson was |

| | |effective and easily comprehensible. Summarising the key |

| | |points and reiterating what children have learnt. |

|Any safety issues to be considered: |Resources: |

| | |

|As we are measuring a door, make sure it is closed to ensure no one |What the Students will need: |

|has the risk of getting stuck or caught if the door occidentally |Rulers |

|swings shut while measuring. |Metre Long Teaching Ruler |

|Make sure the rope is cut previously to the lesson to ensure no one |Paper |

|is using the sharp scissors to cut the rope as rope is generally |Pencils |

|harder to cut and requires more strength. |Rope |

| |Table |

| |Door |

| |Predict and Measure Worksheet |

| | |

| | |

| | |

| | |

| |What I utilised to prepare the lesson: |

| |Rules |

| |Metre Long Teaching Ruler |

| |Paper |

| |Pencils |

| |Rope |

| |Scissors |

| |Table |

| |Door |

| |Predict and Measure Worksheet |

| |Printer |

| |Computer |

| |Board and Chalk |

LESSON SEQUENCE

|Lesson Content / Indicators of Learning (What is Taught): |Timing |Teaching Strategies / Learning Experiences: |Resources and Organisation: |

| |(mins) |(How it is taught) | |

|INTRODUCTION |

| | | | |

|Indicators: | | |Organise Previous to Lesson, Rope cut into |

|Measure lengths and distances using metres and centimetres | |Questioning, Explanation and Demonstration. |various lengths for group resources. |

| |10 Minutes | | |

|Record lengths and distances using metres and centimetres, | |Children are seated at their tables with eyes on the teacher and the board. Teacher |Resources: |

|e.g 1m 25cm | |introduces the topic of length by initially asking the class for their ideologies on|Ruler |

| | |length and how we measure length. The teacher creates a mind map using the students |Metre Long Teaching Ruler |

|Estimate lengths and distances using metres and centimetres| |answers on the board to create a better understanding of what length is, using |Board and Chalk |

|and check by measuring | |collaborative techniques to promote language skills related inextricably to the | |

|Explain strategies used to estimate lengths and distances, | |topic. | |

|such as by referring to a known length, e.g 'My handspan is| | | |

|10 cm and my desk is 8 handspans long, so my desk is about | |Teacher then uses the ideologies of the children to explain further what length is | |

|80 cm long' (Communicating, Problem Solving) | |and the units of measurement we utilise to gage how long objects are. | |

| | | | |

|(BOSTES, 2015) | |Teacher introduces to the class the resources they will be using for the lesson, | |

| | |ruler and metre long teaching ruler if required. | |

|Skills Used: Memory Recall, Prediction, Communication, | | | |

|Measuring. | |Teacher then instructs the students to move towards the door for a prediction and | |

| | |demonstration of how to use the resources and how to complete the worksheet | |

| | |providing a model of how to measure the door and what unit of measurement is best | |

| | |suited for this object commonly found within the classroom. | |

|DEVELOPMENT |

| | | | |

| | | | |

|Indicators: |23 Minutes |Collaborative Group Work: |Organise: |

| | | |Worksheets for each student, handing them out to |

|Measure lengths and distances using metres and centimetres | |Teacher organise students into groups of three and situate them somewhere in the |be completed as well as the pre-cut rope used for|

| | |room to be able to complete the task. Hand out one worksheet per child to complete |resources. |

|Record lengths and distances using metres and centimetres, | |and tell them to bring with them a pencil to complete the sheet with. | |

|e.g 1m 25cm | | |Resources: |

| | |Move them to their allocated spot within the classroom and hand them the pencil, |Rulers |

|Compare and order lengths and distances using metres and | |rope and ruler. Allow the class 2 minutes to complete their predictions on how long |Metre Long Teaching Ruler |

|centimetres | |each item will be both in word and abbreviated format. After completing their |Paper |

| | |predictions ensure they have recorded it in the designated box then move onto the |Pencils |

|Estimate lengths and distances using metres and centimetres| |procedure of the measurement. |Rope |

|and check by measuring | | |Table |

|Explain strategies used to estimate lengths and distances, | |Instruct students to measure the length of the rope and the pencil and while this is|Predict and Measure Worksheet |

|such as by referring to a known length, e.g 'My handspan is| |occurring call one group up to use the teacher's metre long ruler to measure the | |

|10 cm and my desk is 8 handspans long, so my desk is about | |length of the teacher's desk. Allow them to record their findings and then return | |

|80 cm long' (Communicating, Problem Solving) | |back to complete the other two resources given to them. While these activities are | |

| | |undertaken make sure as a teacher you are providing adequate support by encouraging | |

|(BOSTES,2015) | |and aiding those who may need extra help. Post measurement ask the children to | |

| | |return the resources to the front of the classroom. | |

| | | | |

| | | | |

|Skills: Prediction, Handwriting, Measurement. | | | |

| | | | |

| | | | |

| | |After this is completed ask the children to go back to their original seating | |

| | |arrangements with their pencils and worksheets. Move direction onto the next | |

| | |activity which requires them to identify which object was the longest, which was the| |

| | |shortest, how long they are respectively then numbering the objects from longest to | |

| | |shortest. This is to be completed individually while the teacher monitors the | |

| | |students focus on the task and offers support where need be. | |

|CLOSURE |

| | | | |

| |7 Minutes |Discussion and Questioning. |Organise: |

|Compare and order lengths and distances using metres and | | |Possible questions to be asked for example what |

|centimetres | |Teacher concludes the lesson by discussing results and finding general consensus' |they disliked, liked and found interesting about |

| | |within which object was the longest and what unit of measurement was used to |the topic, what units of measurement they |

| | |identify each respectively. Drawing on students opinions on how they came to this |utilised etc. |

| | |conclusion and also asking if their predictions matched their results. | |

|Skills: Discussing and Providing Reasoning. | | | |

| | |After completing this discussion of the worksheet ask the students questions on what| |

| | |they learnt, what they liked and possibly their dislikes of the lesson to help | |

| | |professionally and critically evaluate the effectiveness and substance of the lesson| |

| | |taught. | |

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