During my field experience in a second grade math classroom, I was asked to produce a lesson comparing ounces and pounds. The topic selected is usually a third grade standard, but the curriuculum wanted it to be introduced in third grade. For this lesson, I decided to utilize every day objects that would be recognizeable to students that represent one ounce or one pound. While introducing the topic, I chose the object of a feather to represent ounces. Students have heard the word ounces, but didn't have anything concrete to explain it. Students would have to tell me why it wasn't a pound, so I could understand their thought process and how they were making connections.
The main objective of my lesson was to have students be able to distinguish between one ounce and one pound. I provide six objects to help them understand the concept and be able to conceptualize it. The main activity I provided for the students to understand this is to separate pictures of the objects in a chart. One column would be for ounces and the other for pounds. For each one, I had the students talk it through with their group and tell me their reasoning of where they placed it. Students would be shown objects like a bag of coffee grounds or 5 quarters.
In conclusion, the students would have three more objects to place in the columns to tell me how they grasped the information. The end activity would be independent, but also a formative assessment. I was unable to perform this lesson due to school closings in Pennsylvania, but I would have loved to see how the students would have grasped the concept.
The main objective of my lesson was to have students be able to distinguish between one ounce and one pound. I provide six objects to help them understand the concept and be able to conceptualize it. The main activity I provided for the students to understand this is to separate pictures of the objects in a chart. One column would be for ounces and the other for pounds. For each one, I had the students talk it through with their group and tell me their reasoning of where they placed it. Students would be shown objects like a bag of coffee grounds or 5 quarters.
In conclusion, the students would have three more objects to place in the columns to tell me how they grasped the information. The end activity would be independent, but also a formative assessment. I was unable to perform this lesson due to school closings in Pennsylvania, but I would have loved to see how the students would have grasped the concept.