CEP Lesson Plan Form

Teacher: Katie Huselton and Jessica Stanbro Date: 11/13/17

School: Shepardson Elementary Grade Level: 1st grade Content Area: Science/Math

Title: My Pet Rock Book: Measurement page Lesson #:_3_ of _5_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content Area: Science; Standard 3: Earth Systems Science

Concept 1: Earths materials can be compared and classified based on their properties

Evidence outcomes:

- Students can identify and represent similarities and differences such as texture, size,
color, and shape of various materials on Earth.

- Students can use a variety of tools to observe, analyze, record, and compare Earths
materials.

Content Area: Mathematics; Standard 4: Shape, Dimension, and Geometric Relationships

Concept 2: Measurement is used to compare and order objects and events

Evidence outcomes:

- Measure lengths indirectly and by iterating length units

o Express the length of an object as a whole number of length units

Understandings: (Big Ideas)

- Rocks can have similar or different characteristics from one another.

- Various tools can be used to measure and weigh rocks and other objects.

- The characteristics and measurements can be recorded on paper using words and numbers.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

- What tool can you use to figure out which rock is heavier?

- What do you notice about your rock? Is it heavy or light? Is it smooth or rough? What color is it?

- What tool will you use to measure how long your rock is?

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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)

1. I can: Observe and record characteristics of my rock.

This means: I am learning to observe and analyze Earth materials and how to record my
observations on paper.

2. I can: Measure various parts of my rock and record the results.

This means: I am able to use and identify tools that I can use for measurements and am learning
to record numerical characteristics.

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

Assessment: Students will have a page in their rock book in which they will write about the texture,
color, weight, length, and width of their pet rock.

1. I can observe and record characteristics of my rock.

2. I can measure various parts of my rock and record the results.

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Planned Lesson Activities

Name and Purpose of Lesson My Pet Rock Book: Measurement page

Should be a creative title for you and the students to
associate with the activity. Think of the purpose as The purpose of this lesson is to give students an opportunity to make observations about
the mini-rationale for what you are trying to their pet rock, use tools to measure their rock, and practice recording these observations
accomplish through this lesson. and measurements.

Approx. Time and Materials

How long do you expect the activity to last and what Approximately 25 minutes/small group x 4 groups
materials will you need? 9:00-9:25
9:25-9:50
9:50-10:15
10:15-10:40
Anticipatory Set When you are born, the nurses at the hospital record your characteristics and
The hook to grab students attention. These are measurements for the doctors to use and for your parents to keep as something to
actions and statements by the teacher to relate the remember how small you once were. This is what we are going to do with our pet rocks
experiences of the students to the objectives of the today. We will record their characteristics and measurement for the first page of the
lesson, To put students into a receptive frame of book.
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 Teacher Actions Student Actions

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(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.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that 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 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?
What observational assessment data did you collect
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- Introduce the lesson (2 minutes) - Listen to introduction and look
- Hand out a sheet to each student over the sheet (2-3 minutes)
(1 minute) - Explore and ask questions about
- Introduce students to measuring measurement tools (2 minutes)
tools (2 minutes) - Make observations about pet rock
- aid students in measuring and and record (10 minutes)
weighing the rocks (10 minutes) - Measure and weigh pet rock and
- aid students in recording their record on paper (10 minutes)
observations and measurement
results.
Students will share their observations with a partner to close the lesson. They will
compare whose rock is longer, heavier, what they have in common, and what is different.
The teacher will listen in to each pair and jump in to the conversations when needed. I
think pair, share is a great closure to this lesson because it will allow the students to share
and have pride in their work as well as hear from their group mate about their work. This
way the teacher can assess for learning and also allow the students to reflect upon what
they learned as a closure.
We conduct these lessons in small groups, and the students are grouped with other
students who are at similar levels as they are. This is helpful because we can differentiate
the lesson from group to group. For groups that are not as advanced, we can aid them in
measuring their pet rocks and asking them questions that prompt them to think about
the characteristics such as texture. We can scaffold their learning by providing them the
appropriate amount of help while still asking questions that challenge them to complete
it independently. For more advanced groups, we can have them complete the
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to support differentiated instruction?
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment. How do you
anticipate assessment data will inform your
instruction?
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measurements more independently and ask them questions that encourage them to
think deeper about what they are doing. For example, we can ask more advanced groups
how they know one rock is bigger than another using numerical examples.
The teacher will look at the work that each student has completed and ask them
questions to encourage them to explain and express their understanding. For example,
the teacher might look at a students work and see that they recorded that their rock
feels smooth. The teacher could ask the student to explain what smooth means and how
they observed that. If one student recorded that their rock weighed one pound and
another student recorded that their rock was two pounds, the teacher could ask the
students which one was heavier and how they know. The main methods of assessment
will be the teacher looking at students sheets and asking questions.
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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

Overall, we believe the lesson objectives were achieved. Students were able to observe and
record characteristics about their pet rocks, learned to make basic measurements, and recorded
what they found. In looking at the page that the students completed, it is apparent that the
majority of students understood basic measurement concepts and were able to record their
observations in effective and understandable ways. The students were all really excited to use
the scales to weigh their pet rocks because it was something they had never done in the
classroom before. We think this interest really helped the students reach the lesson objectives
because they were so interested and engaged.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
One addition that I would make to the lesson if we were to teach it again would be to do a
bigger introduction with the students on measurement and using rulers. This is something that
most of them really havent had much exposure to yet, and that most of them needed help in
doing. It worked fine for us to teach them some basics of using a ruler during the lesson and
was a great learning opportunity for them, and us, but is something that I would dedicate more
time and preparation to in the future.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson, we will be focusing on the next page of the rock book that we are creating.
This page will focus more on writing and the students will have a chance to write a story about
their pet rock and an adventure that it goes on. We can encourage continued practice of
observation and recording characteristics by encouraging student to use at least one of the
characteristics that they observed about their pet rock in the story that they write.

**Some photo examples are attached below

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