McNeese State University

Department of Education Professions

Lesson Plan Template
Course: Semester:
Name: Brittanie Guidry Email: msu-bguidry21@student.mcneese.edu
Primary Subject Area: Mathematics Grade Level: Kindergarten
Title Of Lesson: Working With Worms! Approximate Duration: One hour (60 minutes)

Overview of Lesson (Danielson, 1c)

The students will practice counting, measuring, and comparing using both real and fake worms.
The students will also discuss what worms need to survive.
Prior Knowledge Expected of Students
Students should already have knowledge of rulers and be able to count objects up to ten
Louisiana Student Standards (LSS)
K.CC.B.4 understand the relationship between numbers and quantities.
K.CC.B.5 count to answer “How many?” questions.
K.MD.A.2 Directly compare two objects with a measurable attribute in common.
Educational Technology Standards
K.ET.A Illustrate and communicate original ideas and stories using electronic tools and media-rich
resources.
Additional Standards
K.LS.1.1 describe patterns of what plants and animals need to survive.
Interdisciplinary Connections + Standards
SL.K.1 participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
Student Outcomes (Danielson, 1c) This is the objective. TLW…
The students will measure and compare objects.
The students will also count objects to tell which group has more
Lesson Procedures
Time Step By Step Lesson Procedures Pre-planned Seed
Questions
1  Gain attention of students. What do you think we
min are going to do today?
2  Go over class rules. Ask students if they can remember
min some of the rules.

5  Introduce both the real and fake worms, show the students What do you think
min the difference between the worms and explain what makes makes something living?
the real ones living.

8  Let the students pass around both the real and fake worms What observations do
min and let them make observations about them. you make between the
2 two worms?
min  Ask the students about their observations.
2
min  Break up students into small groups of two or three.
1
min  Give each group the materials they need for the activity
 What do you think a
ruler is for?
3
min  Have each group take out their fake worms and try to
measure them using their ruler. Why do you think that it
20 is important to measure
min  After having them try on their own, show the students how things?
the ruler works and have them try to arrange the worms into
both large and small groups. Why do you think some
10 worms are longer than
min  After the students measure and separate their worms, have others?
3 them count and tell which group has more worms.
min What else do you think
2  Have the students discuss their findings with other groups. you can measure?
min
1  Clean up any messes.
min
 Pass out candy worms for them to take home.

Teacher Materials Student Materials Technology Resources References

 Timer  Real worms  Promethean board  Education.com
 Gummy worms  Fake worms  Slide show about
for after lesson  Ruler worms and
 Measuring  “large and measurements
tapes small”
worksheet
 Pencils
 paper
Relevance / Rationale
It is important to know about measurements because measurements are used on a daily basis.
Measuring is used during different things ranging from cooking to building.
Exploration / Extension / Supplemental
 EXPLORATION: to add on to this lesson, students could measure each other using measuring
tapes.
 EXTENSIONS: for students that did not quite grasp the concept, they will have some one on
one help with the teacher after the lesson.
 SUPPLEMENTAL: Early finishers can go and measure other objects in the room.
Assessment Criteria For Success
 Formal: the teacher will collect each group’s worksheet to see how well they got the content.
 Informal: the teacher will observe the students during the activity to see if they get the
material.
Differentiation (Danielson, 1c, 3e)
Modifications can be made for students with different disabilities.
 Post Lesson Reflection
The post-lesson reflection should address the following items as they are relevant to the particular lesson:
1. How well were the Overview and the Objectives met? What data do you have to support that claim?
2. Identify two elements of instruction that went well. Give direct teaching evidence to support your claim.
3. What would you do differently next time? Why?
4. How did your formative assessment technique help you to determine which students will need
additional support?
5. Who did not get “seen” in the class? What do you need to pay attention to in order to support this
student better?
6. What do you need to read about more in the professional literature to support your development as a
teacher?
Address any other relevant needs, concerns, creative ideas, etc. at the conclusion of your reflection.