Lesson Plan #2

Title of Activity
Age group/Grade
Subject Area Objectives

Comparing the Length of different Sea Animals like shark and similar
fish or objects
4s/Prekindergarten
Main Content Area: Mathematic Cognitive Thinking
Additional Content Areas: Cognitive development, Art, Dramatic play
skills, Physical (gross and fine motor skill), self-esteem, social
emotional skills
Objective: After reading the book Imagine Fun at Sea by Silver
Castle, students will be able to know how to identify which sea
animal is greater in length or less than compare with other sea animals

Mathematics Thinking
Objectives

New York State Prekindergarten Foundation for the

Common Core
Domain 5: Cognition and Knowledge of the World
Measurement and Data
Describe and compare measurable attributes.

1. Identify measurable attributes of objects, such as length, and weight.

Describe them using correct vocabulary (e.g., small, big, short, tall,
empty, full, heavy, and light

Objective: After reading the book Imagine Fun at Sea by Silver

Castle, students will be able to identify which sea animal is greater in
length or less than compare with other sea animals.

New York State Prekindergarten Foundation for the

Common Core
Measurement and Data
Mathematic practices

a)make sense of problems and persevere in solving

them.
g).Look for and make use of structure.

Overview
Measurement and Data
Describe and compare measurable attributes.
Sort objects and count the number of objects in each category.
Counting and Cardinality
Count to tell the number of object
Compare numbers
Counting and Cardinarlity:
CountTo Tell The Number Of Objects

3. Understand the relationship between numbers and

quantities to 10; connect counting to cardinality.
a)When counting objects, say the number names in the standard order, pairing

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each object with one and only one number name and each number name with one
and only one object.
b)Understand that the last number name said tells the number of objects counted.
The number
of objects is the same
Compare Numbers
5. Identify whether the number of objects in one
group is more, less, greater than, fewer, and/or
equal to the number of objects in another group,
e.g., by using matching and counting strategies
(up to 5 objects)
Geometry
Analyze, compare, and sort objects.

ideas.

Content Standards

New York State Prekindergarten Foundation for the

Common Core
Domain 5: Cognition and Knowledge of the World
Measurement and Data
Describe and compare measurable attributes.

1. Identify measurable attributes of objects, such as length, and weight.

Describe them using correct vocabulary (e.g., small, big, short, tall,
empty, full, heavy, and light)
Learning Objectives that related with common core standard are :
1. After reading the book on called Imagine Fun at the Fun, children will use
the block areas sea animal toys to investigate the length of sea animals and
make comparision in length , wide or how long or short some sea animal
like shark is.

2. Children will learn about words like great than, less than, long ,
short, shorter, longer, wide, huge, in describing sea animals like
shark, seal, whale, and fish.
3. After our class group discussion, children will learn to predict or
hypothesize fish, sea animal and object in the
classroom and identify things or object like long
block or short block or the whale is longer in length
than shark. And shark is greater in length than
seal .ect
4. Children will able understand or recognize that objects and
animals are measurable in length, size and weight.

Instructional Resources and

Materials

Visual pictures of sea animal, shark, whale, gold fish in

different length and size

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Concrete Sea animals toys from block areas

Block from house area
Ruler, and
Video of different size length of sea sea animals like whale,
shark compare to gold fish

Imagine Fun at Sea by Silver Castle

markers (for the teacher)
yarn
teacher and student use our bodies to make lines long and short
line
pencils
Crayons
Long rope
Short rope

Justification and Theory

Its very important for children to know that things or animals outside
is all measurable and especially they shopping with their family outside
and there all type of fish different size and length. We want to introduce
mathematic thinking into children because it help to associate to the
real world around them with trusting their eyes and five senses to
observe and investing that things and sea animals or animals in general
have different length, shape, size and weight. We will continue to use
the book Imgaine Fun at Sea by Silver Castle. We continue to use this
book because under literacy children already introduce to this book and
we will build upon what they know to tie this book to math indirectly
as introduce to math. This fun book reading activity is appropriate for
preschoolers because it gives the children a chance to not only
understand between sea animal distinct from land animal on land but it
always good to allow students to learn and explore reading and learning
with good visual pictures of sea animals in concrete size and shape.
From 2D to 3D ways of reading to engage children as tool to help us to
teach. When a book is engaging and fun to play interactive with along
text and picture help children to learn better. We want to encourage
children make believe and use their imagination and trust their eyes in
about the size and length of different sea animals.

Teaching Strategies used in

class

This activity will start out group experience during a read aloud, and
then transition to whole class activity by asking children line up in
single file in one long line, and also have two teaching partner to
communicate first then each take one group of children and comparing
our long and short line ,then ask children which line is longer or shorter
in length . I will employ the following learning strategies: I will use
dialogic reading strategies to redirected our attended on sea animals on
the animals size like length, shape ask question like which one is
greater than one another and which one is less than the is the gold fish
greater than shark or a shark is greater in length than a gold fish. ..
sometimes pause to ask open ended stimulating thinking questions and

Lesson Plan #2
I will communicate with my teaching partner and we both model the
activity before the students begin work in both whole, small group and
individual working follow up. Since we have 15 students we might
would monitor the childrens work while encouraging and prompting to
engage in using our bodies to form lines to explore. Using block sea
animals to explore and trust which think do they think is greater than or
less than in length, we use long extendable ruler to show contrast of
long and short just like blocks in Block Center use different long and
short rectangles shape to compare its length and size to children.

As follow up activities we have children partner with each other and

look for two object from the classroom to sit down and draw them in
their composition notebook and see which one has greater in length
than the other and color it then write the words out for example, I take a
pencil and crayon. I draw them both on my paper. I say The pencil is
longer than the crayon . or The pencil is greater in length than the
crayon because the pencil is longer in length . Both teacher will
intentional and active role model to our children.
In our activities, we can also ask students during our activities after our
discussion, we invite children to bring two things from anywhere in the
class that show difference in length and compare it together themselves
and share with their friend which one is greater than or less than the
other.
Even asking children simply during their pencil to draw a long I line
and one short line and ask children which line is greater than which
more than other and have shown us by telling us in words verbally.
Anticipatory Set

Instructional Input

Since we already read the book, Imagine Fun at sea by Silver Castle
before, we will do reread the book one more time because children
learn better when we build upon what they already know, but this time
we focus this very brief on the book but, no more wearing mask but
will focus on the asking fun question like which animal is longer and
shorter in length and explain length mean to children. Let them we
focus on animals length, size and shape and discuss about with
children to get them exciting learning math concept by introduce
material like bring in a long rope and rope during center time, have
children a pair of children hold the rope and write world length means
unit of measuring something from one end to end. Teacher can use
modeling with our body and invite children use their hands or arm or
whole body to discover the fun of knowing length by introducing
length to children bring in a real construction expending ruler to
literally role model and ask questions about which greater than or less
than or shorter or longer in dialogue question style.
1. Meet at the carpet with all the children. Introduce to

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children that we going to learn how to identify which
sea animals is greater in length or less than in length with other sea
animals that we leaned before, afterward. we also learn about how
to identify object in our classroom which thing one longer or
shorter in size by comparing one or more sea animals or things with
one another? And we will; focus on the length and perhaps ask
children questions what does length mean to them? Can you guys
please tell me what does length means to you?
2. Write down their response on the broad or paraphrase what they
said. If no response, then explain definition of length a how can we
use length to describe one animals or one things or can be more
than one things like 2 or 3 or 5 things. Length help us to describe
how long things are. It describes one thing or more than one thing
at a time
3. Explain to children that the terms greater than or less than must
be comparing more than one thing at a time with different size a
how long thing or animal are like different sea animals like shark,
sea. Seagull, and sea turtle and then define length in short and
concise term like saying length means a unit of measuring of thing
that show one end to end and then if children still feel puzzle, then
we use our hands-on activity and concrete materials to prompt and
encourage them by intentionally modeling to them with our bodies
and as activities carry out our activities later.
4. For example, I will ask and invite one child to come forward and I
will stand next to the child ask the whole class. Comparing me and
him who is taller me or the child? Wait for children to response.
You! then I said your right I am taller than him and compliment
them and define length in similar term to tall and short but length
explain how long thing is. For example, bring in the prepared long
rope and short rope and have children all stand up and one will hold
on and place one of their hands holding the either one long or short
hope. One teacher take the long rope with one group of student and
another teacher takes another group of students. one the two group
is settle and quiet down. we ask questions like which rope is longer
in length or which rope is shorter in length? Have children question
and add input in our learning and record what they said on the
board.
5. Then use another activity like having children since they already
standing up. two teachers have children line in double file and have
one group intention line up in way longer than another group then
again ask children which line here like is longer or shorter in length
have the children decide themselves? interact with children and
discuss with them how one line is shorter or longer with one
another by length
6. Then it good time to explain to chidren that length mean when a

Lesson Plan #2
object is mearing from one end to end just like our body part one
hands to the next hand extend wide onen far apart mean logn but
when its close together it means short
7. Then have children seat down to clam down and explain to them
that in order to use word like greater than or shorter than we have to
use more than one thing to comparing thing together.
8. For example use my I-pad or print out pictures, show them pictures
shark, whale and fish or goldfish that some of us have it at home or
goldfish in our classroom and do a comparing and contrast but ask
children which one greater than in length means which one is
longer in shape?
9. Pehap always use some game like explain the varies of sea animals
from the block areas and ask children to predict or make prediction
what is sea animals is greater than it mean larger than. And define
less than as smaller in comparing two or more thing together. Ask
children do they know what greater than means meant? How about
letter than means Encourage them to ask questons and not afrad to
ask questons because if we dont know some we must try our best
to solve it by exploring and comparing things
10. Read the book Imagine funn at Sea by silver castle this time read it
very fast briefly without wearing the mask by asking and interctive
question on comparing size and picture of shark with seal or
perhaap show children different picture of size and shape of shark
froom another book with all shark with different shape ,length and
ask which to think how does a seal compare to shark which is
greater in shape why? ane which small than a shark is it a seagull or
a whale and allow children to answer .
11. Explain to children, we try to identify how some sea animal has
much greater in length than other animals and we going to do
different activities today to understand, comparing and think
critically to exploring different things and activity related to sea
animals length like which is it greater than or less than or longer
than or less than and explain this abstract terms term clearly to
children to we can tap into what they know and doesnt know but
be prepared to stop and prompt and encourage them slowly to
understand about length.
12. Explain little about concept and defining of length to children
and write it down the blackboard. Ask some children to help us to
take some longer, shorter and medium blocks and place it in front
of the center area and mix it up and ask children what do they know
about the size of this block? Wait for children response and write
down their input.
13. Read the book, Imagine Fun at Sea by Silver Castle use
dialogic reading strategies during the reading and
sometimes ask open end stimulating questions.
14. After reading the book, discuss the with the students. Ask them
which to find something greater than in length then my market to
see if they understand the concepto of greater than. Same question

Lesson Plan #2

Anticipated Time Frame

Plans for Assessment/Check
for Understanding

Plans for Differentiating

Instruction

for less than ask children show me to sea animlas and share with
ous which one less than .
15. . After we finished discussion, explain to the class that we are going
to do a follow up by taking our compostion notebook and go find
two sea animal from provided containers and one is greater than the
other and in individual basis and 4 childrne at a time while other
children go play and these smaller group of individual will
supported by teacher on doig their task .
16. Teacher model how to pick anything they can find either in the sea
animals containers and find any two thing from the class to
compare thing together and draw it and say e.g..This shark is
greater in length than the seal. Or say the shark is longer than
the seal or the seal is shorter than the whale sealgull is less
than sea turtleallow children to explore in learnin by support
discovery of great than , less than, longer , shorter, long , short
17. Teacher gave example first by role model than allow children to
follow in speaking out or writing it down by encourage all to
participate
18. Afterward they can share their found of drawing or show what they
find with their peers and teachers
45 minutes (25 minutes for the read aloud, 5 minutes for discussion, 20
minutes for small group drawing and writing, 5 minutes to share with a
friend)
I will use my observation in class and checklists items from the child
developmental checklist to assess each students learning on their
Emergent, writing, and reading skills along with spoken language and
dramatic play item and multiple of other assessment like child-teacher
interview or conversation as also part of my way of assess the student
understanding. The main criteria of the checklist are to check item if
the children progress or show it sign of progress. How do the children
follow instruction and oberve them how they draw or write or even
label with date and be documental with anecdotal and runner record to
observe the childs behavior and ultimately we will document the
children into our authentic portfolios along with other informal like
checklists, rubric, interview and observation learning?
Supporting ELLs: To support English Language Learners, I will
promote dramatic play and peer English Language learner(ELL) with
more advance peer or native speaker to have peer to peer role
modeling, teacher can also give ELL extra time to encouragement to do
their work and show role model to ELL on how to practice their
language by promoting more opportunity for ELL for practice reading
and writing more but at the same time I will adjust my curriculum and
to be more sensitive to their needs. I will also encourage the parent read
more with the child in their native language at home to read to their
children both in their native language and in English
Supporting children with identified delays, speech, and/or disabilities: I
will have the child who has speech is intentionally sit across the teacher
during circle time and then I would positive role model the child and
use puppet shows and dramatic play as strategies to help children with

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Extension Activities

Closure

disabilities. I would offer scaffolding one on one corsponding support

and positive reinforcement on. It also good children with disabilities to
use puppet show to help children with language issue and promote
positive peer to peer social interaction with teacher and peer. I will use
music and dramatic play as my powerful tool to bridge the learning
since speech impair has issue with speaking but not with listening.
Therefore, I will provide more a 1 on 1 corresponding attention and
help that children by be more flexibility with changing my lesson using
more music, visual and dramatic as way to connect these children. I
will make my activities s more developmental appropriate for children
with special need. Being flexible teachers and encourage another peer
to help me to help that child.
If children cannot draw and write a simple short sentence, then they can
just simply . use a pencil and draw long line across and draw short lien
to compare which one Is shorter or which is greater in length have
children try to use simple as drawing striagih across line on the board
by road model from teachers to student . we do first then they attempt
to do it .. we can also use our sea animals mask as puppet show to
enhance collaboration, and build self confidence in child term to speak
out there through a puppet. Chilren can allow to explore doing a
group height chart together with the teacher guildance and they are
also allow to explore a group activity by prepare huge paper a head
time and have each of the 15 students lay then we can trace their body
from top to bottom or bottom upand label their names and chiidren
disscuss together in big group ist tall and greater in length.
When the activity is completed, teacher will encourage children to
name out one sea animal that is greater than or less than with another
sea animals to teacher.