# Decision Two: The performance or product project

Document Sample

```					       Grade Level                                                 3

Content &                                                M3M2
Standard(s) Code               Students will measure length choosing appropriate units and tools.

Name of Unit                                             Length

Page Numbers                                Acquisitions Lessons, Pages 11-20
Unit Decisions                           Extending Refining Lessons, Pages 21-23
Pages 1-9                                Graphic Organizers, Pages 34, 41, 54
Submitted
Christy Bond
By

Professional/System
cbond@ware.k12.ga.us

System                                            Ware County

School
Please do not use initials. Type                          Ruskin Elementary
full name of school.

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Created by: Christy Bond

Decision Two: The performance or product project                                                                             Note: Decision One is the
Content Map
that will be the culminating activity of the unit
Students’ Assignment Page for the Culminating Activity

Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
How does what we measure determine how we measure? (We use different instruments and units of measurement depending on the size of the object
we are measuring.)

Paragraph Description of the Culminating Activity:
The teacher will set up measuring stations/centers around the classroom. The teacher needs to decide whether his/her students will be using metric
or customary units of measurement. The students will decide (in pairs) which instrument to use to measure each object. They will then make an
estimate of what they think the measurement will be. Then they will use the instrument to measure the object. Finally, they will compare all of the
objects and list them in order from the smallest object to the largest object.

Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
1. The teacher will have six stations set-up around the room with objects to be measured. (The teacher will need to have measured the objects prior
to class so he/she knows the correct measurements for grading the students’ work.) At each station, the object to be measured needs to be
labeled and there needs to be different instruments of measurement (rulers, metersticks/yardsticks, tape measure) by the objects. The units of
measurement need to be either metric or customary. Walk around the room and show the students the six objects they will be measuring.
2. The teacher will hand out the “Web Diagram-Measuring” graphic organizer (p. 54) and explain it to the students. Tell them they will be
deciding which instrument to use to measure each object, then estimating the measurement, and then actually measuring each object. Have
someone repeat back to you what today’s assignments will be at the stations. Ask if there are any questions.
3. Next hand out the “Flow Chart-Measuring” graphic organizer (p.41) and explain it to the students. Tell them after they have completed all six
measuring stations, they will be listing the objects in order from smallest to largest. Have someone repeat back to you what today’s assignment
will be after completing the measurements. Ask if there are any questions.
4. Partner the students up. You may want to have half the class working on something else so there is less movement around the room. Assign
each group a station to start at and have them move clockwise around the stations. Be sure they understand which order to go in to ensure a
smooth flow around the room. Also, let them know how well they get along with their partner and how much they participate is part of their
5. When this half of the class has completed the six stations, have them go to their desks and complete the “Flow Chart” organizer. The other half
of the class will begin with the stations. When they finish, they need to go back and complete the “Flow Chart” also. Both graphic organizers
need to be taken up for a grade. Use the “Wed Diagram” to score the rubric.

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Decision 3: Culminating Activity/Project Rubric
Scale
4                               3                              2                               1
Criteria

Choose correct instrument
Instrument of      Choose correct instrument on     Choose correct instrument on   Choose correct instrument on
on three or less of the
Measurement               all six objects                   five objects                   four objects
objects

Estimation of      Estimate was reasonable on all   Estimate was reasonable on     Estimate was reasonable on     Estimate was reasonable on
Measurement                 six objects                 five of the objects            four of the objects        three or less of the objects

Accurate measurement on all       Accurate measurement on        Accurate measurement on        Accurate measurement on
Actual Measurement
six objects                  five of the objects            four of the objects         three or less of the objects

Got along pretty well with      Did not get along with
Got along with partner and      Got along pretty well with
Social skills and                                                                    partner and participated in     partner and/or did not
participated in measuring       partner and participated in
Participation                                                                        measuring some of the        participate in measuring the
all of the objects         measuring all of the objects
objects                        objects

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Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?

Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews

   Use white boards for student practice and teacher will make informal observations as the class works through several problems

   Short answer tests or quizzes (throughout the unit)

   Station activities (students will be measuring objects throughout the unit)

   Student logs and journals

   Use the culminating activity for formal assessment

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Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.

   Read the short story The King’s Foot. (Any story introducing measuring will work.) If you are teaching in Ware County, this story is found in
the “Curriculum Units Package” Box. It’s in the “From Paces to Feet” book on pages 29-30. In the middle of the story, you could hand out the
“Student Sheet 5” from page 87 and have the students decide what the problem was or just finish reading the story and discuss the solution at the
end of the story.

