I. Curricular Framework

Concept:

Relativity

Essential Question:

What does it mean that “size is relative”?

Bridge:

Comparing Sizes

Content:

The Concept of Size

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To introduce/reinforce the concept of size.

Activity: Set up a play clothing store. Include such items as: hats, mittens, gloves, jackets, shirts, dresses and shoes. All items "for sale" are too large or too small for the children. Give students time to "go shopping."

Assessment: Children's interest and engagement.

2. Attend: Attending to the Connection

Objective: To increase the children's vocabulary for describing size.

Activity: Discuss the experience. Questions for the children: Did you "buy" anything in our store? Did it fit? Do you know anyone it might fit? Do you think you could have worn it when you were a baby? Do you think it will fit you tomorrow? Do you think you could wear it when you are older?

Assessment: Children's interest.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To teach the concept that size comparisons are relative.

Activity: Give each child two sheets of drawing paper. Ask the children to place one hand on one of the sheets with fingers outspread, and draw an outline around it. Next, have the children trace an outline of one of their feet on the other piece of paper. Have them compare the two; then compare their hand outline with one of the other children: then a foot with one of the other children. Tracing of the teacher's hand and foot should also be compared. (Or any other significant adult.)

Assessment: Meaningful participation in the activity.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To reteach and reinforce the concept that size comparisons are relative.

Activity: Teacher instructs the children in relativity of size following the content of the teacher's manual for mathematics and/or science.

Assessment: Quality of workbooks, worksheets, etc.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To provide additional practice in recognizing and describing the relativity of size.

Activity: Workbook accompanying text or worksheet devised by teacher.

Assessment: Quality of above.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To personalize the learning and provide tactile and kinetic practice.

Activity: Put a small collection of objects in a drawstring bag. Ask the children to reach in and find the largest, smallest, something larger than my ring, something smaller than your hand, something longer than your finger, etc. Add kinetic practice by asking the children to stand tall, make yourself taller, make yourself shorter.

Assessment: Students' understanding.

7. Refine: Refining the Extension

Objective: Students' understanding.

Activity: Have children make up worksheets to try on each other. They may draw simple pictures of objects of different sizes or pictures may be cut from magazines or catalogs and pasted on art paper. Drawings or pasted pictures should be arranged by size.

Assessment: Quality of worksheets.

8. Perform: Creative Manifestation of Material Learned

Objective: To share their "series" with each other.

Activity: To share their "series" with each other.

Assessment: Participation and sharing.

Assessment, Phase Five,Performance, Creative Use of Material Learned: