ED 247 Direct Instruction Lesson Plan Template

Write your lesson plan with such thorough instructions/directions that another person from your carpool
could teach the lesson material the way you intend to teach it. Include specific content that another
person who did not prepare this lesson would need and specific questions that could be asked.
Topic: Height and Weight Grade Level: K Name: Melissa Reaves

Lesson Type: # 1in a series 1- Performance Level: Groupings: Small Centers

New Material On

Standard/s:
CCSS.MATH.CONTENT.K.MD.A.1- Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object.
CCSS.MATH.CONTENT.K.MD.A.2- Directly compare two objects with a measurable attribute in
common, to see which object has "more of"/"less of" the attribute, and describe the difference. For
example, directly compare the heights of two children and describe one child as taller/shorter.

ABCD Objective/s: Given the measurable attributes, students will be able to accurately describe and
compare multiple objects.

*Kid-friendly Learning Target: I can measure different objects height and weight.

Assessment plan for each objective: When students are asked to describe or compare objects, they
will do so by using the measurable attributes, as taught to them by the teacher.

Key vocabulary terms and definitions:

Measurable Attributes- using words such as longer/shorter, heavier/lighter, taller/shorter to describe
two or more objects.
Weight- the relative mass or quantity of matter contained by an object
Height- the measurement from base to top or head to foot
Long- measuring a great difference from end to end
Short- measuring a small distance from end to end
Heavy- of great weight; difficult to lift or move
Light- of little weight; easy to lift or move

Materials: Household/Classroom items, ruler, scale

Differentiation/Accommodations:
Extend- For the students that need more of a challenge, have them compare objects without using a
ruler or scale.
Support- For the students that need more help, have the teacher provide easier comparisons. Ex: a
paper clip vs. a bowling ball.
Management Decisions
Behavioral Expectations: Students will Transitions from place to place Fast Finishers: There will
be sitting quietly and will raise their or between activities: Students be puzzles available for
hands if they want to talk or ask will be dismissed by the students that finish the
questions. If there are students being teacher by tables/rows when it activity before the other
disruptive, use a signal the get their is time to change activities. students.
attention back on the teacher.

Attention Signal (Regain Student Material Management: The Grouping: Centers

Focus) materials will be introduced by
1,2,3 eyes on me, 1,2 eyes on you the teacher. The students will
 have the opportunity to
compare the objects by
themselves.
Lesson Sequence
What the teacher is doing
Gain Attention/Activate prior knowledge:
Gather the students at the table. If they are not
giving you their attention use the attention getter.
Ask the students to raise their hands if they know
anything that’s tall or short or heavy and light? Call
on students that have raised their hand to tell you
about these things.
“I do” Input & Modeling:
Using the ruler and the scale, you will introduce
objects that are tall, short, heavy and light. Explain
to the students how using the ruler and the scale,
we can compare the height and weight of different
objects. Demonstrate for the students how to use
the ruler and scale. Give the students an example
of measuring the height and weight of objects.
“We Guided practice:
do” Using the ruler and scale, you and the students will
go through and measure multiple objects. We will
compare the height and weight of objects like a
book to paper, easer to paper clip, and so forth.
You will go through this process until you have
gone through 5-6 objects or until you feel the
students are able to clearly understand how to
compare measurements.
Closure/Summary:
You will go over how to use the ruler and the scale.
Have the students tell you the measurement
attributes (tall, shorts, heavy, light). Ask them which
is tall, and which is short: a pencil or a ruler?
Ask them which is heavy, and which is light: An
apple or a bowling ball? They will answer these
without any help.
“You Independent practice:
do” Have the students do their own measurement
comparisons with the objects on the worksheet.
Have them record their findings on the worksheet.
They will do this on their own.
What the students are doing
The students should be sitting quietly in
their rows giving you their attention. If
you use the signal, they should respond
(1,2 eyes on you).
The students should respond by raising
their hands. The students should
participate by telling you about any tall,
short, heavy, or light items when called
on by the teacher.
The student’s eyes should be on you.
When prompted by the teacher, they
should answer by saying the shape
names.
After seeing the examples and models
from the teacher, the students should
know how to use the ruler and scale in
order to measure an items weight and
height.
The students will be listening to you
explain and be looking at your examples
of measurement comparisons. Answer
any questions the students have as you
model measuring for them.
The students will be listening as you
review the lesson and the material that
was introduced. When prompted, the
students will say the shape names back
to you and will be able to tell you an item
that looks like that shape.
The students will be at the table
experimenting on their own with
comparing measurements. If anyone is
struggling provide them with the extra
support. If there are fast finishers allow
them to start on a puzzle.
Items to be collected as a result of this lesson: The students will give their worksheet to the teacher
as a recording of their participation in the lesson.