   Teacher will share the content map and key vocabulary with the students.

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Decision 6: Acquisition Lessons

Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.

See the Acquisition Lessons Templates (pages 11-17) and the
Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.

Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills

Cause/Effect Compare/Contrast                   Constructing Support
Justification    Induction                            Deduction
Error Analysis    Abstracting                         Analyzing Perspectives
Classifying       Example to Idea                     Idea to Example
Evaluation        Writing Prompts

   Idea to Example: Make a booklet of the metric units of measurement. The students will find objects around the room for each unit of
measurement.

   Idea to Example: Make a booklet of the customary units of measurement. The students will find objects around the room for each unit of
measurement.

   Justification: Students will be deciding when it is appropriate to estimate a measurement and justifying their ideas.

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Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?

   As always, modifications will be made according to the students’ IEP and 504 plans.

   For the culminating activity, some students may need to do all the work independently or be partnered with the teacher instead of a student.

   For advanced learners, projects could be assigned for advanced measuring at home and other places outside of the school.

Decision 9: Lesson/Activity Sequence and Timeline

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.

Acquisition Lesson 1: What are the metric units of measurement for length? (1 day)

Acquisition Lesson 2: What are the metric units of measurement for length? (1 day)
Extending Thinking Lesson: How do I choose the correct metric unit of measurement? (1 day)

Acquisition Lesson 3: What are the metric units of measurement for length? (2 days)

Acquisition Lesson 4: What are the customary units of measurement for length? (1 day)

Acquisition Lesson 5: What are the customary units of measurement for length? (1 day)
Extending Thinking Lesson: How do I choose the correct customary unit of measurement? (1 day)

Acquisition Lesson 6: What are the customary units of measurement for length? (2 days)
Extending Thinking Lesson: When is it not necessary to be precise? (1 day)

Culminating Activity: How does what we measure determine how we measure? (1 day)

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Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.

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Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
Right Column: Provision to list comparable resources at a later time.

From Paces to Feet; Karen Economopoulos; Scott Foresman; 2004

Basic Math Skills: Grade 3; Jo Ellen Moore; Evan-Moor; 2003

http://www.321know.com

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The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.

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Acquisition Lesson 1
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Christy Bond

Essential Question: What are the metric units of measurement for length? (millimeter, centimeter, meter, kilometer)
How do I choose the correct unit of measurement? (depends on the size of the object being measured)
Activating Strategies:      Use the Peachstar website. (http://www.gpb.org/peachstar) Click on the video streaming picture at
(Learners Mentally Active)       the top right. Then type in the “Search by Keyword:” Measurement and Scale. When it comes up,
click on “Measurement and Scale;” then click on the “S” by Length. This video clip lasts 7 minutes.
 If you don’t have a membership to Peachstar and you teach in Ware County, use the From Paces to
Feet book in your “Curriculum Units Package” box. Do the “Scavenger Hunt” activity on page 53.
This activity uses the units centimeter and meter.
Acceleration/Previewing: millimeter, centimeter, meter, kilometer, metric

Teaching Strategies:             Introduce centimeter using the “Word Map-Measuring” graphic organizer (p.34). Give the example
(Collaborative Pairs;          of the width of your pinky as the length of a centimeter. Ask students to look around the room for
Distributed Guided Practice;           things that could be measured in centimeters.
Distributed Summarizing;            Do some examples of measuring with centimeters with some of the objects the students call out.
Graphic Organizers)           Using collaborative pairs, have the “ones” measure the length of three objects in their desks using
centimeters and the “twos” check for accuracy and write down the objects and length in cm-then
switch roles and the “twos” choose and measure three objects and the “ones” check for accuracy and
write down the objects and length in cm. (As the students are doing this, circulate around the room and
be sure the students are measuring correctly.)
   Introduce millimeter using the “Word Map-Measuring” graphic organizer (p.34). Give the example
of the thickness of a dime as the length of a millimeter. Tell them there are 10 mm in one cm. Tell
them this phrase to help them remember: “A centimeter is bigger than a millimeter because cats
are bigger than mice.” Ask students to look around the room for things that could be measured in
millimeters. Remind them it will need to be really small objects.
   Do some examples of measuring with millimeters with some of the objects the students call out.
