ED 2500 Orientation to Teaching

Instructor: Kurtis Hewson

Microteach Lesson Plan

Teacher Name Josh Bouwsema Date June 12/2014
Subject Area Mathematics Grade Grade 1/2
Topic Shape and Space Time _____


General Learner
Outcome(s)
Taken from Alberta
Program of Studies
Use direct and indirect measurement to solve problems
Specific Learner
Outcome(s)
Taken from Alberta
Program of Studies
Grade 1 Demonstrate an understanding of measurement as a process of
comparing by: identifying attributes that can be compared; ordering
objects; making statements of comparison; and filling, covering or matching.
Grade 2 Relate the size of a unit of measure to the number of units
(limited to nonstandard units) used to measure length and mass (weight)
Learning
Objectives
What do you want your
students to learn?
Students will:
Understand how several small weights added together can equal the
same amount as one heavy weight.
Understand how many of one colored plastic weights can equal one
metal weight.
Recognize the difference between size and mass (weight)
Assessment
How will you know your
students have learned?
Performance assessment: through witnessing the use of the scales
and weights.
Oral assessment: at the end of class while discussion what kind of
jobs need to understand the weight of objects
Materials
What resources will you
need?
2 Scale and weights: from curriculum lab
Variety of objects: balloon, golf ball, hockey puck, soccer ball
Pictures of the objects: to create a guess list before weighing them

Introduction (4
min)
Explain the various centers we will go through, must leave the
station the way you found it, clapping to get their attention to move
Put the students in groups by proximity, two groups of four, and two
groups of three
Body (2 min per
center)
First center: add up a variety of colored weights, 20 g, 10 g, and 5 g,
to match the metal weight, 50 g, using one of each color. Then what
is the maximum amount of colored weights that add up to the metal
weight? What is the minimum amount?
Second center: looking at four objects, without touching them,
create a list from the pictures of the objects from heaviest to
lightest. Then go up to the items and see if the order of the pictures
matches the perceived weight of the objects.
ED 2500 Orientation to Teaching
Instructor: Kurtis Hewson
Third center: Scale is there with a 50 g weight and a variety of
weights, 20g, 10 g, 5 g. Students have to find three colored weights
that add up to the 50 g. Then find four colored weights that add up
to the 50 g metal weight.
Fourth center: Still looking for a fourth one that does not need a
third scale, if anyone has any ideas that would be great!
Closure (3 min)
Clean up all and return to your seats
Ask the students what kind of jobs do you think knowing the weights
of objects could be important (construction, engineer [students
know what an engineer is, we did an activity last week], cook,
mailman, etc.)

My fear is that the centers will not work with such a big group of people and
that there are a lot of resources for centers.