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UbD 2.0 - Size and Length
Overview
Size and Length lesson plan for Pre-K / Kindergarten
Stage 1 - Desired Results
ESTABLISHED GOALS |
Describe and compare measurable attributes.CCSS.MATH.CONTENT.K.MD.A.1 CCSS.MATH.CONTENT.K.MD.A.2 |
Transfer
Students will be able to independently use their learning to… |
Use size and length terms in their daily lives. Point out what is bigger or smaller than other things in their daily lives. Point out what is longer or shorter than other things in their daily lives. Follow directives involving size or length. (ex. Can you get me the smaller fork please, Jacquie?) |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
Size is different than length. You can compare the sizes and lengths of everyday things in the real world.
| What is the difference between size and length? What does smallest mean? What does biggest mean? What does longest mean? What does shortest mean? What does it mean if something is shorter than something else/what does it mean if something is longer than something else? What does it mean if something is smaller than something else/what does it mean if bigger than something else? |
Aquistion
Students will know… | Students will be skilled at… |
What size and length mean What small, smaller, and smallest mean What big, bigger, and biggest mean What short, shorter, and shortest mean What long, longer, and longest mean | Identify things as shorter or longer than other things. Identify things as bigger or smaller than other things. Rank objects or lines in order by length. Rank objects or shapes in order by size.
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Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
| If a kid can demonstrate the concepts of size and length with objects in the real world, I can assume that they truly understand them. | PERFORMANCE TASK(S): (One at a time in a controlled environment) Ask each kid to bring me the longest pen on a designated table, as well as the shortest eraser, the smallest piece of paper, and the biggest book. |
If the kids can verbally explain the difference between length and size, they likely understand and distinguish the two concepts. I would like my students to be able to demonstrate their understanding of size and length on worksheets as well. | OTHER EVIDENCE: Have them individually explain to me the difference between longer and bigger and the difference between shorter and smaller. Worksheets in which kids circle the longest line out of a set of lines or the biggest square out of a set of squares, etc... |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
W, E2, R ------> Give explanation and show examples on the board. I might use PowerPoint or Google Slides to assist my explanation, and I could do examples on a ViewBoard. With this board, I could drag things to change their size or length. I could do this over Zoom or Stream for students who aren't there in person. (This explanation of size and length will show the students where the unit is going and what is expected. I will learn where the students are coming from by asking them how many of them know what size or length is. They will have to rethink and revise they're understanding when I show them that something longer than something else could actually still be smaller than it. After reminding them of this later on, students could evaluate their own work to make sure they did that right.)
H, E1, T, E2 ------> Compare the sizes and lengths of things in the room. I could have the kids record and share themselves comparing the sizes and lengths of things using tools like Audacity, FlipGrid, or YouTube. (It can be personalized to the different interests of students by individually allowing them to compare the sizes of things they each like.)
H, O ------> Watch a video about length and size. I could also put videos on YouTube, FlipGrid, or Zoom for them to watch. (A video is a great way to hook the students.)
H, E1, E2 ------> Have kids rank pieces of string by length. This is meant to be a very physical representation, but for kids who can't be there for it, I could record myself interacting and sorting the strings for kids to watch on FlipGrid or YouTube. These kids could even talk with me about the string I'm using live over Zoom or Google meet.
O ------> Fill out worksheets about it. Some of these could be on Google Forms to quickly give information about how many students understand the concepts as well as save paper. (The multiple means of engagement should help maximize engagement and learning.)