I will be obtaining an ECE licensure, which means I will be licensed to teach grades K-3. Therefore, I will be teaching all four core subjects. For this particular assignment, I chose a math lesson. This lesson is recommended for 1st or 2nd graders. However, it can be tailored to match the age and level of any elementary class by adjusting the materials and supplements to make the lesson easier or more challenging.
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| Accommodations for Higher Grade Levels |
In this lesson called "Keeping in Balance", students will balance pairs of like and unlike objects by changing distance from the fulcrum. They will also record observations about the positions of the objects on the balance. Finally, they will identify patterns in their work. Students will accomplish this by taping a jumbo crayon to their desk, and then balancing a ruler on it so that neither end of the ruler is touching the desk. Next the students will move paper clips on both sides of the ruler, recording the numbers in which the ruler balances on a worksheet.
This lesson is designed to meet two Common Core standards in Math for Kindergarten level. Both of these standards fall under the Measurement & Data sub-category. The first standard it meets is the CCSS.Math.Content.K.MD.A.1 which is; Describing measurable attributes of objects, such as length or weight. This objective also includes describing several measurable attributes of a single object. The second standard it meets is the CCSS.Math.Content.K.MD.A.2 which is; Directly comparing two objects with a measurable attribute in common to see which object has more or less of the attribute, and describing the difference. For example, having students directly compare the height of two children and describe one child as taller or shorter. The lesson also addresses one Common Core standard in Practice for any elementary grade level. This standard - CCSS.Math.Practice.MP5 - is using appropriate tools strategically.
I would begin the lesson by activating the students' prior knowledge about balances by asking them to identify examples and uses of balances (such as grocery store scales or playground equipment). After a brief discussion, I would inform them that we are going to make our own scales and balance some items. I would likely arrange the students into small groups rather than have them work individually. I would likely hand one item to each student in the group, so they would all feel like they had a part or "job" in making the scales. Then I would give each student a worksheet to record data. After the scales were built I would ask if anyone knows what a fulcrum is. I would explain to students what a fulcrum is and ask them to identify what represents the fulcrum in our make-shift scale. After I explained what the students were to do, I would have them take turns (within their groups) placing paper clips in various places.
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