Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Katie Barnes
Teaching Date: October 29th

LESSON RATIONALE
This lesson will challenge students to work together and come up with a list of objects that weigh more than them. They will
also be challenged to independently write out and draw a picture of the object they chose.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—The students will be able to name multiple objects that weigh more than they do.
B. Objective(s)— After completing the lesson, students will be able to state and draw an object that weighs heavier than
they do.
C. Standard(s): K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and
recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more.
a. This lesson will focus directly on the weight of different objects.
II. Management Plan-
• Students will be split into two groups – boy group / girl group. While one group is on iPads working on Clever, the
other group will be at the carpet working with me.
o Students at carpet will be expected to be on task and focused on determining weight of objects.
o Students on iPads will be expected to stay on task while working independently.
• Materials
o iPad – for iPad group
o Scale
o Pictures of objects
o Paper for students to draw picture
o Pencil
o Containers with objects to weigh
§ Army men
§ Coins
§ Plastic fish
§ Beans
§ Beads
§ Blocks
o Pictures of someone holding the rock and someone holding the bear

III. Anticipatory Set

• Show students two pictures – someone holding a rock and someone holding a bear
• Ask, “What do you notice about these two pictures?” Allow time for student response. “What do you
notice that is different about the boy holding the rock and the boy holding the bear?” Allow time for
student responses. “Why do you think they are making the faces that they are making? Why are their
expressions so different?” Allow time for student responses.

IV. Purpose: “Today we are going to compare the weight of different objects. We are going to use what we know to guess
what objects weigh the most.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners-
• For students who may be struggling, I will be there to assist throughout the lesson.
• For students who may struggle with coming up with objects that weigh more than them, I will have a group
discussion to help come up with ideas before they begin drawing.
• I will also bring in an example that I made so students will have it to use as a reference.

VI. Lesson Presentation (Input/Output)

• Explain the concept of the scale.

1
 • “This is a scale. We are going to use this today to compare the weight of two objects. Does anyone know
how this scale works?” Allow time for student response.
• If yes: “You’re right! When we put the objects in each side, one side will go up and one side will go
down. The side that goes down tells us that the object on that side weighs the most.”
• If no: “To use this scale, we will put one object in each of these buckets.” Point to each bucket. “As
we put them in, one side will go up and one side will go down. The side that goes down tells us
that the object on that side weighs the most.”
• “Are you guys ready to try!” Allow for student response. “Alright let’s begin!”
• I will have a variety of objects with me. I will grab two at a time and ask student what one they think will weigh more.
Then, I will put each object on the scale so students will be able to see what object actually weighs the most.
• “I have some different objects I brought with me today and I need all of your help. I need to know what
object weighs the most. As I hold each up, can you all help me guess what object will weigh the most?”
• Go through the objects with students. Allow them to guess what item they think will weigh the most.

VII. Check for understanding.

• I will show the students two cards at a time. Each card will have a different picture on it, and I will ask them what
object weighs the most.

VIII. Review learning outcomes / Closure

• We will have a group discussion on objects that weigh more than we do. During this time, I will write what they come
up with on a piece of paper so when they have to write it on their own, they have something to look at the help them
write. Then, the students will be challenged to draw a picture of this object.
• “Today we learned about the weight of different objects. Now I have a question for you all, can you come up with
something that weighs more than you do?” Allow time for student response. Write down their answers as they say
them. “Now I want you each to draw a picture of the object you said weighs more than you.”

PLAN FOR ASSESSMENT

• While going through the flashcards, I will assess the students by asking them what item weighs the most.
• After the lesson, the students will be challenged to draw a picture of an item that weighs more than they do.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. Yes, each student was able to write and draw an object that weighed more than they do.
2. What were my strengths and weaknesses?
a. Strengths: I felt I did a good job listening to student opinions/thoughts and giving them positive feedback.
b. Weaknesses: I felt as if the pencils were a distraction so I should've kept them with me and passed them out
to students when they needed to use them/
3. How should I alter this lesson?
a. If I had to change something, I would change the pencil placement during the instruction time. I would also
talk to the students about real-life applications considering the scale.
4. How would I pace it differently?
a. I would spend more time explaining the scale before moving into the activity.
5. Were all students actively participating? If not, why not?
a. Yes, all students were engaged and actively participating in the lesson.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. I used visuals, concrete objects, allowed students to draw, and put an emphasis on communication between
learners.
7. Were the students able to draw a picture of an object that weighs more than them?
a. Yes, all students drew a picture of an object that weighed more than them.
8. Were all students engaged and participating in the lesson?
a. Yes, all students were participating and they seemed to be engaged. There may have been a few moments
attentions was lost by some students, but I felt as if I was able to bring them back in.