Last Class!!

Hello everyone! This is my last session before student teaching in August and I am SO excited to have some time off this summer to enjoy my husband and kids!! It has been a hectic session, I also took MATH 102 and EDUC 400 along with this course, but I am almost DONE!

I really enjoyed this class. I didn't realize how many aspects there are to language arts. Doing the scope and sequence really opened my eyes to how much is included in the LA curriculum. I also really enjoyed writing my unit plan for this class. I've written several throughout my education, so I felt confident in writing it, and really focused on writing a plan that I could possible use in my 3rd grade class that I'm student teaching in in the fall. Mrs. Steffes said earlier tonight that she hoped we could actually teach our units or plans in a classroom one day, and I would love to use mine!

I enjoyed listening to everyone else's lesson plans as well and putting ideas in the memory bank:) This has been a great group of classmates to end my Columbia College journey with! Where do you guys go from here?

Book List

Since my unit is on researching famous Missourians, I found some really neat books that could aid students in collecting information.

I couldn't find many on famous Missourians in general, so I chose a few of my favorite Missourians and searched for books on them individually.

. My first two books are written with adults in mind, however, they would be great for students who need enrichment, or for the teacher to have information pre copied and ready for sutdents who needed more guidance.

"The West of Billy the Kid" is written for a young audience.

These books on Mark Twain are written for kids, which is great for a 3rd grade research project:)

Laura Ingalls Wilder is a great person to research, especially if we have read her books:)

Walt Disney is a super interesting person to write about, and there are tons on "kid" biographies on him!

3rd grade boys love baseball and Yogi Berra is a great person for them to write about! Students may need some assistant with this book, as it was written for adults.

Last but not least, Truman!! There is tons of information on him, but this book looked very reader friendly for younger students.

Now I wish I owned all of these books to add to my own library!! I always keep my eyes open at yard sales and thrift stores for classroom friendly books. How many of you have started your classroom libraries?

Lesson Planning Reflection

I am currently in my last 3 classes before student teaching (yay!!) so I have had the opportunity to write several lesson and unit plans during my education. I'm not going to lie, at first I struggled with them and didn't quite understand the purpose of them.... Boy have I come a long way!! Now that I do understand their purpose and how important they are, I have allowed myself to get more creative and fun with them!!

For this class, I chose to do my unit on 3rd grade research and presentation. I chose this because I am student teaching in 3rd grade and want to be as familiar as possible with the standards going in to it. My unit begins with students choosing a famous Missourian (that they will learn about in social studies according to the state standards) to research, gather information on, and present a power point to the class. I am using a series of graphic organizers to help them keep track of their sources and information from the beginning to the end of the unit. I had a lot of fun finding them online and saved several for future use!

Before going over the 3rd grade LA state standards, I had no idea that presenting in front of the class was required for every 3rd grader!! It is a part of  the speaking/listening standard.

Here are a couple of the organizers I found!







I found a ton that could be used in all content areas!!

Week 4 Take Aways

Hello everyone! Chapters 4 and 5 covered working with words and writing. I am going to talk about chapter 5; writing because I am doing my unit lesson plan over a 3rd grade writing lesson. In the 3rd grade state standards, they are required to do research and present their presentation to the class. In the Social Studies standards they cover Missouri history. I am combining these two concepts in to a research writing lesson on a famous Missourian.
Looking through the chapter, I can relate lots of things to what I will add in my unit;
This project will be descriptive writing because students will be presenting information.
The lesson will include guided writing because they will be provided a series of graphic organizer to help organize information.
I am adding conferencing with students during the last couple of days of the lesson to make sure they are on track and to answer questions.
Students will also be editing each others work and grading themselves and each other on different parts of the lesson.

I am really excited about this writing unit!!







Mark Twain                            Harry Truman                 Jessie James



Which famous Missourian would you choose to write about?

Word Wall

I may be boring, but I like plain, simple word walls in the classroom. I feel like too much going on around the word wall is distracting. I thing students need to be able to glance at the word wall quickly and find the word they are looking for. I saw that some of my classmates posted examples with visual aids on the and I love that idea!!

The graffiti wall I found is being used for math, but it could easily be used for words too. This could be used for students to write down words they don't know or are having trouble spelling.

