Name: Madeline Bonham LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

(7)  Geometry and measurement. The student applies By the end of the lesson, the student will decide
mathematical process standards to directly compare which object weighs more or less, by using a
measurable attributes. balance scale and familiar objects.
Specific Measureable Attainable Relevant _Time
Grade: Kindergarten Subject: Math

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)
weight
Have students hold object and answer
Understanding the difference of heavy and light; provide examples which one is weighs more (heavy) and
such a mouse vs. elephant, crayon vs. textbook; more vs. less which one is less (light)

Students can see and answer questions based on observations, visuals on worksheets
Strategies for Success: (C6)
Anchor chart on weight, heavy, light, examples of
heavy objects, examples of light objects, show pictures
of the scale would look like
Learning Styles Addressed: (C6)
Element of Technology: (C6)
The students will interpret the heavier/ lighter objects
by using a simulation.
Resources / Materials needed: (C6)

Visual – See scale move Balance scale; common objects familiar to students such
as Lego bricks, crayons, tiny toys, candy; BrainPop Jr.
Auditory – video
Explain steps as needed
Kinesethic –
Have students place objects; hold objects
to see which one is heavier or lighter

Higher Order Questions to ask: (C6)

1. How do you know which object is heavier/ lighter?

2. What would happen to the scale if the objects were different sizes, but weighed the same?
3.
What would happen to the scales if I weigh a box of new crayons and a box of used crayons?

Hook: (C7) Closure: (C7)

Have two “Feel boxes” of light objects (a small Lego
brick, a crayon, a feather, a coin,) and the other have
heavy objects (a toy elephant, a toy car, a toy whale,
and a textbook) *explain to the students to look over
them as toys and to think of them in real life.
Quick doodle of a heavy object and light objects on a
worksheet with a scale with one side higher than the
other; they can use words, pictures, numbers
 1. Teacher Input / Direct Instruction / Modeling: (C6)
The teacher will show the students the balance scale and place the two objects in each cup. The students will see
the cups rise and fall. The students can also hold the objects and feel which one is heavier and which one is lighter.
In the beginning, the two objects will have an obvious difference in weight; such as a crayon and a textbook. The
teacher will also show objects that weigh the same and show the case what the scale would look like.

2. Student Activities / Guided Practice: (C6)

The students can pick two objects of their choosing to see which one is heavier and lighter. Objects will also be
provided.

3. Independent Practice: (C6)

Most of the assessments will be a pencil and paper delivery. Students will have to see what it looks like.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: By the end of the lesson, the student will decide which object weighs more or less, by using a balance scale
Rigor and familiar objects.

OPENING:
Retrieval The students will see two groups of heavy and light objects, such as a textbook and a feather, respectively.
They do not know what the two groups have in common. They will discuss with a partner/ or table group
what they think they have in common with.

TEACHER INPUT:
Relevance The teacher will hear the input of groups. Once a group figures it out, the teacher will introduce the
lesson of using a balance scale to determine which object weighs more or less.
MODEL:
Routing The teacher will use items simple materials that are usually provided with the scale. Teacher should only use
blocks, weights, and cubes. The teacher and students will observe what happens when the one side has an
object and the other is empty. The empty side will be higher than other, because 1 block obviously weighs more
than zero blocks.

GUIDED PRACTICE:
Retaining / Rehearsing
The teacher will show what happens when both sides have something on them and will start with blocks of the same size,
shape, and weight. The teacher will place an uneven number of blocks to show, such as 2 blocks vs. 1 block.

INDEPENDENT PRACTICE:
Once the teacher sees the students are starting to understand, students will go back with their partner or group and use
familiar objects and weigh them such as a paper clip, a coin, a feather for light objects and a box of crayons, a small water
bottle, and a small bag of candy. They can infer which objects weighs more, less, the same, on different objects.

CHECK FOR UNDERSTANDING:

Recognizing
Ask students if the colors of the blocks affect the weight; walk around and listen, talk to students with their inference

ASSESSMENT:
Which objects weigh more, weigh less, the same; how do they know which one weigh more or less based on how the scale
is; request they measure certain objects’ weight; worksheets after, if needed

RESOURCES / MATERIALS:
Balance scale, blocks that are the same size and weight, familiar objects: paper clip, crayons, small toys that resemble heavy
objects, a heavy book (such as a textbook, dictionary, book of stories), worksheets if needed.

CLOSURE:
Re-exposure
Have students discuss with their partner or table group about what they learned and draw, write, number, etc. objects
that are heavy and light on a worksheet with a picture of a balance scale with one side higher than the other.