EDP222 Pedagogy and Curriculum 2questgarden.com/120/38/9/110307172820/files/Lesson Pl… · Web viewName: Keira-June Alberts Day 1 Curriculum Area: Mathematics . Specific Topic:

Name: Keira-June Alberts Day 1

Curriculum Area: Mathematics Specific Topic: Measurement and co-ordinates Year Level: Grade 5

Essential Learnings ( knowledge, understandings, and ways of working) to be addressed:

Ways of Working Students will:

identify and describe the mathematical concepts, strategies and required to generate solutions. identify and use mental and written computations, estimations, representations and technologies to generate solutions and check for reasonableness of solutions. make statements, predictions, inferences and decisions based on mathematical interpretations. communicate and justify thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations and technologies. reflect on mathematics and identify the contribution of mathematics to personal activities. reflect on learning to identify new understandings and future applications.

Measurement

Student will use: standard units, including centimetre, metre, square centimetre, square metre, gram, kilogram, minute, degree, millilitre and Litre, and a range of instruments are used

to measure and order attributes of objects, including length, area, volume, mass, time, and angles.

Space

Student will use: mapping conventions, including symbols, scales, legends and alphanumeric grids, are used to represent and interpret movements and to identify locations on maps and

plans.

General Teaching Aim or Goal:

Students will understand: there are standard and non standard units of measurement and that these can be used to measure different objects and quantities standard units are preferred as they provide the most accurate measurements that the choice of measuring tool affects the accuracy of measurement understand that different attributes must be measured with the appropriate unit the ICT skills necessary to complete the web quest

Students’ Prerequisite knowledge / understanding / concepts / skills:

Students will: utilise basic ICT skills understand how to use co-ordinates to locate a grid square exhibit a basic understanding of the correct way to measure different objects and quantities know that there are different types of units

Specific Learning Outcomes for this

Lesson

Time Req.

Teaching / Learning Strategies Organisation Resources Type of formative or summative assessment

Orientating Phase / IntroductionStudents will: understand the topic

20mins

Prior to lesson: Set up a co-ordinates grid on the basketball court and place a selection of items on

Students will: sit on the floor

Riddle IWB

Formative anecdotal

of the web quest understand that

there are standard and non standard units

understand that these units can be used for different purposes

understand that standard units are preferable as they are more accurate

develop measurement vocabulary for word wall

the grid at different co-ordinate points.

Inform the class that for the next few days they will be reviewing different types of units used in measurement so they can extend on this knowledge to complete more complex measurement concepts including area and perimeter.

Ask students to explain in their own words what measurement is.

-“Measurement is counting units” Show the students the focus riddle on the IWB. http://teacher.neisd.net/lesson_plans/upload/files/ measurement _ riddles .ppt Introduce the first three riddles to the class.

Unpack the riddle using the SEE/UNDERSTAND, PLAN, DO, CHECK problem solving method. Work through the SEE and UNDERSTAND phase by determining what the riddle asking.

Allow the children to discuss the strategy/ies they would use to solve the riddle in the PLAN phase of the problem solving process. Draw together the strategies suggested by the students to share with the whole class. Apply the suggested strategies for the children, in order to model the DO phase. Solve the riddle as a class, modelling the use of questions such as: “Is this answer reasonable?” “Does this answer match the question being asked?” in order to model the CHECK phase.

Divide the class into groups and change to the next slide.

In groups have the students apply the problem solving methodology to unpack and answer the riddle. Ask them to present their solution and justify their findings to the class.

Perform the activity once more, following the same process.

Ask the students what each of the riddles had in common

- “they all used standard/non-standard units of measurement” Discuss the concept of standard units of

measurement. Record any student responses. - “What are standard units of measurement?”- “Why are they important in mathematics?” -“What can be measured with standard units?” Discuss the concept of non standard units of

measurement. Record any student responses. - “What are non standard units of measurement?”-“What can be measured with non standard units?” - “Should they be used in mathematics? Why/why not?” Create a Venn diagram comparing standard and

non standard units of measures.- “What is the same/different?”

to complete class discussion.

form groups to complete second riddle task

move to the front of the room to present their findings

have the students sit in front of the IWB to complete the Venn diagram and their word wall cards.

