Maria Fernandes

Saint Francis University

Education Department

Weight

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview Content Area: Math/Science

Grade Level: 1st grade
Week 7 https://docs.google.com/document/d/1QYsVd9Nx57pUarYqh-
tngHRxlgUnJVHVEV54r0P4I3U/edit Math (Monday to Thursday)

https://docs.google.com/document/d/1dJ461vYq66dSOs1-
aahfOGjT9K9SSWB3X7JPuSLEmbk/edit Science (Tuesday)

Project to make a balance Scale on Monday

Friday Summative Assessments

1a. Brief description of the unit of study
In this unit, students will explore on weight compare the weight of two things using the terms
heavy, heavier, light, lighter, and as heavy as. The students will be able to compare the weight of
more than two things using the terms lightest and heaviest. The students will be able to use a
non-standard object to find the weight of things. The students will be able to compare weight
using a non-standard object as a unit of measurement. The students will be able to use the term
‘unit’ when writing the weight of things. The students will be able to explain why there is a
difference in a measurement when using different non-standard units. The students will be able to
arrange things according to their weights. The students will have the opportunity to learn about
weight through informational text, videos, and hands-on activities and the students will be
assessed through informal and formal assessment. The students will also will be able to describe
the properties of matters.
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1. Standard - CC.2.4.1.A.1 Order lengths and measure them both indirectly and by repeating
1b. Grade level standard(s) to be addressed in this length units.
unit of study 2. Standard - CC.2.1.1.B.1 Extend the counting sequence to read and write numerals to represent
objects.
3. Standard - 3.2.1.A1 Observe and describe the properties of liquids and solids. Investigate what
happens when solids are mixed with water and other liquids are mixed with water.
4. Standard - 3.2.1.A5 CONSTANCY AND CHANGE Recognize that everything is made of
matter.
5. Standard - CC.1.5.1.A Participate in collaborative conversations with peers and adults in small
and larger groups.

Big Ideas/Essentials Questions:

The weight of things can be compared and measured with non-standard units.
The children will compare weight using terms such as light/lighter/lightest and heavy/ heavier/
heaviest/ as heavy as.
Matter can be understood in terms of the types of atoms present and the interactions both between
and within atoms.
Interactions between any two objects can cause changes in one or both.
The students will learn to measure weight using a balance.
The students will use common objects as non-standard units to measure and compare weight.
The students will understand the properties of solid, liquid and gas?
The students will guess the weight of matter by their properties as which is heavy and which is
lighter.
How can one explain the structure, properties, and interactions of matter?
What are things made of?
How can you describe different objects?
Which object will go down the lighter or the heavier on the balance scale?
How are water and ice different?
How can one explain and predict interactions between objects within systems?
Where can you find gases?
What is matter?
What are some different properties of matter?
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2. Learning Targets - Domain I/III
2a. Concepts and Competencies for all
students
SAS Portal: PA Core Curriculum Framework
PA Alternate Eligible Content
General Education Curriculum Unit Objectives
What is mass?
What is unit?
What are some of the properties of solid, liquid and gas?
2a. Concepts and competencies for all students
Concepts: (are expected to know)
 To  compare the weight of two things using the terms heavy, heavier, light, lighter, and as
heavy as.
 To use the term ‘unit’ when writing the weight of things.
 To explain why there is a difference in a measurement when using different non-standard
units.
 To compare weight using a non-standard object as a unit of measurement.
 Comprehend that all things are made of matter.
 To identify the properties of solids, liquids and gases.
 To identify the properties and the object and recognize which heavy or lighter.
Competencies: (and be able to do)
 To Compare two objects with a measureable attribute in common and describe the
difference.(CC.2.4.K.A.1)
 To investigate what happens when solids are mixed with water and other liquids are mixed
with water.
 To use a non-standard object to find the weight of things.
 To arrange things according to their weights.
 Describe the properties of matter.
 To balance the object and units with the help of balance scale.
 To know the weight of the object and use the term as heavy, heavier, heaviest, light,
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lighter, lightest or as heavy as.

2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
Heavy Weight: A body's relative mass or the quantity of matter contained by it, giving rise to a
Heavier downward force; the heaviness of a person or thing
Heaviest Unit: Is a quantity used for measuring a thing.
Light Matter: It is what all things are made of as solid, liquid and gas are three form of matter.
Lighter Mass: It is how much matter is in an object.
Lightest Balance: It can be used to measure object or units.
As heavy as Predict: To say or estimate that (a specified thing) will happen in the future or will be a
Unit consequence of something.
Solid Observe: To watch.
Liquid Rock: The solid mineral material forming part of the surface of the earth and other similar
planets, exposed on the surface or underlying the soil or oceans.
Gas
Water: A colorless, transparent, odorless liquid that forms the seas, lakes, rivers, and rain and is
Properties the basis of the fluids of living organisms.
Air: The invisible gaseous substance surrounding the earth, a mixture mainly of oxygen and
nitrogen

3. Instructional Process - Domain III

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Modifications
(No Students with
Barriers to Access IEP’s)

Instructional Materials, Resources Assessment

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Practices and Tools

Use read aloud  Questions and  Worksheets  Informal  Reading level  Provide text in
activities to introduce discussions  Pencils observation of too high formats that
and teach weight to the  Play and learn  YouTube student  Complexity of include audio
students at the conversations or text-to-
 Pair work  SMART material
beginning of the unit
 Small group board  Informal  Requirement of speech features
and to introduce what
work  Projector observation of written and and
will happen for the
 Individual work  Crayons students while verbal illustrations
heavy object and light
object on the scale.  Direct explicit  PowerPoint completing responses  Enlarge all text
instruction  Bulletin SMART board  Students will  Provide
 PowerPoint Board games rely on vocabulary in a
Use YouTube videos
to introduce and teach presentations  Math in  Information presentations digital form
on weight with  Worksheets Focus by observation of and and have a wall
different types of  YouTube videos Marshall students supplemental chart in the
matters. completing information. classroom
 Hands-on Cavendish 1B
activities pgs. 1-24. worksheets  Students will  Provide
  Informal have to exposure to the
Provide vocabulary  Teaching Math in
instruction to heavy, Focus by observation of complete same text and
examples/non-
heavier, light, lighter, Marshall students several fine material
examples
as heavy as, lightest or Cavendish 1B completing motor skills:  Provide
 SMART board
heaviest use key workbook hands-on cutting, gluing, materials that
activities/games
vocabulary and ideas pgs. 1-19 activities of the shaking, have been
related to the weight.  Inquiry based-
weight. picking up already cut out
Instruction  Bulletin
Board with  Percent of objects, and or special
 Centers
Provide students with vocabulary/w correct writing. scissors.
 Station Centers
hands-on opportunities all chart responses on  Tasks with  Paraprofession
to explore on different 1,2,3 any given
 Pencils multi-step al
matters. worksheet. directions  Additional time
 Paper plates
 Requirement of to complete
 Hangers
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 Thread sustained worksheets

 Balance scale attention  Repeat
 2 crayons per  Requirement of directions
pair written and multiple times
 20 paper clips spoken  Providing the
per pair responses. directions
 20 coins per  Requirement of written step-
pair relying on by-step.
 One bottle visual aids and  Breaks
with water illustrations  Changing the
 One bottle  Requirement of activity every
without water listening to the ten to fifteen
 Balloons teacher speak minutes
 Snap cubes and listening to  Graphic
videos for organizers
 Small toys
information  Typing
 Teary bear
about weight answers to a
 Bowl
 Depends on worksheets on
 Bath bombs
Technology a computer
 Science A
 Sound will be
closer look
amplified.
Reader book.
 https://membe  Alternate
rs.turtlediary. seating
com/game/he  Pairing the
avy-and- students
light.html appropriately
game  To have
 Weighing PowerPoint
Scale presentation
 Apple with the frozen
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 Orange characters, star

 Candles in wars, unicorn,
different sizes and animals.
 Candies in  To give the
different stickers after
sizes. each
 Ice assessment for
 Rock the good work
 Chart to grade done on the
the day in formative
these assessments.
particular  To have extra
unit. handouts for
 Math center those students
with the who finish
balance sale their work fast.
to play and  To check all
learn what is the students
the weight? work and grade
them in the
marks book.
 The student get
gift if the
students gets 5
smiles near
their name in
this unit.
 To bring one
instrument to
play if the
students does
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well in the
class.
(optional)
 To ask every
end of the class
if the student
understood to
thumps up if
students
understood,
thumps down if
student didn’t
understand.
 Always
motivate
students with
words of
encouragement
for doing the
task on.
 Always praise
the students for
listening to the
class.

4. Individualized Student Planning

Student or groups will be identified Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
here. If you do not have IEP Aligned to prioritized learning
students then you may leave this
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section blank. 504 students may targets

also be included here. *GIEP
students would be included in this
section.

AUTISM Not Applicable Not Applicable  For one student if she listen
to my Math class she will
get break to play with her
favorite frozen puzzles.
 To have PowerPoint
presentation with the frozen
doll.
 To have lots of break before
starting, middle and end. (to
have 1 minute games )
 To make everything
common.
 To pair her with whom she
wants.
 To inform her beforehand
about what she going to
study next day.
 To give one on one help
before she gets frustrated.
 Have a section type lesson
plan depending on the mood
of that student.
 To do one thing at one time.
 To have a buddy ready if
the student need time out.
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 Always to check that her

work is completed.

B Not Applicable Not Applicable Not Applicable

C Not Applicable Not Applicable Not Applicable