Lesson Plans and Activities

Grade 1: Social Studies

Lesson Plan
Lesson Title: Comparing Roles Within the School Community Grade: 1       Date:  September 26 Subject/Strand: Social Studies/  Heritage and Identity: Our Changing Roles and Responsibilities Unit:  Roles and Responsibilities Location:OH004   Time: (length in minutes): 40 mins
Lesson Plan Description   (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
This lesson integrates Social Studies with Character Education and reinforcing a positive learning environment.   Your focus is on respect of self and others and student responsibilities at school (classroom)
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Social Studies   A3. Understanding Context: demonstrate an understanding that they and other people have different roles, relationships, and responsibilities, and that all people should be treated with respect, regardless of their roles, relationships, and responsibilities (FOCUS ON: Significance) Media 3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.
Ontario Curricular Specific Expectations  (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment
Social Studies  A3.1 describe some of their own roles, relationships, and responsibilities (e.g., as a student, member of a family, friend, member of the community) Social Studies A3.5 demonstrate an understanding that it is important to treat other people and the environment with respect Producing Media Texts 3.4 produce some short media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that students can readily understand.)
Today I will learn… ●       How to create a media poster ●      How to describe your own roles within a school and greater community
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).
I can: Create a media poster to discuss specific roles in the school community I can: Describe my own role in the school community and relate my role to my chosen role I can:
Assessment – How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):                                                                             Knowledge and Understanding;              Thinking;          Communication;            Application
Assessment For, As, Of Learning (Circle One)  (Describe way(s) you and/or your students will assess.)
Assessment Mode Written, Oral, Performance (Write, Say, Do)	Assessment Strategy and Task for Students- What are the students doing to show their learning? e.g. turn and talk, role play/individual, cooperative, etc.	Assessment Tool - Instrument used to assess task and record learning  e.g., rubric, checklist, observation sheet, turn/talk, role play etc.
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have *Prior Learning: Prior to this lesson, students will have * become familiar with character traits including respect *talked about how to demonstrate character traits , including respect, as part of classroom expectations * been introduced to media *have access and experience with computers, ipads, tablets and cameras *enjoy using a variety of art resources – paint, crayon, marker, *been able to print familiar words and simple sentences * *
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications ●      Teacher will provide some examples of roles within the school community and place anchor charts within the classroom ●      Teacher will provide any tools necessary to complete this task (Bristol board, scissors, glue, stickers, markers) and Students will be able to print off pictures from the internet and use classroom ipads/ cameras to take and print pictures ●      For the students that require assistance with organization: Teacher will assign these students in separate groups with  stronger students. These students can begin their poster on the learning carpet so they are close to the anchor chart and the teacher can monitor them closelt ●      Student waiting for assessment: This student will have written and verbal instructions and teacher will monitor throughout the task to ensure understanding. This student can come back to the learning carpet for further explanation if necessary. ●
Learning Skills/Work Habits Highlight/circle ones that are assessed:    responsibility,    organization,     independent work,   collaboration,     initiative,     self-regulation
Vocabulary (for word wall and/or to develop schema) responsibility, respect, self- respect, roles
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.          ●       Cameras, IPads, tablets, computers with internet access ●      https://www.youtube.com/watch?v=mw6RBvUmayA ●      Bristol boards, glue, crayons, markers, paper, printers for students to print their pictures ●
Learning Environment (grouping; transitions; physical set up) -this lesson will take place in students learning groups. - This lesson will transition from the learning carpet to table groups and back to the learning area.
Cross Curricular Links Language arts: Creating a media poster with key word and pictures
Three Part Lesson Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:		What Students do:
Minds on:  Motivational Hook/engagement /Introduction  (5-15 min)                                                       Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time:  11:00- 11:15Indicate time breakdown of instructional elements) ●      To begin this lesson, teacher will invite students to the sharing carpet (instead of sending them to their desks after recess, as materials for posters will already be at groups). To ensure all students are actively listening, teacher will play a short instrumental song and students are expected to have all eyes and ears open and facing the teacher to begin the lesson (1-2 mins) ●      Teacher will introduce “people in our community” video ●      Teacher will ask the following questions to the class: “What kinds of jobs did you see in this video? What does each character do at their jobs? How do these characters help make your community better? Do all these jobs need the character to be respectful of their location and their community?” ●      Teacher will ask students to think of their role within the school community and what other students or employees contribute to their school. -        Teacher will record these answers on a chart paper in order for students to refer to ●      Teacher will explain the task to the students: Teacher will tell students to choose a specific role in the school community and instruct students to find or take pictures that show how their chosen role contributes to the school community		●      Students will come to the carpet area ●      Students will actively listen to teacher ●      Students will watch youtube vide ●      Students will actively participate in the group discussion to enhance learning and to promote a healthy conversation between students ●      Students will choose a role and discuss this role with their partners or group
Action:  During /Working on it (time given for each component, suggested 15-40 min)                                                                         Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 11:15-11:40: (Indicate time breakdown of instructional elements) ●      Teacher will send assigned partners (9 groups of 2 and 1 group of 3) back to their tables (2 groups at a time to ensure less traffic flow). Once students are settled, teacher will use a clapping pattern to ensure students are paying attention. ●      Teacher will actively observe students and assist (if needed) with technology. ●      Teacher will observe each group and promote questions to prompt students ●      Teacher will assess students by observing		·       Students will use pictures, text, and any other method of choice to create a media poster to examine their chosen role in the school community ·       Students will discuss, discover, and apply prior knowledge to create their poster.
Consolidation & Connection (Reflect and Connect) (5-15 min.)                                                                            Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 11:40- 11:50 (Indicate time breakdown of instructional elements) ·       Teacher will distribute completed posters across the classroom ·       Teacher will conduct a gallery walk for students to see different or similar roles ·       Teacher will assess posters using a checklist ·       Teacher will check for understanding ·       Teacher will finish by bringing students back to the sharing carpet. Teacher will remain quiet until all students are listening and watching the teacher. Ask the following: “What was your chosen role? How does this role compare or relate to your role in the school? Is your chosen role respectful to students? What would happen if they were not respectful towards you? What would happen if you were not respectful to your chosen role?:”		·       Students will participate in a gallery walk to examine other students work ·       Students will reflect on how their role as a student can impact their chosen role
Extension Activities/Next Steps (where will this lesson lead to next)
·       This lesson can lead to students examining roles within a  greater community. The next lesson will examine different roles in the city they live in. ·       This lesson can lead to a lesson on how Canadians and Aboriginal communities interact, in theme with respect for others.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic) The Lesson: The Teacher:

Grade 2 Science Culminating Task

Science CT Lesson Plan Template
Lesson Title: The Importance of Animals _ Grade: 2 Date: October 23, 2015 Subject/Strand: Science and Technology/ Understanding Life Systems  Unit: Growth and Changes in Animals Location: OH002        Time: (length in minutes): _______
Lesson Plan Description   (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
As a culminating task for the ‘Understanding Life Systems’ Strand, students will be asked to create a media advertisement that examines the importance of animals in society. The objective of this culminating task is for students to understand that humans and animals have a strong relationship and animals cannot survive without humans and vice versa.
CURRICULUM CONNECTIONS
Big Ideas/Fundamental Concepts
-animals have both positive and negative impacts on humans and society - human activity can be both beneficial and harmful to animals -animals and humans have similar characteristics
Ontario Curricular Overall Expectations (numbers from documents and details)
1. Assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live
Ontario Curricular Specific Expectations  (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment
1.1   identify positive and negative impacts that animals have on humans (society) and the environment, form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced 1.2   1.2 identify positive and negative impacts that different kinds of human activity have on animals and where they live. Form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that students can readily understand.)
Today I will learn…  the impacts that animals and humans have on one another  humans need to protect animals
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).
I can: identify the home of a chosen animal I can: identify the impacts than humans have on a chosen animal I can:
Assessment – How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):                                                             Knowledge and Understanding;              Thinking;          Communication;            Application
Assessment For, As, Of Learning (Circle One)  (Describe way(s) you and/or your students will assess.)
Assessment Mode Written, Oral, Performance (Write, Say, Do)	Assessment Strategy and Task for Students- What are the students doing to show their learning? e.g. turn and talk, role play/individual, cooperative, etc.		Assessment Tool - Instrument used to assess task and record learning  e.g., rubric, checklist, observation sheet, turn/talk, role play etc.
-        Written( students will write a short paper -        Performance (Studernts will show their commercial to the class )	-media video -write up in journals		-I will assess their video using a rubric (partner mark) -I will assess journal entry using a rubric (individual mark)
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have (briefly outline in point form what content/skills the students will have learned in this unit) *Students will have learned about multiple animals *Students will have learned about different habitats * Students will have assessed how humans affect different animals
Differentiation: General description of how you will differentiate this task. -      Teacher will monitor students closely to ensure comprehension -      Teacher will allow students to collaborate in partners in order to come up with different ideas -      Teacher will provide students with information sheets, posters, and guides to assist with some  information -      Students will be able to collaborate with older classroom buddies -      Teacher will hand out written instructions for visual learners, provide an example for kinesthetic learners, and vocalize directions for auditory learners.
Learning Skills/Work Habits (responsibility,  organization, independent work, collaboration, initiative, self-regulation)  Brief description of the learning skills specific to this task. - organization, independent work, collaboration, and initiative  are all used in this culminating task
Vocabulary (for word wall and/or to develop schema) -habitat,  community, conservation
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.           Instruction Sheet Cameras, Ipads, Computers in order to film and edit videos Youtube Video: https://www.youtube.com/watch?v=wOXay8rdzRg
Learning Environment (grouping; transitions; physical set up) -        the minds on portion will take place on the learning carpet -        For hands on, students older classmate buddy will come down and work with students around the school.
Cross Curricular Links 1.Language Arts:  Students will be expected to create a skit and write a reflection in their journals . Overall expectation 1:generate, gather, and organize ideas and information to write for an intended purpose and audience; 2.Media creation, overall expectation 3: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Safety: Students must practice internet safety when researching their animals and habitats
Three Part Lesson Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:		What Students do:
Minds on:  Motivational Hook/engagement /Introduction  (5-15 min)                             Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time:  10:00-10:15 (Indicate time breakdown of instructional elements) -       -Teacher will begin by playing instructional video on animals and habitats (https://www.youtube.com/watch?v=wOXay8rdzRg) -        Teacher will ask students to discuss the importance of - animals in our daily lives. Teacher will write students responses on the white board to allow students to reference -        Teacher will review key terms learned throughout the unit that students are expected to include in their videos		- Students willk participate in class discussion and watch video and point out important notes.
Action:  During /Working on it (time given for each component, suggested 15-40 min)                                          Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 10:15- 10:50_ (Indicate time breakdown of instructional elements) -       Teacher will approve students animal selections and actively observe students with their buddies -        Teacher will provide feedback and guide students that require assistance during the work period. -        Teacher will provide video equipment for those students that have completed their scripts.		-       Students will meet with their older classroom buddies and a partner (groups of 3 in total) to discuss the importance of a chosen animal and their habitats and how they affect humans and the environment -       Students will brainstorm facts about their chosen animal on chart paper to share with the class -       Students will write a script for their short videos by the end of this lesson portion.
Consolidation & Connection (Reflect and Connect) (5-15 min.)                                         Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10:50-11:05 (Indicate time breakdown of instructional elements) -       Teacher will collect scripts -       Teacher will conduct a gallery walk to allow students to discuss what animal they chose and some interesting facts		-       Students will participate in a gallery walk and share information learned

The Importance Of Animals Lesson 2

Three Part Lesson Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:	-        What Students do:
Minds on:  Motivational Hook/engagement /Introduction  (5-15 min)                             Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 10:00-10:15_ (Indicate time breakdown of instructional elements) -       Teacher will review key terms from last class and ask if students have learned any other terms through their research -       Teacher will introduce media tools to students that they will use for their videos	-       Students will participate in class discussion -       Students will meet with their class buddy and partner and discuss their skits and set up their filming stations
Action:  During /Working on it (time given for each component, suggested 15-40 min)                                          Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 10:15- 10:50 (Indicate time breakdown of instructional elements) -        Teacher will actively observe and assess students while they are filming their videos	-       Students will create and complete a video on their chosen animal
Consolidation & Connection (Reflect and Connect) (5-15 min.)                                         Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10:50-11:05 (Indicate time breakdown of instructional elements) -       Teacher will divide class into groups and allow students to share their videos with each other -       Teacher will lead a class discussion discussing students videos	-       Students will share their videos with each other and provide positive feedback -       Students will participate in class discussion, providing feedback of other students work to promote class discussion.

The Importance of Animals Lesson 3

Three Part Lesson Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:	What Students do:
Minds on:  Motivational Hook/engagement /Introduction  (5-15 min)                             Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 10:00- 10:15(Indicate time breakdown of instructional elements) -        This lesson is in place to allow teacher to assess individual work. Teacher will review students videos via class discussion and ask students to share what they liked and learned about their chosen animals. Teacher will write students responses on chart paper to allow for students to reference during their writing block	-       Students will  participate in class discussion and promote conversation within class.
Action:  During /Working on it (time given for each component, suggested 15-40 min)                                          Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 10:15-10:40 (Indicate time breakdown of instructional elements) -       Teacher will actively observe students while they are writing in their individual journals and provide students with their videos if they need to reference	-       Students will write a reflection of their animals and highlight what they learned about how their animal effects humans, society, and the environment
Consolidation & Connection (Reflect and Connect) (5-15 min.)                                         Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10:40-10:50 (Indicate time breakdown of instructional elements) -       Teacher will collect journals for individual assessment and lead a think- pair- share so students can partner with classmates and compare their animals to assess for similarities and differences.	-       Students will participate in a think- pair- share activity to further assess their animals

Instruction Sheet

The Importance of Animals!