   Using collaborative pairs, have the “ones” measure the length of three objects in their desks using
millimeters and the “twos” check for accuracy and write down the objects and length in mm-then
switch roles and the “twos” choose and measure three objects and the “ones” check for accuracy and
write down the objects and length in mm. (As the students are doing this, circulate around the room and
be sure the students are measuring correctly.)
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Distributed Guided Practice/          Have the students do some independent practice measuring things with cm and mm.
Summarizing Prompts:
(Prompts Designed to Initiate      If you teach in Ware County, use the Saxon Math Master 119 and have the students measure in cm
Periodic Practice or        and mm. (You would need to delete problems 9 and 10.) Another practice sheet is in the Basic Math
Summarizing)          Skills book page 219. Remind them: perimeter= l + w + l + w

Summarizing Strategies:            Have the “ones” tell the “twos” the phrase to remember which unit is bigger- cm or mm. Have the
(Learners Summarize &           “twos” tell the “ones” one object that can be measured using centimeters and one object that can be
Answer Essential Question)        measured using millimeters.

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Acquisition Lesson 2
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Christy Bond

Essential Question: What are the metric units of measurement for length? (millimeter, centimeter, meter, kilometer)
How do I choose the correct unit of measurement? (depends on the size of the object being measured)
Activating Strategies:      Use the Peachstar website. (http://www.gpb.org/peachstar) Click on the video streaming picture at
(Learners Mentally Active)       the top right. Then type in the “Search by Keyword:” Mathica’s Mathshop: Big Business. When it
comes up, click on “Big Business;” then click on the “S” by Measuring Length. This video clip
 If you don’t have a membership to Peachstar and you teach in Ware County, use the From Paces to
Feet book in your “Curriculum Units Package” box. Do the “Metric Measurement” activity on
pages 56-58. In this activity the students measure using centimeters. Before beginning the activity,
ask the questions from “Deciding How to Measure Our Feet” on page 32.
Acceleration/Previewing: millimeter, centimeter, meter, kilometer, metric
(Key Vocabulary)
Teaching Strategies:             Introduce meter using the “Word Map-Measuring” graphic organizer (p.34). Tell them the length
(Collaborative Pairs;          of a meter is about half the height of a tall adult. Use a meter stick and show them where one meter
Distributed Guided Practice;           would be on you. Ask students to look around the room for things that could be measured in meters.
Distributed Summarizing;            Do some examples of measuring with meters with some of the objects the students call out.
Graphic Organizers)           Split the class up into groups. (The number of groups depends on the number of meter sticks you
have.) Have each group measure the length of objects in the room using meters. Each person in the
group should have a turn measuring. Have a recorder in the group write down what they measure
and the measurements of each object. (As the students are doing this, circulate around the room and be
sure the students are measuring correctly.)
   When all groups are finished, have each group share one of their findings. List the measurements on
the board and have the class put the objects in order from smallest to largest.
   Introduce kilometer using the “Word Map-Measuring” graphic organizer (p.34). Tell the students
some examples of when you would measure using kilometers. (Some examples: from school to
Wal-Mart, from Movie Theater to stadium, from Wal-Mart to Wendy’s, etc.)

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Distributed Guided Practice/          Play “Name that Measurement Unit.” Have the students get out white boards. List the different
Summarizing Prompts:              types of metric measurements that you have studied on the board. Write a number by each one.
(Prompts Designed to Initiate       (Example: 1=Centimeter 2=Millimeter 3=Kilometer 4=Meter) Give the students an example of
Periodic Practice or        an object to measure. Ask students to write the number of the unit of measurement that would be
Summarizing)          appropriate to use for measuring that object. Then say “1,2,3…SHOW ME” and have them show
you the answer. Do this several times until you feel the students understand the difference in the
units.

Summarizing Strategies:            Numbered Heads: Have the “ones” tell the “twos” the units of measurement in order from smallest
(Learners Summarize &           to largest. Have several “twos” share the answer with the class. (millimeter, centimeter, meter,

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Acquisition Lesson 3
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Christy Bond

Essential Question: What are the metric units of measurement for length? (millimeter, centimeter, meter, kilometer)
How do I choose the correct unit of measurement? (depends on the size of the object being measured)
Activating Strategies:                  Use the Peachstar website. (http://www.gpb.org/peachstar) Click on the video streaming picture at
(Learners Mentally Active)                   the top right. Then type in the “Search by Keyword:” Mathica’s Mathshop: Super Gnome. When it
comes up, click on “Super Gnome;” then click on the “S” by Measurement. This video clip lasts
 After the video or if you don’t have a membership to Peachstar, partner the students up. Have them
measure each other using centimeters. Like the video, let the students measure the length of their
partners’ arms and shoulder width. Have them record their findings on a piece of paper. Then
collect the data and make a class graph.
Acceleration/Previewing:                    Review the vocabulary from the previous lessons. (millimeter, centimeter, meter, kilometer) Give
(Key Vocabulary)                 the students a few minutes to review their vocabulary maps. Then play a vocabulary game.
Teaching Strategies:                  Have several squares and rectangles of different sizes cut out for the students. Have each one
(Collaborative Pairs;                  labeled with a letter or number. Split the shapes up and put them into Ziploc bags and each group
Distributed Guided Practice;                   will need a bag. Using numbered heads, the “ones” will measure the squares in millimeters and
Distributed Summarizing;                     centimeters. The “twos” will measure the rectangles in millimeters and centimeters. Then the
Graphic Organizers)                    partners will work together to figure out the perimeter of each shape in millimeters and in
centimeters.
 The teacher will already have the answers and as groups finish they can bring you the answers. If
the partners have all answers correct, then they can move on to the “Metric Review Sheet.” If not,
they must go back and measure the incorrect shapes again.
Distributed Guided Practice/                    Give the students some type of review sheet/activity. If you teach in Ware County, use the “Metric
Summarizing Prompts:                          Review Sheet” from your resource packet.
(Prompts Designed to Initiate Periodic
Practice or Summarizing)

Summarizing Strategies:                        Give the students a metric units of measurement formal assessment. If you teach in Ware County,
(Learners Summarize &                        you can use the “Metric Assessment” from your resource packet.

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Acquisition Lesson 4
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Christy Bond

Essential Question: What are the customary (standard) units of measurement for length? (inch, foot, yard, mile)
How do I choose the correct unit of measurement? (depends on the size of the object being measured)
Activating Strategies:          Use the Peachstar website. (http://www.gpb.org/peachstar) Click on the video streaming picture at
(Learners Mentally Active)          the top right. Then type in the “Search by Keyword:” Mathica’s Mathshop: All-Star Elf. When it
comes up, click on “All-Star Elf;” then click on the “S” by Measuring and Graphing Height. This
video clip lasts 4.5 minutes.
 If you don’t have a membership to Peachstar, have your students trace one hand on a piece of paper.
Then have them trace one foot on the other side of the paper. Tell them they will need to hold on to
it because soon they will be measuring their hand and foot using inches.
Acceleration/Previewing:           Tell the students you are switching from metric units to customary units of measurement. Also let
(Key Vocabulary)           them know that these units of measurement can be called standard units of measurement.
 inch, foot, yard, mile, customary, standard
Teaching Strategies:          Read the “Teacher Note” in From Paces to Feet on page 55. Explain to the students that the United
(Collaborative Pairs;         States and Liberia are the only countries using nonmetric units of measurement.
Distributed Guided Practice;       Introduce inch using the “Word Map-Measuring” graphic organizer (p.34). Tell them the length of
Distributed Summarizing;            an inch is about the length of your thumb bent. (It’s about an inch from the end of the thumb to the
Graphic Organizers)           joint.) Ask students to look around the room for things that could be measured in inches.
 Do some examples of measuring with inches with some of the objects the students call out. Show
them how to round up and down if you are not measuring to the nearest half-inch.
 Next, split your class into partners. Have each student draw a “stick figure” person on a piece of
construction paper. When partners have both completed the drawing, have them switch papers and
use their rulers to measure the length of the drawing in inches. They can also measure the length of
the arms, legs, etc. They need to record the lengths on the paper. Then the partners can switch the
papers back and check to make sure the lengths are measured accurately. If there is a discrepancy,
the teacher can measure the figure to make sure it’s measured correctly. These would be great
displays for the classroom once the activity is completed.
 After that, introduce foot using the “Word Map-Measuring” graphic organizer (p.34). Tell them the
length of a foot is 12 inches which is the length of their rulers. Ask students to look around the room
for things that could be measured in feet.
 Do some examples of measuring with feet with some of the objects the students call out.
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Distributed Guided Practice/          Ask for several volunteers to come up to the front of the class. Measure the volunteers in feet and
Summarizing Prompts:              inches and list their names and heights on the board. Have the class help you arrange the students
(Prompts Designed to Initiate       from shortest to tallest. Then begin the class the below practice sheet. When they have begun,
Periodic Practice or        continue measuring the rest of the class…listing the names and heights on the board. You will use
Summarizing)          this information later.
