Erica Williams

ELED 3221
November 3, 2016
Indirect Instruction Lesson Plan
Balancing Apples
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Central Focus/Big Idea: Using various materials to create balance
Subject of this lesson: Balance
\Grade Level: Kindergarten and First Grade
NC Essential Standard(s):1.P.1 Understand how forces (pushes or pulls)
affect the motion of an object
Next Generation Science Standard(s):
K-PS2Plan and conduct an investigation to compare the effects of
different strengths or different directions of pushes and pulls on
1.
the motion of an object.
21st Century Skills: Fourth Grade outcome suggests students using Critical
Thinking skills and Problem Solving skills in order to create a tower of apples
using various materials.
Academic Language Demand
Language Function: In the table below highlight the one most
important language function for your lesson. Explain why you chose
this one.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/cont Describe
rast
Retell
Summariz
e

Explain

Scientific Vocabulary: Balance, Gravity, Predictions

Instructional Objective: Students will be able to use apples to create the
act of balance. Students will then use other materials with the towers to see
how they affect one another. Students will practice making predictions
following the scientific process.
Prior Knowledge (student): Students should know what Gravity is.

Content Knowledge (teacher): The teacher should have a firm grasp on

balance and gravity. The teacher should also know different ways things are
able to balance in everyday situations.
Accommodations for special needs (individual and/or small group):
Students with special needs are able to work alongside group members; if
available students could draw a picture of how they balance things in
balancing activity centers.
Materials and Technology requirements per student/ per team of
students:
Strong Plastic Cups(solo Brand)
Boxes of Toothpicks
Small Apples(Fuji or McIntosh)
Ziploc Bags
10 Apples Up On Top By Dr. Seuss
Total Estimated Time: 45 minutes
Source of lesson: TeachersPayTeachers.com
Safety considerations: Students should handle apples with care so that
they wont splatter all over the floor.

Content and Strategies (Procedure)

Engage: I will be introducing the balance lesson by reading the book 10
Apples Up On Topby Dr Seuss. I will ask the question How are the
characters balancing the apples on their head. I will ask another question
Do you think we can hold apples on our heads? Ill have about three
students answer. Ill have one student come up and see if they were right
and balance it on their head. It is okay if the apple falls but if the apple
stays, we will add another apple. I will ask a question Is there something
about our head that keeps the apple from falling?., I will ask someone to
give me an answer then we will get started on what were doing today.
Explore: I will ask the question How many apples can we balance on a
head that had a flat top? Hold your answers guys were gonna figure that out
today! The students will stay in their groups at the table and I will ask each
student from a group to get the materials needed for the lesson. Each group
will have 1 plastic cup, 1 copy of a lion head. 1 glue stick and several apples.
I will allow 1 student to decorate the lion and 1 student to glue the lion onto
the cup. I will explain that the children we will perform two test. These tests
will see if they can get the apples to balance on the flat top head of the lion. I
will have the partners talk to each other about their prediction and complete
the first half of the worksheet. I will then ask the students to start making
their tower of apples. Once five minutes are over, they will record their
answers. We will then measure the towers with rulers and make an accurate
measurements. Now its time for test 2. In test 2, Students will be allowed an
additional materials to help hem balance the apples; they will receive a
ziploc bag of 25 toothpicks. They will measure their second tower with rulers
and complete the worksheet.
Explanation: After clean up, I will go over what just happened. We made
predictions previously about what would make the apples fall down or go
over our predictions and discuss our towers. I will ask questions such as
What were some things you did that worked? what are some things you
did that did not work? I will have four
pairs compare and contrast the towers from test 1 and test 2.
Elaborate: We will compare and contrast what the characters in the book
did to what we did in todays lesson. I will also ask them if there are other
objects we could balance. We will do the same experiment with oranges.
Evaluate: I will have each group answer the questions I call out to them.
They had previously learned about Balance and we will have an impromptu
question and answer session.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:

Reflection on lesson:
CT signature/confirmation: _________________________________ Date:
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