Early Childhood Technology Literacy Grant Lesson Plan

Grade: Second

Unit(s): Reading/LA: Read to Follow Directions, Writing to inform

Science: Balancing and Weighing (National Science Resource Center/STC)

Developed by: Rita McKenna, Dianna Atkins, Kitty Morgan Brown Station ES

Edited by: Bonny Chambers

Concepts and Outcomes:

Students will:

• determine if an object weighs more or less than 10 unifix cubes.
• use <, >, or = to describe the relationship between the objects measured and the unit of measurement.
• communicate information using pictures, words and symbols.

Materials:

equal arm balance scales
unifix cubes (or other uniform items that can be used as weights)
several familiar objects to weigh
recording sheet (may be student generated)
Reading to Perform a Task directions
computer with Kid Pix
science logs or journals

Opening Set:

Note: Students should have had several experiences using balance scales before this activity, it fits best after Lesson 7 in the NSRC Balancing and Weighing Guide.

Begin the lesson by showing a balance scale with 10 unifix cubes on one side of the scale. Ask the students to predict whether or not a pencil weighs more or less than the 10 cubes. Ask students to tell/show you how to test the predictions using the balance scale. If students have a good grasp of this concept, move into the lesson quickly, if not do several directed more teacher directed examples.

Lesson Design:

1. Explain to students that they will be testing several objects from around the room to see if they weigh more or less than 10 unifix cubes. Discuss making predictions and strategies they might use when predicting the weight of items. Remind them that for this activity they are not looking for the exact weight of the objects, just the relationship between the weight of the object and a "standard", 10 unifix cubes.
   
2. Tell students that while they are working pairs will take turns using the computer to illustrate one of the findings they have recorded on their recording sheet. Show them the reading to perform a task directions (below) and talk about reading to perform a task and following directions. Let them know that you will be looking at their work for two things- to see how well they have read and followed the directions and to see if they show accurate scientific information from their investigation.
   
3. Pair students to complete the activities. Hand out recording sheet to record the results of their investigations. (Or have students create their own)
   
4. Sample recording sheet:  
5. Students will work together to test whether a variety of objects weigh more or less than 10 unifix cubes and record their results.
   
6. After students have had the opportunity to weigh a few items, begin to rotate groups of students to the computer to illustrate one of their findings. Give each pair the following directions and have them work independently to read the directions and complete the task.

Reading to P©ECTLP Free and unrestricted use granted to educators for non-profit purposes.form a task:

Using Kid Pix to make a Balancing and Weighing Illustration

1. Open Kid Pix, or if Kid Pix is open, go to number 2.
   
2. Choose the pencil tool.
    
3. Draw a triangle near the bottom of the screen (fulcrum).
    
4. Draw a line on top of the triangle to show which way the equal arm balance tilted.
    
5. Go back to the menu. Click on the stamp. Find a stamp to match the object you have weighed. Use the OPTION key to make the object larger if you need to. Click to place the picture on the correct side of the balance to illustrate your findings.
   NOTE: To find more pictures, if needed, pull down Goodies and select Pick a Stamp Set. Or, you may use the other tools to draw a sketch of your object.
   
6. Choose the pencil from the menu box. Click on the largest pencil line from the menu at the bottom of the screen.
   
7. Click the mouse 10 times on the right side of the equal arm balance to make the 10 unifix cubes. NOTE: To choose a color other than black, click on a color from the menu.
   
8. Click on the typewriter from the menu and type a sentence to describe your findings. Write a comparison using <, >, or =.
   
9. Use the typewriter to put both your name and your partner's name in the bottom, right hand corner of your picture.
   
10. Choose TOOLS from the menu bar and click on RECORD SOUND. Practice reading the sentence with your partner. Click on record and speak into the microphone. Click on stop.
    
11. Save your picture. Title it with your BW and your names. example: BW- Rafael and Sarah
    
12. On the Menu, choose FILE and click on NEW.
    
13. Go to tell the next group it is their turn on the computer.

    As students finish the initial weighing task and wait for their turn on the computer, they may test additional items, or try to find and record the exact weight of the items the tested that weigh less than 10 cubes.

Synthesis and Conclusion:

(Student pairs can continue to rotate to the computer during this portion of the lesson. Depending on the number of computers and students in your class, you may need to use two sessions for everyone to get to the computer. This can be done during the exploration time of your next lesson)

Have students respond in their science logs or journals to the following:

Draw and label a picture to show what you saw on the equal arm balance. Write at least two sentences to describe what you looked at on the equal-arm balance that helped you decide if the item you were weighing was heavier or lighter than the 10 unifix cubes? Did you look at the crossbeam? The pails?

Share and discuss responses.

Student created pictures can also be combined to create a slide show.

Evaluation and Assessment:

Rubric for Kid Pix Illustration

3

• Picture is complete and includes labels for at least the: balance arm, fulcrum, cubes, and object used for comparison
• Balance is tilted to correctly show the weight of the objects.
• Sentence is clear, accurate, and complete.
• Capitals and punctuation marks are used.
• Correctly used the >, <, and = signs
• Student names are in the bottom right corner

2

• Picture is somewhat complete with 3 or more parts labeled.
• Balance is tilted to correctly show the weight of the objects.
• Sentence is accurate and uses some capitals or punctuation marks.
• The >, <, and = signs may be used incorrectly.
• Student names are on the picture

1

• Picture includes less than three parts and may not be labeled.
• Sentence is incomplete. No capitalization or punctuation.
• Did not use >, <, or = signs.
• Student names are missing

Home/School Connection:

During Family Computer/Math Night share the Slide Show made during class. Students should be encouraged to discuss with their parents how it was made. Then students can teach their parents how to make a picture on Kid Pix.

Extensions:

• A classroom big book can be made from Kid Pix illustrations
• Make a class book showing many ways people use weighing and balancing in their daily lives.