   Have the students do more practice with measuring in inches with some type of measuring activity.
A good practice sheet is found in the Basic Math Skills book page 208. They will first estimate the
measurement and then they actually measure the objects. When most have completed the sheet, go
over the answers together or send it home to be completed for homework.
   Make a class graph of the students’ heights after you have finished measuring all of the students.
Ask the students questions from the graph. (Examples: Who is the tallest in the class? Who is the
shortest in the class? How many people are taller than 3’ 7’’? How many people are shorter than
3’2’’? etc.)
Summarizing Strategies:            Numbered Heads: Have the “ones” tell the “twos” the customary units of measurement we have
(Learners Summarize &           studied and tell which unit is the smallest. Have the “twos” tell the “ones” some things that can be
Answer Essential Question)        measured with each unit.

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Acquisition Lesson 5
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Christy Bond

Essential Question: What are the customary (standard) units of measurement for length? (inch, foot, yard, mile)
How do I choose the correct unit of measurement? (depends on the size of the object being measured)
Activating Strategies:      Have an adult in the school (maybe the principal) come into your class to be a “special guest”. Have
(Learners Mentally Active)       the students estimate the adult’s height in feet and inches and write it down on their white boards.
Then have a volunteer come to the front of the class and help you measure the “special guest.” Then
check and see who had the closest estimate. Have the class thank your special guest for stopping in
for the experiment. 
Acceleration/Previewing:       inch, foot, yard, mile, customary, standard
(Key Vocabulary)
Teaching Strategies:             Let the class know you are still working on customary (standard) units of measurement. Introduce
(Collaborative Pairs;          yard using the “Word Map-Measuring” graphic organizer (p.34). Tell them the length of a yard is 3
Distributed Guided Practice;           feet. Then show them a yard stick. (Also compare it to a meter stick and show them how the two
Distributed Summarizing;             are about the same.) Ask students to look around the room for things that could be measured in
Graphic Organizers)            yards. Measure a few of the examples that the students call out.
   Now, split the class up into groups of three. Go around the room numbering off-1,2,3. The “ones”
of the group get the supplies. The “twos” write down the information. The “threes” will share the
information with the class at a later time. Each group needs a clipboard, a piece of paper, and a
pencil. Have them list these three things on their paper: sidewalk, slide, tree. Then have them
make two columns on the paper…estimates and measurements. Take the students around the school
and measure those three objects. First, allow them to write down an estimate. Then, measure the
objects in yards. You will be rounding off to the nearest yard. Have the students help you in
measuring the objects. (If you teach in Ware County, you can give the students the “Measuring
Using Yards” sheet from your resource packet.) Come back in and allow the “threes” to share one
of their estimates that is correct or close to being correct.
   Introduce mile using the “Word Map-Measuring” graphic organizer (p.34). Give examples using
miles in your community. Then compare mileage from your town to other towns the students are
familiar with. (Be sure to check on this before class begins!) Let them know that a mile and a
kilometer are close to the same length.

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Distributed Guided Practice/          Play “Name that Measurement Unit.” Have the students get out white boards. List the different
Summarizing Prompts:              types of customary measurements that you have studied on the board. Write a number by each one.
(Prompts Designed to Initiate       (Example: 1=Mile 2=Inch 3=Yard 4=Foot) Give the students an example of an object to
Periodic Practice or        measure. Ask students to write the number of the unit of measurement that would be appropriate to
Summarizing)          use for measuring that object. Then say “1,2,3…SHOW ME” and have them show you the answer.
Do this several times until you feel the students understand the difference in the units.

Summarizing Strategies:            Have objects written down on post-it notes and fold the note over. Put the notes in a basket. For a
(Learners Summarize &           “Ticket Out The Door” activity, have each student draw a post-it note out of the basket and tell you
Answer Essential Question)        which unit of measurement would be used to measure that object. They could also make an estimate
of what they think the measurement would be.

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Acquisition Lesson 6
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Christy Bond

Essential Question: What are the customary (standard) units of measurement for length? (inch, foot, yard, mile)
How do I choose the correct unit of measurement? (depends on the size of the object being measured)
Activating Strategies:         Have a list of objects written on the board of things you would see at the amusement park “Disney
(Learners Mentally Active)          World.” (Examples: Mickey Mouse sucker, road from Animal Kingdom to Epcot, the character
Goofy, Mickey Mouse ears, road from Magic Kingdom to MGM Studios, Princess coloring book, the
character Donald Duck, Cinderella’s castle, etc.) Tell the class you are going on a pretend field trip
to “Disney World” and you will win cash and prizes there if they can answer these questions
correctly. Go through each example and have the class vote on which unit of measurement would
be best to use in measuring that example. When you have gone through the entire list, go back and
check their answers and give out pretend “cash and prizes” for each correct answer.
Acceleration/Previewing:           Review the vocabulary from the previous lessons. (inch, foot, yard, mile) Give the students a few
(Key Vocabulary)           minutes to review their vocabulary maps. Then play a vocabulary game.
Teaching Strategies:             Have the students do a customary review activity or review sheet. If you teach in Ware County, use
(Collaborative Pairs;          the “Customary Review Sheet” from your resource packet.
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/              Have different objects written out on index cards. List the customary units of measurement on the
Summarizing Prompts:                  board. Play “Around the World” with the students. To play, you hold up the index card with the
(Prompts Designed to Initiate          object written down. Two students stand up and the first one to correctly tell the unit of
Periodic Practice or           measurement used to measure that object moves on to the next desk. The student that makes it all
Summarizing)             the way around the room wins the game. (You could include the “Disney World” objects in the
game too.)
Summarizing Strategies:               Give the students a customary units of measurement formal assessment. If you teach in Ware
(Learners Summarize &               County, you can use the “Customary Assessment” from your resource packet.

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Extending Thinking Lesson (To be used after Lesson 2)
Name: Christy Bond

Essential Question: How do I choose the correct metric unit of measurement? (depends on the size of the object being measured)
Mini-Lesson:
   Pull back out the “Word Map-Measuring” graphic organizers. Review the four metric units that
have been studied- millimeter, centimeter, meter, and kilometer.

Task:          Students will make a “Metric Units of Measuring Length” book. They will write a short paragraph
about each unit and give examples of things they have measured in the classroom.

Summarize/Sharing:              Students will read their completed books to a partner. The teacher may choose a few students to
share their books with the class. The teacher could display the books in the classroom or in the
hallway.

Assignment:            Have your students make a “Metric Units of Measuring Length” book. Give each student a piece of
construction paper. Have them fold it in half and label the outside. (Maybe label it “My Metric
Units of Measuring Length Book.”) Then give each student two blank sheets of paper and have the
students fold them in half and slip them inside the construction paper. Direct them to write the
following on the first inside page “A __________ is about one millimeter long.” They can use their
graphic organizers to help them. They are to fill-in-the-blank and draw a picture of that item. Then
they can look around the room and find something that would be measure in millimeters, measure it,
and write about it on that page. Direct them to write the following on the second page “A ______ is
about one centimeter long.” They are to fill-in-the-blank and draw a picture of that item. Then they
can look around the room and find something that would be measure in centimeters, measure it, and
write about it on that page. The third page would begin “A ________ is about one meter long.”
They are to fill-in-the-blank and draw a picture of that item. Then they can look around the room
and find something that would be measure in meters, measure it, and write about it on that page.
(You could partner them up for measuring in meters.) The last page on kilometers could just be a
paragraph describing kilometers and stating that these are the longest metric units that have been
studied.

21
Extending Thinking Lesson (To be used after Lesson 5)
Name: Christy Bond

Essential Question: How do I choose the correct customary unit of measurement? (depends on the size of the object being measured)
Mini-Lesson:
   Pull back out the “Word Map-Measuring” graphic organizers. Review the four customary units that
have been studied- inch, foot, yard, and mile.

Task:          Students will make a “Customary Units of Measuring Length” book. They will write a short
paragraph about each unit and give examples of things they have measured in the classroom.

Summarize/Sharing:              Students will read their completed books to a partner. The teacher may choose a few students to
share their books with the class. The teacher could display the books in the classroom or in the
hallway.

Assignment:            Have your students make a “Customary Units of Measuring Length” book. Give each student a
piece of construction paper. Have them fold it in half and label the outside. (Maybe label it “My
Customary Units of Measuring Length Book.”) Then give each student two blank sheets of paper
and have the students fold them in half and slip them inside the construction paper. Direct them to
write the following on the first inside page “A __________ is about one inch long.” They can use
their graphic organizers to help them. They are to fill-in-the-blank and draw a picture of that item.
Then they can look around the room and find something that would be measure in inches, measure
it, and write about it on that page. Direct them to write the following on the second page “A ______
is about one foot long.” They are to fill-in-the-blank and draw a picture of that item. Then they can
look around the room and find something that would be measure in feet, measure it, and write about
it on that page. The third page would begin “A ________ is about one yard long.” They are to fill-
in-the-blank and draw a picture of that item. Then they can look around the room and find
something that would be measure in yards, measure it, and write about it on that page. (You could
partner them up for measuring in yards.) The last page on miles could just be a paragraph
describing miles and stating that these are the longest customary units that have been studied.

22
Extending Thinking Lesson (To be used after Lesson 6)
Name: Christy Bond

Essential Question: When is it not necessary to be precise? (when you are estimating a measurement)

Mini-Lesson:
   Pull out a map. Tell the students you are going to pretend to go on a field trip to Wild Adventures.
Find your town on the map and point it out. Then find Valdosta and point it out. Look at the map
scale and use it to estimate how many miles it would be. Tell the students that you don’t always
have to be exact in your measurements…sometimes you can just estimate a measurement.

Task:          Students will brainstorm instances when estimating a measurement would be appropriate. They are
to justify why it would be appropriate to estimate the measurement instead of having a precise
measurement.
Summarize/Sharing:             Students will share their ideas with the class. The class will vote by showing a “thumbs up” or a
“thumbs down” whether they agree with the students presenting the ideas.

Assignment:            Partner students up for the assignment. The “ones” will be the recorders of the information and the
“twos” will be the presenters of the information. Have the students brainstorm three instances when
estimating a measurement would be appropriate. They are to write a paragraph briefly explaining
why it would be appropriate to estimate the measurement in each situation. They can draw a picture
with each situation-time permitting. When all the partners have completed the assignment, the
“twos” will share the ideas with the class. The class will vote on whether they agree with the
presenters.

23
24
 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 You must include at least one in your unit.
by citing the title and page number in the Decision 2 form
field.
 You may also pre-fill your chosen graphic organizer by
navigating to that page and clicking in the appropriate text-
spaces.

25
®
Learning-Focused
Strategies Notebook
Teacher Materials
Dr. Max Thompson & Dr. Julia Thompson

Learning Concepts Inc.
PO Box 2112
Boone, NC 28607
(866) 95-LEARN
(866) 77-LEARN Fax
www.learningconcepts.org

26

Graphic Organizer Titles                                        Page Numbers

* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
27
Graphic Organizers
1.     Graphic organizers help students comprehend information through visual
representation of concepts, ideas, and relationships. They provide the structure
for short and long term memory.

2.   Graphic organizers turn abstract concepts into concrete visual representations.

3.     Understanding text structure is critical to reading comprehension. If
students have a guide to the text structure, their comprehension
is considerably higher than when they only rely on reading and memorization.
Expository texts “explain” or tell about a subject. Their ideas are organized by:
*      Sequence or Time-Order
*      Listing or Description
*      Compare/Contrast
*      Cause/Effect
*      Problem/Solution

4.     The most important question a teacher can answer is:
“How do I want students to THINK about my content ?”
Then the teacher selects a graphic organizer that facilitates that type of thinking.

5.       The use of graphic organizers produces learning effects that are substantial and long
lasting.

28
KWL Outline 1

-K-              -W-               -L-
Think I Know…   Think I’ll Learn…   I Learned…

29
KWL Outline 2
-K-        -W-             -L-
I Know…   Think I Know   Want to Know

30
KWL Outline 3

-K-            -W-                -L-
What I Know…   Think I’ll Know   What I Learned

31
KWL Outline 4

-L
-K-            -W-
What We Learned and
What We Know   What We Want
Still Need to Learn…
To Find Out

32
KWL Plus Outline

Topic:
-K-                            -W-         -L-
Know                       Want To Know   Learned

Final category designations for “L”:

33
Word Map-Measuring
What is it?
(write the definition)             What are some things we
can measure with it?

The Word

What are some examples?

34
Frayer Diagram 1

Definition         Characteristics

Examples           Non-Examples

35
Frayer Diagram 2

Definition         Sentence

I Think            Draw

36
Folk Tales Story Map
Title:

Characters:

Setting:

Problem:

Events: 1.
2.
3.
4.

Solution:

37
Fish Bone (Cause / Effect)

Effect

Causes                                         38
Cause and Event

CAUSE

CAUSE         EVENT   CAUSE

39
CAUSE
Cause and Effect
Cause

Cause:

Cause:
Effect:

Cause:

Cause

40
Flow Chart   (Measuring)

Directions:

List the six objects that you measured in order from the smallest to the largest.
