Title of Lesson or Unit: Big and Small an Inquiry

Type: Primary X Intermediate Graduation Media

Grade:
Big Idea(s):
What students will
UNDERSTAND

Curiosity and wonder Combines Math, Science and

Objects have attributes lead us to new
that can be described, measured , discoveries about English Language Arts
and ourselves and the Curriculum from Kindergarten
compared world and Grade One
around us.

Curricular Competencies: What students will DO Concepts & Content: What students will KNOW
Students will be able to do the following: Students will know the following concepts and content:
I can exchange ideas and perspectives to build shared Properties of familiar objects
understanding. Direct comparative measurement.
I can use language to identify and share ideas and
discoveries.
I can observe familiar objects in familiar contexts.
I can make exploratory observations using my senses.
I can discuss and record my observations.
I can develop, demonstrate and apply mathematical
understanding through play, inquiry and problem
solving.
I can communicate mathematical thinking in many
ways.

Materials & Technologies Pre-Class Preparation

Students will use the following materials, tools, equipment. The teacher will need to make the following preparations
prior to the class(es).
Clip boards
Assess prior knowledge of the concepts of big and
Writing/drawing tools
small
iPads
Pre-teach the words big/bigger, small/smaller and
Salish Sea Animal Flash Cards little/littler using picture books or during
play/exploration times.
Go outside and have students go to objects- trees,
rocks, flowers, leaves and talk about size words
Suzie is standing by the slide is it big or small? Bob is
standing by that tree is it bigger or smaller than the
 slide?
Teach and practice the expected behaviours while
exploring outside of the classroom.
Teach the students to not pick living things.
Teach students to take pictures and videos using the
iPads.
Use storytelling to introduce the concepts. Tell a story
little the Three Little Pigs without the use of a picture
book. Use puppets or small props while telling the
stories.

Resources & References

Building Student Success- B.C.’s New Curriculum: https://curriculum.gov.bc.ca/
Salish Sea Animal Flash Cards

First Peoples’ Principles of Learning

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal
relationships, and a sense of place.
First Peoples resources will be used in the lesson.

Body of the LESSON

FOCUS of the lesson: (clear snapshot of this particular lesson in the sequence)
Through an exploration of the environment outside our classroom students will learn about comparative
measurement, with a focus on the words/concepts Big vs. Little/Small. Students will find a big and a small item
in pairs or in small groups. They will record their observations in a way that are most comfortable with (writing,
drawing, taking pictures or recording videos, song, dance, loose parts, conversations with peers). Observations
will then be shared with the whole class. Pair the class with students from older grades to form multiage groups.
This is the first lesson in an Inquiry-Based Unit about measurement. The goal of this lesson is to spark interest
and to start to assess background knowledge about measurement. It will also give the teacher knowledge about
the students abilities to make, share and record observations.

ENTERING KNOWLEDGE: (what do the students already know entering this lesson?)
Students will have to have some understanding of the words and concepts of big and small.
Read the book: Life-Size Zoo: From Tiny Rodents to Gigantic Elephants, An Actual-Size Animal Encyclopedia by Teruyuki
Komiya, this will get the students thinking about big and small.

Use oral storytelling to get the students thinking about big and small.

Use movement activities to review the concepts.

Pre-teach the word and concepts for those who are yet understanding.

Label some of the more obvious big and small items in the classroom with word cards, you can even write the
word big in bigger print and the word small in smaller print.
Use dance, music and songs to introduce the concepts of big and small.
Play some movement games to reinforce the concepts.

LESSON INTENTIONS/CRITERIA (specific to this lesson)

Students will be able to:
I can exchange ideas and perspectives to build shared understanding.
I can use language to identify and share ideas and discoveries.
I can observe familiar objects in familiar contexts.
I can make exploratory observations using my senses.
I can discuss and record my observations.
I can develop, demonstrate and apply mathematical understanding through play, inquiry and problem solving.
I can communicate mathematical thinking in many ways.

INTRODUCTION/MOTIVATION: (Beginning)
Get the class moving: “Make your hand big, now small. Make your body big, now small. Let’s make a small
circle with everyone in the class and now let’s make our circle big”
Show the Salish Sea animal flash cards one by one to the class. Make sure to sort out the animals/insects that are
obviously big and small. Read the back of the card, which states what each animals symbolizes for The Coast
Salish People.
After reading the cards place in one of two rows. Have a row for big animals and a row for small animals. Do not
share your reasons for the placement of the cards.
When all cards are read. Ask the class why you sorted the items in this way. Explain that you have sorted the
animals into big and small.
If possible show small but scaled replicas of the animals, this would allow the students to explore with their
hands. You could even use real items for the classroom that the students could engage with in a more hands-on
and experiential way.

