USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: __Gabby Leonard__
Grade Level Being Taught: K
Title of Lesson
Meeting your students’ needs as
people and as learners
(supervisors)
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
(CPALMS/instructional planning
course)
Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)
Part 1: Lesson Content
Heavy and Light Measurement
How does this lesson connect to the interests and cultural backgrounds of your students?
When create the options for the “Which is heavier?” activity, I will consciously base the options off of
what I know the students are familiar with. This will make it the concept less abstract and more
concrete.
How does this lesson connect to/reflect the local community?
The students will be using items from their own classroom in a part of the lesson.
MAFS.K.MD.1.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable
attributes of a single object.
MAFS.K.MD.1.2 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. 
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
No previous grade level.
Trace the standard to the next grade level. What will students learn next related to this standard?
Students will learn how to order three objects by length; compare the lengths of two objects indirectly by
using a third object and understand how to use a ruler to measure length to the nearest inch.
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)

What misconceptions might

students have about this Students may have a misconception that just because something is bigger in size that it weighs more
content? (talk to your CT) (difference in weight and matter)

Objectives- What students will

know or be able to do after the
instruction – the learning
outcomes Students will be able to accurately compare two objects to determine which is heavier or lighter.

Students will be able to accurately estimate the weights of two objects to determine which is lighter or
heavier.

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? knowledge, comprehension, and apply

Which level(s) of thinking is/are called for in your objective? ___apply__

Why did you choose this level(s) of thinking?
I chose this level of thinking because it is important for the students to be able to apply what they
learned to real-life situations. This is displayed in the rotating stations activity where they compare real
objects.

2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__
Grade Level Being Taught: K
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)
Describe your assessment plan:
Students be put into groups and rotate through stations. Each station has two objects and they have to
dictate which is heavier and then record that in their math notebooks. We will come back together as a
group and go over our results together and record them on the board.
How does it align with your objective?
This assessment will allow me to quickly see who understands the concept of comparing objects by
weight.
Is your assessment formative or summative? Why did you make that assessment decision?
The assessment is formative. I chose this assessment because I want use this as ongoing data to inform
the next math lesson I will be doing with the class.
After the lesson I will record data about each students performance in the assessment activity. I will
have a sheet with each student’s name and take notes on how they are doing and observations I make.
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
The students will be sitting in their assigned seats. They will be able to get up when they are called up to
the board and during the stations activity. I will be standing up at the front of the room, occasionally
going to the computer in the middle of the room when needed to pull up materials. During the station
activity I will be walking around the room monitoring and observing the students.
● What processes & procedures will you use? How and when will you communicate those to
students? I will set expectations before each activity, I will explicitly state what materials
3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__
Grade Level Being Taught: K
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)
students will need and when to get/use them, I will dictate where students should be during each
part of lesson (in their seats at beginning of lesson, out of their seats and at their stations during
rotating stations activity, and I will use attention getters when I need student focus to be back on
me.
● What expectations will you have for the students? How and when will you communicate
those to students?
I expect them to be sitting in their chairs, facing forward and sitting up straight. I will communicate this
at the start of the lesson. When we do the rotating stations activity I expect them to be at their
designated stations with their group and not touching the objects in front of them. I expect students to
raise their hands when they would like to speak and wait to be called on. I will communicate this when I
open up for student responses and any time that a student calls out or talks out of turn.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
If students are not meeting expectations I will first use an attention getter to regain their attention (class,
class). I will then go over the expectations with the class. I will give PAWSS points to those who are
meeting expectations.
For students who need more individualized management I will first use nonverbal cues as to not draw
attention to their behavior, if it continues I will remind student of star system and encourage them to
work to earn their star.
● What will students do if they complete the task quickly?
If students finish their task at their stations early I will provide them with other questions to consider
besides “Which object is heavier?”. Such as “What is another object that is heavier than both of these
ones?, Would we be able to use a balance scale to help us? Why or why not?”
I will need mimio presentation, mimio tools, and objects for the stations
https://docs.google.com/presentation/d/1ZBB3sKPPt5e1uC-w3mlYtzjopdflMvvLlOlASbLE9xE/edit?
usp=sharing
4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)

This can also include people!)

Students will need a pencil and their math notebooks.

Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
- Include various delivery formats: a video, class discussion, interactive activities.
- Provide additional teacher examples.
- Suggest that students can draw a picture as well as write the word during rotating stations
activity for those who struggle/may get frustrated with writing.

Which specific students will benefit, and why?

GG
JO
KR
JC
FR
EL
SS

Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or I will allow GG to stand up during the lesson if he needs to. I will put certain students (FR, EL, and JC) in
groups of students) groups with students who I know can help them if they struggle.

Accommodations What accommodations will you make for students who are English Language Learners? (Refer to

5
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__
Grade Level Being Taught: K
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
*If you don’t have students who
require these accommodations,
describe what you WOULD do if
you did have these students.
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)
your ESOL Strategies checklist and list specific strategies)
● Pre-Production Level: Provide visual representations
● Early Production Level: Use hand motions/symbols
● Speech Emergence Level: Check word choice and sentence order when speaking, frequently
check for understanding
● Intermediate Fluency Level: relate to students experiences
What accommodations will you make for students who have an IEP or 504 plan?
Allow them to sit/stand in an open space in the room
Make sure things displayed on the board are visible and accessible
Is allowed extra time on activities if needed.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Allow them to have further discussions and expand on ideas/concepts presented. Ask them questions
that expand on the objective.
I used my CTs unit plan and CPALMS as resources
1. What is the content area for this lesson? measurement: estimate and compare weight
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
6
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__
Grade Level Being Taught: K
carry out the lesson for you.)
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)
guided/gradual release/etc.) ______Level 2, CT/Supervisor cycle 2 =_whole
group_____________________
3. Step-by-step plan:
Time: Action Steps:
9:10-9:20
Teacher: Class, Class (yes, yes) I need everyone to turn around in their movie theatre chairs.
Bottom to bottom, back to back, hands folded in my lap. (students mimic). (Hand out math notebooks)
Right now I am handing out your math notebooks, just leave them closed, we are not using them yet.
Teacher: I know this week you and Ms. Branton have been talking about measurement and
weight. Does anyone remember what tool we use to measure and compare weight?
Students: A balance scale.
Teacher: (show picture of balance scale) Yes, a balance scale measures and compares the
weights of two things. It tells which is heavier and which is lighter. You also learned with Ms. Branton about
things that are heavy and things that are light. Can someone give me an example of something that heavy?
Students: A truck, a table, a house.
Teacher: Good! And what is something that is light?
Students: A tissue, a piece of paper
Teacher: Now, even though balance scales are used to help us compare the weights of objects. Do you
always carry around a balance scale with you?
Students: No
Teacher: Today we are going to compare the weights of objects without a balance scale.
So, what else could we use to help us? Something that we have with us all of the time.
Students: We can pick stuff up.
Teacher: We can use our bodies! More specifically our hands! (Hold up hands like balance
scale.) Now everybody pick up your pencil in one hand. How does that feel? Does it feel heavy or light?
Students: Light
Teacher: Now pick up your math notebook and hold it in your other hand? How does that
feel? Does it feel heavier or lighter than your pencil?
7
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)

Students: It feels heavier.

Teacher: Look at you, you all are your very own balance scales. We can compare the weight
of things just by holding them in our hands.
Teacher: Awesome job! put your pencil and your math notebook back on your table.

9:20-9:35 Mimio activity (Which is heavier?, Which is lighter?)

Teacher: Now we are going to play a fun game, where we have to look at two objects and
figure out which is heavier! I am going to show two objects on the screen and I want everyone to think in
their heads about which one is heavier. When you think you know, raise your hand and I will pick someone
to come up to the board and use our special pen (show mimio pen) to come up and drag the object that
they think is heavier into the red box. Are there any questions about what we are doing?

Teacher: So, for the first one we have a leaf and a pumpkin. Now I want you to think in your
head, don’t say it out loud, which one of these is heavier. When you think you know raise your hand quietly
and I will call someone up with a quiet hand to come up and show us on the board.
Teacher: (Choose a student who is sitting with a quiet hand to come up to the board and
hand them the mimio pen.) Remember I want you to click on the one that’s heavier and drag it into the red
box.
Students: Student take the pen and choose which object they think is heavier. If student
chooses correctly praise the and ask how they came to that conclusion. If student is incorrect praise their
efforts and quickly re-explain the difference between heavy and light and then have them try again.
Teacher: (Do the same steps for the next 3 questions, questions will alternate between
asking for heavy and light so be explicit with what the question is asking of them.)

9:35-10:00 Stations

8
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)

Teacher: Class, Class

Students: Yes, Yes
Teacher: Everybody open your math notebooks to the next blank page with the green dot and
pick up your pencil. On your blank page I want you to write todays date (show date on screen). When you
are done show me your unicorn horns (students put their pencil on their head like a unicorn horn) so I
know you are ready.
Teacher: Do you see how there are 6 stations around the room. (Walk to each station and
show the exactly where it is, “this is station 1, station 2, etc”) Well we are going to do a fun activity about
comparing weight, where we get to get up and move around to different stations. But to do this activity it is
so important that you have your listening ears on and are able to follow directions. Can you all do that?
Students: Yes
Teacher: When I call your name I want you to take your math notebook and your pencil and
find your number station. When you get to your station do not do anything or touch anything, just stand
there and wait patiently for your next directions. (call students to stations, use pre-written list)
Teacher: At each of the stations there are two objects. Do you all see the two objects at your
stations?
Student: Yes
Teacher: At your station I want you to look at the two objects in front of you, just look, we are
only using our sense of sight for this activity. So, look at the objects in front of you and decide which object is
heavier, we are looking for the heavier object for this activity. Then I want you to write down in your math
notebook, the word of the object that’s heavier. The words are there in front of you to look at, so just try
your best and if you want to you can also draw a little picture of the object next to the word like it shows on
the cards. Are there any questions about what we are going to do?
Students: No
Teacher: Can someone repeat back to me what we are going to do?
Students: We are going to write down the word of which object is heavier.
Teacher: I am going to give everyone 2 minutes at their station to write down which object is
heavier. When the timer goes off everyone needs to stop and look at me so I can tell you how we will move to
our next stations.
Teacher: (While students are working, walk around the room to monitor stations and take
notes on students performance.)
Teacher: (Timer goes off) Class, Class
Students: Yes, Yes
9
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)

Teacher: Your time at your first station is up, so now you are going to go to a new station. If
you are at number 1, you will go to number 2 (direct students at station 1 to station 2, continue with each
group of students directing them to their new stations.) Now we are going to do the same thing we did in
our first station, figure out which object is heavier and then write the word in your notebook. I am going to
start the timer for 2 minutes. (after this do one more rotation, so each group goes to three stations total)

Teacher: Class, Class

Students: Yes, Yes
Teacher: It’s time to go back to our seats, make sure you have your pencil and your notebook
with you..
Students: (students go back to their seats)
Teacher: Now we are going to share the answers we got from our stations with the class,
since not everyone got to go to every station today. (pull slide on mimio with pictures for each station) For
station 1, which object did you find to be heavier, the apple or the paper clip?

Students: The apple

Teacher: JC, can you come up and circle the picture of the apple?
Students: JC comes up and uses the mimio pen to circle to the picture of the apple.
Teacher: (continue process for each station)
Teacher: (end lesson with I can, you can, we can) I can, you can, we can. I can compare the
wight of two objects.
Students: I can compare the weight of two objects.
Teacher: To know which is heavier and lighter.
Students: To see which is heavier and lighter.

10
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: __Gabby Leonard__

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 11-04-20
(nonstandard units of Whole group
measurement)

11