STEPP Lesson Plan Form

Teacher: Laura Nestler Date:

4- 4-17

School: Windsor Middle School Grade Level: 7th

Content Area: Math

Title: Surface Area Lesson #:

5 of 6

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

Solve real-world and mathematical problems involving area, volume and surface
area of two- and three-dimensional objects composed of triangles, quadrilaterals,
polygons, cubes, and right prisms. (CCSS: 7.G.6)

Understandings: (Big Ideas)

Students should understand how to find the surface area of a shape and what the
surface area of a shape is. They will also come to understand how surface area and
volume are related.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

Can two shapes have the same volume but different surface areas?

How are surface area and volume similar and different?

What does the surface area tell us about an object?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

I can: calculate the surface area of a prism by finding the area of all the
sides and adding them up!

This means: I will be able to complete 5-51 and 5-52 in class.

List of Assessments: (Write the number of the learning target associated with
each assessment)

I will assess students knowledge of the content that we learned before spring break
through the warm up for the day! I will then assess students background
knowledge during a quick in class discussion about surface area! Lastly I will assess
students understanding as the are working during their groups and the discussions
that are had during the end of class.

Colorado State University College of Health and Human Sciences Page 1

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences Page 2

STEPP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Surface Area!!
The purpose of this lesson is for students to extend their knowledge of
surface area so they can find the surface area of any prism not just a
rectangular prism. Also students should be able to draw similarities and
differences between surface area and volume!
Warm Up 5 minutes circle review problem
5-51 take about 10 minutes
5-52 15 minutes
Problem on the board of a different kind of prism! - 5 minutes
Closure discussion 5 minutes.
For the anticipatory set for this lesson we are going to discuss the
difference of a two dimensional shape and a three dimensional shape.
We are then going to look at a cereal box and determine how to figure
out how much cardboard was used to make it. This is a great visual for
students to help them realize how to see the surface area of a shape.
Teacher Actions Student Actions
I am going to have the learning Students will get out their chrome
target up on the board as students book and open up to their daily
come in. I will also welcome agenda.
students back from spring break!
I will put the warm up on the board
Page 3
STEPP Lesson Plan Form

Indicate whether each is: and award dojo points for students Students will start working on their
-teacher input who get started on time. This will warm up problem for the day!
-modeling be a review of what we covered
-questioning strategies before Spring Break!
-guided/unguided:
-whole-class practice Then we will start to brainstorm Students will engage in class
-group practice ideas by looking at the cereal box discussion and think about how
-individual practice and piecing it apart piece by they could find the amount of
-check for understanding piece. cardboard it took to make the
-other cereal box.

Then I will give students time to Students will work with 64 blocks
work on drawing connections to see if they can create another
between surface area and volume. rectangle other then the one that
is represented by the cereal box.

Then I will have students try to Students will work with their
find the area of triangular prism as groups to determine what shapes
an extension problem. make up a triangular prism, and
how you can find the surface area
of the shape.
Closure For closure I hope to have students walk and talk about some of the
Those actions or statements by a teacher ideas that they should have discovered through todays class.
that are designed to bring a lesson
presentation to an appropriate conclusion. How do you find the surface area of a prism?
Used to help students bring things
together in their own minds, to make What does the surface area represent?
sense out of what has just been taught.
Any Questions? No. OK, lets move on is Can two shapes have different surface area but the same volume?
not closure. Closure is used:
To cue students to the fact that What do you do if the prism is not a rectangular prism?
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to

Colorado State University College of Health and Human Sciences Page 4

STEPP Lesson Plan Form
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Colorado State University College of Health and Human Sciences
If this lesson is too easy for a student I will have them work on the
challenge problem for the day, which will be a trapezoid prism. If they
need an additional challenge I could have them brainstorm how they
would find the surface area of a circle!
If this lesson is too difficult for a student I will have them first practice
finding the area of a rectangle and then move into how a three
dimensional shape can be broken into several two dimensional shapes
that you can find the area of and then add them all together.
IEP Needs-
Reading Assistance Have students read the problems and directions
out loud.
Scribe Todays lesson does not involve a whole lot of writing for this
student I will have them write down area equations on their laptop and
take pictures of the work that is done on the board.
Small groups We will be working in small groups for the majority of the
class. These students are also supported during an intervention class
right afterwards.
Organization I will model how to take notes for these students on the
board and give them reminders of what they should be writing down.
I will asses my students prior knowledge through the warm up problem
for the day! This will be a great opportunity to see how much students
remember from before break!
I will then assess my students knowledge at the end of class through
the discussions that they are having with their partners.
Page 5
STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)
I think overall this lesson went pretty well. All the students were
engaged in the cereal box representation and also everyone was very
engaged in building with the blocks, which was awesome.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
The cereal box wasnt my favorite because I did too much lecture. So I
would maybe change that part of the lesson or choose a different way
to represent surface area maybe my wrapping a present or something?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
For the next lesson we are going do some extended practice with
volume and surface area!

Colorado State University College of Health and Human Sciences Page 6