Early Childhood Technology Literacy Grant Lesson Plans Title of Lesson: Comparing Objects Using Binary Symbols--and Kid Pix Grade: 2 Unit(s): Science: Balancing and Weighing (National Science Resource Center/STC) Math: Greater Than and Less Than Developed by: Sharon Eade and Terry Bradshaw Edited by: Bonny Chambers Concepts and Outcomes: Children will use the symbols (>, <, =) to compare objects. Children will correctly sequence a variety of objects in serial order using the binary symbols (<,>,=). Children will be able to communicate their observations using pictures, symbols and words. Materials: AV Computer with TV hookup or projection device Kid Pix Objects to be used as concrete examples (paper clip, piece of paper, pencil....) Pre-assessment: This lesson should be completed after students have had concrete experiences using the balance scale to determine the serial order of objects in lesson 9 of the Balancing and weighing unit. Opening Set: Show students two concrete items, such as a paper clip and a pencil. Pass them around to students. Ask them to compare them to one another. Review binary symbols <,>,= with students. "Who can tell me what this symbol means (>)?" [Display the symbol and its definition on the television, which is connected to the computer.] Explain to students that they will use these symbols to compare characteristics of objects. Discuss/review characteristics that could be compared with the binary symbols (weight, size, quantity). As a class, write as many comparisons using binary symbols and the pencil and paper clip as possible. The length of the pencil > the length of the paper clip The weight of the paper clip < than the weight of the pencil Lesson Design: As a whole group, demonstrate and discuss. Open Kid Pix and choose two stamps (the computer is still connected to the TV). Discuss the similarities and differences between the stamps. Ask students to think about relationships between the objects and about expressing the relationships using binary symbols. "For example, if I were comparing the weight of the paper clip and the spoon, how could I express this using symbols?"............................................... spoon > paper clip . A spoon is longer than a paper clip. Ask students if they can think of any other possible relationships between the spoon and the paper clip that could be expressed with symbols... **It is important at this point to remind students that we are using picture representations of actual objects, and it would depend on the exact spoon or paper clip used. For example, a play baby spoon may be lighter than a large paper clip. Model a few more times, working up to a series of four objects as students become comfortable with the vocabulary and process. Be sure to point out how you are accessing the symbols and the typing tools. Be sure to review SERIAL ORDER - putting more than 2 objects in order and how the order will depend on the comparison being made. Discuss/brainstorm different ways to do this-- from smallest to largest size, least used to most used, or from lightest to heaviest. Remind them that only one comparison can be made at a time, you can not switch between weight and length in the same comparison "sentence". Model writing a two to three sentence explanation of the comparison, eliciting responses from students............................................................................................ spoon > paper clip < birthday cake > cup A spoon is bigger than a paper clip. A birthday cake is bigger than a paper clip and a cup is smaller than a birthday cake. Once the group has a good understanding of the concepts, process and task, pair students and send them to the computers to create their own comparison sentences using the binary symbols and the Kid Pix stamps of their choice. Remind them that they will need to write explanations about the relationships of the objects. Have pairs print three copies of their creation, one for each student and one for the teacher's technology class portfolio. If you are using the research and learning hub computers, while one group is using the computers, the other groups can be practicing measurement and media skills by using rulers to measure and compare the heights of books in the media center. You could create a "scavenger hunt": find a Dr. Suess book to complete this comparison sentence: The length of Green Eggs and Ham < (title of a book) < The Lorax Or, they could be writing riddles using comparison descriptions. (Extension to Lesson 7 from guide) If you are using one computer in the classroom, over two to three science lessons, pairs could cycle through to the computer while other students are completing activities/extensions from Lessons 8-10. Synthesis and Conclusion: Students share, compare and discuss their pictures, explanations, and strategies for ordering objects. Did any groups choose the same two objects but make different comparisons? Display creations with student observations on a bulletin board. Evaluation and Assessment: Were students able to correctly use binary symbols to represent comparisons between objects. Were students able to explain a comparison using both binary symbols and words? Home/School Connection: Find a picture out of a magazine or draw one of something/someone showing balancing Make a mobile - Using a hangar, string, and pictures, make a mobile! Visit the Air and Space Museum and see how balancing was used in flight. Can you identify the fulcrums on the various airplanes? Ride your bike. Where is the fulcrum? How does balancing influence riding a bike? Compare and contrast riding a bike with the experiment involving equal-arm balances. Extensions: Math - ISM Numeration E (Greater than, less than) P.A.D.I. - Exemplar: Picture Interpretation, Painting: "Bareback Riders" Reading - Read stories or poems about circus performers, bicycles, etc.