Exploring Measurement in a Winter Wonderland

By: Kristie Burhunduli , Katherine Ferrao and Jamila Khalif

Strand & Grade: Grade 2 - Measurement

Cross- Curricular The Arts

Connections ● Drama
● Music
● Visual Art
● Dance
Physical Education
● Movement concepts

Overall Mathematics
Expectations: Measurement
estimate, measure, and record length, perimeter, area, mass, capacity, time,
and temperature, using non-standard units and standard units;

compare, describe, and order objects, using attributes measured in non-

standard units and standard units

The Arts
Drama
B1. Creating and Presenting: apply the creative process (see pages 19–22) to
dramatic play and process drama, using the elements and conventions of
drama to communicate feelings, ideas, and stories;

Music
C1. Creating and Performing: apply the creative process (see pages 19–22) to
create and perform music for a variety of purposes, using the elements and
techniques of music;

Visual Arts
D1. Creating and Presenting: apply the creative process (see pages 19–22) to
produce a variety of two- and three-dimensional art works, using elements,
 principles, and techniques of visual arts to communicate feelings, ideas, and
understandings

Dance
A1. Creating and Presenting: apply the creative process (see pages 19–22) to
the composition of simple dance phrases, using the elements of dance to
communicate feelings and ideas;

Physical Education
Movement Concepts
B1. perform movement skills, demonstrating awareness of the basic
requirements of the skills and applying movement concepts as appropriate, as
they engage in a variety of physical activities;

Order Lesson Title/Focus

1.Jamila Introduction to Measurement

Focus of lesson: Measurement concepts

2.Katherine Exploring Measurement with Igloos

Focus: Measuring with non-standard units

3.Jamila Do You Want To Build A Snowman

Focus: Measuring with standard units (centimetres)

4.Kristie Tick Tock Goes The Snowflake Clock

Focus: To explore the concepts of time and telling time with a digital and
analogue clock.

5.Kristie Winter Wonderland

Focus: To build on their knowledge of the elements of music and relate them
to mathematical concepts.

6.Katherine Move Like Winter

Focus: Using movements to measure distances in non-standard units.
 EXPLORING MEASUREMENT in a Winter Wonderland
Unit Overview: Measurement concepts and skills are directly applicable to the real
world in which students live. Students begin by learning how to
measure through working with non-standard units, and then progress
to using the basic metric units to measure quantities such as length (in
cm) and perimeter. Students develop skills associated with telling time
and important relationships in mathematics such as the relationship
between different patterns of time.
In this unit, students will apply the mathematical process to make
connections, problem solve, find different ways to represent data
(digital clock and analogue clock) and working collaboratively with
others. This unit will incorporate the four strands of The Arts to help
students develop mathematical understandings and give meaning to
skills and concepts in the measurement strand. The primary goal of
this unit is to demonstrate the real-world implications of measurement
and, in turn, lead students to be driven in learning measurement
concepts.
This unit will focus on the three measurement concepts: non- standard
units of measurement, standard units of measurement and time.
Throughout the unit each of the four Art strands (Dance, Music, Visual
Arts, Drama) will incorporated into different lessons.

Context: This unit will take place during the winter season after the completion
of their unit on Number Sense and Numeration. The students will have
learned skills such as reading, representing, and counting whole
numbers. These skills with help them understand the concepts of non -
standard units, standard units, and time.

Unit Guiding Questions: ● Why is it important to measure things?

● How do we apply measurement to our everyday life?

Assessment and Evaluation

Assessment For Learning: Lesson 2
Lesson 3
Lesson 5
Lesson 6

Assessment As Learning: Lesson 1

Lesson 2
Lesson 4

Assessment Of Learning: Culminating task rubric found at the end of the lesson plans.

Culminating Task Once Upon a Measurement….

Students are to create a measurement story, their story must include

two of the four measurement concepts learned throughout this unit.
The students have a choice of the art form in which they want to
demonstrate their learning. They can either write a song, perform a skit
or create a comic strip. If students choose to create a comic strip they
must work individually. If they choose to do a skit, they can work in
pairs (with each student having a main role). If they choose to do a
song, they can work in groups of three (with each student creating a
verse of the song).

Checklist for students

My measurement story must include:
● At least 2 measurement concepts
● At least 2 problems and 1 solution
● Must be different from teacher’s example and any stories we
have seen in the unit
● Problems and solution must be clearly identified by the
audience
● Problems and solution must relate to real life
● For comic: at least 9 cells
● For skit: at least 5 scenes
● For the song: at least 3 verses

Example of a measurement math story:

Polar bear is trying to find a home before the end of the night. He has
to cross the ocean to get there. He sees an ice cap that is 2 seals long,
but he is 3 seals long, so he can’t jump on it. He sees an ice cap that is
 4 seals long and jumps on it. He crosses the ocean and finds an igloo
that is 5 feet tall, but he is 7 feet tall. He keeps looking and finds an
igloo that is 10 feet tall. The polar bear has found a home for the night.

Lessons

Lesson Plan 1- Jamila

Title:Introduction to Measurement
Grades: 2
Subject/Course: Mathematics & The Arts
Strand: Measurement & Drama
Time: 85 minutes

Lesson Description

This lesson is an introduction to basic measurement concepts and discussing measurement in different
contexts such as nature. The book “Sizing Up Winter” will be used to demonstrate measurement in a nature
context.

Stage 1: Desired Results

Fundamental Concepts/Skills

Mathematics
Connecting
● make connections among simple mathematical concepts and procedures, and relate mathematical
ideas to situations drawn from everyday contexts
Representing
● create basic representations of simple mathematical ideas (e.g., using concrete materials; physical
actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make
connections among them, and apply them to solve problems
The Arts
Drama
Elements of Drama
• role/character: adopting the attitude/point of view of a fictional character (e.g., in dialogue and writing in
role); using body language (e.g., posture, gestures, facial expression), costumes, and props appropriate to a
character; varying vocal levels, tones, and ranges to support the depiction of a character
 • relationship: listening and responding in role to other characters in role
• time and place: establishing a fictional setting and relating to it in role

Big Ideas/Essential Question

What is measurement?
What tools/strategies are used to measure?
In what ways does measurement relate to everyday life?

