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# Can you compare?

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This lesson can be used as a pre-lesson for the Heavier or Lighter?Lesson plan.

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This lesson can be used as a pre-lesson for the Heavier or Lighter?Lesson plan.

Students will compare the weights of objects.

##### Language

Students will be able to explain how to compare objects based on their weight.

(2 minutes)
• Gather the class together and hold up two objects (e.g., an inflatable beach ball and a basketball).
• Ask, "Which of these is heavier?"
• Pass around the objects and allow students a chance to hold and compare each objects weight.
(5 minutes)
• Say, "Today we are going to learn about how much things weigh, or how HeavyOr LightSomething is. We are also going to practise ComparingTwo things. Comparing means to notice how things are different or the same. We are going to pay attention to size to try to figure out which thing is heavier and which is lighter."
(5 minutes)
• Say, "Today we are going to learn about how much things weigh, or how HeavyOr LightSomething is. We are also going to practise ComparingTwo things. Comparing means to notice how things are different or the same. We are going to pay attention to size to try to figure out which thing is heavier and which is lighter."
• Display one pair of items you collected and show them to the class (e.g., feather and a rock) and explain that one is heavy and one is light. They are Opposites. Make sure to emphasize the vocabulary heavy and light as you point to the corresponding object.
• Display the vocabulary cards on the board for reference.
• Pass around the items for students to compare for themselves.
• Write up the sentence frame, "The ____Is heavier. I know because ____."
• Hold up another pair of objects. Ask, "Which one is heavier?" and have the class turn and talk to share with a partner.
• Pass around the objects for students to explore.
(10 minutes)
• Create a T-chart with "Heavier" and "Lighter" written on it and an image of a block on top.
• Ask students to go on a classroom scavenger hunt to find something that is lighter than the block and something that is heavier than the block.
• Pass out a common item to each student (e.g., a small block) to each student and give them five minutes to find their two items.
• Gather the class back together and record the items on the T-chart.
(10 minutes)
• Explain that now students will get even more practise comparing weight!
• Show the worksheet to the class and go over the instructions.
• Pass out the worksheets. As students finish, ask them to turn and talk to a partner to compare their work. Did they both choose the same objects? Why or why not?

Beginning

• Provide more items for students to compare weight.
• Work within a smaller group and have students practise using the vocabulary in context. For example, "This is heavier than ____. I know it is heavier because ____."

Intermediate

• Ask students to draw pictures to demonstrate their understanding of heavy vs. light. Have students turn and talk to share their pictures with a peer.
• Have students work with a partner to explore the following questions, "How does an object's size affect its weight? Does bigger always mean heavier? Does smaller always mean lighter?" Pass out additional items for students to explore when answering these questions.
(5 minutes)
• Take notes throughout the lesson to assess whether students were able to accurately describe and differentiate heavy vs. light items.
• Collect student work and assess if students were able to differentiate between heavy and light items.
• Use the closing activity to assess if students understand the difference between heavy and light.
(3 minutes)
• Gather the class back together.
• Ask the students to think about the heaviest things that they can, have them turn and talk to share with a partner. Then have students share out, and record ideas on the board. Then ask them to name the lightest things they can think of and record their ideas on the board.
• Provide the sentence frame, "A ____Is lighter than a ____." Have students offer suggestions from the provided lists to fill the blanks.

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