Phase 2

Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe

• What went well and what didn't go well during the implementation of your lesson?
• Good: Overall, the flow of the lesson and the implementation went well. I felt that I was able to clearly give directions and help students where they needed help if they needed help.
• Bad: It was really hard to really get an understanding of how my lessons would go with actual first graders and questions they might come across since I was teaching to college students that obviously already know everything I was covering. 
• How well was the alignment to objectives and standards maintained?
• I believe that I was able to align my objectives and standards. The objective of my lessons came directly from what the standards were requiring.
• Describe any modifications made during the implementation of the lesson
• During my lessons I was not able to use a smartboard, that would have been more useful and would have added an element of techonology which is always good for students to see since it becoming more and more relevant in their lives. I also wanted the students to freely go and measure things of their interest and what they wanted to know the length of, but since we were crunched on time and had other lessons going on I decided to choose simple things they could just measure at their desk. I also wanted to complete all of their graphing and data on an iPad. They would have been able to be mobile and document everything on that instead of having to write it town and transfer it onto a computer. But as far as modifications for learners, I did not need to modify my lesson to accommodate a students special needs.

Mechanics:

• What technologies did I use (for the teacher and the learner)?
• Computers
• iPads (would have)
• SmartBoard (would have)
• How were the technologies used (by whom and in what manner)?
• Computers - by the students. They documented data and transferred that into bar graphs.
• My lesson was within the correct time frame
  • The lesson was in the correct frame time because I made sure to keep an eye on the clock and add or remove certain parts of the lesson according to our time limit.

Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• My students did exactly what they were supposed to do. They documented everything and created multiple graphs for comparison between the different types of units that we used and were able to write about it.
• Describe the level of success you had in teaching the lesson
• How do your individual reflections support this?
• I believe that I got the big picture across and was able to help them understand nonstandard and standard units of measurement. We also were able to incorporate graphing into the lesson.
• How do the comments from your classmates support this?
• Most of my comments say that they felt I was prepared, helped students, and successfully conducted my lessons. They gave me a few pointers like being prepared for gifted students and having more visuals... so that I will improve on!
• MY DOCUMENTATION CANNOT UPLOAD SINCE IT IS A WORD DOCUMENT.... YOU CAN FIND THEM ON BBLEARN! :)

Materials

-Gummy worms
-Rulers
-Computer
-Word Documents
-Graphing tools
-Pencils
-Papers
-Desks
-Shoes

Assessment

Reflect on:

Planning Assessment (InTask Standard # 6):

• How does the assessment align with the standards and objectives of this lesson?
  - The students are supposed to be able to measure in using standard units, and by day 3 we are using rulers to measure and compare our results. They will turn in their graphs and writings as a form of formal assessment. I will be taking anecdotal records throughout the lessons.
• How does the assessment demonstrate that the students have been successful in learning the content?
  - The data from measuring with show that they were able to successfully measure items and record the length.
• How does the assessment demonstrate student engagement in higher order thinking?
  - The students are engaging in the content and how to use technology to reach this goal. The are measuring items and converting it into units and then into a graph.
• How does the assessment demonstrate that individual student needs were met?
  - Each student will be turning in their work that they completed individually. I will also be walking around observing, helping, and taking notes/mental notes on students performance. 

Implementation Lesson 2

Procedure:

DAY 1:
1) To begin our unit each student will complete KWL chart in their journals, and then we will put all of our information together in a KWL chart on the board.
2) Discuss that there are 2 forms of measurement; non-standard and standard.
3) Show how to measure using a non-standard tool (gummy worm)
4) I will hand each student a gummy worm, explain to them what we are using it for... not eating!
5) Together we will measure the same item; desk (so that we will all get the same result.
6) Write down in journal the 5 things they are to measure, then I will release them to measure on their own and record their data.
7) We will transfer that data into a graph.
8) Discuss what we did, ask if anyone has questions, we will continue tomorrow.

DAY 2:
1) We will begin by reviewing what we did yesterday.
2) I will introduce standard tool, ruler, inches, estimation. (vocabulary)
3) I will show how to estimate and measure using a ruler
4) As a class we will estimate the same object, then measure the same object, and talk about results.
5) We will estimate first and record our data, we will actually measure tomorrow.
6) Transfer data to the computer and graph.

DAY 3:
1) We will review what we did yesterday.
2) We will actually measure the same objects that we measured the day before using rulers and record the data.
3) Transfer our data onto the graph and compare our results.
4) Write about our results in our journals and finish our KWL charts.

Technology Integration: The students will be using word documents to record their data  and use a graphing program to make graphs.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay -  I will give them written directions that are step by step so that are able to go at their own pace.
• Gifted - I will have them put in 2 different units of measurement (inches and centimeters)
• ELL - I will give them a paper with key words.

Reflect on:

Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?
  -I need to slowly introduce the topic of measurement and kids love anything food related, and I am having them get up and measure things because it is more exciting and engaging than measuring drawings on a worksheet. 
• How do the instructional methods align with what you know about best practices (think about your methods classes)?
  - I believe that hands on activities and seeing data in different forms is important and engages the children more than completing a worksheet. 
• How are you engaging students in creative and higher order thinking?
  - I am having them get up and measure objects using different tools and them comparing the different tools that they used by graphing.
• How does your integration of technology support what you know about best practices for technology integration in the classroom? (Use the research that you and your classmates did as a resource)
  -Using hands-on technology gets students more engaged just within the fact that it's technology. It is relevant to the students lives, so they are going to be more excited to participate. 

Overview Lesson 2

Grade Level: 1st

Subject(s): Math

Topic of Study: Measurement

Time Allotment: 30-45 minutes, 3 days

Standards: 

CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

CCSS.MATH.CONTENT.1.MD.A.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Objectives: 

-The students will be able to measure and collect data on a chart using different measurement tools

-The students will be able to compare if an object is longer/shorter wider/thinner than another based on their measurements

-The students will be able to convert data from numbers to a graph

Reflect on:

Assessing Prior Knowledge:

• What do the students need to know prior to the lesson? 

  -The students need to know how to count

  
  

  -The students need to know what makes something bigger or smaller than another object 

• How will prior knowledge and experience be assessed?

  -I will give each student a gummy worm and have them measure the same object (their desk) using that worm and have them show me their answer. This will give me an idea if they know how to use measuring tools and if they are able to understand units of measurement.

• How will you use this information in the planning process?

  -Depending on how well or how poor the students are able to measure correctly using the gummy worm and a measuring tool, it will help me know what areas to focus more on or not to give so much attention to. This way the lesson is directly planned around the students and their knowledge/abilities.

Planning Instruction: 

• Why should the content of this lesson be taught at this grade level?

  -Measurement is essential in a lot of aspects of our daily lives. We need to know how long or wide things are. We measure our feet to know what shoe size we wear, we have an understanding of how wide our car is to park it, we measure distance to know how long it will take us to get somewhere. Measurement should begin in first grade to be the foundation for going more in depth in later grades.

• How do the objectives that you have for the lesson align with the standards?

  -The objectives align with the standards because they address the actions that the standards require for students to master.

• When will the lesson be taught in the course of the school year? Why?

  -I feel that this is something that should be taught mid-year or later because they first need to have a sense of numbers and what they mean.