Ontario Curriculum Overall Expectation(s)

Mathematics
Measurement
estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-
standard units and standard units;
The Arts
Drama
B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process
drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;

Ontario Curriculum Specific Expectation(s)

Mathematics
Measurement
estimate and measure length, height, and distance, using standard units (i.e., centimetre,
metre) and non-standard units;

The Arts
Drama
B1.1 engage in dramatic play and role play, with a focus on exploring main ideas and central characters in
stories from diverse communities, times, and places

Lesson Goals

The goal of this lesson is to introduce the measurement concepts students will be learning in this unit.

Key concepts and/or skills to be Background Knowledge

learned/applied
 ● Representing and connecting ● In Grade 1 students learned how to measure with
mathematical concepts using dramatic non-standard units which will be covered and
reenactment explored in this lesson and the lessons to come.
● Learning terms such as perimeter,
length, height and temperature

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies

- Groups of 3 or 4 for the drama activity ● Interactive story

● Explicit instruction
● Co-constructing an anchor chart
● Asking meaningful questions

Materials Accommodations

● Book: “Sizing Up Winter” ● For any students who have difficulty seeing the
● Construction paper book during the read aloud will be given the
● Glue appropriate technology to help them.
● Scissors ● Students who are not comfortable presenting in
● Pencil crayons/markers drama can take on a more background role in the
● Props found in the classroom skit or be tasked in creating the props
● Ipads

Differentiation

● When creating the anchor chart the teacher will put the word and a picture to benefit visual learners.
● The drama portion of this lesson caters to students that are kinesthetic learners and the presentation
aspect benefits students who are audio-visual learners.

Stage 3: Learning experience and instruction

Motivational Hook (25 MINS)

PBS Kids video: How do you Measure Up

https://pbskids.org/martha/stories/truestories/measureup_story.html?fbclid=IwAR2TzlgplmUjWlWw1McF6
WTBxFOMsD1bTVwvWT11PaLZxCF6jEf7QHV0zyQ
● This video from PBS is an introduction to measurement concepts. This interactive story video
describes different ways things are measured. For example: a carpenter using measuring tape to
determine the lengths of various items.
● At the end of the story, it asks a question “ What kind of things do you measure?”. The teacher can
pose this question to the students to spark discussion.
● Once the class has finished reading the interactive story students can take an Ipad and do the
“Quizmo” at the end. The quiz asks a question about measurement and the students have to choose
between three answers. (Assessment as learning)
● At the end of story there is an interactive game called “Word Bones”, the cartoon dog jumps into a
pile of bones and each bone relates to a vocabulary word relating to measurement. These vocabulary
words and words the teacher has chosen will be used to create an anchor chart.

Vocabulary words from PBS

Measure
Length
Temperature
Vocabulary words from the teacher to add
Height
Perimeter
● The anchor chart will display these words and a short definition and a picture. The students can refer
to this anchor chart throughout the unit when needed.

Open (15MINS)

Lesson
Read some or all of the book “Sizing Up Winter” by Lizann Flatt. The book uses artwork and nature to
introduce measurement concepts such as identifying the passage of time, measuring length,distance and
mass. The concept that is addressed the most in the book is measuring with non-standard units. For
example,one of the pages is about birds in a bird feeder and how many can fit in relation to the size of the
feeder.
 Body (30MINS)

Activity
After reading the book, students will be put into groups of 3 or 4 to dramatically reenact one or more of the
pages in the book. Students are to create or find props in the classroom that they can use in their skits. The
students will be using the elements of drama such as role/character, time and place and relationship during
their skits. When creating their skits students are welcome to add on to the page that they chose. For
example, continue the story from one page and make it more detailed.

Close (15MINS)

Students are to present their skits to the class using the props they made or that they found in the classroom.
After each presentation the audience is encouraged to ask questions. The students will be completing an
assessment as learning activity for one of the groups that present. Two stars and a Wish activity, students
will evaluate their peers skit and write down two things they liked(stars) and one thing they think could be
improve for next time (a wish).

Link to Future Lessons

The vocabulary and measurement concepts introduced in this lesson will be elaborated on in Lesson 2, 3
and 5.

Assessment

1. Peer Assessment: Two stars and a Wish for drama skits in the closing portion of the lesson.
2. Self- assessment during the How to Measure Up quiz , students will choose the answer they think is
the best if they get the answer wrong they must reflect and try to figure out the correct answer
 Lesson Plan 2 - Katherine
Title: Exploring Measurement with Igloo Art
Grades: 2
Subject/Course: Mathematics & Arts
Strand: Measurement & Visual Arts
Time: 185 minutes

Lesson Description

In this lesson, the students will have their introduction to measuring two- and three-dimensional objects
in non-standard units. This lesson also explores creating visual art with depth and movement, and
building three-dimensional igloos.

Stage 1: Desired Results

Fundamental Concepts/Skills

Mathematics
• Reasoning and Proving: apply developing reasoning skills (e.g., pattern recognition,
classification) to make and investigate conjectures (e.g., through discussion with others);
• Reflecting: demonstrate that they are reflecting on and monitoring their thinking to help
clarify their understanding as they complete an investigation or solve a problem (e.g., by
explaining to others why they think their solution is correct);
Arts
• line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside
shapes
• space: overlapping of objects to show depth

Big Ideas/Essential Question

How can we show depth and movement in our artwork?

Why do we measure things in non-standard units?

Ontario Curriculum Overall Expectation(s)

 Measurement
• estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using
non-standard units and standard units;
• compare, describe, and order objects, using attributes measured in non-standard units and standard
units.
Visual Arts
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two-
and three-dimensional art works, using elements, principles, and techniques of visual arts to
communicate feelings, ideas, and understandings;

Ontario Curriculum Specific Expectation(s)

Measurement
– estimate, measure, and record the distance around objects, using non-standard units (Sample
problem: Measure around several different doll beds using string, to see which bed is the longest
around.);
– estimate, measure, and record area, through investigation using a variety of non-standard units (e.g.,
determine the number of yellow pattern blocks it takes to cover an outlined shape) (Sample problem:
Cover your desk with index cards in more than one way. See if the number of index cards needed stays
the same each time.);
– describe, through investigation, the relationship between the size of a unit of area and the number of
units needed to cover a surface (Sample problem: Compare the numbers of hexagon pattern blocks and
triangle pattern blocks needed to cover the same book.)
Visual Arts
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by
activities in their community or observations of nature (e.g., a streetscape collage with children playing,
made with paint, pastel, and various kinds of paper [newspaper, magazines]; small glue-line prints in
which a variety of curvy and pointy lines show illusory texture or represent a pattern they have seen on
insects in the schoolyard or garden)
D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse
communities, times, and places (e.g., depictions of nature, of people doing things together, or of people
at work; miniature paintings from India; Aboriginal textiles, ceramics, and petroglyphs; contemporary
Inuit drawings of life in the North by Annie Pootoogook)

Lesson Goals

- Understanding how to estimate, measure, and record the perimeter/height/length of two- and three-
dimensional igloos in non-standard units
- Developing their reflective mathematical terms such as “bigger/smaller than” and “longer/taller than”
to describe objects in relation to others, and being able to articulate how something is different in
 terms of its perimeter, length, and height
- Creating layered artwork to show depth and movement

Key concepts and/or skills to be Background Knowledge

learned/applied

- Using a string to measure - How to accurately measure with non-standard units

- Measuring using math manipulatives (learned in the first lesson with the “Measuring
- Measuring in non-standard units Winter” book)
- Ability to compare sizes of objects (learned in Grade
1)
- Introductory knowledge of how to measure in non-
standard units (learned in Grade 1)
- How to use various materials to create artwork
(learned in Grade 1)

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies

- Solo for the completion of each art piece, - Showing examples on the board
and then in pairs for the measuring and - Instructional videos
comparing - Hands-on activities

Materials Accommodations

Aurora by Mindy Dwyer: - Students with vision or hearing impairments will

https://www.youtube.com/watch?v=A68rD be given the necessary technologies and
XI3XcE accommodations to interact with the book, videos,
and games presented during this lesson.
Igloo Drawing Video: - Students who do not have the fine motor skills to
https://www.youtube.com/watch?v=1usIdT draw or cut may be given a pre-drawn and pre-cut
dZzos igloo for their northern lights/two-dimensional
igloo art. They may also be given alternate
Measuring Games: materials with which to build their 3-dimensional
https://pbskids.org/sid/fablab_crystalsrule.h igloo (eg. egg cartons painted white, liquid school
tml glue).
https://pbskids.org/dinosaurtrain/games/ho
wbigareyou.html

Igloo Making Video:

 https://www.youtube.com/watch?v=uR6D1
coRkEk

Northern Lights materials:

- Black construction paper
- Oil pastels
- Black paint
- Paintbrushes
- White paper (half of an 8.5x11 sheet for
each student)
- Scissors
- Glue
- Math manipulatives
- Igloo measurement worksheet (see Body
of lesson)
- Chromebooks

Sugar cube igloo materials:

- Sugar cubes
- Igloo “glue”
- Paper plates
- String
- Math manipulatives

Differentiation

This lesson includes opportunities to measure perimeter, height, and area in both abstract and concrete
forms, which aims to benefit visual and kinesthetic learners. This lesson also includes videos and games
that explain these measurement concepts using a repetition of questions for the students to ask
themselves when estimating, measuring, and relating non-standard units of measure, which aims to
benefit auditory learners.

Stage 3: Learning experience and instruction

Motivational Hook (5 MINS)

The motivational hook for this lesson will be a reading of the book “Aurora: A Tale of the Northern
Lights” by Mindy Dwyer.

Open (40 MINS)

Lesson (15 mins): The teacher will firstly show the students an example of the art they’ll be making,
explaining that we’re learning how to layer artwork in order to show depth (i.e. the foreground and
background) and using different styles of lines to show movement (i.e. the northern lights). The students
will analyze the book’s artwork to show how the foreground and background are created using layering,
and how the illustrator shows the movement of the northern lights, so they can apply it to their own art.

Activity (25 mins): Students will take a black sheet of construction paper and use oil pastels to create
the northern lights on their paper. Then they’ll take some white oil pastel to create the snowy
foreground. After that, they’ll take some black paint and paint in some mountains in the background.
Lastly,, the teacher will show the “How to Draw an Igloo” video, the students will draw an igloo on a
white piece of paper, cut it out, and then glue it onto the foreground.

Body (60 MINS)

Lesson (40 mins): The teacher will start out with a lesson reviewing concepts of measurement learned
in the first lesson.
Height = the distance from the bottom of an object to the other, passing through the middle
Length = the distance from one side of an object to the other, passing through the middle
Perimeter = the distance around an object
They’ll then explain what a non-standard unit of measurement is, why we measure in non-standard
units, and how to measure in non-standard units (using smaller, equal-sized units to measure with no
gaps or overlaps). The teacher will explain how to write measurements in non-standard units: (object
you’re measuring) is (number) (non-standard units) (tall/long). For example, “My igloo is 5 snowflakes
long.” The students will then use chromebooks (groupings will depend on how many chromebooks are
available) where they will explore the measurement games listed in the Materials section. The teacher
will walk around to each group to ask questions and ensure everyone understands what they’re doing.

Activity (20 mins): The students will take their northern lights art and the measuring activity sheet and
find a partner. Firstly, they’ll each fill out the top half of the sheet using the math manipulatives to
measure their igloos. Then they’ll swap artwork and fill out the bottom half of the sheet using
measurements from their partners work. These will be stapled into each student’s journal and will serve
as an assessment for learning to show the teacher if the students need more practice with measuring in
non-standard units.

Close (80 MINS)

Lesson (10 mins): The teacher will show the class the video of How to Make an Igloo, and explain how
the students will be creating them.

Activity (30 mins): The students will each get sugar cubes, a paper plate, and a circle template to help
them create their igloo, and each group will get a bowl of glue (powdered sugar mixed with water).
After they create their igloos, they’ll leave them overnight to dry.

Lesson (15 mins): The teacher will briefly go over the key concepts of measuring two-dimensional
objects, and link them to measuring three-dimensional objects, explaining how you measure perimeter,
height, and length with string and then use the non-standard units of measure to measure the string.

Activity (25 mins): Each student will get their igloo, a piece of string, and the second half of the
measurement worksheet, and they’ll get into partners. They’ll help each other measure both of their
 igloos while filling out the worksheet. This half of the worksheet will be stapled into their journals
beside the first part, and it will also serve as an assessment for learning.

If the teacher feels the students need more practice with measurement, they can go over some more
examples of measuring 2- and 3-dimensional objects at the front of the class, and then the students can
go on a “measuring hunt” measuring things around the classroom in non-standard units.

Link to Future Lessons

This lesson links to the following lesson in which the students will be building snowmen and exploring
measurement using standard units. Having a solid base of measuring in non-standard units will help
students make the conceptual transition to measuring using standard units.

Assessment

The assessments during this lesson will be assessments as and for learning.
While the students are playing the measurement games in partners or groups, they will be reflecting on
each others’ understanding and measuring their own, so they will be intrinsically developing their
knowledge.
The teacher will use the success of the students in filling out their worksheets as a diagnostic of their
understanding (assessment for learning).

Lesson Plan 3 - Jamila

Title: Do You Want To Build A Snowman

Grades: 2
Subject/Course: Mathematics and The Arts
Strand: Measurement and Visual Arts
Time: 95 minutes

Lesson Description

In this lesson, students will be introduced to standard units of measurement. In Grade 2, the students will begin
to measure using centimetres. In the lesson students will learn how to properly identify and represent
centimetres. The teacher will explain to the students the functions of measurement tools. Students will have the
opportunity to explore different objects around the class and their relation to measurement.

Stage 1: Desired Results

 Fundamental Concepts/Skills

The Arts- Visual Arts

Elements of Design .
● shape and form: symmetrical shapes and forms (e.g., shapes and forms in buildings)
Mathematics
Connecting
● make connections among simple mathematical concepts and procedures, and relate mathematical ideas
to situations drawn from everyday contexts;
Representing
● create basic representations of simple mathematical ideas (e.g., using concrete materials; physical
actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make
connections among them, and apply them to solve problems
Communicating
● communicate mathematical thinking orally, visually, and in writing, using everyday language, a
developing mathematical vocabulary, and a variety of representations

Big Ideas/Essential Question

What is a standard unit of measurement?

What is the difference between a non-standard and standard unit of measurement?
Where can I use standard units of measurement in real life?

Ontario Curriculum Overall Expectation(s)

Mathematics
Measurement
estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-
standard units and standard units;
The Arts
Visual Arts
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and
three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings,
ideas, and understandings

Ontario Curriculum Specific Expectation(s)

Mathematics
Measurement
-estimate and measure length, height, and distance, using standard units (i.e., centimetre,
metre) and non-standard units;
-record and represent measurements of length, height, and distance in a variety of
ways (e.g., written, pictorial, concrete)
The Arts
Visual Arts
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in
their community or observations of nature
D1.3 use elements of design in art works to communicate ideas, messages, and understandings

Lesson Goals

To learn how to use and represent standard units of measurement and exploring measuring with centimetres.

Key concepts and/or skills to be Background Knowledge

learned/applied

● How to measure properly using a ruler ● How to measure in non- standard units and a general
● How to record measured data idea of what measurement is
● Estimation of length of objects in ● Addition with single digit numbers
standard units

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies

● Instruction will be done as a group ● Explicit instruction and providing/modeling

● The first activity will be done examples
individually or in pairs ● Asking questions during the activities to ensure
● The final activity will be done understanding
individually ● Using repetition
● Integrating visual arts to engage the students in the
lesson content

Materials Accomodations

● Rulers ● Students who are having difficulty with the

● Measure the room checklist snowman task will be encouraged to ask another
● White paper student if they can join them.
● Construction paper ● For any students with IEPs the lesson expectations
● Scissors would match to their plans
 ● Glue ● For any students who have difficulty cutting the
● Pencils/ pencil crayons/markers teacher will provide example circles that the
● Compass students can use.
● To help students create their circles the teacher will
provide exemplars for each “length” of snowball
that can be traced.
● During any sharing time students who are not
comfortable can share with one friend or with the
teacher, or not at all.

Differentiation

During the measurement checklist activity students are able to either draw or write the word of what item they
found. For students who have difficulty writing and would rather express themselves visually.
The activities in this lesson are well suited for both visual and kinesthetic learners. The visual learners will
have the opportunity to represent measurement when making their snowmen. The kinesthetic learners will
thrive during the Measure the room activity where the are active and doing a hands-on activity.

Stage 3: Learning experience and instruction

Motivational Hook (5MINS)

Youtube Video: Introduction to Standard Measurements https://www.youtube.com/watch?v=Iu6YaZoh4ec

To introduce the topic of standard measurement and give the students an idea of how/when we use
measurement. Not all aspects of the video are directly relevant to this lesson but are a look into what students
will be learning in the future.

Open (20 MINS)

Lesson
Introduce the concept of standard units of measurement to the students. The class will have a discussion about
what a standard unit of measurement is and what a centimetre is. Compare what they learned about non-
standard units and explore what the differences are. Review the knowledge the students acquired in the
previous lessons about length and height and how to measure and explain that these concepts are used when
measuring with standard units as well. The teacher will ask questions to see what the students already know
about measuring with centimetres.The teacher will model to the students how to properly use a ruler and have
a few students come up to the front of the class and measure and record the length of some items from the
classroom.
 Body (60MINS)

Activity Part 1 “ Measure The Room” -25 minutes

Distribute and explain the measurement checklist to the students. The checklist students have to find 8 items in
the room and estimate and measure them. There are three columns, the first column is the “Find an item…
draw or write what you found” the second column will be where the students will estimate in centimetres the
length/height of their item and the third column is the measurement the students discovered using their rulers.
Students can work in pairs or individually for this activity. Students will have the opportunity to share what
they found with the class if they feel comfortable.

The checklist will have 8 different boxes. In first box, students can write or draw the item they found.
Example of the checklist:

Activity Part 2 “Do You Want to Build a Snowman?”- 35 minutes

Students will be creating snowmen that are all 20 cm in length. Students can represent 20cm in any way they
want as long as the total height of the snowman adds up to 20cm. Using their rulers students will have to
measure the lengths they want each snowball to be and and cut out their circles accordingly. Students can use a
compass to create their circles or they can find items around the room to trace. This activity is integrating the
visual arts and math. Students are encouraged to be creative and use the elements of design when creating their
snowmen.
 Close (10MINS)

Briefly review the concepts of standard measurement.The students will have the opportunity to share and show
their snowmen to the class. The lesson will end with a short class discussion on what they liked/ found difficult
about the lesson. With the information gathered from the discussion and the students work the teacher can
determine if more time needs to be allocated to teaching standard units of measurement.

Link to Future Lessons

The skills and understandings learned in this lesson regarding standard units of measurement will help the
students in completing their culminating task.

Assessment

The assessment for this lesson will be an assessment for learning.The teacher will collect the Measure the
Room sheet and observe during both activities to see if the students are understanding the concept.

Lesson Plan 4- Kristie

 Title: Tick Tock Goes the Snowflake Clock
Grade: 2
Subject/Course: Mathematics and The Arts
Strand: Measurement and Visual Arts
Time: 125 minutes

Lesson Description

In this lesson, students will be exploring the concept of time and will be learning how to tell and write time to
the quarter hour using digital and analogue clocks. The teacher will present the lesson by reviewing to
students how to read a digital and analog clock and how the moving hands on an analog clock operate to
demonstrate time to the hour and quarter hour.

Stage 1: Desired Results

Fundamental Concepts/Skills

The Arts- Visual Arts

Elements of Design
Students will develop understanding of all elements of design.
● line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside
shapes
● shape and form: symmetrical shapes and forms (e.g., shapes and forms in buildings)
Mathematics
Connecting
● make connections among simple mathematical concepts and procedures, and relate mathematical
ideas to situations drawn from everyday contexts;
Representing
● create basic representations of simple mathematical ideas (e.g., using concrete materials;
physical actions, such as hopping or clapping; pictures; numbers; diagrams; invented
symbols), make connections among them, and apply them to solve problems
Communicating
● communicate mathematical thinking orally, visually, and in writing, using everyday language, a
developing mathematical vocabulary, and a variety of representations

Big Ideas/Essential Question

What tools can I use to measure time?

 Ontario Curriculum Overall Expectations

Mathematics
Measurement
-Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-
standard units and standard units

Arts
Visual Arts
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and
three-dimensional art works, using elements, principles, and techniques of visual arts to communicate
feelings, ideas, and understandings;

Ontario Curriculum Specific Expectations

Mathematics
Measurement
-Tell and write time to the quarter-hour, using demonstration digital and analog clocks.
Arts
Visual Arts
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in
their community or observations of nature

Lesson Goals

The goal of this lesson is for students to learn how to tell and record time to the quarter hour using both a
digital and an analog clock.

Key concepts and/or skills to be Background Knowledge

learned/applied

● A skill to be applied in this lesson is Grade 1 Number sense and Numeration

the ability to record and tell time using ● In grade 1, students learned how to order and
analog and digital clocks. represent whole numbers to 50. This skill will help
● Another key concept that will be them in this lesson as they will be reading, as well as
applied in this lesson is the concept of creating snowflake clocks and filling in the numbers
direction (clockwise vs counter- on them.
clockwise). ● In grade 1, students learned how to count by 1’s.
This skills will help them in this lesson when they
will be tasked with reading different analog clocks.
 Grade 1 Measurement
● In grade 1, students learned how to tell and record
time to the nearest half-hour. In this lesson, they will
elaborate on their capabilities and now tell and
record time to the nearest quarter-hour.

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies

Independent work ● Direct instruction given to the class as a whole

● They will be creating their art ● Modeling
independently
Working in pairs
● With a partner, they will take turns
spinning their clocks and asking one and
other what time is being depicted on the
clock.
Large group
● The class will come together to play
math bingo

Materials Accommodations

● Construction paper (blue, black, white) Time accommodations

● Glue The teacher will allow students to...
● Print out of small hands ● Have more time to complete tasks
● Thumbtacks ● Have extra time to process oral information and
● Scissors instructions
● Black marker ● Have frequent breaks
● Bingo sheets (with analogue clocks on Setting accommodations
them) ● Sit and work with whom they work best
● Bingo chips Specific accommodations
● Digital clock ● Any students with an IEP, the lesson expectations
● Analog clock will match their specific plans
● Teacher or EA will assist the child in the
cutting/glue aspect of the craft
● Students who are uncomfortable collaborating
 with others will be permitted not to and instead
can have a discussion with the teacher or EA.

Differentiation

Universal design
The lesson uses multiple methods to present material, in order to address a variety of learning styles and
strengths (e.g., auditory, visual, kinesthetic). The teacher will provide important information in both oral and
written formats. The lesson incorporates videos (for auditory learners), crafts (for kinesthetic learners),
collaborative work (for social learners), and games (for visual learners). The lesson instructions are brief and
uncomplicated and allows time for clarification of directions and essential information. Universal design
allows for accessibility for more students including those with learning disabilities.

Stage 3: Learning experience and instruction

Motivational Hook (5 minutes)

The teacher will introduce the video “Hip-Hop Around the Clock” to the students as a refresher on how to
read digital and analog clocks. The video and song are fun and interactive and will get the students excited
and curious about how measurement relates to telling time.
https://www.youtube.com/watch?v=g6tJAy_7AL4

Open (25 minutes)

Class discussion:
During the “open” segment of the lesson, the teacher will take the time to discover what the students already
know about telling and recording time. They can do this simply by asking the students some questions such
“what is the purpose of a clock?” and “what is the difference between minutes and hours?”.
Instruction:
Once the teacher has gathered information about the students’ prior knowledge, they can begin to instruct on
new concepts; telling time to the quarter hour. The teacher can explain to students how to tell and record time
to to the nearest quarter hour by using visual aids and props (digital and analog clock). The teacher will
highlight important aspects of the lesson such as how to distinguish between a digital and an analog clock,
characteristics of the two different types of clocks, and how to distinguish the hours and the minutes on a
clock.

Body (75 minutes)

The activities in this lesson will be presented to the students to help them put the knowledge that they have
acquired in the “open” segment to practice.

Task: Making Snowflake clocks

The students will be tasked with making snowflake clocks out of construction paper. They will cut out 12
small hands (that look like snowflakes) and glue them onto construction paper in a circle so that they
resemble an analog clock. They will number the hands in chronological order as these hands will represent
the hours on the clock. They will also attach to 2 rectangle pieces of construction paper (one shorter than the
other) to represent the clock’s hands and attach them onto the construction paper (in the middle) with a
thumbtack. Once complete the students will have their very own snowflake clocks.

Activity 1:
The students can partner up and practice telling time to the quarter hour. One student will ask the other to
depict a time to the quarter hour (such as 7:15) and the other student will be tasked with demonstrating and
representing that time with the snowflake clock that they created.

Activity 2:
The students will all come together as a class and the teacher will lead a game of math bingo. The same
aspects will apply as in regular bingo but in this game the bingo cards will depict different analog clocks that
demonstrate different times to the quarter hour. Also, instead of the teacher calling out numbers such as in
regular bingo, the teacher will instead present pictures of different digital clocks, and the students will have
the match them to the analogue clocks on their bingo cards.
 Close (20 minutes)

At this time, the students will take the time to reflect on their learning and pose any final questions on the
lesson that the may have. As a final review the teacher will play the youtube video “Learn How to Tell Time
on a Clock” which goes over how to tell time on an analog clock.
https://www.youtube.com/watch?v=8RJzoyIVzV8

Link to Future Lessons

This lesson (Tic Tock Goes the Snowflake Clock) focuses on recording and telling time which connects to
the next lesson (Temperature Change) as it focuses on reading temperatur. Both lessons incorporate time in
some sense (time of day and time of year). The skills that the students have acquired on the concept of time
will lead as a segway into the next lesson which looks at time from a different perspective.

Assessment

The assessment in this lesson is assessment as learning. The students will be collaborating in pairs and
reviewing with a partner the concept of telling time to the nearest quarter hour with an analog clock.

Lesson Plan 5 - Kristie

 Title: Temperature Change
Grades: Two
Subject/Course: Mathematics and The Arts
Strand: Measurement
Time: 95 minutes

Lesson Description

In this lesson, the students will be learning of the effects that temperature change has on everyday life and
also what tools can be used for determining temperature. The teacher will present the lesson by reviewing
with students what temperature is and how temperature change affects our lives. The teacher will present to
the students the tool that is used for determining temperature change; thermometers.

Stage 1: Desired Results

Fundamental Concepts/Skills

The Arts- Music

Elements of music
Students will develop understanding of musical concepts through participation in various musical
experiences
● form: phrase, binary (AB) form, simple verse and chorus

Mathematics- Measurement
Reasoning and proving
● apply developing reasoning skills
Reflecting
● demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem
Connecting
● make connections among simple mathematical concepts and procedures, and relate mathematical
ideas to situations drawn from everyday contexts;
Communicating
● communicate mathematical thinking orally, visually, and in writing, using everyday language, a
developing mathematical vocabulary, and a variety of representations.

Big Ideas/Essential Question

How can I determine temperature change?

How do changes in temperature affect everyday life?

Ontario Curriculum Overall Expectation(s)

Mathematics
Measurement
Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-
standard units and standard units.

Arts
Music
C1. Creating and Performing: apply the creative process (see pages 19–22) to create and perform music for a
variety of purposes, using the elements and techniques of music;

Ontario Curriculum Specific Expectation(s)

Mathematics
Measurement
-Describe how changes in temperature affect everyday experiences (e.g., the choice of clothing to wear)
-Use a standard thermometer to determine whether temperature is rising or falling (e.g., the temperature of
water, air).
Arts
Music
C1.1 sing unison songs in tune and/or play simple melodies and accompaniments for music from a wide
variety of cultures, styles, and historical periods

Lesson Goals

The goal for this lesson is for learners to be able to determine and describe temperature change and how it
affects everyday life.

Key concepts and/or skills to be Background Knowledge

learned/applied

● A skill that will be learned in this Grade 1 Number Sense and Numeration
lesson is the ability to record ● In grade 1, students learned how to count by 1’s.
temperature change with the use of a This skills will help them in this lesson when they
thermometer will be required to read the numbers on a
● A key concept that will be applied in thermometer.
this lesson is the ability to Grade 1 Measurement
 acknowledge that temperature affects ● In grade 1, students also learned to relate different
everyday human life temperatures to different seasons. Throughout the
lesson this skill will be further developed.

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies

Large group ● Direct instruction given to the class as a whole

The majority of the lesson will occur as a group ● Modeling
discussion. The teacher will lead the lesson and
engage the students’ learning.

Independent work
The students will complete a worksheet
independently

Materials Accomodations

● Thermometers Time accommodation

● Thermometer worksheet The teacher will allow students to...
● Chart paper ● Take more time to complete tasks
● Writing utensils ● Have extra time to process oral information and
instructions
● Take frequent breaks

Setting accommodation
● Allow students to sit where they work best

Response accommodation
● Give responses to the worksheet in a manner that
they are most comfortable with (orally or written)

Specific accommodations
● Students with an IEP, the lesson expectations will
match their specific plans
● Students who are uncomfortable discussing with
the whole class will be permitted not to do so and
instead can have a discussion with the teacher or
 EA.
● Students who are uncomfortable singing the song
can hum along instead and look at the lyrics

Differentiation

The teacher will provide important information in both oral, written, and visual formats. The lesson
incorporates songs and videos (for auditory learners), speech and language (for verbal learners), and
independent work (for interpersonal learners). The lesson instructions are brief, uncomplicated and allows
time for clarification of directions and essential information. The lesson allows for accessibility for more
students including those with learning disabilities.

Stage 3: Learning experience and instruction

Motivational Hook (10 minutes)

The teacher will present four pictures which depict temperature to spark the students’ interest and to start the
discussion on measuring temperature.

Open (15 minutes)

Class discussion:
The teacher will begin the lesson by asking the students what they already know about temperature change.
The teacher will explain to the students that there are different tools that are used for measuring temperature
change. The students will then listen to the song “The Thermometer song” and practice singing along to it.
The song explains how thermometers are used and the students will use music as the tool to help them grasp
the concept of thermometers.
Youtube video: The thermometer song:
https://www.youtube.com/watch?v=Vk6rP_4wpvk&NR=1&feature=endscreen

Body (50 minutes)

Now that the students have an understanding of how temperature can be measured, the students will now
further their learning and understand how temperature affects everyday life.

Direct instruction:
The teacher will probe the students and ask them how they think temperature affects our everyday life. For
example, “how does temperature affect the way we dress?”. The teacher and the students will co-create a list
of all the different ways that temperature can affect our lives as well as give detailed examples. Examples
such as during summer when the temperature rises we are affected by the way we dress. In order to be
comfortable we wear less clothing and clothing that is lighter.

Task:
The students will complete a worksheet that asks them to match the appropriate clothing with the
corresponding temperature. The task will require them to be able to read a thermometer as well as understand
the relationship between temperature and everyday life.

Close (20 minutes)

Once every child has completed the worksheet, the class will come back together as a whole to reflect. The
students will be given this opportunity to review concepts that they found to be unclear and challenging as
well as pose questions. The teacher will review the students’ worksheets and use them to make an informal
judgement on how well the students were able to grasp the concepts learned in the lesson.

Link to Future Lessons

This lesson will connect to the culminating task of this unit as the students are going to have to create a
measurement story consisting of two of the four measurement concepts that were learned throughout this
unit.

Assessment

Assessment for learning is the assessment strategy present in this lesson as the teacher will collect the
students’ worksheet and use it to make an informal judgment of where the students are in their learning. The
teacher can use the assessments gathered to re-adjust his/her planning accordingly (i.e review lesson if need
be).

Lesson Plan 6- Katherine

Title: Move Like Winter
Grades: 2
Subject/Course: Mathematics & Arts & Physical Education
Strand: Measurement & Dance & Movement Competence
Time: 45 mins

Lesson Description

This lesson will go over some of the measurement and time concepts that the students have learned so
far, specifically distance, calculating distance in non-standard units, counting time, and estimating the
amount of time something will take.

Stage 1: Desired Results

Fundamental Concepts/Skills

Mathematics
• Problem Solving: apply developing problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
• Reflecting: demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by explaining to others why
they think their solution is correct);

Arts (Dance)
• Body: body awareness (e.g., awareness of where one is in space in relation to objects in class), use of
body zones (e.g., the right side of the body only versus the left side only), use of body parts (e.g., arms,
legs, fingertips, torso), shapes, locomotor movements (e.g., running, galloping, crawling, creeping),
non-locomotor movements (e.g., jumping, turning), body bases (e.g., knees as base, back as base)

Physical Education (Movement Concepts)

• Locomotion: or travelling skills, used to move the body from one point to another (e.g. walking,
wheeling, running, skipping, hopping, galloping, chasing, dodging)
• Body awareness: What parts of the body move, and in what way? Awareness of body parts, shape,
actions (e.g., wide, narrow, twisted, symmetrical, curled, stretched)
• Spatial awareness: Where does the body move? (e.g. location, direction, level, pathway, plane,
extensions)
• Effort awareness: How does the body move? (e.g. fast or slow, with strong or light force, bound or
free)

Big Ideas/Essential Question

How do movements affect the time it takes to travel a set distance?

Ontario Curriculum Overall Expectation(s)

Measurement
• estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using
non-standard units and standard units;

Dance
A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of simple
dance phrases, using the elements of dance to communicate feelings and ideas;

Movement Concepts
B1. perform movement skills, demonstrating awareness of the basic requirements of the skills and
applying movement concepts as appropriate, as they engage in a variety of physical activities;

Ontario Curriculum Specific Expectation(s)

Measurement
– estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and
non-standard units
– select and justify the choice of a standard unit (i.e., centimetre or metre) or a nonstandard unit to
measure length (e.g., “I needed a fast way to check that the two teams would race the same distance, so
I used paces.”);
 Dance
A1.1 develop short movement phrases inspired by a variety of activities in their community (e.g., riding
a bike; movements from sports, yoga, or playground games/activities) and incorporating different
pathways (e.g., straight, curvy), directions (e.g., forward, back, sideways, diagonal), and shapes (e.g.,
big/small shapes, shapes created individually and with partners)
A1.4 use a variety of locomotor and non-locomotor movements to depict creatures and objects in the
world around them (e.g., depict a large animal with torso, arms, and legs that creeps along at a low
level; change movements to interpret the motions of various animals represented by the different
musical sections of Camille Saint-Saëns’s Carnival of the Animals)

Movement Concepts
B1.3 perform a variety of locomotor movements with and without equipment, travelling in different
directions and at different speeds, and using different pathways (e.g., hop sideways across a line, gallop
in a curved pathway around trees or objects, skip quickly using a rope, slide or wheel slowly in a zigzag
pattern, move at different speeds in response to the beat of a drum, run quickly following a curving
pathway, jog slowly backwards while checking over their shoulder) [PS]

Lesson Goals

- Understanding why certain movements take less time/more time getting their body from Point A to
Point B
- Learning about the different levels of movement (high, middle, low)

Key concepts and/or skills to be Background Knowledge

learned/applied

- Moving their bodies at different levels - Moving different body parts in different directions
(learned in Grade 1)
- Using movements to communicate messages (learned
in Grade 1)

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies

- Individual work - Demonstrations in front of the class

- Class reflections - Reflecting on technique and concepts

Materials Accommodations
- Stopwatch - Any student that is not physically able to perform
- List of all of the dance moves: the movements will have an alternate version of
- Penguin waddle (slowest) the moves created for them to suit their mobility
- Snow angel jumps (fast) restrictions.
- Ski slides (fastest)
- Polar bear walk (slow)
- Snowboard strides (medium)

Differentiation

This lesson was designed to benefit kinesthetic as well as visual learners, since they are estimating and
acting out the concept of measurement and time.

Stage 3: Learning experience and instruction

Motivational Hook (5 MINS)

The teacher will ask the students what kind of sports, animals, and/or activities we see in the winter
time. The teacher will ask some students to demonstrate how they would move their bodies to illustrate
those sports, animals, and activities.

Open (5 MINS)

The teacher will explain the main activity and demonstrate the different winter-themed dance moves
while having the class repeat them as a group. This will give the teacher the opportunity to correct
anyone’s form should they see fit.

Body (25 MINS)

The students will start at Point A (one side of the gym) and their aim is to get to Point B (the opposite
side of the gym) using the different winter-themed dance moves. The teacher will call out the dance
move, and the students will travel the length of the gym doing that move, counting how many times
they have to do it. Then, the teacher will call out another dance move, and the students will have to do
that move from Point B to Point A. The teacher will ask the students which move took less steps (units)
to cross the length of the gym and why that is. Lastly, the teacher will complete the rest of the list,
pausing to reflect after each movement to ask what body parts were used and at what movement level
they were (high, middle, low).

Close (10 MINS)

 The students will gather in a standing circle for cool-down stretches while the teacher asks which
movements were/which was fastest and why? Why were there differences in steps (units) between
everyone? The aim is to get students thinking about what variables there are that cause some people to
travel the distance faster than others.

Link to Future Lessons

This lesson will link to future Physical Education lessons where the students will be creating their own
movement pathways and routines.

Assessment

Anecdotal notes will be taken for their Physical Education - Movements and Pathways grade.
The mental notes the teacher gathers based on the mathematical reflecting the students produce during
the cool-down will serve as a diagnostic/assessment for learning to see if there needs to be further
exploration of the concept.

Rubric for culminating task

Expectations LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Knowledge The student The student The student The student

and demonstrates a demonstrates demonstrates demonstrates a
Understandin limited amount of some accurate considerable amount thorough amount
g accurate knowledge knowledge of accurate knowledge accurate
of content. content. of content. knowledge of
The student shows The student The student shows content.
little understanding understands considerable The student
of facts, terms, and some facts, understanding of shows a high-
mathematical terms, and facts,terms, and degree
procedures. mathematical mathematical understanding of
There were several procedures. procedures. facts,terms, and
factual errors. There were 2-3 There were less than mathematical
factual errors. 2 factual errors. procedures.
There were 0-1
factual errors.

Thinking The student presents The student The student presents The student
a limited amount of presents some a considerable presents a
relevant and in-depth amount of amount of relevant thorough amount
analyses of the relevant and in- and in-depth of relevant and
learned material by depth analyses analyses of the in-depth analyses
including zero of the learned learned material by of the learned
 problems in their material by including 2 material by
story. including only 1 problems in their including 3 or
problem in their story. more problems
story. in their story.

Application The student does not The student The student makes The student
make real-world makes few real- considerable real- makes thorough
connections to world world connections to real-world
concepts from unit. connections to concepts from unit. connections to
The student does not concepts from The student includes concepts from
include any concepts unit. The student 2 concepts from unit. The student
from unit. includes 1 unit. includes 3 or
concept from more concepts
unit. from unit.

Communicati The student displays The student The student displays The student
on limited capabilities displays some considerable displays
in expressing capabilities in capabilities in thorough
mathematical ideas expressing expressing capabilities in
and understandings. mathematical mathematical ideas expressing
ideas and and understandings. mathematical
understandings. ideas and
understandings.

Creativity The student’s story is The student’s The student’s story The student’s
copied from a story story mirrors one is unique from any story is unique
that was studied in that was studied story that was from any story
the unit. in the unit. studied in the unit. that was studied
in the unit and
from the rest of
the class.

REFERENCES
Harry Kindergarten Music. (2013, June 11). The Thermometer Song (song for kids about
temperature). Retrieved from
https://www.youtube.com/watch?v=Vk6rP_4wpvk&NR=1&feature=endscreen

Jack Hartmann Kids Music Channel (2017, February 27). Hip-Hop Around the Clock | Learn
How to Tell Time | Jack Hartmann. Retrieved from
https://www.youtube.com/watch?v=g6tJAy_7AL4

Kids Learning Videos. (2016, March 11). Measurements for Kids - Introduction to Standard
Measurements. Retrieved from https://www.youtube.com/watch?v=Iu6YaZoh4ec

McKay, L. (2015, October 09). Learn How to Tell Time on a Clock. Retrieved from
https://www.youtube.com/watch?v=8RJzoyIVzV8

Mini TV | Cartoons for kids. (2016, April 09). Cartoon for kids - Louie draw me an Igloo HD |
Learn to draw. Retrieved from https://www.youtube.com/watch?v=1usIdTdZzos

Ontario Ministry of Education. (2005). The Ontario Curriculum grades 1-8:Mathematics

Ontario Ministry of Education. (2009). The Ontario Curriculum Grades 1-8 :The Arts

Ontario Ministry of Education. (2010). The Ontario Curriculum Grades 1-8 : Health and
Physical Education

PBS. How Do You Measure Up? Retrieved November 5th, from

https://pbskids.org/martha/stories/truestories/measureup_story.html?fbclid=IwAR2TzlgplmUjWl
Ww1McF6WTBxFOMsD1bTVwvWT11PaLZxCF6jEf7QHV0zyQ

PBS. Sid the Science Kid . Super Fab Lab | PBS KIDS. Retrieved from
https://pbskids.org/sid/fablab_crystalsrule.html
Toy Soup Tv. (2015, February 25). How to Make an Ice Igloo with Sugar Cubes! Retrieved from
https://www.youtube.com/watch?v=uR6D1coRkEk