USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Brooke Pruim
Grade Level Being Taught:
third
What misconceptions might
students have about this
content? (Talk to your CT)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT
Support/reinforced in
instructional planning)
Level(s) of Thinking
Subject/Content: Perimeter Group Size:3- Date of Lesson: 2/14/23
4
Students may think that the perimeter is all the numbers added together.
They may think the area and perimeter are the same thing.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately find the perimeter of four different sized rectangles.
Students will show their work by showing what numbers they multiplied to get the perimeter. They will
then write a brief explanation on how they got that answer.
Students will receive a complete if they show they understand what numbers to multiply to get the
perimeter. If the students get it wrong, I will allow them to try again and explain their answers to receive
credit.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? In the Blooms Taxonomy triangle students will be using the analyze and apply steps to
determine the perimeter of the rectangle.