s3+group+1+math

The Biggest Planet Grade: 1 Approximate Time: 25 minutes

Unit goal: Students will understand that each planet is a different size and some are bigger than others.

Objectives: Students will: - measure diameter of the nine planets using one inch tiles - compare sizes of planets

Standards: M(G&M)–1–6 Demonstrates conceptual understanding of the length/height of a two-dimensional object using nonstandard units (e.g. comparing objects to trains of small cubes, using iterations of a small unit to measure an object). (Local)

M(G&M)–1–7 Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects (length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less]); compares objects visually, with direct comparison, and using non-standard units.

Materials and Resources: - one inch tiles - cut outs of the nine planets for each student - worksheet for each student

Introduction: This math lesson will occur after the language arts lesson will be taught. To start off the lesson I will have the students name the nine planets. I will explain that today we will be measuring the planets and comparing the different sizes. When we compare the sizes of each planet we will be looking to see which planet is bigger and which planet is smaller. I will explain to the class that because the planets are so big that we cannot measure the actual size we will measure mini pictures of the planets.

Lesson Development: I will start off by modeling to the students how to measure the planets. I will demonstrate that they measure the planet from one side to the other directly across the middle of the planet. We will then count up the number of tiles as a class. I will then ask the students if the planet we just measured is ten tiles and another planet is five tiles which one is bigger. We will discuss that the first planet is bigger because ten is more than five. I will then explain to the students that these pictures are mini images of the real planets so if we find that the picture of Jupiter is bigger than the picture of Pluto than Jupiter is bigger than Pluto in space. I will then hand out a copy of each of the nine planets to each student and pass out twenty to thirty tiles for each pair of students to share. The students will begin to measure each planet one at a time and fill out the worksheet as they go along. Once they have completed measuring each of the planets they will fill out the second part of the worksheet that has the students comparing the different planets.

Closure: Once the students have completed the worksheet we will have a class discussion on what they discovered. I will ask the students which planet was the biggest and which planet was the smallest. The students will tell me their findings. I will also ask the students to tell me other comparisons that they found on the planets such as Saturn is bigger than Pluto or Mars is smaller than Jupiter and so on.

Assessment: Objective: Students will measure diameter of the nine planets using one inch tiles. Assessment: Students will fill in the measurements on a worksheet next to the name of each planet. I will compare the students’ answers to the answer key. If they incorrectly measured a planet I will circle their answer and give the student back their worksheet and have them re-measure the planet. If the student measures 7-9 of the planets correctly they will receive a check plus. If the student measures 6-4 of the planets correctly the student will receive a check. If the student measures 3-0 of the planets correctly the student will receive a check minus.

Objective: Students will compare sizes of planets. Assessment: Students will fill in the blanks to a worksheet. Students will need to fill in the words bigger, smaller or the name of a planet. For the worksheet I will circle all the incorrect answers and have the students redo question. If the student answers 6-7 of the questions correctly they will receive a check plus. If the student answers 3-5 of the questions correctly they will receive a check. If the student answers 2-0 of the questions correctly they will receive a check minus.

Learner Factors: Students who are struggling to count up the blocks or compare the different lengths will be allowed to use a number line. The number line will help them see if one number is bigger or smaller than the other number they are comparing it to.

Environment: The students will be sitting at their desks when completing this assignment so they should not be moving around the room at all. The rules of the classroom that were discussed at the beginning of the year will still be in effect. I will be walking around the room monitoring the students work and answering questions if they have any.

[|EDC 452- space worksheet.doc]

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