Teacher will: facilitate class

discussion and Venn diagram

control the IWB

White board markers

Venn Diagram IWB White board

markers

Word Wall Blank cards Pens/pencils

observations of: student

engagement appropriateness

of responses ability to work co-

operatively in groups

http://teacher.neisd.net/lesson_plans/upload/files/

- “Why are they same/different?” Introduce the students to the word wall. Using

the previously recorded vocabulary as a prompt ask the students to choose two measurement words to add to the word wall.

Enhancing Phase / BodyStudents will: Understand that

there are different units of standard measures

understand that these measures can be used for different purposes

Understand the objects have measurable attributes

understand that measurements will change and are dependent on the size of the original object

understand that it is important to select the most appropriate tool to give an accurate measurement.

practice gathering and reading different types of measurements

revise and use co-ordinates correctly

60mins

Begin a class discussion about the different unit of measures and their appropriateness in different situations.

Focus Question: “How many things can you measure about yourself or your actions?”-“Can you measure your height? What tool would be the most appropriate to use to get an accurate result? What unit of measurement would you use?”- “Can you measure your weight? What tool would be the most appropriate to use to get an accurate result? What unit of measurement would you use?” “How are these units different?” Present the students with 5 overarching

measurement concepts, length, rate, mass, volume and money.

Ask the students to place their word wall cards under the appropriate heading. Ask the students to justify and give examples for why they choose that location.

- “Metres is related to length because there are 100 metres in long pools.”- “Volume measures liquid and there are 400ml of liquid in a glass” Ask the students to put on a hat and sunscreen

and move to the basketball court. Explain the process of the activity. In groups of

four, the students will be directed to find two sets of co-ordinate pairs and the object that lies within the grid at these points. Students must collect the two items and complete the following tasks: (1) decide what attributes of the object could be measured, (2) choose a method to compare the two objects according to this attribute Students will use their prior knowledge about measurement strategies and personal referents to determine which is heavier/lighter, longer/shorter etc

Students will repeat the activity following the same steps; however in the second round they will substitute non standard units and personal referents for more specific measurement of standard units with appropriate tools.

The winner will be the team who has collected the most accurate measurements.

Model the game and the appropriate way to measure the objects. Highlight the importance of accurate measurement. Revise the correct use of co-ordinates.

Students will: Sit on the floor

to complete class discussion.

Move to the word wall to place their word.

Form groups and move to the basketball court. Ask the students to stand on the edge of the grid away from the co-ordinates when engaging in the game.


discussion and Venn diagram

model the appropriate use of measurement tools

Word Wall completed

student word cards

labels blu-tac

Coordinates game chalk worksheet pens/pencils

Items for measurement may include: length of leaf volume of

water weight of

rock height of

book length of

time to run 100m

tools for measurement may include: scales 30 cm ruler 1 m ruler tape

measure stop watch trundle

wheel

Formative anecdotal observations of: student

engagement appropriateness

of responses ability to work co-

operatively in groups

ability to use co-ordinates

ability to choose appropriate measurement tools

accuracy in gathering and recording measurements

Divide students into teams of four. Once the game is completed return to the

classroom and engage the class in discussion in order to compare the measurements.

- “What object did you find in B,6, what were its measurements”?”- “Did anyone else get the same/different measurement” -“Why were these measurement the same/different”?”- “What tool did you use?”- “How did you use the tool to measure the object”-“What was the tool that gave you the greatest accuracy?”

Synthesising Phase / Conclusion Students will: reflect on their prior

learning and develop new understandings

10mins

Review the lesson highlighting the key concepts and any new learnings from the lesson

-“What did you learn today?”- “When would you use a standard/non standard unit?”-“What are co-ordinates and what are they used for?”- “What do you need to remember when using co-ordinates?” Ask students to record in their math journal and

answer the question: Why is it important to choose the most appropriate tool when measuring an object?”

Students will: complete class

discussion in groups on the floor

move to desks to complete math journal


discussion move around

room to help or extend thinking of the students while engaged in their math journal.

Math Journal math journal pens/pencils erasers word wall completed

task worksheets


participation student

engagement relevance of

responses to stimulus questions

depth of knowledge in their reflections

connection of reflection to specific task and learnings

Assessment Strategies (link to Learning Outcomes):Formative anecdotal assessments of: student engagement appropriateness of responses ability to work co-operatively in groups ability to use co-ordinates pairs to locate an object ability to identify measurement attributes ability to choose appropriate measurement tools to provide accuracy accuracy in gathering and recording measurements

What’s next? Where to from this lesson? Students will apply the knowledge learnt in this lesson to the following three

lessons and the web quest. Teacher will perform a lesson and self evaluation.

Teacher-Lesson Reflection

Knowledge and Understanding Did students identify standard and non standard units? Did the students identify appropriate measurable attributes? Did students use accurate mathematical language to describe units of

measurement? Did students make appropriate decisions when comparing and measuring objects? Did the students locate the correct object using co-ordinate pairs?

Ways of Working Did students identify and describe the mathematical concepts, strategies and

vocabulary to accurately locate and measure objects? Did students identify and use mental and written computations, estimations,

representations and technologies to generate check for reasonableness of measurement solutions and co-ordinate locations?

Did students make and justify statements, predications about the measurements of their objects and location decisions based on mathematical interpretations?

Did students communicate and justify thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations and technologies?

Did students reflect on the use of measurement and co-ordinates and apply these to future learning?

Self Assessment: Did I maximise academic learning time? Did I identify the learning goals throughout the lesson? Did I build adequate field knowledge for the children to engage with the lesson? Did I model the use of appropriate topic specific language? Were the children responsive to the stimulus provided? Did my questioning allow me to gather evidence about their students’ current level

of knowledge and skills? Did my questioning allow me to guide students’ thinking and detect confusions and

misconceptions? Was my feedback focused on the learning goals and conducive to a safe,

supportive learning environment? Was my feedback descriptive rather than evaluative? Was my feedback timely enough to ensure student motivation and clarity of

understanding? Did I provide students with adequate “think time” when asking questions? Was my behaviour management appropriate, what strategies could be improved

next lesson?






Measurement

Student will use: standard units, including centimetre, metre, square centimetre, square metre, gram, kilogram, minute, degree, millilitre and litre, and a range of instruments are used to

measure and order attributes of objects, including length, area, volume, mass, time, and angles.

Space


plans mapping conventions, including the four major compass points, are used to give direction and movement and can be linked to turns


Students will understand: compass points (north, south, west, east) and their direction that animals have measurable qualities and that these will be determined by the size and behaviours of the animal the importance of appropriate real life measurements


Students will: possess basic ICT skills understand the role of a legend, scale and compass on a map understand how to use co-ordinates and direction s to locate a grid square understand that standard units are preferred as they provide the most accurate measurements understand that different attributes must be measured with the appropriate unit


Lesson

Time Req.


Orientating Phase / IntroductionStudents will: recall prior

knowledge to complete web quest tasks.

understand their role and responsibility as part of the research team.

understand the mathematical knowledge and skills that will be required to complete the web quest.

be familiar with and understand the evaluation matrix.

know how to navigate the web quest.

15mins

Prior to Lesson: Confirm that all computers are working and are connected to the internet. Check that all links are operational and that students have appropriate student user logons and passwords. Complete a think-pair-share activity to revise

previous lesson.- “What did we learn about yesterday?”- “What are some units that can be used to measure the characteristics of animals”- “How do these units relate to the physical attributes of an animal” Begin a discussion about a web quest that

students may have completed in the past - “Have you ever completed a web quest?- “What did you enjoy? What were some of the challenges” Introduce the web quest to the students,

explain that their research team has been hired to locate and transport a new species of animal and that they will use their prior mathematical, scientific and geographical knowledge to complete the tasks.

Explain to the students that throughout the web quest they will need to draw upon their prior mathematical knowledge of measurement and coordinates.

Show the students the evaluation rubric and explicitly state what will be required to achieve an A, B, C or D standard mark. Confirm that all students are familiar with the vocabulary and know how to achieve a particular mark.

Show the web quest on the IWB and ask students to navigate through the pages of the web quest briefly describing the role of each page, where key documents or links are

Students will: Complete think-

pair-share activity in pairs on the floor.

Complete group discussion about web quest on the floor.

