THE CLAFLIN IMPERATIVE

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A

MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Claflin University
School of Education - - - EDUC 450
Reflective Lesson Plan Model
Name: Kristen Myers

Date: October 27, 2014

PART I: PLANNING
Stepping Into Measuring

Title of Lesson
Is this lesson original idea? If not, from what source did I
borrow this lesson?
Source

This lesson is an original idea.

Math

Subject Area (s)

2nd
Grade Level
2MD1 Measure the length of an object by selecting and
using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.
2MD3 Estimate lengths using units of inches, feet,
centimeters and meters.

Curriculum Standards

2MD4 Measure to determine how much longer one object

is than another, expressing the length difference in
terms of a standard length unit.
What will students experience during the lesson? What is
the content to be taught?

Description and
Background Information

Students will learn how to select the appropriate unit of

measurement when measuring objects. Students will also learn
how to make educated estimates of objects based on the
knowledge that they have gained about units of measurement.

Students will do this by estimating the length of their foot using the
appropriate unit of measure. Students will then get into pairs,
picked by the teacher. Students will then trace their feet, cut them
out and measure their cut out. Students will then discuss with their
partners how their estimate compared to the actual measure of
their foot.

What will I need to teach this lesson? What do students need

to participate?
Students will need:

Materials

A ruler

Construction paper

Scissors

Crayons/ markers

A pencil

1 sticky note

What will students be able to do at the conclusion of this

lesson?

Students will be able to:

Lesson Objectives

Measure the length of an object by selecting

and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
Estimate lengths using units of inches, feet,
centimeters and meters.
Measure to determine how much longer one
object is than another, expressing the length
difference in terms of a standard length unit.

How will I vary these objectives for students who do not

understand the material?
How will I vary these objectives for students who have
already mastered the concept?
Varying Objectives for
Individuals Needs

How will I vary these objectives for students who are

presently learning English?
I will vary these objectives for students who do not understand the
material by allowing students to work with a higher level partner to
estimate and measure objects around the room so that the
student can gain clarity of the objective and what they are
expected to do during the assignment. This partnering system will
also allow my students who have already mastered the concept to
stay engaged. For my two ESOL students I will have them work in
a small group with myself and the one resource student,
measuring small objects until I see that they have grasped the
concept.

Part II: IMPLEMENTATION

How will I find out what students already know about this
Pre-assessment

topic?
At the beginning of the lesson, I will review the units of
measurement with students to activate their prior knowledge of
the concept. I will then hold up an object and have students guess
how long the object is to see if they can choose the appropriate
unit of measurement and make an educated guess of how long
the object is. I will then measure the object for students to see
how their guess compared to the actual measure of the object.

What will I do to make a connection between students and

Motivation

this lesson?
I will have two students of varying heights come to the front. The
students will then guess how tall each student is and we will then
discuss how the two students compare.
What will I say to explain the importance of learning this
lesson?

Statement of Purpose

When stating the purpose of this lesson to students I will say that
the purpose of this lesson is to help students gain the appropriate
knowledge about measurement for future activities and projects in
both school and their day to day lives. This is because when
buying clothing, making structures and other tasks students will
need to be able to accurately measure and make educated
estimations.
What will I do to show students what is expected?

Teacher Modeling or

I will estimate how long I believe that my foot is for students in

Demonstration

inches. I will explain that I chose to measure my foot in inches

because my foot is too short to measure in larger units, but too
long to measure in centimeters. I will then trace my foot for the
class to see and cut it out. I will then take my ruler and measure
the cut out of my foot. While doing this I will let students see that
when measuring they should begin measuring at 0 on the ruler.
As a class we will discuss how my estimate of my foot compares
to the actual measure of it.
What will we do together as they learn how to succeed at the
new task?

Guided Practice

As students learn to succeed at these new tasks students will

work in pairs to compare their estimations. Students will also work

together to measure their foot cut outs. This is to help ensure that
each student are measuring correctly.
What will I ask to know if students understand so far? What
Checking for
Understanding

techniques or strategies will be used to determine if students

understand so far?
My informal assessment during this lesson will be walking around
the room to observe how the students measure their foot cut outs.
I will also ask students how their estimate and actual
measurement compare to each other and if their estimation was
justified. I will do this to monitor student understanding of the task
and concepts.
What will students do to internalize the knowledge?
To internalize and activate knowledge of the lesson, students will

Independent Practice

estimate the length of an object in their home and write it in their

math journal before leaving. For homework, students will go home
and measure that item. We will discuss their finding during math
the next day.
What will students do to demonstrate what they have

Assessment
(attach to lesson plan)

learned?
At the end of the lesson, students will write a paragraph about the
activity and their findings.
How will I conclude the lesson and relate it to future

Closure

experiences?
I will conclude the lesson with students by discussing why it is
important to be able to estimate and measure items in their future.
I will do this by talking to students about their career goals. I will
then point out how measurement will play a role in their career in

the future.
What can students do at home or in the classroom to apply
Extension Activities

the knowledge or skills? How could you use your colleagues

or community agencies to improve student performance?
To apply these skills at home students could estimate and check
how long certain objects around their homes are. To improve
student performance and understanding of these skills I could
have some local sewers come in to show students how their jobs
require that they be able to estimate and accurately measure
objects, people and fabric. They could have students estimate,
measure and cut fabric for a project.
How is technology meaningful to this lesson?
Technology is meaningful in this activity because I will use the smart

Technology

board to show students the difference in the measure of different units of

measurement through the use of a Brainpop jr video and games.
Technology will also play a big part in showing students a video about
how the skills that they learn during this activity can be applied in their
daily lives and future careers.
How could this lesson connect other content areas across the

Connection Across the

Curriculum

curriculum?
This lesson could be tied into ELA by having students write a paragraph,
using temporal words, of the process it took to complete our estimation
and measurement activity. Students could tie this lesson into art by
decorating their foot cut outs. Students could also tie this lesson into
social studies by discussing how the skills they have learned is important
in the manufacturing of goods.

PART III: REFLECTION

Describe the strengths of my instructional techniques, strategies and

classroom management.
Strengths

Describe the strengths of student engagement.

I believe that my strengths were that I gave students a structured yet
meaningful task. I kept students engaged by pairing them with someone
on a different skill level than themselves. This pairing system and
sequence of steps to complete this activity keep students working which
left little time for students to misbehave.

Describe the weaknesses of my instructional techniques, strategies

and classroom management.
Weaknesses

Describe the weaknesses of student

engagement.
I believe that my weakness was not having students measure the same
object as a class before beginning this activity. By doing that I could
have ensured that all of the students accurately knew how to measure
objects.
What specifically can I do to improve?

Suggestions for

I need to improve on my directions. Students were unsure of where to

Improvement

start measuring from, until I walked around and showed them that when
measuring they needed to start at the end of the ruler.
Revised 1-2012