There are SO many options and ideas for word walls! I think it depends on your individual students and what they need to effectively learn. I can't wait to get in my own classroom and have my own word wall:)

337 VOCABULARY

One vocabulary word on the list I wanted to talk about is Effective Teaching. I don't know how many of you are in EDUC 400 this session, but something Linda Bradley is pounding in to our heads is "withitness." As I read about effective teaching in our text, I automatically think of "withitness." The text describes effective teaching as "a dynamic interaction of individuals." There are so many aspects of "withitness," all of which you need to effectively teach:)

I also wanted to talk about read alouds. I love doing read alouds!! This is something I feel like I have really grown in over the past year. When we read a book to students, we need to do it in a way that allows deeper thought. We should stop and ask questions, allow students to predict and answer questions, read fluently and with animation, and make connections between reading and writing. When a teacher does a good read aloud, I've seen students so engaged you would think they are watching cartoons!






How comfortable do you guys feel with read alouds?

337 Week 1 Take Away

Hello all! Week one in 337 has reminded me how much work I will have this session! I am also in Math 102 and EDUC 400, and have will really have to budget my time to keep up with all my work this session! I am so thankful that I have had to write a gazillion lesson plans in all my other classes so I should be able to do the unit for this class without too much trouble. I also did a scope and sequence in Teaching Science so I am somewhat familiar with that too, although Dr. Steffes is having us do it a little differently. I welcome the challenge though, I just keep telling myself "This is the last session before student teaching! You can do it!!!"

How many of you are feeling overwhelmed?? Or feeling like you "got this?"


This is how I feel sometimes, but I just keep digging out!

Education 337

Hello everyone!
Here are my 2 truths and 1 lie....

1. I am a mother of 3

2. If I had to choose a grade level, I would choose kindergarten!

3. I am SO scared of student teaching in the fall!

So... is this a picture of me with my 3 kids, in a kindergarten room, or student teaching in the fall?

Hello everyone! I know I am late posting my blog this week, but the mushrooms were popping and I had to hunt this weekend:) I just finished my last lesson plans and hope you enjoy reading them! I have had fun doing the plans for this class since we were able to branch out and do lessons over many subjects, however, I am glad I have all of mine finished:)

Lesson Plan #10

Grade: 4^th

Unit/Lesson Title: Ongoing Unit on the American Revolution; Lesson: The Patriots

Content Standards: 3a.  Knowledge of continuity and change in the history of Missouri and the United States. D. Perspectives on the American Revolution. Explain the causes of the American Revolution, including the perspectives of patriots, loyalists, Native Americans, African Americans and European allies. Explain the factors that contributed to the colonists’ success.          

Instructional Goals/Overview: Students will choose to be a “patriot” or a “loyalist,” and debate their reasons for engaging in the Revolutionary War.

Measurable Learning Objective(s): Students have already learned the major points and characters in the Revolutionary War. Now students will choose to be either a patriot or a loyalist and argue their side of the conflict. Students will use information previously discussed in class.

Materials/Resources Required for Lesson: List of major players in the Revolutionary War. Notes taken on major players and events leading to the war.

Pre-assessment/Prerequisite Knowledge and Skills: Students will know what lead to the Revolutionary War and the major players leading up to the conflict. They will use that knowledge to form their base for argument.

Vocabulary Overview:

Debate

Parliament

Repealed

Patriots

Sons of Liberty

Delegates

Loyalists

Boycott

Redcoat

Protested

Delegates

Opening “Hook”: Have a list of major players in the Revolutionary War on the smart board. Tell students that they need to pair up and choose one person. No two groups can choose the same person.

Clear Description of Teacher’s Actions: Teacher will instruct students to pair up and choose a person from the list on the smart board without telling students what they will be doing during the lesson. After students have made their choices and are sitting in pairs, teacher will instruct them to make a list of reasons their chosen person would have believed that led to the war using their notes from previous classes. After they have collected information, teacher will randomly choose one patriot team and one loyalist team to debate each other on the pros and cons of the war from their perspective. Teacher will be ready to guide the debate and offer suggestion where needed.

6 Evaluation; Compare pros and cons of actions by both sides of the war.

5 Synthesis; Create a list of pros and cons of actions taken by both sides of the war.

4 Analysis; Debate your chosen person’s side of the conflict.

3 Application; Think of one issue you struggle with at school that compares to issues in the war. Apply your knowledge of the Revolutionary War to a way to fix this issue.

2 Comprehension; Describe why your chosen person felt the way they did about the war.

1 Knowledge; State the reasons behind your pros and cons lists and how they contributed to the war.

Clear Description of Students’ Actions: Students will choose a partner and a Revolutionary War character from the list on the smart board. Students will gather information about their person from notes from previous classes. Students will participate in a debate, arguing pros and cons of the war from their chosen person’s perspective.

Closure: After the debates, tell students to relate one issue that lead to the Revolutionary War that they could relate to a school rule and share with the class. Students will be prepared the next day to share a proposed solution to the issue they shared.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding during the debates and make sure the events, issues, and ideas fall in line with what happened leading up to the Revolutionary War.

 Differentiation Strategies:

Struggling Learners: Struggling learners can watch pre-picked videos of their chosen persons to take notes from. 

Accelerated Learners:  Accelerated learners are encouraged to add solutions to issues that lead to the war that could have possible changed outcomes and saved lives in the war.

Lesson Plan #9

Grade: 2^nd

Unit/Lesson Title:  Math; place value (one lesson in an ongoing unit)

Content Standards: Grade 2; Understand place value of three digit numbers. Understand three-digit numbers are composed of hundreds, tens and ones. Compare two three-digit numbers using the symbols >, = or <.

Instructional Goals/Overview: Students will be more comfortable with place value (ones, tens, hundredths), how to round to the nearest one, ten, and hundredth, and how to compare using symbols < > =.

Measurable Learning Objective(s): Students will be able to fluently recognize numbers and be able to mentally round to the nearest one, ten, or hundredth, and to recognize which number is greater, less, or if they are equal.

Materials/Resources Required for Lesson: Smart board, place value worksheet

Pre-assessment/Prerequisite Knowledge and Skills: As this is an ongoing lesson on place value, students should be becoming familiar with the concept. Start the lesson with a “brain work” activity. Have some examples of 3 digit numbers on the smart board, and have 2 students at a time take turns rounding to the nearest one, ten, or hundredth (teacher decides each time what place value to round). Once they both finish rounding their numbers, have them decide as a group which number is < > or are they equal?

Vocabulary Overview:

Place Value

One’s Place

Ten’s Place

Hundredth’s Place

Greater Than

Lesson Than

Equal To

Instructional Procedures:

Opening “Hook: Have the smart board on and call two students at a time to come up. Give them a 3-digit number and tell them each to round to a different place value. When they finish, ask them to determine which number is greater than, less than, or are they equal? This will be a quick moving activity; every student should get a turn.

Clear Description of Teacher’s Actions: Teacher will lead the class in the opening   activity on the smart board. Teacher will use a list of 3 digit numbers or make them up as students take turns rounding them. Teacher will make sure answers are right before moving on to the next pair of students.  Teacher will then hand out a blank place value worksheet (attached) with empty spaces for the ones, tens, and hundredths places. Teacher will lead students on a “number walk,” first in the classroom, then down the hallway, looking for numbers to fill in their charts. When back in the room, students will trade their papers with their neighbor, and on another blank worksheet, round them to the place value listed on the work sheet as directed by teacher (example; #1 round to the tens, #2 round to the hundredths, #3 round to the ones). They will then compare with their neighbors’ numbers (example; look at #1 on both of your sheets and decide who’s is greater than, less than, or are they equal?) and determine who’s number is greater than, less than, or equal to each other.

6 Evaluation; choose numbers you see around the classroom or hallway to fill in your place value worksheet.

5 Synthesis; be thinking as you collect your numbers, how you could round to the nearest thousandths place.

4 Analysis; compare your numbers with your neighbors. Decide who has the greater or lesser number. Or are they equal?

3 Application; show what your number will be when rounded to the tens place.

2 Comprehension; convert the numbers you found in the hallway to the ones, tens, or hundredths places.

1 Knowledge; now that you can determine place value and round, identify what your birth month and day is rounded to the nearest thousandths place.

Clear Description of Students’ Actions: Students will pull their prior knowledge of place value, rounding, and determining <> or = during the opening activity lead by the teacher on the smart board. Students will take turns in pairs during the activity. Students will receive a blank place value worksheet and look for numbers around the classroom and hallway to fill in the blanks. They should not try to put numbers in order, this should be a random placement of numbers. When back in the classroom, students will trade papers with their neighbors, and be asked to round each number to a different place value as directed by the teacher. They will then compare with their neighbor’s results and determine who has the greater, lesser, or equal numbers.

Closure: Students will write down their birth month and day as one number and be asked to round to the nearest thousandths place.

Check for Understanding/Questions and Assessment(s): Checking for understanding will occur in the opening activity, if a student is not “getting it,” the teacher can work closely with them throughout the activity. Assessment will take place as students do the worksheet activity.

Differentiation Strategies:

Struggling Learners:  Struggling learners will “team up” with the teacher for this activity so that there is more time for one on one or small group instruction.

Accelerated Learners:  Accelerated learners will be given a place value worksheet with a thousand place as well as ones, tens, and hundredths, and paired with another student with the same worksheet.

THOUSANDS	HUNDRETHS	TENS	ONES

Week 5 Lesson Plans

Hello EDUC 338 classmates! This week I did a two day lesson broke into two different lesson plans over local government and the election process. The standards are for 3rd grade. The first day, students will watch a video and discuss vocabulary words that will assist them in the next day's lesson. The second day they will conduct a class election in which they will elect a class mayor, secretary, and treasurer. They will also propose laws/ordinances to pass in their classroom. They will vote on these issues as a class and make a poster board of their newly elected classroom rules!

Lesson #5

Grade; 3^rd

Unit/Lesson Title: The role of citizens in local laws, ordinances, and elections (2 day lesson, day #1).

Content Standards:   1.  Knowledge of the principles expressed in documents shaping republic in the United States. A. Principles of republic in the United States. SS1 1.10, 4.1; Identify and explain why cities make laws and ordinances. B. Role of citizens and governments in carrying out constitutional principles. SS1 4.2; Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly (justice).

Instructional Goals/Overview: Students will have an understanding of how local laws, ordinances, and elections take place, and the local citizens’ role.

Measurable Learning Objective(s): Students will know how local laws, ordinances, and elections come to be. Students will nominate classmates for classroom political positions and propose laws/ordinances for their classroom to be voted on.

Materials/Resources Required for Lesson: Video on classroom laws, smart board

Pre-assessment/Prerequisite Knowledge and Skills: Remind students they covered majority rule and the rights of citizens in second grade. Ask a couple of students to explain these terms.

Vocabulary Overview:

Law

Ordinance

Election

Public Official

Majority

Citizen

Vote

Opening “Hook”:  Students will watch video on classroom rules.

Classroom Rules

Clear Description of Teacher’s Actions:  (Day 1)Teacher will start lesson by asking students who can explain what an election is and what majority rule means. Teacher will then show class the video on class rules by the Minions. Teacher will lead a discussion and answer any questions students have on how citizens vote for local laws/ordinances and officials. Teacher will put vocabulary words on the smart board and have students take turns writing a definition. Teacher will explain that they will hold a local classroom election the next day.

Clear Description of Students’ Actions: (Day 1) Students will participate in the discussion about what they know about elections and majority rules. Class will watch a video on class rules. Students will participate in a class discussion on how citizens vote for local laws/ordinances and officials. Students will participate as a class in filling in definitions of vocabulary words on the smart board. Students will be told they will participate in a classroom election the next day and to be thinking about law and ordinances they would like to see in the classroom and who they will nominate for classroom officials.

Closure: Students will be asked to use the rest of the day and evening at home to think of laws and ordinances they would like to see passed in their classroom.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding during discussions and activities.

 Differentiation Strategies: Teacher will be aware of students requiring differential instruction and allow for discussion when needed.

Struggling Learners:  Struggling learners will need extra guidance and explanation of terms and concepts by teacher or classmates.

Accelerated Learners:  Students who have an accelerated knowledge of the subject will explain in their own words what the vocab words mean and give struggling learners a better understanding.

Blooms Cognitive Objectives;

Evaluation

Can you explain what your definition of the vocabulary word means?

Synthesis

Create a list of ideas for classroom laws or ordinances you would like to see become law.

Analysis

Be ready to debate your vocabulary definitions.

Application

Relate our discussion today to things we could change in our classroom during tomorrow’s election.

Comprehension

Tell me in your own word what the vocabulary word means.

Knowledge

Identify what these vocabulary words have to do with local elections.

Lesson #6

Grade; 3^rd

Unit/Lesson Title: The role of citizens in local laws, ordinances, and elections (2 day lesson, day #2).

Content Standards:   1.  Knowledge of the principles expressed in documents shaping republic in the United States. A. Principles of republic in the United States. SS1 1.10, 4.1; Identify and explain why cities make laws and ordinances. B. Role of citizens and governments in carrying out constitutional principles. SS1 4.2; Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly (justice).

Instructional Goals/Overview: Students will have an understanding of how local laws, ordinances, and elections take place, and the local citizens’ role.

Measurable Learning Objective(s): Students will know how local laws, ordinances, and elections come to be. Students will nominate classmates for classroom political positions and propose laws/ordinances for their classroom to be voted on.

Materials/Resources Required for Lesson: Smart board, blank ballots (included at the end of the lesson plan), poster board

Pre-assessment/Prerequisite Knowledge and Skills: Discuss topics we went over the previous day.

Vocabulary Overview:

Law

Ordinance

Election

Public Official

Majority

Citizen

Vote

Opening “Hook”:  Have the 3 open positions written on the smart board and tell students to nominate one classmate for each position.

Clear Description of Teacher’s Actions: (Day 2) There will be the positions of Mayor, Secretary, and Treasurer open (students will nominate each other by ballot). Teacher will assist class in nominations of these positions.  The class will also need to propose 8 laws/ordinances to pass as the class rules.  Teacher will put students in groups of 2, each group is to come up with a law or ordinance proposal for the classroom. Teacher will collect proposals and make a list on the white board of suggested laws and ordinances as well as nominees for positions. The first 8 proposals with the majorities of “yes” are made law in the classroom.  The majority vote for positions wins the election.

Clear Description of Students’ Actions: (Day 2) Students will be told there are 3 positions open (Mayor, Secretary, and Treasurer). Students will nominate their classmates for these positions by way of ballot. Students will work in groups of 2 and come up with laws or ordinances they would like to see in the classroom. Students will hand in their proposals and vote.  Students will make a poster board of newly elected classroom laws.

Closure: Students will make a quick list of classroom rules on poster board to hang in the room.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding during discussions and activities.

 Differentiation Strategies: Teacher will be available to discuss in small groups or individually terms and concepts while the rest of the class works in groups.

Struggling Learners:  Teacher will be available to work one on one with struggling learners while the class works in groups.

Accelerated Learners:  Accelerated learners can help explain the local election process in their own words to struggling learners (hearing information from a peer can help with understanding).

Bloom’s Cognitive Objectives;

Evaluation

Choose a law or ordinance that would have a good effect on our classroom atmosphere.

Synthesis

Develop a plan with your group for ideas that would contribute positively to our classroom.

Analysis

Specify why your ideas will be positive for our classroom.

Application

Apply your ideas to the real world. Do they make sense? Can you imagine your parents and teachers following your rules?

Comprehension

With your group, predict how your ideas will affect our classroom.

Knowledge

List pros and cons of your ideas with your group.

 

Mrs. Rowe’s 3^rd Grade Classroom Election Ballot

Mayor:

Secretary:

Treasurer:

Write yes or no on proposed classroom law and ordinances

#1

#2

#3

#4

#5

#6

#7

#8

#9

#10

Week 4 Lesson Plans

Hello all! Here are my two lesson plans for this week. The growing a seed lesson is the one I will be observed teaching next week. The math lesson is one that I came up with while subbing in 3rd grade last week. They were learning about area and a lot of the kids were NOT getting it with the slides and examples left for me to use. So I got out a dry erase marker and made examples on the tiled floor of the classroom. The kids loved it and I hope it helped the concept sink in:)
I also tried to organize my Bloom's Cognitive Objectives better in this weeks lesson plans, let me know what you think!

Lesson Plan #3

Grade; 2nd

Unit/Lesson Title; Planning and conducting investigations on the growth of plants and when growing conditions are altered (continued lesson in unit).

Content Standards: 2.LS2.A.1 Plan and conduct investigations on the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water).

 LO.1.A.1.c Predict and investigate the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water)  

Instructional Goals/Overview: Students will make predictions about the seeds they planted in their previous lesson. Students as a class will use complete a taxonomy using the word GROW. Students will fill out a prediction chart on alterations made to their plants. Students will be read the book “The Magic School Bus Goes To Seed.”

Measurable Learning Objective(s): Students will be able to make predictions about their seeds growth when conditions are altered. Students will share their predications. Students will be able to complete a taxonomy using the word GROW.

Materials/Resources Required for Lesson: Seeds planted the previous day, prediction chart, taxonomy handout, book “The Magic School Bus Goes To Seed.”

Pre-assessment/Prerequisite Knowledge and Skills: This is an ongoing lesson on seeds and growing conditions. Students will complete the GROW taxonomy at the beginning of the class to show what they already know about plants.

Vocabulary Overview:

Seed

Root

Soil

Sunlight

Alteration

Prediction

Instructional Procedures: First do the GROW taxonomy (as a class), then the prediction chart (independently sharing when finished), the read the book.

