Standards-Aligned Lesson Plan Template

Subject(s): __________________Math_____________________ Grade: _____Kindergarten_________

Teacher(s): __________Miss Moreno____________ School: Loma Vista Elementary_________

Date:___________
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:

K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has more of
or less of the attribute, and describe the difference.

K.MP4 Model with mathematics.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)

ELD P1.K.5 Expanding Demonstrate active listening to read-aloud and oral presentations by asking and
answering questions with oral sentence frames and occasional prompting and support.

4. Learning Objective: (What will students know & be able to do as a result of STUDENT-FRIENDLY
this lesson?) TRANSLATION

Students will compare two objects measurable weights to determine which We will compare a wooden block
object pushes or pulls on the scale by analyzing which object weighs more or and a paper clip to see which
less. one weighs more on the scale.
Blooms Taxonomy Analyze
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
We will learn how to compare
The students will be able to explain and compare the different measurable and explain how some objects
weights of two objects to see how weight affects the push or pull of the object. weigh more or less than others
and how this will decide how it
pushes or pulls.
6. Essential Questions (TPE1.5):

How can I tell which object weighs more?

How does the weight of the two objects affect how it pulls or pushes on the scale?

Does the objects weight make it harder or easier to move it across the finish line?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - There are a total of 29 students in both the AM and PM Kindergarten class.
In the morning class there is a total of 19 students; 13 boys and 6 girls.
In the evening class there is a total of 10 students; 5 boys and 5 girls.
b. English Learners/Standard English Learners - There is a total of 11 EL students with four different

proficiency levels.
6 students at the basic level (1), meaning they have very limited or no understanding of English.
2 students at the low intermediate level (2), meaning they can understand short conversations on

simple topics
1 student at the High intermediate level (3), meaning this student can understand standard speech

delivered in most settings with some repetition and rewording.

2 students at a proficient level (4), meaning they have adequate language skills for day-to-day
 conversations.
c. Students with Special Needs There are no students in the class that have been medically diagnosed

with special needs. There is one student in the processes of starting the testing process for ADHD or

another learning disability, but there have not been any formal diagnoses of the student.
d. Academic language abilities, content knowledge and skills in content area - Students at this

stage are acquiring language abilities. Through phonics phonemic awareness, listening and learning to

read, theses student are gaining their foundational skills for language. Students can describe and detail

simple opinions, and pull from informational text. Students vary in reading levels from one another at this

stage. The students have been going over addition and subtracting within math. They are working on

sharpening their skills to count to 100. Some of the students have advanced to adding or subtracting

double-digit numbers. But the class is roughly at the same academic level within math.
e. Linguistic background There are 5 students in the classroom that speak Spanish. All of these students

are considered English Language Learners.

f. Cultural background (home/family) - The majority of the students come from Hispanic backgrounds

predominantly from cities within Mexico. There are 6 white students and the rest of the classes are made

up of Hispanic/Latino/White background. Five of the students speak Spanish at home all of which are

considered EL and the rest of the Hispanic population speaks English.

g. Health considerations (if any) The students in this classroom are on track developmentally with fine

motor skills and gross motor skills. They are able to properly hold and grasp pencils, crayons and scissors.

This provides them with the foundation to start writing simple words and sentences. They are also very

active and open to whole group and small group physical activities. This classroom is open and accessible

for each student and provides open areas of carpet for them to stretch and sit if they do not want to sit at
 their desk.
h. Physical development factors that may influence instruction in this academic content area The

students in this classroom are on track developmentally with fine motor skills and gross motor skills. They

are able to properly hold and grasp pencils, crayons and scissors. This provides them with the foundation

to start writing simple words and sentences. They are also very active and open to whole group and small

group physical activities. This classroom is open and accessible for each student and provides open areas

of carpet for them to stretch and sit if they do not want to sit at their desk.

i. Social development factors that may influence instruction in this academic content area The

students are very sociable. Their caregivers are familiar with one another or are related creating a tight

knit between the classes. This creates times of distraction and moments of students being on task

together. They are very talkative with one another and enjoy working in small groups with friends or family.

The class is open and accepting to one another and treats each other with kindness and respect.
j. Emotional development factors that may influence instruction in this academic content area

The students are open to one another feelings. They encourage and are aware of the things they do to one

another apologizing or cheering each other on in lessons or games. The students worry about lunch and

playing more than their academic standing within the classroom. They fish for praise from the teachers

and are aware of the rules within the classroom.

k. Interests/Aspirations (relevant to this academic area) - The student are interested in playing with

3D shapes and having time on the carpet as a whole group. They enjoy speaking and sharing with one

another and love playing educational games online with the class or individually on iPads. This is a great

tool that can be utilized for lessons in Math, Language Arts, Social Studies and Physical Development.
 Through pair sharing or teacher and student sharing they can discuss and chat with other people to relay

their ides and what they gathered from the lessons.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):

I anticipate that the students will have difficulty focusing on the discussion of weight between the two objects. They
are a wiggly group and even with specific small groups and centers it can be tricky to keep their attention. This will
lead to students being off task or not focusing on figuring out the weights of the objects. I also anticipate that
specific students will not share the scale or will not allow other students to use the objects to determine their
measurable weight.

For my EL students, they may have trouble remembering the vocabulary and focusing on the lesson because of
difficulty understanding the directions.

For my student being tested for ADHD, I feel that this student will have trouble focusing and will cause other
students to be distracted or disrupt their work. This has happened in the past. I also feel that this student may
throw a tantrum or destroy the materials they are working with.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on
the anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )

In order to have a smooth transition into the lesson, I will work in smaller centers with specific students in each.
During the center I will have students sit in their chairs and listen to the direction before starting the activity. I will
then only give specific materials to the students to ensure that they focus on the task at hand before trying to go
off and do something else with the materials.

For my ELs, I will go over the vocabulary a few times to ensure they understand pushing, pulling, force, strength
and direction. I will then modify the directions to ensure that they are easier to understand. I will also provide
visuals to connect the words and vocabulary to a specific thing or image of pushing or pulling. I will also provide
sentence frames for the students. The wooden block is __________ than the paper clip. I know this because
__________. The paper clip is _____________ than the wooden block. I know this because ________________.

For my student that is being tested for ADHD, I will have him work on his own within the group. I will also provide
him with assistance and have him share what he is doing with the group to provide him with a more open space. I
have also learned that he enjoys speaking to the class so this will also aid him to stay on task so he can share what
he is doing with the group. I will provide the students with a separate working area to limit his distraction and also
provide him with more space to move around the table. I will also have the students take small brain breaks in
between experiments to ensure that he is not becoming overwhelmed. If the student begins to throw a tantrum I
will bring out his start chart and remind and have him show me what is bothering him using happy faces, sad faces
and an angry face. If the student shows a sad face I will ask the student to take a breathe and then try to have him
explain to me what is making him sad. I will ask if he is having trouble doing the project and if he needs to take a
break. If the student says yes then I will allow him to sit and take a moment to relax with his head resting on his
arm. After two minutes I will then return to the student and ask if I can assist him, I will also reward the student with
a star and explain to him that he did a great job telling me how he is feeling and how I could help him. I would use
the same strategy if the student showed me the mad face. I would try to get to the root of what was causing the
student anguish or anxiety and work up from there. Constantly rewarding and reassuring the student through the
process.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):

Critical Thinking: Students will have to distinguish between the measureable weights of the paper clip and
a wooden block. They will then compare different objects weights.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

I will show the students in the beginning of class a BrainPop Jr video on Pushes and pulls. This will provide the
students with a refresher on vocabulary, it will also visually show the students pushes and pulls and the
 amount of force it takes to move a heavier or lighter item.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)

I will have pictures of pushing and pulling, as well as direction, strength and force to provide students with
visual representation of the vocabulary. I will also be providing the students with a modeled example of
comparing two objects measurable weights.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:

I will ask the students to show me which object is heavier by having them place the two objects in separate hands
and determine which one they predict is heavier.

b. Summative (if applicable):

I will have the students measure the object on a scale and then describe which one is heavier as well as showing
me they understand this weight difference by determining different object weights on the scale. I will also have
them work on a worksheet independently determining which object is heavier or lighter, this will provide me with
concrete evidence of whether or not they understand measuring the weights of two objects and if they can
determine the difference.

DOK Level 2 Skill/Concept

c. Attach rubric here ( and copy and paste your objective above your rubric):

Students will compare two objects measurable weights to determine which object pushes or pulls on the scale by
analyzing which object weighs more or less.
 Comparing Weights of Objects

1pt 2pt 3pt

Students do not Students work Students

1. Describe participate in with their partner compare the
difference comparing two but do not difference
between two objects with their compare both between both
objects partner objects. objects and work
with their partner.

Students do not Students only Students

2.Compare two compare different discuss one of compare both
objects objects the objects objects and
discuss
similarities and
difference.

3.Compare Students do not Students only Students

different weights compare the discuss the compare the
more or less different weights weight of one weights and
of objects object. discuss which is
less or more

d. How do you plan to involve all students in self-assessment and reflection on their learning
 goals and progress? (TPE5.3)

Students will compare two objects measurable weights to determine which object pushes or pulls on the scale by
analyzing which object weighs more or less. By involving students in self-assessments and reflections, this
activity allows the students to see if they can analyze and determine which object weighs more and which object
weighs less and they can test what they know by independently working on the work sheet to assess their
progress in conducting data and communicating their learning.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

30 Small paperclips
6 Wooden blocks

30 Straws

1 roll of blue painters tape

10 pencils

8 erasers

40 plastic bears

10 foam dice

one scale

Work sheet with pictures to determine which one is pushing or pulling the scale more due to the weight they exert
 Pushes and Pulls (B)
Forces and Motion

1. Callie and Robert were comparing objects that can be pushed or pulled
by weight. The heavier object will make the seesaw go down. Look at
the scales and the objects in the boxes below.

Objects that can be pushed Objects that can be pulled

a) For the objects that can be pushed: circle the one that weighs the
most. Put an X on the one that weighs the least.

b) For the object that can be pulled: circle the one that weighs the most.
Put an X on the one that weighs the least.

1
on the scale
 16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:

1. Anticipatory Set: Hook

I will begin by relating this lesson back to the wooden block and the paperclip each partner group was given during
the experiment. I will ask them to tell me two differences and if they know of a similarity they can provide.

2. Objective and its purpose: Objective and student friendly objective

I will then have the students think-pair share and discuss some of the differences or similarities they found
regarding the Wooden Block and the Paper clip. I will ask them questions such as which one took more puffs? Why
do you think it took more puffs to move it across the finish line? I will tell the students that a difference between
the two objects is weight. One object is heavier than the other. This is why the students had to exert more puffs of
air to move the object across the finish line. I will have the student say the learning objective out loud to ensure
that they will be self-assessing themselves during this lesson. We will compare a wooden block and a paper clip to
see which one weighs more on the scale. I will then ask the students to guess which object they think will weigh
more on the scale and have them provide me with reason to support their guess. I will then show that the wooden
block is heavier using a scale. This will provide the students with a visual representation of weight. As the block
pushes the scale down it is showing that it is heavier then the paper clip.

BODY:

3. Instructional input (How are you going to present it?)

The students will then begin the lesson by standing up and placing the paper clip in one hand and the wooden block
in the other. I will ask them which one they think is heavier by showing there hand being pulled down or up. I will
explain that the block is heavier because it weighs more and puts more force on the hand making it move down.
This is why it took so many puffs of air to attempt to move it to the finish line.

4. Modeling (How are you going to teach the lesson?)

I will then show the students two new objects. I will have then make predictions on which object will weigh more
and which will weigh less. I will also have them provide me with supportive details on why they think it weights
more or less. The students will then watch as a show the difference in weight between a marker and a pencil. A
stapler and a ruler. This will show the students that different objects have different weights that make this push,
pull or need different amounts of strength to move them. I will also have them choose two objects to find out which
one weighs more or less.

5. Checking for Understanding(Formative assessment)/guided practice

. The students will then practice choosing which objects would take more force to push or pull because of their
weight on the worksheet. They will also play iSpy within the classroom, they will ask questions such as Is it heavy
or is it light Is it heavier than a pencil? or Will it push the scale down or pull the scale up? I will also have my
PM kindergarteners try moving or distinguishing the different weights of multiple objects. They will determine if
plastic bears are heavier then foam dice and then they will attempt to move the dice and foam bears across the
finish line and collect data.
CLOSE:
7.Independent practice
I will then have the students work on the worksheet above independently. The students will determine which object
weighs more and which one weighs less. I will ask them if they can tell me which object would take more force to
move across the finish line
Part VI REFLECTION (TPE6.1)
 1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs. On student work samples, please include scores according to rubric categories.

Low- Alexis struggled to complete the worksheet. He struggled to work with his partner and did not participate in
comparing two objects. He did not describe the objects in any way and struggled to participate when identifying
which objects weighs more or less. His total score was 3 out of 9 according to the rubric.

Medium- Abel Worked well describing and comparing two different objects with his Partner. He provided examples
of different objects that are similar or different to the ones on the worksheet. When it came to comparing the
objects on the worksheet he had a few moments of confusion. He initially circled an object that weighs less instead
of xing it out. But he quickly fixed it. This also showed that he had some difficulty when comparing the various
weights of the objects.. In total Abel received a 7 out of 9 on this worksheet.
High- William excelled in this unit. He worked extremely well with his partner in each category. And showed a high
capacity for distinguishing and comparing different weights of multiple objects. He also provided many examples of
different objects and how they compare or contrast in weight and size. In total William received a 9 out of 9 on the
worksheet.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.