DEVELOPMENT: (Middle)
Tell the class we are going outside to explore and to make and record some observations.
Tell them that when we are outside today I would like you and your partner or small group (multipage group) to
find something big and something small. You will record what you find using a variety of methods. You can
write, draw, take a picture or make a video. Tell the class they will be sharing their observations with the whole
class at the of the lesson. Encourage the class to explore with all their senses. Make sure to not just look but touch
and feel the items.
Review expectations of behavior while exploring and learning outside. Set up an area that the class can explore,
you can also change locations throughout the exploration time.
While the class is exploring observe them. Make notes of who is meeting the intended learning outcomes. Make
note of any interest they might pop up. Be available to answer questions. Be there to help support/scaffold the
learning by try not to direct the learning.
Ask leading questions to help guide the students to the learning outcomes, this are just a few examples:
-Can you show me something big?
-Can you show me something small?
-Can you hear any big or small sounds?
-Did you see more big or small things?
-How do you know? Encourage the students to compare the objects to one another. You can also provide them
with string or cubes to measure their items.
-Can you find me something bigger/smaller?
-How could you record your observations?
-What senses are you using to make your observations?
Encourage creativity while recording their observations. Support students in the recording of their observations,
it may be helpful to have additional adult support to aid in this process.
Document the learning process by taking pictures and making notes.

CLOSURE: (End)
Bring the class in to share their observations with the class.
Students will share orally what they have recorded. If students are too not ready to share with the group the
teacher can show and share the observations. (Make note of this for assessment)
Ask the class:
-What are some big/small objects around our school?
-How do we know the difference between big and small items? Use this question to start a conversation about
comparing and measurement.
make a class book or create a class collage one for big items and one for small items.
add the words big and small/little to the word wall or Math Word wall
Have the students create an art piece, song or dance to communicate what they learned during the lesson.
Students could create found object art pieces with some of the big and small items they discovered while
exploring.
Create a center with materials the students can use to explore that supports the concepts of big and small.

Assessment / Evaluation Adaptations / Modifications

Watch the students as they explore outside. Look to see

if they are making, sharing and recording their
observations. Look to see if they are able to find big
and small items. Look to see if the students are able to
compare items. Make notes and take pictures to
document the learning process.
Add the learning intentions to the top of a class list.
Check those that are meeting the learning intentions
and make note of those students who need further
support. Use the assessment rubric at the end of the
lesson.
 check in for understanding
 Use simple language
 Present information orally, in writing and
through pictures
 Allow for multiple way to show understanding
 Provide additional support where needed
 Use Google Translate
 Encourage discussion in First Language
 Pre-teach needed vocabulary
 Allow students to work in groups

Assess creativity using the rubric below.

 Make notes during the share out session at the end.  Provide extra support where needed, this
Document the learning by taking pictures or video. could be a teacher, parent helper, or older
buddy
Use an App like Notability that allows you to take
notes right on the photos.
Keep the observations made by the students as artifacts
of their learning.

EXTENSIONS / POSSIBLE CROSS-CURRICULAR CONNECTIONS


 Introduce language they will come in following lessons if students are ready: longer/shorter, wider/thinner.
 Bring out objects like strings or unifix cubes that can be used to measure items.
 Students could bring some of the small items they discovered outside to create found object art.
 While outside the students could collect any litter they see and make sure to throw it away in the proper bin. This
will help to teach about being kind to our earth and to be responsible global citizens.
 Use the Salish Sea cards to learn more about the Coast Salish peoples beliefs about the animals in our local
environment.

Name:

Emerging Developing Proficient Extending

I am just I am getting there. I get it. I get it and go
Criteria getting started. I am beginning to I can do it on beyond what is
I learn best do more on my my own. expected of me.
with help. own. I can teach it to a
I need more I need more friend.
teaching practice

I can exchange ideas and

perspectives to build
shared understanding.

I can use language to

identify and share ideas
and discoveries.

I can observe familiar

objects in familiar
contexts.
I can make exploratory
observations using my
senses.

I can discuss and record

my observations.

I can develop, demonstrate

and apply mathematical
understanding through
play, inquiry and problem
solving.

I can communicate
mathematical thinking in
many ways.

Additional
Observations or Notes:

Name:

Emerging Developing Proficient Extending

I am just I am getting there. I get it. I get it and go
Criteria getting started. I am beginning to I can do it on beyond what is
I learn best do more on my my own. expected of me.
with help. own. I can teach it to a
I need more I need more friend.
teaching practice

I have a desire to learn

new things.

I get new ideas from

playing and
experimenting.

I am open to the ideas

of others.
I can use objects in
new or novel ways.

I try multiple ways to

solve a problem. Use
trial and error.

I can show my
learning in a variety of
ways.

I can reflect on how I

solved the problem

Additional
Observations or Notes: