Name of Teacher Candidate Isabel Ruiz

Lesson Overview
Grade Level 1st
Estimated Time Needed One 20-25 minute class period
Students will be taught how to tell whether items are heavier or lighter by
Lesson Description
using concrete and pictorial models
The student knows that objects have properties and patterns.
The student is expected to:
Content Area Standards (A) classify objects by observable properties of the materials
from which they are made such as larger and smaller, heavier
and lighter, shape, color, and texture; and
Technology Standards
The student will classify objects by observable properties of the material
Objectives
from which they are made such as heavier and lighter.

Resources/Materials/Tools
Terms/Vocabulary Weight, heavier, lighter
Projector , balance, rock, paper clip, makers, activity sheet, large sheet of
Technology Resources
paper, 6-8 small items, 18 pictures of lighter and heavier items, glue
Other Resources

Lesson Procedures
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task noted in parentheses for each
step. In other words, completely Describe how each stage of
Cite specifically what
describe the flow of the lesson-the the lesson will be managed,
resources for this activity
content to be presented, and the including role of teacher and
will be used, and describe
This template is built on strategies to be used. Include actual learners (who is doing what
in detail how they will be
words you will use and questions at each point), location
the traditional “Madeline you will ask students. Consider items (e.g., classroom, computer
used.
Hunter” lesson structure. Note who will be using the
such as: parts of the lesson that lab, outside), and any
tool and in what ways. Note
might be difficult, and how you will special considerations, such
any safety considerations
know whether you can go on; how to as for differentiated
needed.
ensure that students completely instruction.
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
The teacher will begin lesson Students will be seated Students will be
by using CHAMPS in their learning spot, asked to look at
C- Conversation level is at a observing the pictures pictures from google
Engage
0 presented to them. The in order for them to
(Engage student thinking,
H- If you need help you will teacher will prompt begin thinking of the
access prior knowledge)
raise your hand and wait to questions. terms lighter and
be called on. heavier.
A- Your activity is to be
actively listening
M- Your movement is to be
criss-cross on your bottom
with your hands on your lap
P- You will be participating by
answering questions when
asked. Remember friends we
do not shout out answers, we
won’t be able to understand
each other of were all
screaming.
These are your expectations
so we may all be successful

Start by show saying “I’m

going to show a few pictures
on the board. While you’re
looking at them, I want you to
think about which of these
objects or things would you
be able to carry and which
objects you wouldn’t be able
to carry. Put a thumbs up
when you think you can carry
it and a thumbs down when
you think you can’t.

Showing students on the

projector different items such
as planes, elephants, couch,
(heavier) pillow, bugs, books
(lighter).

“You guys saw a lot of things

on the board and you were
supposed to be thinking of
why you can’t carry them all.
Now let’s take a moment to
think why is it that you
wouldn’t be able to carry all of
the things on the pictures I
just showed you”

Teacher will say “Boys and

girls I want you to keep those
thoughts in your mind while
we experiment like great
scientist”
Explore There are tools we can use Students will be asked
(Collaborative and hands- friends that let us compare or to observe the teacher A balance will be
on) see if things are heavier or use a balance. After used so that the
lighter. Remember compare some students will be students are able to
is one of the words we’ve asked to carefully use concrete objects
learned in math. Who can participate in hands on to see the difference
remind me what comparing actives using a balance between lighter and
meaning (looking at the while others will heavier.
differences between two examine what is
things) occurring.

We’re going to use this

balance to compare items
and see which one is heavier
and which one is lighter!

When something is heavy

boys and girls is going to be
harder for us to pick up, like a
chair.
When something is lighter it’s
easy to pick up like a
basketball.

I want you guys to watch

closely while I use this
balance and make a
prediction in your mind about
which one is heavier and
which one is lighter.

Rock vs paperclip

Whoa! Did you see that one

went up and one went down?
Turn and talk to your partner
and talk about which one you
think is heavier and which
one is lighter? Was your
prediction right? How did you
come up with your
prediction?

Call on students to share and

justify their answers with
example of the balance.

Pick out name sticks and

have 2 students choose from
 the different items to place in
balance. Before the students
place the items in the balance
as the others watching to
make predictions.

Call on 6 students to come up

and use balance.

Teacher will say “We’ve all The students will be It is important that
gone to the doctor, can you listening to the teacher the students make
guys remember when the speak and clarify any real life connections
nurse has asked you to stand misunderstanding as as this will help them
on this funny looking machine well as make real life understand the
that looks like this” (image of connections. concept better.
scale). Thumbs on your chest
if you remember this
machine. This machine boys
and girls tells like the doctors
how much you weigh, and
Explain
weight is how we know if
(student and teacher
things are heavier or lighter!
discourse, teacher
modeling, vocabulary
Everything you see around us
instruction, clarify
has weight so it has to either
misconceptions)
be lighter or heavier. When
we see a plane we know that
plains are big and made of
heavy things so we know it’s
going to be very heavy.

When we see pillows we

know they are soft and fluffy
so we know a pillow will be
lighter.

Now my friends you are all The students will be They students will be
going help Ms. Ruiz put these asked to participate in asked to sort cards
items (cards) in either heavier creating a class so that they may
or lighter. I’ve drawn our very balance. They will think have an opportunity
own balance. When I give about their picture as to demonstrate their
Elaborate
you your card I want you to well as the pictures of understanding of the
(Extend or apply the
think Is this lighter than me or others. concept.
learning to a new setting;
heavier than me” Take few
active and collaborative)
seconds to decide. Now turn
and talk to your partner and
tell them why you think it’s
heavier or lighter than you.
 When I call your row I need
you guys to carefully stand
and place your picture in
either the lighter or heavier
side, once you’re done this
return to your learning spots.
When you are seated in the
carpet your job is to look at
where our friends are placing
their pictures and decide on if
you agree or disagree.

Once everyone is back in

their leaning spot go one by
one on the pictures and have
students put thumbs up or
thumbs down on their chest if
they think it is in the right
spot.

“Oh my goodness you guys

did fantastic give yourself a
fire work or pat on the back.

The students will go The students will be

back to their seats and asked to complete
work with partners as their worksheet so
You guys are more than some of them cannot the teacher gets an
ready! We’re going to do a read. The students who understanding of
short activity my friends have the most difficulty whether or not their
you’re going to be able to sort reading will be helped grasped the concept.
out your very own items! by the teacher.
Explain the paper and remind
them that they are sorting
Evaluate whether the items are heavier
(Students demonstrate or lighter!
their understanding. How
will you know what they’ve Read the choices for them
learned?) and remind them to stretch
the word out or ask a partner.

Pair students

Walk around monitor and

assist any students that need
it.
Plans for Differentiated Instruction/Accommodations
Special Education Students who are at an AA reading level will be pulled to work in small group
Students with the teacher.
N/A Identify specific strategies you will use, such as researching Internet sites
English Language and other resources in students’ native language, allowing alternate ways to
Learners demonstrate their learning, support personnel with who you may need to
consult, gaining the help of peers.
Gifted and Talented students will be asked to write sentence in the back of their
Gifted and Talented
paper using the words lighter and heavier.
Other:

Potential Challenges/Plan B
If students are having difficulty understanding the concept of heavier and lighter we will use more concrete
objects and the balance.

Notes and Credits

https://www.teacherspayteachers.com/Product/Heavy-and-Light-Sort-Cut-and-Paste-Craft-1887190
https://www.teacherspayteachers.com/Product/Pan-Scale-Peg-Cards-Heavier-and-Lighter-
Measurement-Weight-2207507