Group+Lesson+Plan+(Alyssa,+Sarah,+Kohei)


 * Lesson Plan Model**


 * Subject**: Math
 * Grade Level**: Second Grade
 * Lesson Title**: Comparing and Ordering Objects by Weight


 * Goal**: The use of a scale and how to compare objects by weight.

Measurement and Geometry- 1.0, 1.1 Measure the length of objects by iterating (repeating) a nonstandard or standard unit.
 * Standard**: Number Sense- 1.0, 1.1 Count, read, and write whole numbers to 1,000 and identify the place value for each digit.


 * Materials**: Written Assessment 6, balance (scale), color tiles, pencil, scissors, marker, and eraser, box of paper clips and Lesson Worksheet 35-2.

Teaching/Instructional Process Today we are going to be using a tool that will help us with measurement. It is called a balance and it will help us determine the weight of different objects. Have you guys ever been to the Doctor’s office and measured your weight by standing on a scale? Today we will be measuring weight, but it will be by using this balance. You can see that the balance has two different sides, and so when we are measuring today, we will took at the weight of two different things and compare.
 * Introduction:**

1.What do you notice about the balance? 2.Predict what will happen when we put a tile on each side of the balance (it will be level). Do this. What happened? 3.Predict what will happen when an extra color tile is added to the right side. Do this. What happened? (the right side went down) 4.Why did the right side go down? (because it was heavier) 5.Pencil and scissors- Who would like to hold these objects and tell us which is heavier? Which feels heavier? How can we use the balance to check? (put the pencil on one side and the scissors on the other) 6.Do this. What happened? Which object is heavier? 7.We can use color tiles to weigh these objects. Hand out worksheet. 8.How many color tiles do you think we will need to balance the pencil? Write down estimate on chart. Have students write pencil and their estimate on their paper. Let’s check our estimates. 9.Put the pencil on the left side of the balance. Add color tiles to the right side one at a time until the scale is level. Count the number of tiles. 10.The pencil weighs the same as ___ color tiles. Write the number of tiles on chart. 11.Repeat with the scissors and tiles. Do you think the scissors will use more tiles or fewer tiles than we used to balance the pencil? Why? Estimate. 12.Compare the marker and the pencil. Which is heavier? 13.Repeat with marker and scissors. 14.Repeat with the eraser and the box of paper clips. 15.Order these objects from lightest to heaviest. 16.Who would like to share something you learned today? Rationale 1: Helping the students connect the terms with the real world. Rationale 2: It is important for the students to know the process of weighing different objects in order to gain knowledge.
 * Direct Instruction:**


 * Modeling:**

Teacher will use the balance to demonstrate the weight of the two objects. Teacher will also use the white board/ chart to record our observations.

Assessing Student Learning
 * Checking for Understanding:** By using formative assessments, the teacher will ask the students questions as we go through the lesson. Teacher will ask for their predictions of which object will weigh more and then ask them for the “actual outcome”. Questioning in this way is a form of formative assessment and the outcome will be critical for the next steps. Because assessment data drives instruction the teacher may need to pull a small group or even reteach the lesson if necessary.


 * Guided Practice**: Students will work on Worksheet 35-2 together and will practice balancing objects as well as estimating the weight of the objects.


 * Independent Practice:** There is an independent practice page where the concepts can be practiced.

Teacher will be modeling different aspects of the lesson plan by using a visual aid of the actual objects so the students can visualize easier in order to connect the concepts to the lesson. Partner ELL student up with someone that is a native speaker in order to create Cooperative Learning strategies in the classroom and also by having small groups, it is a great approach to differentiating instruction. There will be two different levels of worksheets. Each student will receive a worksheet that is at his or her zone. The first worksheet will have more pictures and the questions will be easier to understand. Level 2 worksheet will be a little more challenging and will have less pictures. In this way, the students will receive their worksheets according to their ZPD (Zone of Proximal Development), which will maximize learning for the students.
 * Differentiated Instruction**: (for ELL Level 3)


 * Homework**: Have students write a half page in their math journal about what they learned today. By looking at the students' journal entires, the teacher will be able to determine whether the students understand how to compare objects by weight.


 * Assessment**: The students will be evaluated by the responses they give during the group lesson, on their answers for the independent practice, and on the homework assignment. At the end of the unit, summative assessment will take place by the students taking a test on the skills they learned.


 * Modifications**/**Accommodations**: Teacher will make sure that all students are participating and understanding the lesson and the concepts we go over. If the teacher sees that any of the students are having difficulties understanding, the teacher will make sure they can ask questions and give them additional help.