Temple University Lesson Plan

HEADING:
Students Name: Erin Kim Subject Areas: Mat #oncept$Topic: Measurin% DESIRED RESULTS: Curriculum Standards: "-.-A- Ma)e* c ec) and veri/y predictions about t e 0uantity* si1e and s ape o/ objectsand %roups o/ objects "-.-2- Use measurements in everyday situations AL "-' 3emonstrate ability to complete a variety o/ tas)s* activities* projects and e4periences Objectives: S52AT--'- Use a variety o/ units o/ measurement to measure an object"- 2uild a sculpture based on ' /actor: ei% t* len%t * or (idt +- Estimate t e ei% t* len%t * or (idt 6as speci/ied7!rade Level: " nd !rade Time: &ver ' (ee)* +, minutes eac day

PROCEDURE (LEARNING PLAN) :

Materials and Technology: 8arious solid objects /or ma)in% sculptures 9at S eets o/ paper (it situations !lue :ulers 5or)space Step-By-Step Procedure: 2e very speci/ic about t e details o/ t e lesson plan* suc t at someone* in your absence* could use t e plan to teac it t e (ay you intended- ;or e4ample* i/ you (ant to discuss somet in%* o( (ill you /acilitate t e discussion< 5 at (ill you say< Ma)e sure t at you include assessments t at provide evidence o/ ( at students )no( and can do'- Engagement/Introduction: a- Explain the hook or lead-in part of the lesson: E4plain to t e students t at you ave a problem: your problem is t at you are openin% an art %allery (it oddly s aped rooms* and you need to put art pieces in eac room- T ere are ', types o/ rooms* and you need sculptures t at /ill up eac roomi- :oom t at is '" inc es tall ii- :oom t at is ' meter tall iii- :oom t at is ". centimeters tall iv- :oom t at is ' yard tall v- :oom t at is ", inc es across

vi- :oom t at is ., centimeters across vii- :oom t at is = meter across viii- :oom t at is > inc es deep i4- :oom t at is ?, centimeters deep 4- :oom t at is = yard deep b- Step by Step Instructions: List descriptive directions /or t is lesson- :e/er to location and %roup si1ei- *******This lesson should be done as a summati e assessment on students! understandings of different units of measurement and estimation ii- 5it t e cutout pieces o/ paper (it t e scenarios* classi/y eac scenario as a ei% t* len%t * or dept scenario- To classi/y* read t e scenario to t e class 6or as) a student to read7 and t en as) t e class to classi/y t e scenario in one o/ t e t ree cate%ories- 9ave t e t ree cate%ories already (ritten on t e board* in t ree columns- A/ter readin% t e scenario* as) students to T in)@Pair@S are t eir ans(ers (it a partner* t en as) a student to s are t eir ans(er to t e class- As) t e student ( y t ey c ose t e cate%ory t ey did* t en tape t e scenario under t e cate%ory t ey said- 3o t is (it all ten scenariosiii- 3ependin% on t e si1e o/ you class* ave t at many cutout pieces o/ paper 6students can ave t e same scenariosA7- E4plain to t e students t at you ave put t e type o/ room scenario into a at 6s a)e t e at7 and t at eac student is %oin% to pic) a scenario5 en t ey pic) t eir scenario* tell t em to not tell anybody else ( ic room scenario t ey ad- A/ter pic)in% t eir scenario* as) t em to (rite ( ic cate%ory t eir scenario /ell under- E4plain to t e students t eir mission: BEveryone as a type o/ room t at t eir sculpture in ( ic t e sculpture needs to /it- C/ t e sculpture does not /it* C cannot s o( it in my art s o(A Dou only ave one type o/ measurement* t e (idt * ei% t* or t e len%t * so you just ave to ma)e sure your sculpture /its into t e one cate%ory- ;or e4ample* i/ C ave a project t at needs to be +, inc es lon%* C dont ave to (orry about t e ei% t or t e (idt - T e ei% t and t e (idt can be anyt in%A T e art e4 ibit (ill be split into (idt * ei% t* and len%t e4 ibits-E iv- A/ter %ivin% t em t eir scenarios and t e mission* ave t em start t eir plannin% process 6t eir concept7 ( ile e4plainin% t at many artists ave to plan t eir project /irst to /i%ure out materials* si1e* and t emev- 9A8E T9EM #:EATE A P:&FE#T- T9CS P:&#ESS 5CLL 9A8E T& &##U: &8E: MULTCPLE 3ADS- T ey can use rulers to ma)e sure t eir measurements are ( at t ey need to be"# Explanation/Independent $ractice/%pplication& 'o( can this lesson li e on) a- &n t e day o/ t e Art S o(* t e students (ill ave a list o/ t e scenarios- 2ased in ( ic e4 ibit 6(idt * ei% t* or len%t 7* t e students (ill try to identi/y ( ic scenario t e sculpture /its under- T e students (ill ave to use basic observation to estimate t e products and /it t em under certain scenarios- T e students can use ot er objects* e4cept rulers* /or comparison- &n t e (or)s eet* t e student can just put t e name o/ t e artist under t e scenario t ey t in) t e sculpture /its under- C/ t e student cannot understand ( ic scenario a sculpture /alls under* t e students can just put t e name o/ t e student and < to s o( t eir con/usion+Elaboration& E4plain t e B(rapE or closure portion o/ t e lesson- T e closure can be (ritten or visual* but it needs to include some /orm o/ revie( and c ec) /or understandin%- Ct can include a ome assi%nmenta- ', minute c ec): As) students to (rite do(n everyt in% t ey learned t at day and ( at t ey did /or ', minutes-

EVALUATION:

T e purpose o/ evaluation is /or you to c ec) t e students mastery o/ t e lesson objectives T e evaluation (ill be t(o@/old: t e students actual sculpture and o( it /it into t e parameter* and o( t ey (ere able to understand ( at eac persons scenario (as- C/ t e students are able to cate%ori1e t e majority o/ t eir peers (or)s into t e di//erent scenarios* t e teac er can )no( t at t ey understand o( to estimate-