ED 321 LESSON PLAN Lesson #5: Measuring Mass: Using a Triple Beam Balance (Review) & Mix and

Match Lab Outcomes: (WI Teacher Standards #1, 2)

State or district standard: o Make conversions between metric units of: length, (liquid volume, and
weight (mass)). (B.12.2, B.12.3)

o D.8.3 Determine measurement directly* using standard units (metric and US Customary) with these suggested degrees of accuracy -weight (mass) to the nearest 0.1 g or 0.5 ounce D.8.4 Determine measurements indirectly* using -estimation -conversion of units within a system (e.g., quarts to cups, millimeters to centimeters) Instructional objective(s): 1. Students will correctly name (knowledge) which unit of measurement will be appropriate for measuring the given mass of an object. 2. Students will use the materials provided(Triple Beam Balance) to measure the mass of various items on their tables to correctly solve (application) the mass measurement problems. 3. Students will use knowledge of conversion factors (between metric units of mass) to correctly solve (application) conversion equations. 4. Students will estimate which objects will have a given mass and then correctly weigh each object to obtain the actual mass (application). Assessment: (WI Teacher Standard #8) How will you determine if the lesson objective was met?

Students will be sharing their answers/responses out loud with the class and then they will be turning them in to be graded (for completion). Most of the students will have the same answers because each picture will have about two correct answers. Some students might think of a different branch of science that their picture could represent and if that is the case they will be encouraged to share their thoughts and then we can discuss the validity of their answers. If the

students share their answers and they are incorrect, I will inform them on why their response doesnt really fit the correct answers, and then they will need to make the appropriate changes on their papers. Students will need to have the correct answers on their papers when they turn in their papers, so as we go along, they will make the corrections.

Materials Needed: (WI Teacher Standard #3) List all of the materials you will need to teach this lesson. Include those you designed. Using a Triple Beam Balance Lab Worksheet Mix & Match Mass Lab Worksheet Triple Beam Balance Basket of Various Items to weigh(marbles, calculator, scissors, paper fasteners, water bottle, petri dish, ruler, film canister, thermometer, forceps, Pringles can, & testing tray) needed: ___T\\

Total Time Needed: This lesson will take 30-35 minutes. Students started the Using a Triple Beam Balance Lab yesterday in class. We will go through the worksheet and finish it by discussing it out loud (10 minutes). Students will be given the directions for the next lab: Mix & Match Mass (5 minutes). The last 15-20 minutes will be devoted to finishing the lab. Procedures: Procedures: (WI Teacher Standard #7) Introduction: o The lesson will begin with a review of the lab that the students did yesterday on Using a Triple Beam Balance. The students were to complete the lab questions as homework, so we could review the concepts today and correct any wrong answers. Students will share their answers and will correct their worksheets. o This will take 10 minutes Steps for instruction: (Specify time allotments.) o The lesson will continue with giving directions for a new lab: Mix & Match Mass.

o This will take about 5 minutes o Students will then have the remainder of the hour (15-20 minutes) to work on the lab with their table mates. The students will have to complete the lab as homework if they do not finish the questions. This lab is meant to serve as a quick review before their quiz on mass tomorrow, so they will be capable of finishing it for homework. Strategies for students requiring additional assistance: (WI Teacher Standard # 3) How will you meet the needs of those students who understand and finish early? How will you meet the needs of those who have difficulty understanding the material? Include any other specific concerns in your classroom and how you will plan to meet those needs. Every student will be encouraged to participate in class discussion and in sharing of their responses and will need to be involved in the discussion that takes place. They have a quiz tomorrow and today is devoted to review the concepts for the quiz. Students will need to stay interested/involved in the discussion so they can ensure that they are getting the review they need before the quiz. For this to happen, I will involve students that seem to be otherwise distracted by circulating the room and asking them questions to get them involved in the discussion. Students will then be directed to complete another lab. They will have to work in groups of fours at their tables to share the triple beam balance and finish the worksheet together. Students will need to work together and allow one another to practice using the beam because tomorrow they will all have to weigh something on their own. The students that seem to struggle with the concepts will have opportunities to ask questions, and I will be circulating the room to make sure that all students are getting a chance to use the balance and measure the mass of the objects correctly. Closure: The lesson will conclude with the students finishing up the lab. They can ask any questions that they may have on the lab or for the quiz tomorrow. As I walk around the room I will be checking over their answers to make sure that they are on the right page and getting the right answers, so they can be confident for the quiz tomorrow.

Name: Sara Zavadsky Date: November 18, 2010

Content Area: Metric System- Mass Grade Level: 6th Grade

ED 321 Self-Assessment (Please number each self assessment) Lesson Plan #5

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS: 1,7DISP: Respect Responsibility)
Explain and defend the decisions you made in choosing your objectives and the assessment tools/strategies for this lesson. Even if the lesson was given to you to teach, you must consider the effectiveness of the objectives and assessments.

This lesson was given to me to teach. I watched my CT do the lesson in her first class and then I repeated it in the next two classes. I think that this lesson was a great way for the students to review the concepts of measuring mass before their quiz tomorrow. They got plenty of practice using the triple beam balances and the students got the opportunity to practice exactly what they would be quizzed on. It was also a great way for the students to work in groups with one another and help each other learn and practice their group work skills.

Classroom Environment (AEA: Coordination, Integrative InteractionWTS: 2,3,5DISP: Respect,

Responsibility) What were the discipline issues that presented themselves during the teaching of this lesson? How did you anticipate these and handle them?

The students were all very excited to learn together and work in groups to measure the mass of the objects. They really enjoyed that the lesson allowed for them to work with one another and be so hands on with the balance. Most of the students did not have an issue with staying involved, and worked really well with each other. I walked around the classroom the whole time to answer any questions and monitor the group work. If students were off task or struggling I was there to help them. Instruction (AEA: Communication, Coordination, Diagnosis, Integrative InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility), Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9DISP: Respect, Reflection), Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:
Collaboration, Communication) After teaching the lesson and analyzing student work, describe how your decisions impacted student learning. How do you know? How well did your assessment connect to the lesson objectives? Are there changes you would make or things you could have done differently? Consider student learning as you reflect on your teaching of this lesson. Explain how the evidence you obtained in your lesson (assessment) demonstrated the degree to which all students achieved your objectives.

I think that the students were able to learn from myself, their peers, and from themselves, but most importantly one another. This was a great lesson for them to work together and better develop their group work skills. They do not get a lot of practice with this, so this was a chance for them to be hands on in their learning while working together.

If I did this lesson again I would not change anything. This was a great way for them to have fun, work in groups, and review for the quiz. Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:
Collaboration, Communication) Explain how you incorporated feedback from your cooperating teacher and supervisor, if applicable, to the planning/teaching of this lesson. What decisions did you make based on feedback received?

I did not have any feedback from the CT before I taught this lesson because I piggybacked off of her without having anything planned. After I taught the first class, her and I discussed the importance of monitoring their group work. They do not get a lot of practice with this, so at times they can get a little distracted while working together. I thought that they did great, maybe to her it was a little wild, but they were having fun and getting their worksheet done. Here at Alverno, we are used to working in groups and it is not so directly supervised, and that is when I learn the most sometimes. I know that they are younger and need more direct monitoring, but all of them were working together and I was walking around the whole time keeping an eye on them and answering any questions they had.

Eval from CT: When Sara visited class on Thursday, Nov. 18th, the class was reviewing for a quiz over mass. I had a powerpoint the students followed, to fill out a worksheet and then a review lab finding the mass of different objects. Sara observed me teaching the first class. For the next two classes, I ran the powerpoint review while Sara walked around the classroom keeping students on task and answering questions. She then gave a review lesson and the directions for the review lab and then got the students working on the lab. Sara had the opportunity to work with a student that had been absent to teach him how to use the triple beam balance. Sara worked effectively with the students.

Suzanne