BRAIN-TARGETED TEACHING LEARNING UNIT
Name: Jimmie Walker
Dates (Allocated Time): 25 instructional Days
Unit Topic:/Title: Measuring My World
Grade Level: Fourth Grade
Content Standard(s):
(4.11) Measurement. The student applies measurement concepts. The student is
expected to estimate and measure to solve problems involving length (including
perimeter) and area. The student uses measurement tools to measure capacity/volume
and weight/mass. The student is expected to:
(A) estimate and use measurement tools to determine length (including perimeter), area,
capacity and weight/mass using standard units SI (metric) and customary;
(B) Perform simple conversions between different units of length, between different units of
capacity, and between different units of weight within the customary measurement system;
(C) use concrete models of standard cubic units to measure volume;
(D) estimate volume in cubic units; and
(E) explain the difference between weight and mass.
(4.12) Measurement. The student applies measurement concepts. The student measures
time and temperature (in degrees Fahrenheit and Celsius). The student is expected to:
(A) use a thermometer to measure temperature and changes in temperature; and
(B) use tools such as a clock or stopwatch to solve problems involving elapsed time.
One note about measurement at the fourth grade level: Students are always provided with a
measurement chart to solve problems. The focus in fourth grade is not on memorizing
measurement standards but rather on applying concepts to problem solving.
BTT Unit: Measuring My World
Jimmie Walker
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Learning Unit Overview:
For the last six years, measurement was one of the lowest scoring objectives on the
TAKS exams for fourth graders. Measurement also directly influences understandings in
science and was a low-scoring science objective as well.
This year I took a deeper look into why measurement consistently challenged our
students and how we could make measurement meaningful for our students. After discussions
with teachers at other grade levels, I discovered one of the reasons that our students failed to
grasp key concepts in measurements is that they completed the same measurement activities
over and over again every year: measuring yarn “worms”, tracking temperature during calendar
time, and participating in measurement olympics.
I looked acutely at why measurement is important to learn. My discussions lead to the
simple idea that students need measurement because numerous careers use measurement.
This transformed my math unit. My focus was no longer on “activities”, but rather on discovering
how careers in science, technology, engineering and mathematics (STEM careers) use
measurement in authentic and unusual ways.
Brain Target #1
Emotional Connection:
To set the emotional climate for learning, I designed several general strategies to reduce
stress and promote a positive classroom climate. Each morning we begin class with a class
meeting to go over the day’s routine, share news and solve classroom problems. As a part of
this daily routine, students have the opportunity to give each other “shout-outs”. These are
compliments linked to our school-wide 8 Keys of Excellence (flexibility, balance, speak with
good purpose, integrity, this is it, ownership, commitment). The compliments are written on
sticky notes, shared aloud with the class and then the receiver can either keep the sticky note or
post it on the wall. We also use anchor songs as transitions in the classroom. We have songs
The Brain-Targeted Teaching Model © Mariale M. Hardiman
BTT Unit: Measuring My World
Jimmie Walker
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as cues for math groups as well as tidy-up time. These short musical interludes between class
activities provide students with a nice balance between novelty and routine. The same songs
are used each day, so students do not need verbal directions. Being able to dance and sing a
bit whilst getting out math materials is novel, reduces stress, and makes the classroom an
enjoyable place to learn. To informally evaluate the classroom climate, I have a simple stop sign
system to assess student emotional engagement. At the end of the day, I ask students to color
a circle green if the day was a GO; yellow if it was okay; and red if they just want the day to
STOP.
In addition to general classroom strategies to promote a positive emotional climate, I
also designed specific strategies to use with this BTT learning unit on measurement. Students
chose one career to explore and had choice to match their career with their individual skills and
goals. Understanding student career goals helped build positive relationships between students
and teacher. This likewise sent the message that the teacher cares about the future of the
student. Career aspirations fostered affiliation between students as they identified with other
students with similar future goals. Students also shared their work with peers and parents. This
helped students see their work valued and appreciated. For one key activity, after watching a
short video clip about the construction of NASA’s Ares V rocket, students built rockets with snap
cubes and found the volume of their rockets. My students assumed the roles of rocket designers
and another class assumed the roles of NASA rocket inspectors. The inspectors asked the
designers questions about their rockets and left them positive notes on their desks. Students
also shared their measurement music videos through a video music awards program. The
applause and positive feedback the students received generated a strong positive sense of
accomplishment. A significant amount of time and attention was devoted to creating a positive
climate for learning because emotion and cognition are inextricably linked together.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
BTT Unit: Measuring My World
Jimmie Walker
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Brain Target #2
Physical Environment:
Creating novel displays and organizing flexible classroom spaces are two ways that the
physical environment is designed to enhance learning. There are two large bulletin boards in my
classroom. In keeping with the overarching goal to make measurement relevant, one bulletin
board had actual examples of measurement. There were titles for each measurement strand,
and students brought in packages, movie theater schedules and weather forecasts to hang up.
One other bulletin board had a large content map where each measurement strand is colorcoded. For instance, linear measurement was always green. Student-created photos and
illustrations accompanied vocabulary words. Because this unit called for fluid student groups,
our classroom was set up to allow for flexible seating arrangements. Desks were pushed
together so students could work in cooperative groups. There were also clipboards allowing
students to work on the floor independently and a large back table to facilitate a variety of group
sizes.
Brain Target #3
Concept Map / Advanced Organizer
Measurement is topic that spirals through the state curriculum, so students bring prior
knowledge of content, skills and concepts. This unit challenged students to apply measurement
to problem solving. Introducing the concept map helped students access their previous learning
and master content vocabulary. This visual representation of the content helped students to
make connections between the strands.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
BTT Unit: Measuring My World
Jimmie Walker
Linear
One Dimension
5
Time
v Perimeter
v Tools-Ruler, tape measure, trundle wheel
M easurem
ent
v Metric System
milliliter
liter
kiloliter
v Standard System
liquid ounce
cup
pint
quart
gallon
Measure
v
Tell time to the minute
v
Solve problems using
elapsed time
v
Tools- analog and digital
clocks, stopwatch
Estimate
Measure
Estimate
v Metric System
millimeter
centimeter
meter
kilometer
v Standard System
inch
foot
yard
mile
Capacity
v Tools- measuring cup, graduated cylinder,
beaker, eye droppers
(withconcretem
odels or pictures)
Perimeter
Two Dimensions
Measure
Estimate
v Metric System
units squares
v Standard System
units squared
Weight/Mass
(Understand the difference)
Temperature
Learning Goals:

The student applies measurement concepts to problem solving situations.

The student is expected to estimate and measure to solve problems involving length
(including perimeter).

The student uses measurement tools to measure capacity/volume and weight/mass.

The student measures time to the minute and temperature using degrees Celsius and
Fahrenheit.
Introductory “Big Picture” Activity/Assessment of Prior Knowledge
To support the big picture of the authenticity and relevance of measurement, students
were introduced to job descriptions and statistics about growth in science, technology,
engineering and mathematics (STEM) careers.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
Measure
Measure
Estimate
v Metric System
units cubed
v Standard System
units cubed
Estimate
Volume
Three Dimensions
v Metric System
Degrees Celsius
v Standard System
Degrees Fahrenheit
v Tell temperature to the
degree
v Measure temperature
changes
v Tools- thermometers
v Metric System
milligram
gram
kilogram
v Standard System
ounce
pound
ton
v Tools- triple beam balance, balance,
scale
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Jimmie Walker
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Brain Target #4
Activities for Teaching Mastery of Declarative/Procedural Knowledge
Linear
One Dimension
Capacity
Introduction Activity
Video clip of Matchbox Car designer
Video clip of an electric guitar builder.
What do you want to be when
you grow up writing activity.
Video clip about importance of
capacity measurement to a
zookeeper.
Measure actual cars with non-standard
measurement (Matchbox cars) and
actual measurement
Statistics about STEM Careers
and job growth.
Match animal to its food capacity.
Find perimeter of favorite book
M easurement
Area
Two Dimensions
KEY L EARN I N G ACTI VI TI ES
Volume
Three Dimensions
Watch video clip of carrying capacity
and volume of Ares V rocket.
Build rockets with snap cubes. Find
volume. Share projects with peers.
Video clip of the importance of
weight to a baker.
Change a recipe to feed the class.
Then make the recipe to share.
Find area of favorite book and
compare to perimeter
Creating a dog pen area problem
solving
Weight/Mass
Performance Assessments
Teacher Says Vocabulary Game
Career Day- Students come
dressed as their future career
and share how measurement
will impact their future job.
Music Videos- Students rewrite
words to popular song and make
a music video about
measurement.
Temperature
Track temperatures for a
week.
Compare seasonal landscape
paintings
Time
Plan Saturday trip to the mall
and movies with a friend using
elapsed time.
Supporting the overarching goal of making measurement relevant to fourth graders,
each concept was introduced through its authentic application in a career. Linear measurement
was highlighted through video clips of an electric guitar builder and a matchbox car designer. In
the matchbox car video clip, the designer speaks about how he measures every aspect of a car
and then uses a 64 to 1 ratio to build the toy car. My class went outside and lined up toy cars
against a real car, and it did indeed measure 64 cars long. Weight/mass was highlighted as
integral to a baker, and then students converted a recipe to feed an entire class. The
importance of capacity to a zookeeper in monitoring the diet and health of animals was
The Brain-Targeted Teaching Model © Mariale M. Hardiman
BTT Unit: Measuring My World
Jimmie Walker
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explored, and then students created a menu for zoo animals using both metric and standard
measurements.
The arts were integrated into the unit in several ways. Through our study of temperature,
we looked at a series of landscape paintings to explore the impact of temperature on nature.
Students also created group music videos. Popular songs were re-purposed with original lyrics
about measurement. Then students filmed music videos using iMovie. This activity allowed for
repeated rehearsals of measurement concepts to promote long-term retention. Integrating
multiple modalities and disciplines into the overall learning experience promoted mastery of
declarative and procedural knowledge.
Brain Target #5
Activities for Extension and Application of Knowledge
Real world tasks were designed to extend and refine the content that was acquired
through this measurement unit. A writing extension generated a lot of enthusiasm in the
classroom. Students wrote emails to various professionals asking how measurement was
important in their jobs, what measurement tools they used, and what might happen if they made
a measurement error. It was like a lightning bolt of energy in the classroom every time we
received an email in response to our questions. There it was- the evidence that what we were
learning was important, even crucial, in real life confirmed in email form!
Another extension linked science with measurement. As we were learning about
temperature through our math unit, we were studying forms of matter. The class extended our
learning about temperature by engaging in lab work to build a functional thermometer and
exploring how temperature affects the density of matter. Measurement tools were also used to
measure matter in all its forms.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
BTT Unit: Measuring My World
Jimmie Walker
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Brain Target #6
Evaluating Learning
Brain Target #6 cites the importance of using multiple modalities and evaluation systems
in assessing student learning. To ensure that the instruction matched the specific needs of the
students, the unit began with a pretest. This enabled interventions and extensions to be
developed for specific students. Quizzes over clustered objectives were also administered
throughout the unit to confirm mastery of learning objectives and plan reteach opportunities as
needed. The unit concluded with a final paper and pencil individual exam formatted similar to
our state math exam.
Two performance assessments were used in tandem with paper and pencil tasks to
measure student learning. The measurement unit began by asking the students to write about
what career they would like to have when they grow up. The unit ended with a career day.
Students investigated one career and came to school dressed as their chosen career. Each
child gave a short presentation to the class about how measurement was important in their
chosen career. A rubric assessed student presentations. Additionally, student groups created
measurement music videos. The words to popular songs were rewritten to explain
measurement concepts. To ensure protection from adverse consequences for initial failures,
timelines and checklist were created to mark progress for large projects. If a group went offtask, the timelines and checklists helped provided guidance to get the group back on-task
before the final performance assessment was due.
This unit exceeded my expectations. The results from our final evaluations provided
evidence that a focus on specific brain targets and an emphasis on relevance resulted in
profound and lasting student learning.
The Brain-Targeted Teaching Model © Mariale M. Hardiman