Jeffrey EnnettMay 2007LESSON PLAN TITLE: Trick Crayfish CONTENT AREAS: Observing, Communicating, Comparing, Beginning organizationGRADE LEVEL: 1st- 2nd Grade MATERIALS NEEDED: Tagboard crayfish, ClothespinsKEY CONCEPTS: Balance, Balance point, Counterbalance, Mobile, Stability EALR'S and GLE'S : 2.1 Develop the knowledge and skills necessary to do scientific inquiry. 3.1 Apply knowledge and skills of science and technology to design solutions to meet challenges. 2.2.5. Know that ideas in science change as new scientific evidence arises. 2.1.2. Understand how to plan and conduct simple investigations following all safety rules.Learning Goals: Students will discover numerous ways to balance tagboard (two dimensional) shapes. Students will explore the concepts of balance, counterbalance, and stability by engaging in the exercise. PROCEDURES: Introduction/Preassessment: Organize the students into groups. Ask them what a crayfish is. [A freshwater shellfish] Tell the students that you have a special crayfish that can do tricks. Its best trick is balancing on one of your fingertips. Activity: (1) Bring out one of the tagboard crayfish. Balance it flat on your finger. Ask students if they think they could do the same trick if they had a trick crayfish. (2) Distribute crayfish and challenge the students to copy your trick. (3) Suggest advanced tricks, ask students to find out if there are any other balancing tricks the crayfish could do. Suggest balancing the crayfish on its side, tail, or nose. (4) Introduce clothespins and tell students that they may find the clothespins useful for getting their crayfish to balance in different positions. (5) Visit with students and ask them to show you their examples of balancing the crayfish. Prompt them to move their clothespins around to experiment with different results. Closure: (1) Call for students’ attention and ask if anyone has an interesting way to balance a crayfish on their finger. Have students take turns demonstrating the trick and others replicating the trick. (2) Ask questions to reinforce the balance idea. (Where should you put clothespins on your crayfish to get it to balance on its side? Do you put clothespin high or low? [Low] How do you get the crayfish to balance straight up and down on its tail? [Put clothespins on each side of its tail] How would you balance a picture of a car so it looked like it was driving? [Tires] What other types of things could you balance on your finger?Accommodation Plan: 1. Language- The teacher will ideally be bilingual, but will have accommodation for ELL students.2. Gender- The teacher will use gender neutral language when giving instruction, while facilitating groups, and during discussion.3. Class- The teacher will not use words like poor to describe anything within the classroom. Students of low SES will be engaged and treated equally.POST-ASSESSMENT: The teacher will listen in on each student during think pair share to see how they understand the concepts and how they may apply it to other examples or areas. If a studentis having difficulty completing the exercise, the teacher will give individual assistance.TEACHER
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