Korey Bucher Early Childhood Lesson Math Meeting February 1, 2010 Lesson Plan Lesson: Solids in the Playground Length: 20 to 30 minuets Age or Grade Level Intended: 1st grade Academic Standard(s): Math 1.2.6 Describe and compare objects in terms of number, shape, texture, size, weight, color, and motion. Performance Objective(s): 1. After finding two different solids on the playground, students will compare and contrast them by using shape, texture, weight, size, and color with 100% accuracy. Assessment: The teacher will listen to the students discussion over the different solids. Also the teacher will have the students take out their wipe off boards so they can record data. The teacher will be going around looking at the boards for popper information. Advance Preparation by Teacher: The teacher will need to talk about instruction and how they will have only a few minutes to find a solid. Then they will find their partner. Procedure: Introduction/Motivation: We have been talking about solids for a week now. What is a solid? (Blooms knowledge) What are the different categories we sorted solids. The students should know the different ways we sorted solids. Today for science we are going to go outside and discover solids on the play ground area. You may find a wood chip, a rock, a stick, a pole, something that is a solid that can be moved. We are not going to use the merry-goround or the slide. The solid has to be able to be moved. Step by Step Plan: 1. Go outside and find a solid. (Gardner bodily, blooms knowledge of what a solid is) Korey Bucher Early Childhood Lesson Math Meeting February 1, 2010 2. Next the students will get in their groups. They will be touching and manipulating their solid with their partner. They will begin talking about the two solids colors. (Blooms Knowledge, Gardner visual) 3. The students will practice this same thing with the different categories we have talked about. The students will be practicing and telling why they are different. (Gardner visual) Closure: After the students have completed their manipulating, the students will be rounded up and moved inside. We will then review some of the things we did outside. Talk to me about your solids. What did they look like, what did they feel like. What are solids again? Adaptations/Enrichment Those students who have a hard time paying attention outside, I will have to use proximity control. This will be my first lesson outside, so it will be interesting as to how long we are outside. If the students do have a hard time outside, we will return inside for the rest of the lesson.