Sit in front of IWB and desktop computer when navigating the web quest


discussion control the IWB

Web quest IWB Computers

with internet access

URL of web quest

Paper copy of evaluation rubric





located, how to transition to the next page and the order in which tasks need to be completed.

Remind the student of the school’s internet policy and appropriate “netiquette” when working on the computer.

Check for any technical questions in relation to the web quest.

Enhancing Phase / BodyStudents will: complete task 1-4 of

their web quest. work productively on

groups. use the resources

available to complete web quest tasks.

understand that animals have physical features and behaviours that can be measured.

understand that different animals will have different measurements depending on their size and behaviours

use their knowledge of co-ordinates and measurement to complete tasks

use correct terminology when labelling animal characteristics and behaviours

60mins

Focus Question: What are some physical characteristics and behaviours you can measure on animals? -“Will these always be the same”-“What unit would we use to measure the speed of travel?”- “What unit would we use to measure the amount of food it eats per day?”- “Should you use standard or non standard units, why?” Discuss the importance of selecting an

appropriate research group. Revise the roles and responsibilities of the members of the team.

-“Why is it important to select an appropriate group”-“Who do you think you will work well with”-“How will you deal with any problems”- “What qualities make a good leader/scribe/speaker/ manager?” Demonstrate how the students will locate their

animal using co-ordinates (task 1) Model the creation of a new species (task 2)

using www.switchzoo.com on the IWB. Focus on the physical characteristics and possible behaviours of the animal.

Model the construction of the animal profile (task 3) asking the students to offer appropriate measurements.

Ask students to begin the web quest

At the conclusion of the lesson the students should have formed groups, located their animal (task 1), created their animal (task 2) and created an animal profile (task 3).

Students will: complete group

discussion on the floor

form groups of 4 people (task 1)

sit in groups around computer to complete tasks 2-4


discussions control IWB to

model task 2-4 move around

the room to take anecdotal assessment notes, ensure students remain on task, and are working well in groups and to offer assistance



URL of web quest

printer (to print relevant tasks and worksheets)

pens/pencils erasers role badges word wall


participation in group tasks

student engagement

relevance of responses to stimulus questions

ICT skills and ability to navigate web quest

ability to use co-ordinates to locate the correct location of their animal

ability to make appropriate choices when choosing units when creating their animal profile.

Synthesising Phase / Conclusion Students will: evaluate their own

performance and understandings

reflect on their prior learning and develop new understandings

15mins

Begin a class discussion revising student knowledge

- “What tasks did you complete on your expedition?”- “What was your favourite/least favourite? Why?”- “What did you learn?” What mathematical skills did you need to use to complete each task” - “Which measurement units did you use and why?”- “Would real-life scientists/ mathematicians use the same measurements, why/why not?” Discuss any technical issues that may have



move to desks to complete evaluation and math journal

Teacher will:

Evaluation Task Paper copy

of evaluation rubric

highlighters glue math journal

Math Journal math journal pens/pencils





arisen as a result of the web quest. Answer any questions that were not addressed

during the lesson. Revisit the evaluation rubric and ask students to

perform a self-evaluation, highlighting the relevant criteria. Glue this into math journal.

Ask students to write in their math journal and answer the question: What measurement units did you use today and why did you choose them?

Add any new vocabulary to the word wall.

facilitate class discussion

move around room to help or extend thinking of the students while engaged in their math journal.

erasers word wall completed

task worksheets



Assessment Strategies (link to Learning Outcomes):Formative anecdotal assessments of: student engagement relevance of responses to stimulus questions ability to work co-operatively in groups ability to use co-ordinates pairs to locate a place and animal ability to identify and label appropriate measurable attributes the use correct terminology when labelling animal characteristics and behaviours ICT skills and ability to navigate web quest

What’s next? Where to from this lesson? Students will continue to progress through tasks 4-6 and the reflection in the web

quest. Teacher will perform a lesson and self evaluation.

Teacher-Lesson ReflectionKnowledge and Understanding Did students identify appropriate measurable animal attributes? Did students make appropriate choices when choosing and recording measurable

animal attributes? Did students use accurate mathematical language to describe the measurements

of their animal? Did the students locate the country and animal using co-ordinate pairs and

directions?


vocabulary to accurately locate and measure objects? Did students identify and use mental and written computations, estimations,

representations and technologies to generate check for reasonableness of measurement solutions and co-ordinate locations?

