LESSON PLAN FORMAT

Name: Delia Martinez

Date: August 20, 2015
I. LESSON FOUNDATION
Lesson Title: Balance and Motion: Trick Crayfish (AMSTI)
Grade Level(s): 1st Grade

Time Allotted: 50 minutes

Subject Area(s)/Subject Content Explanation: Science/Balance and Motion

Resources: AMSTI: Balance and Motion Investigation 1 Part 1
Standard(s):
Describe effects of forces on objects, including change of speed, direction, and
position.SC(1).
Essential Question(s):
What does it mean to balance?
What makes the crayfish balance without falling off?
How do counterweights help with balancing?
In what position does the crayfish balance best?
What did you do to get the crayfish to balance on its nose?
Does it matter where you put the clothespin?
Where should you put clothespins on a paper crayfish to get it to
balance on its side?
How could you get the crayfish to balance straight up and down on its
tail?
What other kinds of things could you balance on your finger?
Instructional Objective(s): Students will explore and be able to identify stable and
unstable systems using counterweights to change the center of mass using a
model crayfish with 80% accuracy.
Assessment:
Pre-assessment:(Quick Draw) Create a piece of art (drawing) on what
they think balance means
Draw a picture of two things
balancing
Formative assessment: Have students show two ways they can
balance the crayfish. Assess only one way students used to balance the
crayfish through the use of a checklist. Exit ticket: hand out a post it note
and have students draw one way they balanced the crayfish.
II. LESSON BODY
INTRODUCTION:

 Students will write the word Balance on a piece of paper. Student will
be asked what they think it means to balance.
The student will answer the question by drawing a picture to represent
the answer.
Draw a picture of two things balancing
Call students to the rug and ask the them what a crayfish is. (A
freshwater shellfish) Then show them a short clip (time -2:04-2:47) and a
picture of a crayfish.
TEACHING PROCEDURES:
Tell the students we have our own special crayfish that can do tricks.
Its best trick is balancing on one of your fingertips.
Then bring out the tagboard crayfish and balance it flat on your finger
and ask the students if they think they can do the same.
Have the helper from each table group come up to get the supplies to
pass out.
Challenge the students to copy my balancing trick. For those who need
something more challenging, suggest they balance the crayfish on its side,
nose, or tail.
Get the students attention and have 2-3 students share how they
balanced their crayfish (using equity cards).
Introduce the word Counterweight and choose a reporter to tell the
class what what a counterweight is.
When you put a weight,like a clothespin (show it), on the crayfish to
make it balanced, it is called a counterweight.
Have students repeat the word and turn and talk to a
partner to say what counterweight is.
Have the helper from each group get clothespins to pass out. Inform
the students that they may find the clothespins useful for getting their
crayfish balanced in different positions. The helper is to give two clothespins
to each student.
Remind the students that the crayfish should balance on one finger
and not on the desk, etc.
Suggest to students that they might have to move the clothespins to
new positions.
Sooner or later students will discover how balance the crayfish on its
nose, have student explore this position before moving on.
Note: Students should be experimenting with little assistance from the
teacher. They should be exploring on their own, but if students are struggling
the teacher can give suggestions.
Choose a few students (using equity cards) to share one way they
balanced their crayfish.
CLOSURE:
Create a What We Learned Chart that summarizes the knowledge
acquired from the investigation. Ask students:

 What are some words we can use to help us remember

what balance is? (Counterweights, clothespins, etc)
How do you know when something is balanced?
What did you do to get the crayfish balanced on its nose?
Where should you put clothespins on a paper crayfish to
get it to balance on its nose/side?
Think about all the different ways you balanced the
crayfish. Is there anything you noticed that is always the same?
Include any unanswered questions that students may still
have.
Hand out a post it note and have students draw one way they balanced
their crayfish. Post them onto a new chart labeled How We Balanced Our
Crayfish
Read A balancing Act story (May change)
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES:
This lesson is about the students exploring balance and counterweights. Since a lot
of the first graders cant read big informational words yet (some dont know how to
read), Ill ask for different ways they can show me their learning through the use of
an art drawing and by showing me how they can balance a crayfish instead of
writing it. Ill have them write one big word Balance and focus on how we show
balance using the model crayfish. In order to address their learning styles I will
simplify directions and address them in three ways: voice them, write them down,
and act them out before beginning. A lot of the AMSTI activities involve hands-on
experience, seeing the modeling and watching the crayfish, and listening to the
content thats expressed. For students who have a hard time remembering or ask
what to do, Ill assign them a Reporter role where they report back to the class
on what to do. Extra time will be allotted to students who need the extra time. I will
scaffold those who need extra help by rephrasing the questions when needed. If
needed I will partner students who need additional help.
Instructional Resources, Materials and Technology:
Tagboard crayfish
Clothespins
Large zip lock bags
Letter to Parent
A Balancing Act by: Ellen Stoll Walsh (May change)
Paper
Pencils