Opening “Hook”: Ask students what they know about how plants grow. Do the GROW taxonomy as a class.

Clear Description of Teacher’s Actions: Teacher will hand out the GROW taxonomy and complete as a class. Teacher will explain what an alteration to growing conditions is and have students make predictions on their prediction chart handout. Teacher will let students share their predictions. Teacher will read the book.

Clear Description of Students’ Actions: Students will use their prior knowledge to complete the GROW taxonomy. Students will make predictions to growing condition alterations. Students will share their predictions. Students will listen to the teacher read the book.

Closure: Class will discuss ideal growing conditions as described in the book and whether they think their predications will be true or false.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding while doing group discussions and filling out handouts.

 Differentiation Strategies: Teacher will ask a series of questions to prompt students to use a higher level of thinking.

Struggling Learners:  Struggling learners may need more guidance and prompting to understand how to make their predictions on plant growth with altered growing conditions.

Accelerated Learners:  Have additional altered growing condition examples ready for students to make predictions on.

Bloom’s Cognitive Objectives as related to the lesson;

Evaluation

Compare the different growing conditions provided on your prediction chart. Explain your opinion on how a plant will grow in altered conditions.

Synthesis

Visualize how your seeds will grow in different conditions as listed on your chart. What are your predictions?

Analysis

Lets compare our predications and debate why we chose our outcomes.

Application

After observing your seeds grow for a week, you will be able to determine if your predictions were correct or not.

Comprehension

Tell me in your own words why you think your prediction is correct.

Knowledge

Tell me what you learned in your last lesson about the life cycle of a pant. How can you use that knowledge in your predictions?

Lesson Plan #4

Grade; 3rd

Unit/Lesson Title; Math: Figuring area (ongoing lesson on area and perimeter).

Content Standards: Grade 3; Understand concepts of area.

Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. Multiply whole-number side lengths to solve problems involving the area of rectangles. Label area measurements with squared units.

Instructional Goals/Overview: Students will be able to figure the area of rectangle shapes by multiplying the outside measurements.

Measurable Learning Objective(s): Students will be able to figure the area measurement of rectangle shapes.

Materials/Resources Required for Lesson; Smart board, dry erasers, scrap paper

Pre-assessment/Prerequisite Knowledge and Skills: Students have already learned to figure the perimeter of shapes, they will now figure the area of similar shapes.

Vocabulary Overview:

Area

Perimeter

Instructional Procedures: Do a quick review of perimeter, then do examples of area on the smart board as a class, last, students will figure the area of examples done on the tiles of the floor of the classroom.

Opening “Hook”: Show students an example of an area problem already drawn on the tiles of the classroom floor. Tell them by the end of the lesson, they will be able to figure the area of the shape.

Clear Description of Teacher’s Actions: Teacher will do a review of perimeter with the class. Teacher will do examples of area on the smart board as a class. When students show a good understanding of how to figure area, they will be split into groups to rotate around the room and figure the area of tiles pre-measured by teacher and record their answers on scrap paper.

Clear Description of Students’ Actions: Students will participate in a review of perimeter. Students will participate as a class doing examples of area on the smart board. Students will work in groups to figure the area of pre-measured shapes on the tile floor of the classroom. Students will share their answers with the class.

Closure: Students will be asked to be aware of measurable shapes in the hallway and other classrooms (tiles in the hallway, bricks in the wall, etc.) in the school. They can share their observations at the end of the day while in bus line.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding while doing group discussions and during group activity.

 Differentiation Strategies: Shapes on the tile floor can be altered to be more difficult or more straight forward.

Struggling Learners:  Struggling learners can be shown that they can count the tiles in the area being measured, then explain that the answer is easier if they multiply the side measurements.

Accelerated Learners:  Teacher can make more abstract shapes on the tiles of the floor for accelerated learners to figure the area of.

Bloom’s Cognitive Objectives as related to the lesson;

Evaluation

Think about what you need to do to find the perimeter of a shape. What do you think you need to do to find the area of the same shape?

Synthesis

Visualize how your seeds will grow in different conditions as listed on your chart. What are your predictions?

Analysis

Let’s change our thinking of perimeter to area not. Can you visualize the difference in the two?

Application

Let’s compare the differences in area and perimeter.

Comprehension

Who can explain how they found the area of this shape? Describe what our next step should be.

Knowledge

List the order of steps we need to take to solve this area problem.