Did students make and justify statements, predications about the measurements of their objects and location decisions based on mathematical interpretations?

Did students communicate and justify mathematical thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations and technologies when creating and labelling their animal?







next lesson?






Measurement

Student will use: standard units, including centimetre, metre, square centimetre, square metre, gram, kilogram, minute, degree, millilitre and litre, and a range of

instruments are used to measure and order attributes of objects, including length, area, volume, mass, time, and angles.

Space


plans mapping conventions, including the four major compass points, are used to give direction and movement and can be linked to turns


Students will understand: that animals have habitats and that these habitats are chosen to meet their needs the perimeter of a shape is the distance around the outside of the shape and the area of the shape is the space inside the perimeter there is a standard formula needed to find the area and the perimeter of a square and a rectangle


Students will: possess basic ICT skills understand how to use co-ordinates pairs and direction to locate a grid square understand how to identify and record the cheapest financial transaction have an understanding of the dimensions of their animal and what size enclosure will be required to meet their needs length is directly related to perimeter and area


Lesson

Time Req.


Orientating Phase / IntroductionStudents will: 15 Prior to Lesson: Confirm that all computers are Students will: Hot potato Formative

reflect upon the knowledge learnt in the previous lesson

mins working and are connected to the internet. Check that all links are operational and that students have appropriate student user logons and passwords. Complete a hot potato activity to revise

previous lesson.- “What did you learn about yesterday?”- “Where was your animal located, what steps did you take to find it?” - “How many kilometres did you travel, how do you know?”- “What is the name of your animal?”- “What did your animal look like, what units of measurement did you use?”- “Why did you use these units?” Remind the student of the school’s internet

policy and appropriate “netiquette” when working on the computer.

Check for any technical questions in relation to the web quest.

Complete hot potato activity in groups on the floor.

Complete group discussion about web quest on the floor.


discussion

word wall previous

work samples



URL of web quest

anecdotal observations of: student




Enhancing Phase / BodyStudents will: understand the

importance of habitat and that these vary depending on the needs of the animal

create an enclosure appropriate to the dimensions of their animal.

use their knowledge of co-ordinates and measurement to complete tasks

use the mathematic formulas for area and perimeter of a square and rectangle

perform correct algorithms to determine the cheapest price to build the enclosure

work productively on groups.

use the resources available to complete web quest tasks.

60mins

Focus Question 1: What is our habitat, what kind of habitats do we live in?- “What type of habitat do you live in?”- “Is your habitat the same as your friends/teacher?”- “What does it small, feel, look and sound like?”-“What do you like/dislike about your habitat?”- “Why do you live in that habitat?”Focus Question 2: Why do animals need habitats, what kind of shelter do animas live in?- “Do animals need the same habitat as humans?”- “How are animal habitats different to ours?”- “Why are animal habitats different to ours”?- “What kind of habitat does your animal need?”- “What things natural or man-made objects might be in your animals habitat” Why?” Explain to the students that they will be

creating a habitat enclosure for their animal and will need to know the perimeter and area of the enclosure and the features within.

Explain that perimeter is the distance around the outside of the shape and the area is the space inside the perimeter

Introduce students to the formulas to measure squares and rectangles

Square- (area-LxW) – (Perimeter - S+S+S+S or Sx4)Rectangle – (area- LxW) – (perimeter - S+S+S+S ) Model the use of these formulas in relation to

task 4 of the web quest. Model task 5 and 6 on the IWB and ask students

to begin the web quest

At the conclusion of the lesson the students should have created an animal enclosure (task 4), determined

Students will: complete group

discussion on the floor

sit in groups around computer to complete tasks 5 & 6


discussions control IWB to

model task 5 & 6

move around the room to take anecdotal notes, ensure students remain on task, are working well in groups and to offer assistance



URL of web quest

printer (to print relevant tasks and worksheets)

pens/pencils erasers role badges word wall


participation in group tasks

student engagement

relevance of responses to stimulus questions

ICT skills and ability to navigate web quest

correct use of the area and perimeter formula

ability to use co-ordinates to locate the correct location of their enclosure

the cheapest price to build their enclosure (task 5) and placed it in the correct location in the zoo (task 6).

Synthesising Phase / Conclusion Students will: evaluate their own

performance and understandings


15min

Begin a class discussion revising student knowledge

- “What tasks did you complete on your expedition?”- “What was your favourite/least favourite? Why?”- “What did you learn?” What mathematical skills did you need to use to complete each task” - “Which measurement units did you use and why?”- “Would real-life scientists/ mathematicians use the same measurements, why/why not?”-“Is your enclosure appropriate for your animal, how do you know?”-“How did you know you placed your enclosure in the correct position? “ Congratulate students on completing the web

quest and ask them to provide feedback that can be used in the creation of the next web quest.

Provide student with a new copy of the evaluation worksheet and ask students to complete a final self-evaluation, highlighting the relevant criteria. Glue this into math journal.

Ask students to write in their math journal and answer the question: Was the enclosure I made appropriate for the animal. Why/why not?



move to desks to complete evaluation and math journal




Evaluation Task Paper copy of

evaluation rubric



task worksheets







Assessment Strategies (link to Learning Outcomes):Formative anecdotal assessments of: student engagement relevance of responses to stimulus questions ability to work co-operatively in groups ability to use co-ordinates pairs to locate a place and animal ability to create an enclosure appropriate to the dimensions of their animal ability to perform multi step algorithms with area/perimeter and money to

determine the cheapest price to build the enclosure ability to use the mathematic formulas for area and perimeter of a square and

rectangle ICT skills and ability to navigate web quest

What’s next? Where to from this lesson? Students will gather resources collected throughout the web quest and prepare to

create a life size model of their animal and its enclosure as part of the class zoo. Teacher will perform a lesson and self evaluation.

Teacher-Lesson Reflection

Knowledge and Understanding Did students make appropriate choices when choosing the dimensions of the

enclosure and its features? Did students use the correct perimeter and area formula to determine the amount

of material needed to construct their enclosure? Did students perform two step algorithms to determine the cheapest possible price

to build their enclosure? Did students make informed choices as to the type of resources used in their

enclosure? Did the students correctly use co-ordinate pairs and directions to place their

enclosure in Australia Zoo?


vocabulary to accurately locate and measure objects? Did students effectively compare class enclosures and justify their choice of size

and selection of features? Did students identify and use mental and written computations, estimations,

representations and technologies to generate check for reasonableness of measurement solutions when determining the amount of materials and prices of these materials?

Did students make and justify statements, predications about the measurements of their enclosure and its location decisions based on mathematical interpretations?

Did students communicate and justify thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations and technologies?







next lesson?






Measurement

Student will use: standard units, including centimetre, metre, square centimetre, square metre, gram, kilogram, minute, degree, millilitre and litre, and a range of

instruments are used to measure and order attributes of objects, including length, area, volume, mass, time, and angles.

Space

Student will use: mapping conventions, including symbols, scales, legends and alphanumeric grids, are used to represent and interpret movements and to identify

locations on maps and plans mapping conventions, including the four major compass points, are used to give direction and movement and can be linked to turns

General Teaching Aim or Goal: Students will:

accurately reproduce their animal using appropriate tools for measurement accurately label their animal using the appropriate mathematical measurement language use co-ordinates and direction to locate their animal as part of the class zoo


Students will understand: that co-ordinates help them not only locate, but place an object the importance of the correct tool to ensure accuracy used when measuring the formulas for determining the perimeter and area of a space


Lesson

Time Req.


Orientating Phase / IntroductionStudents will: reflect upon the

knowledge learnt yesterday

understand the requirement of the following tasks

understand how to execute the following tasks

10mins

Prior to Lesson: Ensure all resources are ready in the classroom and on the oval to begin the construction task. Begin a class discussion to revise the previous

lesson - “What did you learn about yesterday?”- “What man made or natural features did you include in your habitat, why?”- “What units did you use to measure the area and perimeter of these features, why?”- “Did you place your enclosure in the correct location, How do you know?” Inform the students that they will be creating a

life size zoo on the oval and that to complete this task they will need to create a life size version of their animal and its enclosure.

Discuss the importance of scale and let the student know that they will be using a scale of 1 cm to each meter.

