Classroom Blog and Website Creation Tools

Lesson Idea Name: Measurement

Content Area: Math
Grade Level(s): 4th
Content Standard Addressed: MGSE4.MD.1 Know relative sizes of measurement units within one system of
units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
a. Understand the relationship between gallons, cups, quarts, and pints.
b. Express larger units in terms of smaller units within the same measurement system.
c. Record measurement equivalents in a two-column table.
(The crossed out sections will be taught in other lessons.)

Technology Standard Addressed: 3. Knowledge Constructor- Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning
experiences for themselves and others.
Selected Technology Tool:
☒ Blog ☐ Wiki ☐ Other: Website Creation Tool (list): EduBlog

URL(s) to support the lesson (if applicable):

http://abw0718.edublogs.org/
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

The videos that we use in this lesson show multiple different ways to convert the measurements and
go over the conversions multiple times. This is a UDL principal, and it helps all students in the
classroom. Students with learning disabilities might have problems reading the material, so having it
in the video spoken aloud to them in song form will help them to retain the information. Students who
have trouble writing are helped with the graphic organizer because they have a partner that can help
and it guides them through the material that is most needed in the lesson. We have alternative seating
for students who have a hard time sitting still, bands on desk legs and swivel disks. This is for our
students with ADHD and autism.

Lesson idea implementation:

We have a flipped classroom assignment to introduce the lesson by asking the students to
measure two items at home in centimeters and to bring them to class if they can. To open the
lesson, I would like to activate previously known conversions with inches, feet, and yards by showing
a cartoon video that has multiple representations within the song to get them thinking about
conversions and how they work. The video link is https://youtu.be/P9sYvDCnI0g. After the video
plays on Nearpod on the students’ iPads, we will talk about how the metric system uses different
measurements and then I will show them the video on metric system conversions that will be played
during each lesson for the rest of the unit which can be found at https://youtu.be/djTNUp4XIRo. I
will have the academic vocabulary within the Nearpod lesson and provide examples and synonyms
as needed to support student understanding of the material. There will be a place above their chart
with blanks to write these definitions and example in for future reference. Through the Nearpod
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lesson, it will ask for us to measure the length of our table in meters. I will use a meter stick to model
measuring the table using the meter measurements on the meter stick. After we talk about this, I
will ask the students to write down table in their graph and ____ meters. I will then measure the
table in centimeters as the students watch and ask them to write the number of centimeters in their
table in the second measurement column. I will specifically ask the students to tell me what they
notice about these two measurements and scaffold them to see that 1 meter is equal to 100
centimeters, so the number of centimeters we have measured should be 100 times more that the
number of meters.
I will have the students get back on their Nearpod lessons and we will watch the Khan
Academy video that will further extend their understanding of converting and build upon the
connections we just made together. This video is found at https://youtu.be/9iulv2QvKwo. I will
ask the students to convert 4 kilometers to meters. As this is going on, I will ask the students why
they are doing certain things, and I will ask them to explain their reasoning to me so I can check their
understanding. I will then ask them to place it in their chart. Based on their understanding that I
gather from questioning them, I will give another example or move on. In the Nearpod lesson, there
will be slides for the students to use to fill in their chart with a partner which will allow for
collaboration to help each other when they may struggle with something about the lesson. In these
slides, the students will be given objects to find and measure in meters and then in centimeters with
their meter sticks as well as numbers to convert to and from in kilometers, meters, and centimeters.
They can also do this with the measurements they took at home and use their objects that they
brought in. Throughout this portion, I will ask students to explain their processes to me to gauge
their understanding. I will also be asking probing questions if I notice something is wrong or if I can
see they are struggling to help scaffold the students to the correct understanding. I will summatively
assess the students at the end of the lesson through a Nearpod activity. They will be given a quiz
with measurements and asked to give their equivalent by using what they have learned in the lesson
to do so. I will also formatively assess the students throughout the lesson by doing thumbs-up and
thumbs-down to gauge their confidence in the material. I will also listen carefully to their responses
to questions asked to see their conceptual understanding of the topics at hand. We will come
together as a group, and I will ask the students to share what they have understood about
measurement and how kilometers, meters, and centimeters are related. As we discuss, this can be
used as an opportunity to reteach as needed. When the discussion is finished, I will ask the students
to take the quiz on Nearpod individually so that I can see who may need more explicit instruction
and who has a good understanding. After the quiz is taken, we will go over the answers by having
students solve the problems and discussing the process to get to the answer to check their
conceptual understanding. This should take the whole hour and twenty minute math block time.
Importance of technology:
It is critical because to get them engaged, I wanted them to use the website blog to complete the flipped
classroom assignment. This allowed them to be excited and ready for the activity that was done in class. This
helped the project to be relevant to them, and it will be something that they remember. This could be
completed without technology by me giving them the instructions in class, but I fully know that using
technology in this lesson through the flipped classroom assignment and the Nearpod helped the students to
remain engaged and excited about learning.
Inspiration (optional):
I did not borrow any concepts.
Internet Safety and Student Privacy:
There are some parents who may worry about the safety of their students while online. All of the information
and content that will be posted on the blog that is created by students will be sent home for parent approval.
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 Classroom Blog and Website Creation Tools
I will make sure that they know this even though the students work will not be added for this activity since
they may see the blog and get worried. There will be no student information available to the public since
there is a password protected page that requires that password for access. FERPA guidelines will be followed
at all times to protect the students.
Reflective Practice:
I feel that these activities can help grow student learning because they are receiving multiple means of
representation throughout this lesson, and through the flipped classroom activity, this lesson is connected to
their home which helps the students to retain the information. An extension for this lesson could be learning
how to convert from meters to feet or inches to centimeters through another flipped classroom assignment
where they measure with inches and centimeters. Having the students check out cameras to take pictures of
bigger things that they measure could help extend this lesson for the students, and it would enhance the
activity in class.

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