You will not use the first or last box because you only measured six objects.

X

X
41
Cycle Graph   (Sequence and Repeat)

42
Compare / Contrast 1

Concept 1                        Concept 2

How Alike?

How Different?

With Regard To

43
Compare / Contrast 2
Concept 1                          Concept 2

How Alike?

How Different?

With Regard To

Summarize:
44
Describing An Event (Abstracting)

WHO?                          WHY?

WHEN?                           HOW?

WHERE?                      SIGNIFICANCE?

45
Descriptive Organizer
(Literary Element)

TOPIC

DETAILS

MAIN IDEA SENTENCE

46
DETAILS   (Literary Element)

MAIN
IDEA

47
STORY MAP
(Literary Element)

Title:

Setting

Characters

Problem

Event 1:        Event 4:

Event 2:        Event 5:

Event 3:        Event 6:

Solution:

48
Story Pyramid (Characterization)

1.

2.

3.

4.

5.

Directions:
1.   Insert 1 word that names a central character.
2.   Insert 2 words that describe the setting.
3.   Insert 3 words that describe a character.
4.   Insert 4 words that describe one event.
5.   Insert 5 words that describe another event.

49
Character Map (Literary Element)

Example                                                       Example

Example
Example                                 Quality

Quality                                                                                                 Quality

Character’s Name

Example                               Directions:                                   Example

1.   Write character’s name in central square.
2.   In the rectangles, list adjectives or qualities that describe
that character.
3.   In the ovals, writs examples from the text that support the
50
STORY WORM (Literary Elements)
Event

Event

Conclusion
Setting

Main
Character

51
Story Map Showing Character Change

Turning Point

Character at Beginning   Events That Caused Change   Character at End
of Story                                          of Story

52
Matrix

Top
Category
Side
Category

53
WEB DIAGRAM (Measuring)

Instrument being used:   Instrument being used:
Estimate of measurement                                                              Estimate of measurement

Actual measurement:                                                                                                Actual measurement:

Object:                              Object:

Instrument being used:                                                                                                                Instrument being used:

Object:
Measuring                             Object:
Centers
Estimate of measurement                                                                                                               Estimate of measurement

Object:                              Object:
Actual measurement:                                                                                                                   Actual measurement:

Instrument being used:                                                                                                                Actual measurement:
Estimate of measurement                                                        Estimate of measurement
Actual measurement:    Instrument being used:

54
Newspaper Model – 5W Model (Abstracting)

Topic:
WHO             WHAT             WHEN       WHERE              WHY

Using the information from this form write a paragraph

55
5W and How Model
TOPIC: ______________________________________
WHO:

WHAT:

WHEN:

WHERE:

WHY:

HOW:

SUMMARY STATEMENT:

56
Word Problems: Math (Problem Solving)
What is the question?

What is the essential information?

What information is not needed?

What operations will I use?

Can I draw a diagram of the problem?

57

To solve this problem, first I ___    To solve this problem, first I ___

Then I ___                            Then I ___

..because ___                         ..because ___

58
Organizational Graphic Organizer (Classifying / Categorizing)

Central Topic

59
Problem / Solution Organizer (Problem Solving)

Topic

Problem                                          Solution

Main Idea Sentence

60
SKILLFULL DECISION MAKING
OPTIONS
What can I do?

OPTION
CONSIDERED

CONSEQUENCES                      SUPPORT                          VALUE
What will happen if          Why do you think each    How important is the consequence?
you take this option?        consequence will occur?                 Why?

61
Prediction Tree Model (Deduction)
Details / Proof

Details / Proof                             Prediction                              Details / Proof

Prediction                                                             Prediction

Conclusion or Final Prediction

1. Solid Lines & Boxes Are Details / Proof     2. Ovals Are Predictions     3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2. Read, Gather Details, Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction

62
Constructing Support
Position Statement

Reasons

Facts

63
Inductive Reasoning

Details:

Patterns:

Generalization:

64
Analyzing Perspectives

Issues:

Personal Perspective or Main Character’s Perspective:

Reason/Logic:

Different Perspective:

Reason/Logic

Conclusion/Awareness

65
The Most Important Thing

is __

But. The most important thing about

is __

66

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