LESSON PLAN FORMAT

Name: Delia Martinez
Date: 8-21-15
I. LESSON FOUNDATION
Lesson Title: Triangle and Arch
Grade Level(s): First Grade

Time Allotted: 50 minutes

Subject Area(s)/Subject Content Explanation: Science/Balance and Motion

Resources: AMSTI: Balance and Motion Investigation 1 Part 2
Standard(s):
Describe effects of forces on objects, including change of speed, direction, and
position.SC(1).
Essential Question(s):
Can you get it to balance another way?
How many ways can you make a stable position using only one
clothespin for a counterweight?
Can you balance both objects at the same time?
If you work with a partner, can you find new ways to make stable
balanced systems?
Where is your balance point?
How many counterweights did you have to use?
Were you able to create a stable position?
Instructional Objective(s):
Students will explore and be able to identify a stable system using
counterweights with 80% accuracy.
Assessment:
Pre-assessment: Give students part of the Y/N worksheet (No. 2) and
have them complete three examples as the pre-assessment.
Formative Assessment: Students will make predictions by marking Y
(yes) or N (no) on the Stable Positions page (No. 2)
II. LESSON BODY
INTRODUCTION:
Bring everyone to the carpet and balance a crayfish on your finger
(Teacher). Tell the students, Yesterday everyone got their crayfish to do a
trick of balancing on its nose. This is a stable position. That means it is
steady-it is not falling over. And when I give it a little push, it wobbles back

and forth, but it doesnt fall. It always comes back to a stable, balanced
position.
Introduce the new shapes and have the students name them.
Hold up a triangle and arch. Tell students that today they
will find out how many ways they can get the triangle and arch to
balance in stable positions.
TEACHING PROCEDURES:
Tell the students that instead of using their finger to balance the
shapes, they will be balancing the shapes on the end of a craft stick.
Model how to position and tape the craft stick.
Assign partners and have one partner collect the two shapes, two
clothespins, and a craft stick.
Visit each group and have them tell you where they plan on putting the
craft stick before giving them tape.
Let the students work together in pairs to try to find different ways to
balance the two shapes.
Go around testing the students creations and encourage them to find
more ways.
Remind students that a shape is in a stable position when it is steady,
even if it is given a slight push, itll wobble but it wont fall.
Go around and see how students are doing. Ask them where the
balance point in their shape is when the clothespins are put on.
After about ten minutes of exploration, start drawing any stable
configurations that the students figure out on the board.
Challenge the students to try to get the shapes to balance on the
corners of both shapes (the handout will be less challenging for students if
they try this).
At the end of the lesson try to lead the class into seeing the pattern in
the balanced and not balanced pictures on the handout (when the
clothespins are below the balance point, the object will balance).
CLOSURE:
Pass out the student sheet. Have them mark Y for yes and N for no
if they think the picture shows the object in a stable position or not. Do 1-3
examples together if necessary.
Then we will test them together as a class afterwards
The goal is to get them to see that when the clothespins are below
the balance point, the object will balance.
If no one gives the desired answer, point out the answer
like this:
Let's look at box 1
Where is the balance point? Answer: black rectangle
Where is the clothespin? Answer: at the bottom
Is the clothespin above or below the balance point?
Answer: below

 Go through the next few boxes the same way. If they still
don't get it, tell them that the counterweights need to be below the
balance point for the object to be balanced.
The class will discuss what they have learned a on a What we
Learned chart and answer: How can you tell by looking at a picture if it is a
stable system?

III. LESSON ESSENTIALS

DIFFERENTIATED LEARNING ACTIVITIES:
This lesson is about the students exploring balance and counterweights. Since a lot
of the first graders cant read big informational words yet (some dont know how to
read), Ill ask for different ways they can show me their learning through the use of
an art drawing (pre-assessment) and by showing me how they can balance an arch
and triangle on a craft stick using counterweights. In order to address their
learning styles I will simplify directions and address them in three ways: voice
them, write them down, and act them out before beginning. A lot of the AMSTI
activities involve hands-on experience, modeling, and listening to the content
thats expressed. For students who have a hard time remembering or ask what to
do, Ill assign them a Reporter role where they report back to the class on what
to do. Extra time will be allotted to students who need the extra time. I will scaffold
those who need extra help by rephrasing the questions when needed. Students will
also be working with partners throughout most of the activities.
Instructional Resources, Materials and Technology:
Tagboard triangle
Tagboard arch
2 clothespins per child
1 craft stick per child
Student sheet Number 2

LESSON PLAN FORMAT

Name: Delia Martinez
Date: 8-25-15
I. LESSON FOUNDATION
Lesson Title: The Pencil Trick
Grade Level(s): First Grade

Time Allotted: 50 minutes

Subject Area(s)/Subject Content Explanation: Science/Balance and Motion

Resources: AMSTI: Balance and Motion Investigation 1 Part 3
Standard(s):
Describe effects of forces on objects, including change of speed, direction, and
position.SC(1).
Essential Question(s):
Where is the balance point on ____?
Where did you put the clothespin to get a stable system?
Can you get a balanced system using no clothespins? One pin? Two
Pins?
Where did you place the counterweight to get a stable system?
If you wanted to balance a fork on its points on the edge of a table,
how could you do it?
Instructional Objective(s):
Students will explore and be able to identify where the counterweights
must be positioned in order to make a pencil balance by using clothespins
with 80% accuracy.
Assessment:
Pre-assessment: Draw two clothespins on a sample shape where
students think itll balance
Formative Assessment: 30-second interviews with students-If students
can say that the position of the counterweights (clothespins) must be low
(on the bottom), theyll get a check mark on the checklist
II. LESSON BODY
INTRODUCTION:
Pre-assessment: Have students draw on a pair of clothespins
(counterweights) on the top or bottom of their shape to prove its balancing.
Review the previous investigations
Bring everyone to the carpet and balance a crayfish on your finger
(Teacher). Tell the students, Last week, everyone got their crayfish to do a
trick of balancing on its nose. This is a stable position. That means it is
steady-it is not falling over. And when I give it a little push, it wobbles back

and forth, but it doesnt fall. It always comes back to a stable, balanced
position.
What are counterweights?
Ask where the balance point is located
Introduce the arch and triangle
Hold up a triangle and arch. Tell students that last week
they found out how many ways they could get the triangle and arch to
balance in stable (balanced) positions.
Review the three examples from last weeks assessment
and from the What We Learned chart.
Is the location of the counterweights important?
How can you tell by looking at a picture if it is a stable system?
The goal is to get them to see that when the clothespins
are below the balance point, the object will balance.
If no one gives the desired answer, point out the answer
like this:
Let's look at box 1
Where is the balance point? Answer: black
rectangle
Where is the clothespin? Answer: at the bottom
Is the clothespin above or below the balance
point? Answer: below
Go through the next few boxes the same way. If
they still don't get it, tell them that the counterweights need to
be below the balance point for the object to be balanced.
TEACHING PROCEDURES:
Hold up a copy of the tagboard hand-and-paper picture. Point out the
pencil point in the picture. Challenge students to position the picture at the
end of a craft stick taped to their desk, so that the picture balances on the
pencil point
Pass out materials (craft stick, hand-and-pencil picture, and one
clothespin--distribute masking tape)
Let students begin work. Test their stability by giving their creations a
gentle push
Call students back to rug to demonstrate the pencil trick
Make sure to tell them to leave their hand-and-pencil
pictures in the middle of the table so they can be collected afterwards.
Discuss with students where they put the counterweights
so their picture was balanced?
Tell students that their next challenge is to balance a sharpened pencil
on its point
Hold up a piece of aluminum wire. Tell students that theyll all get a
piece of wire to use The wire can be attached to the pencil, but it cant be
used to bind the pencil to the craft stick.
Model the placement of the craft stick and the wire
procedure
Collect the students hand-and-pencil pictures and pass out a piece of
wire per group.
Let the balancing begin

 As student work, conduct 30-second interviews asking students where

they are placing the clothespins to make the pencil balance
For students who are having trouble, hand out the handand-pencil picture. Remind them that balancing the pencil picture on
its point was pretty easy and the balancing picture will help with their
real picture. Challenge them to make the real real pencil trick to the
picture version.
Once students have achieved balancing, have them straighten out the
wires and put the materials back in the bag.
Extension
For students who need an extra challenge: Provide them with a picture model
using two counterweights and the wire split into two areas to make their pencil
balance