Today, we will be learning about the importance of animals and how they impact on society and the environment. We will also assess ways humans impact animals and the places they live.

Your Task

·      You will be creating a short ‘infomercial’ about any chosen animal

·      You can:

o   Research where your animal lives (forest, water, the desert, etc.)

o   Research how humans affect your animal (do they conserve the population, do they live with humans, do humans destroy their homes, etc.)

o   Research what your animal eats (leaves, trees, insects, etc.)

o   Include any interesting facts about your chosen animal!

·      You must create a unique and fun script that will be handed in with your video.

·      Your video can be anywhere between 2-10 mins!

·      Have fun!

Rubric for Video Assessment:

	Level 1	Level 2	Level 3	Level 4
Knowledge & Understanding	Understanding of animals is limited, review is needed.	Student shows some understanding about animals and habitats.	Student shows considerable understanding about animals and habitats.	Student shows thorough understanding about animals and habitats.
Thinking and Investigation	Student included limited details about their chosen animal and habitat.	Student included some information about their animal and habitat, further explanation is needed.	Student shows considerable information about their animal and habitat	Student showed thorough information about their animal and habitat
Communication	Student showed limited script and included little information. Script shows no evidence of the writing process	Student provided some information about their animal in their script. Script shows some evidence of the writing process	Student provided considerable information about their animal in their script. Script shows evidence of some elements of the writing process.	Student provided thorough information about their animal. Script shows evidence of the writing process
Application	Video shows limited understanding of chosen animal and habitat	Video shows some understanding of chosen animal and habitat	Video shows considerable understanding of chosen animal and habitat	Video shows thorough understanding of chosen animal and habitat

Journal Assessment Rubric

	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding	Student shows limited understanding of their animal in their reflection	Student shows some understanding of their animal in their reflection	Student shows considerable understanding of their animal in their reflection	Student shows thorough understanding of their animal in their reflection
Thinking and Investigation	Student uses planning process/creative thinking skills with limited effectiveness	Student uses planning process/creative thinking skills with some effectiveness	Student uses planning process/creative thinking skills with considerable effectiveness	Student uses planning process/creative thinking skills with high effectiveness
Communication	Student uses the writing process to convey ideas with limited effectiveness	Student uses the writing process to convey ideas with some effectiveness	Student uses the writing process to convey ideas with considerable effectiveness	Student uses the writing process to convey ideas with high effectiveness
Application	Applies knowledge with limited effectiveness	Applies knowledge with some  effectiveness	Applies knowledge with considerable effectiveness	Applies knowledge with high effectiveness

Grade 3 Math:

Lesson Plan Lesson Title: _________________________________________________________ Grade: _______ Date: ___________ Subject/Strand: _____________________Unit:__________   Location: ___________        Time: (length in minutes): _______
Lesson Plan Description   (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?) In this lesson, students will be applying their knowledge about measurement and will be focusing on which unit to use for various objects. The units that will be addressed within this lesson will be mm, cm, m, and km (during the consolidation portion). Students will be broken up into predetermined groups of two or three and will be required to visit each station in a predetermined staggered order. Students will initially have two minutes at each station and the teacher can increase or decrease the time if the students require more or less time at each station. There will be extension questions for the groups who already grasp the content to further their understanding. These questions will be written on the board prior to the activity. Students will travel and determine the unit of measurement for each station as a group. When the activity is complete, students will gather together and we will discuss and consolidate their activity. We will go over the answers and challenge any that seem out of place as well as discuss kms since we cannot physically measure them within this activity.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
compare, describe, and order objects, using attributes measured in standard units.
Ontario Curricular Specific Expectations  (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment
Measurement Relationships compare standard units of length (i.e., centimetre, metre, kilometre)(e.g., centimetres are smaller than metres), and select and justify the most appropriate standard unit to measure length; compare and order objects on the basis of linear measurements in centimetres and/or metres (e.g., compare a 3cm object with a 5 cm object; compare a 50cm object with a 1 m object) in problem solving;
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that students can readily understand.)
Today I will learn… How to measure various items using appropriate standard units How to differentiate which standard unit it the appropriate standard unit Comparison of lengths within the stations
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).
I can: compare standard units of length (i.e., centimetre, metre, kilometre), and I can: select and justify the most appropriate standard unit to measure I can: compare and order objects on the basis of linear measurements in centimetres and/or metres
Assessment – How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):                                                          Knowledge and Understanding;              Thinking;          Communication;            Application
Assessment For, As, Of Learning (Circle One)  (Describe way(s) you and/or your students will assess.)
Assessment Mode Written, Oral, Performance (Write, Say, Do)	Assessment Strategy and Task for Students- What are the students doing to show their learning? e.g. turn and talk, role play/individual, cooperative, etc. Students will be recording what type of measurement they will be using for each object on a piece of paper that has been provided by the teacher. The objects that the students have been measuring are the objects that will appear on the handout. The teacher will collect one paper per group to assess of learning. The teacher will also walk around to the different stations as the students are working.		Assessment Tool - Instrument used to assess task and record learning  e.g., rubric, checklist, observation sheet, turn/talk, role play etc. 1 worksheet per group.
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have learned how to successfully use a ruler and have had opportunity to draw images and line lengths up to 15 cm learned how to use standard units when possible learned how to estimate and compare various cm lengths
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications Teacher will monitor students to ensure they are comprehending information Teacher will allow for conversation within groups and allow them to use different methods to reach the same answer at each station Teacher will provide students with different manipulatives such as: rulers, ipads, graphs, charts Students that finish the problems earlier will have extensions questions set on each table to work on if time permits **talk with one another, letting them find different ways **process for you as a teacher
Learning Skills/Work Habits Highlight/circle ones that are assessed:    responsibility,    organization,     independent work,   collaboration,     initiative,     self-regulation
Vocabulary (for word wall and/or to develop schema) metre, centimetre, kilometre, estimate, measure, justify, length, height, distance
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate. rulers, metre sticks, trundle wheel anchor charts (mm, cm, m, km, etc) will be placed at the front for students to reference objects to measure (piece of paper, an eraser, a water bottle, a chair, the whiteboard, teachers desk, lip balm, necklace, paper clip, textbook, string, length of a classroom, a students desk, a pencil, a pair of safety scissors, a pencil case, a poster) student handout
Learning Environment (grouping; transitions; physical set up) Students who require assistance with organization will be grouped into groups with students who are stronger in organization and will be able to assist in guiding students. desks will be set up into groups to allow students to walk though and have a place to sit while measuring Instrumental music will be playing and once the music stops (after 2 mins), students will transition to different tables
Cross Curricular Links n/a
Three Part Lesson Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:		What Students do:
Minds on:  Motivational Hook/engagement /Introduction  (5-15 min) Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time:  ______-_______ (Indicate time breakdown of instructional elements) Teacher Talk: Think pair share about what students remember from last class anchor chart Students will be sitting at their desks. Attention will be gathered by playing the adding game (you list two numbers and students have to		- Review anchor charts describing what -Instructions
Action:  During /Working on it (time given for each component, suggested 15-40 min) Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: ______-_______ (Indicate time breakdown of instructional elements) Teacher will assign a student from each group to distribute measuring objects Explain activity Monitor and assist where necessary Ensure groups are staying on task Gather group for Consolidation and Connection		Students will be divided into groups (11 groups of two and 1 group of three ( ensure that student needing most assistance is in group of three and the other, being with another stronger student in a group of two)) With a measuring tape (metres) and a ruler (cm) students will travel to various stations that are set up with various objects. Students will then decide which standard unit of measurement is most appropriate to measure given object with; measure given object; and record measurement on worksheet provided. At this point, the teacher will have a checklist and listen to the way that the students are contributing to the group individually.
Consolidation & Connection (Reflect and Connect) (5-15 min.) Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: ______-_______ (Indicate time breakdown of instructional elements) Teacher will review answers on white board or smartboard from each station with group Expand knowledge by asking what unit of measurement students would use in abstract terms (how would you measure a car, how would you measure a leaf, a distance) and ask for reasoning.		Students will actively participate in taking up the answers and make corrections where necessary Raise hands and ask questions.
Extension Activities/Next Steps (where will this lesson lead to next) Next, students will learn how to measure distance in kilometres. For this, students will use the fundamentals learned in measuring class to apply units of measurements to everyday lives. Students can be taken outside and measure distance of the school yard and decide what unit of measure is most appropriate.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic) The Lesson: The Teacher: