Ask students to determine which of two objects is heavier first, and then lead them in a chant that will get them excited and involved. Subsequently, students ascertain how the weights compare by either weighing the objects themselves or having several students guess. Students finally consider their estimations, which enables you to verify that they comprehend the idea. Students ought to be able to show that they understand the material by finishing the official assessment by the end of the class.
"What are some of the things the doctor does when you go to the doctor for a checkup? Why do you suppose the physician is interested in knowing your weight?" (Answers will differ.) "We will weigh various items located throughout the classroom today. Additionally, we will be speculating or estimating the object weights. I'm going to teach you a chant to use when comparing objects' weights."
"We're going to act like a scale. Does anyone have any idea what a scale is?" Give the students time to respond to the question. "We use a scale as a tool to measure weight. Could you use your arms to demonstrate what a scale looks like?" Allow students to demonstrate. Bend both arms at a 90-degree angle, with hands positioned palm up, to demonstrate a scale to the students. "To compare objects with different weights, we use our bodies as scales nowadays. Make it look as though you are holding an elephant and an ice cream bowl. Let's rock back and forth. Due to its weight, the hand holding the elephant ought to be nearer the ground. Ouch! Compared to our bowl of ice cream, this elephant is incredibly heavy."
"Today we will recite a chant as we weigh our objects. The procedure is as follows:
We possess two items.
Now let's gauge and observe.
Which one appears to
Heavier to me?
Together, let's attempt this chant." To practice, say the chant together. Students might need to rehearse multiple times. For those who learn best visually, it would be advantageous to have the chant written on a wall poster or the board so they can read it.
Body Balance—Teacher-Modeled Activity
Sort items according to their weight and place them in two distinct boxes: one for heavy items and another for lighter ones. In the lesson's Materials section, there is a list of suggested items for these.
Take the first step and model. Select two items, one from each of the boxes. Ask them, "Which object do you think will be the heaviest? " with one in each hand. "Is it the _______________ or the _______________?" Provide students with the task of determining which will weigh more and in which direction the scale should lean. Subsequently, recite the class chant:
“We possess two items.
Let's gauge and observe.
Which one appears to
Heavier to me?"
Ask students to raise their hands if they believe they can identify which is heavier.
Write the following on the board or a piece of chart paper: Compared to a ______________________, a ______________________ is heavier. Discuss which object is heavier. Ask students if their estimate was accurate or not after they have completed the estimation task. As a result, the idea of estimation will be strengthened and linked to a method of evaluating the response.
Use a few different objects in this process again. Utilize the same procedures:
1. Estimate
2. Chant
3. Weigh items on a dummy scale.
4. Review the estimate.
Our Little Scales—Student-Guided Practice
This assignment is meant to give students a chance to demonstrate their knowledge. The only difference between this exercise and the Body Balance exercise is that students will act as the scale this time. One by one, call on the students. Give them a pair of objects and ask them to predict which will weigh more. After the chant is performed as a class, help the student "tip the scale" toward the heavier side. Select pupils to complete the following sentence's blanks: Compared to a __________, a __________ is heavier. Upon "weighing" the objects, pose the question, "As a class, was our estimate correct?" Emphasize that the lighter side "goes up" and the heavier side "goes down."
Explain to the class how they compared two objects of different weights in a whole-group discussion. Invite a few students to talk about what they learned about weight. Attempt to draw students' attention to the following ideas during this discussion:
1. Different objects have different weights.
2. We can assess the reasonableness of our responses with the help of our estimations.
3. We can use comparison terms like heavier than, heaviest, lighter than, or lightest to compare the weights of two objects.
After the discussion, instruct the students to return to their seats and finish the Lesson 3 Assessment (refer to the Resources folder's M-K-6-3_Lesson 3 Assessment and Key). After going over the assessment as a group, let the students work on the assignments on their own. This should ensure that reading proficiency won't affect a student's performance.
Extension:
You can modify the lesson to fit your students' needs all year long by using the following strategies:
Routine: During the day, identify classroom scenarios that promote comparing the weights of various objects. Highlight particular vocabulary terms that are used in this lesson.
Play the game Which One Is Heavier? Ask a student to name two objects, then pose the question, "Which one is heavier?" Everyone in the class will shout out the object they believe to be heavier. The student will select a student to go next and inform the class of the correct response. Continue as long as it is possible before lunch, recess, transition times, etc.
Small Group: Practice on a smaller scale might be helpful for students who require an opportunity for extra learning. Give a small group of students the task of arranging classroom supplies—such as a stapler, roll of tape, marker, eraser, paper clip, phone, TV remote control, pad of sticky notes, notebook, and book—in the order of lightest to heaviest. Allow other group members to try out the ordering by selecting items and determining whether or not they are in the optimal order. If there is still disagreement among the students regarding weight, have them weigh the objects on a real scale (if one is available) or ask them to justify their selection of the objects either in writing or vocally. In reality, this is merely a technique to lessen students' fear of making a mistake in front of a large group of people. It also enables tactile learners and those who must “talk it through” to receive a prompt response to their ideas while maintaining the flexibility to modify them.
Expansion 1: Some students will grasp the subject matter thoroughly and very rapidly. Assign these students to the same activity as the others who require extra learning opportunities, but give them the task of searching the room for their objects to weigh. An alternative version of this task could be a take-home assignment where students locate two sets of objects in their homes and then contrast the weights of the items. It may even be an activity with a theme. The student may write, "A tree is heavier than a bush, and a bush is heavier than a leaf," for instance if the theme was outdoors. Students could also be given the task of locating something "heavier than." Ask students to identify three objects that weigh more than their shoes, for example.
Expansion 2: Locate a few pan balances that students can try, if at all possible. Ask students to locate multiple tiny items for comparison. Follow the same procedure as in the Body Balance exercise: After they've estimated, have them weigh the objects to determine which is heavier. In a notebook, they can write the following sentence and then use illustrations to fill in the blanks: A _________________ is heavier than a ___________________. Students can select their objects in this extension, which integrates the real world into the classroom.