CLOSURE:
The class will discuss what they have learned a on a What we
Learned chart
Use equity cards to call on students
Answer the main question: What is the trick to balancing
an object on one point?
What was the hardest part?
What made it easier?
What was your favorite part?
Finish with a read-aloud Mirette on the High Wire by: Emily Arnold
McCully (may change)
After Lesson: Create a Wall of Science Fame With a picture of each student group
and their balance creation
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES:
This lesson is about the students exploring balance and counterweights. Since a lot
of the first graders cant read big informational words yet (some dont know how to
read), Ill ask for different ways they can show me their learning. One way is
through the use of an art drawing (pre-assessment) and by showing me how they
can balance the hand-and pencil picture as well as the pencil on a stick using
counterweights. A lot of the AMSTI activities involve hands-on experience,
modeling, and listening to the content thats expressed. Extra time will be allotted
to students who need the extra time. I will scaffold those who need extra help by
rephrasing the questions when needed. Students who need an extra challenge will
receive the extension activity.
Instructional Resources, Materials and Technology:
Tagboard hand-and-pencil pictures
Aluminum wire

masking tape
2 clothespins per child
1 craft stick per child
1 pencil per child
Book: Mirette on High Wire (may change)

LESSON PLAN FORMAT

Name: Delia Martinez
Date: August 31, 2015
I. LESSON FOUNDATION
Lesson Title: Mobiles
Grade Level(s): 1st Grade

Time Allotted: 50 minutes

Subject Area(s)/Subject Content Explanation: Science/Balance and Motion

Resources: AMSTI: Balance and Motion Investigation 1 Part 4
Standard(s):
Describe effects of forces on objects, including change of speed, direction, and
position.SC(1).
Essential Question(s):
Can you find the balance points and what is used as counterweights?
What items are going to be used as counterweights?
Where are you balance points?
How did you make it balance?
What should you do to make the other side balanced?
What do you have to do to get a mobile balance?
What kinds of things could you use besides pictures to make a mobile?
Instructional Objective(s): Students will explore and be able to create a stable
system (mobile) using objects as counterweights with 80% accuracy.
Assessment:
Formative assessment: Anecdotal notes
Summative assessment: Construct a mobile that demonstrates what
we learned from investigations parts 1-3 (balance, counterweights, and
balance point).
II. LESSON BODY
INTRODUCTION:
Call students to the rug.
Tell students: There is a special kind of art called a mobile. Mobiles
have interesting shapes and pictures hanging from balanced rods. When the
wind blows, the pieces move around in nice ways. (Show them your sample)
Here is a kind of mobile we can make in our class
Point out that the mobile is made with straws, paperclips, rubber
bands, and pieces of index cards. Demonstrate these important techniques
of instruction

 Always put the straw through the small end of the paper
clip
Open the clips a tiny bit to make the little hooks
Cut one index card into three parts
Use pushpins to make holes in the index card. Place the
index cards on the cardboard scrap before poking the holes.
Tell students that the pushpins and cardboard will be in a bag thatll be
shared with other students in their group
TEACHING PROCEDURES:

refer

Hand out materials and hang up the sample mobile so students can
back to.
Visit the groups as they work.
Provide them with a mobile 1 and mobile 2 poster.
Have students try the mobile 1 first before trying the
mobile 2.
If necessary, show students how to run the straws through the narrow
end of the clips and how to spread the wire a bit to make a hook. Provide
minimum guidance as needed.
When students have finished their construction, have them draw
pictures on the cards and move their things around to get the mobile
perfectly balanced
Announce how much time they have left before clean-up so
they can wrap it up
Let students hang up their mobiles for display on an overhead
clothesline as they finish.
Ask students to bag any leftover materials and have a student helper
collect them
CLOSURE:
Create a What We Learned Chart that summarizes the knowledge
acquired from the investigation. Ask students:
What do you have to do to get a mobile balanced?
What kinds of things could you use besides pictures to
make a mobile?
Include any unanswered questions that students may still
have.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES:
This lesson is about the students exploring balance and counterweights. Since a lot
of the first graders cant read big informational words yet (some dont know how to
read), Ill ask for different ways they can show me their learning through the use of
an art sculpture (mobile) and by showing me how they can balance a system using
what they learned from investigations 1.1-1.3. The AMSTI activities involve handson experience, seeing the modeling, and listening to the content thats expressed
as well as other students input. For students who have a hard time remembering
or ask what to do, Ill assign them a Reporter role where they report back to the

class on what to do. Extra time will be allotted to students who need the extra
time. I will scaffold those who need extra help by rephrasing the questions when
needed. This activity will also be done in partners to help one another out.
Instructional Resources, Materials and Technology:
1 index card 3x5 per student
1 jumbo straw per student
1 half jumbo straw per student
7 paperclips per student
3 rubber bands per student
1 pushpin
1 small piece of cardboard
1 zip bag, 4-liter
1 student sheet no. 3 called mobile poster or no. 4 called mobile 2 poster
1 clothespin