Lesson Plan Title: How Tall Am I?

Date 2/15/2017
Course/Subject: 2nd grade/Math

Content Standards/Clear Objective(s):

At the end of the lesson, students will be able to:
o Define units of measurements
o Discuss why measurement is important
o Compare taller and shorter measurements
Standards:
5b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.

Type of assessment (aligned with objectives):

Pre-Assessment: During circle time, the teacher will re-introduce the concept of measurement and ask
a series of questions related to size comparison. For example, What are some examples of items that
we can compare? and How do we know which item is bigger? As a class, students will create a poster
with measurement vocabulary words and their definition.

Post- Assessment: After students complete the measurement project, the teacher will determine if
students were able to accurately label their drawing with inches and feet. The teacher will also check for
understanding of comparing their height with other students in their class by labeling their name on a
class graph with their personal height to determine how each student compares to each other. The

Materials (list):
o Poster with measurements vocabulary that students generate during circle time
o Roll of art paper
o Crayons
o Ruler

Outcomes:
o Explain units of measurement
o Create a life size poster accurately labeled with measurement vocabulary
o Analyze a graph with student measurement data

Procedures/Sequence:
oThe teacher will lead a discussion about measurement and the relevant vocabulary during
morning circle. During discussion, the students will create a written list of the vocabulary
words associated with measurement.
o The students will each get a piece of paper big enough to measure themselves. The
student will label the outline of themselves with both inches and feet.
Differentiation matching
o The students student/s
will graph need:
their measurement on the class poster hanging on the board to
compare their measurement to other students in the class.
Homework/Practice:

Evaluation of lesson and adaptation I may need to make to continue work

tomorrow:

Other Comments/Notes:
 Lesson Plan Title: Whats Old is New Again Learning about Recycling Date April 19, 2014
Course/Subject: PreK / Science
Teacher: Kyle G. Priestly

Standards/Clear Objective(s):
At the end of the lesson, the students will be able to:
o Define the words related to recycling (e.g. recycle, landfill, compost)
o Discuss why recycling is important
o Discuss which items we use every day can be recycled

Early Learning and Development Standard: Science/Science Inquiry and Application (make & record
observations/engage in simple investigations/make predictions)
ISTE Standard: 4. b

Types Assessment (aligned with objectives):

Pre- Assessment: During the morning meeting (or circle time), the teacher will re-introduce the concept of
recycling with a series of general and open-end questions and statements about recycling to determine what
students remember from the previous lesson: what does it mean to recycle, what kinds of things can be recycled and what
things cant The teacher will re-read the story from the previous lesson focusing on introducing new vocabulary
words.
ey
Post- assessment: After the read aloud and instructional period, the teacher will review key concepts and new
vocabulary introduced during the lesson. The teacher will use a series of open-ended questions to determine the
student s understanding and make note of which concepts students had difficulty understanding as well as which
individual students needed additional support.

Materials (list):
Examples of recyclable materials (plastic & glass bottles, newspaper, aluminum cans)
Chart paper with vocabulary words listed and recycling concepts to review and introduce (e.g. compost)
Recycling basket
Books on recycling (2)
Laptop with recycling video prepped
Tablet with pictures from local communities of actual recycling sites and recycling bins
Sample journal which students will use to record observations/drawings for learning activity

Procedures/Sequence:
After establishing a baseline of the students knowledge of recycling from the previous lesson, the teacher
will then review the previous lesson on recycling, by drawing the childrens attention to ideas written on
chart paper from the previous day. The teacher will then review the definition of the word recycle as well
as introduce new vocabulary words. The teacher will encourage children to listen for the new vocabulary
words in the story.
The teacher will then re- introduce students to the recycle symbol and what it represents (e.g. the 3Rs
reduce, reuse & recycle).
The teacher will then show a short, age- appropriate video that describes the recycling process. The teacher
will then share pictures of actual recycling bins in the community.
The teacher will end the instructional time by introducing the follow up activity which will be collecting
various items and putting them in a large bin to watch the process of how materials break down. Students
Differentiation matching
will journal student/sbyneed:
their observations either drawing pictures or copying pre-written words related to recycling.
The teacher will use a series of open-ended questions to determine the student s understanding and make
note of which concepts students had difficulty understanding as well as which individual students need
additional support.
Students who may have difficulty writing (due to limited letter name/sound recognition) can record their
observations by drawing pictures, but will also be encourage to practice writing words
Students will who can write will be encouraged to copy pre-written words and short sentences
Homework/Practice:
Each student will receive journals to record observations and document changes they see in materials in the
bin over several weeks. Observations can either be drawn or written depending on the individual skill level of
the student
Students will also be encouraged to document recycling in their neighborhood by taking pictures of ways
recycling is practiced in their neighborhood. Photos will be shared during the morning meeting time.
Students will be encouraged to document (through photos, writing or drawing) how their family practices
recycling. For those families who do not currently recycle, those students will be encouraged to find ways to
initiate recycling practices in their home.
As a class, students will be asked to think about different ways we can better promote recycling in our school
or in our community.

Evaluation of lesson and adaptation I may need to make to continue work tomorrow:
Continue to find ways in which to assess student learning on this topic perhaps through extension
activities or listening to whether students incorporate concept vocabulary into daily conversation
Schedule a field trip to a local recycling plant
Display additional books (fiction and non-fiction) in the library area, as well as, in the other learning
centers in the classroom (e.g. writing center)
Have students create a compost heap outside the center that is easily accessible for everyone to add to
it and easy for teachers to manage yet enclosed to prevent tampering.
Use various types of documentation (photos, childrens responses on chart paper, anecdotal notes,
childrens journals, and video) to record and detail the learning process children experienced during
the recycling unit.

Other Comments/Notes:
Include key information on childrens learning experiences on recycling in the classs weekly/monthly
newsletter to parents. Provide parents resources on ways they can recycle or projects they can create from
recycled material (see additional attachments)

Include connections to other discipline:

o math sorting/categorizing recycled items
o reading during the story time, students are introduced to concepts of print, letter names and
sounds, beginning reading skills, vocabulary and writing skills
o social studies students can learn about their own communitys recycling practices as compared to
another community or the state they live in.