Ask the students to brainstorm ways to complete the task and what tools would be appropriate and why.

Students will: complete

revision task in groups on the floor.

complete group discussion about web quest on the floor.


discussion

Revision task word wall previous

work samples





Enhancing Phase / Bodystudents will: 80 Model the creation of a life size animal using the Students will: Animal creation Summative

work co-operatively as a group

accurately recreate their animal using the correct measurements

use the perimeter and ara formula to create their enclosure

understand and use scale

use the correct measurement tool to create their animal and enclosure

make and justify comparisons between different animals and enclosures

mins previous teacher example. Show students the correct way to use the appropriate tools.

In groups have students create their animal. Ensure all students are wearing hats and

sunscreen and move to the oval. Model the creation of the enclosure using the

previous teacher example. Show students the correct way to use the appropriate tools.

In groups have students recreate their enclosure using the correct scale.

As a class compare the size of the perimeter and area of the enclosure and suggest reasons why one is smaller, thinner etc. than others.

Have students create a map of the zoo marking the location of the animals.

Work in groups in the classroom to create their animal

Move outside and work in groups to create their enclosure.

Teacher will: model the

creation of the animal and the enclosure

facilitate class discussions

move around room and oval taking anecdotal notes, ensure students remain on task, are working well in groups and to offer assistance

IWB Teacher and

student created animal photos

Teacher and student created animal fact sheets

Construction resources may include: glue/scissors string paper cardboard pens/textas boxes material feathers

Measuring tools may include: 30 cm ruler 1 m ruler tape

measure trundle

wheel

Enclosure creation Teacher and

student created animal enclosure plan

Line marking paint

hat/sunscreen

Measuring tools may include: 30 cm ruler 1 m ruler tape

measure trundle

wheel

Students are able to work as part of a

group select appropriate

units measure length,

area, perimeter accurately

accurately rescale their enclosure plan

use the appropriate measurement tools to create their animal

Synthesising Phase / Conclusion Students will: 10 Begin a class discussion revising student Students will: Evaluation Task Formative

evaluate their own performance and understandings


min knowledge- “How do you know the features in your enclosure were measured correctly?”-“Why were some enclosures different sizes?”-“Why were some features different sizes?”- “What have you learnt about measurement?”-“What would you still like to know about measurement?”- “How else could you use these measurement skills?” Provide student with a new copy of the

evaluation worksheet and ask students to complete a final self-evaluation, highlighting the relevant criteria. Glue this into math journal.

Ask students to write in their math journal and answer the question: What new knowledge have I learnt about measurement?

complete class discussion in groups on the floor

Move to desks to complete evaluation and math journal




Paper copy of evaluation rubric



task worksheets

anecdotal observations of: student






Assessment Strategies (link to Learning Outcomes):Formative anecdotal assessments of: student engagement relevance of responses to stimulus questions ability to work co-operatively in groups ability to use co-ordinates pairs to accurately place their animal enclosure ability to use the correct tool to create their animal and enclosure ability to use the perimeter and area formula to accurately create their enclosure ICT skills and ability to navigate web quest

What’s next? Where to from this lesson? If students wish to continue, instruct them to complete a task from the conclusion

page of the web quest. Teacher will perform a lesson and self evaluation.

Teacher-Lesson ReflectionKnowledge and Understanding Did students accurately re create a model of their animal and enclosure? Did students choose the right tool to create their animal and enclosure? Did students use co-ordinates and direction to accurately place their animal

enclosure in the correct positioning the class zoo?


vocabulary to accurately locate and measure objects? Did students effectively compare the enclosures and justify their choice of size and

feature? Did students identify and use mental and written computations, estimations,

representations and technologies to generate check for reasonableness of measurement solutions when creating their animal and enclosure?Did students make and justify statements, predications about the measurements of their animal and the location of its enclosure based on mathematical interpretations?

Did students communicate and justify thinking and reasoning, using everyday and






next lesson?

mathematical language, concrete materials, visual representations and technologies?


Documents

EDP222 Pedagogy and Curriculum 2questgarden.com/120/38/9/110307172820/files/Lesson Pl… · Web viewName: Keira-June Alberts Day 1 Curriculum Area: Mathematics . Specific Topic: