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## #4209. "Eggciting Eggsperiments"

Mathematics, level: Kindergarten
Posted Thu Jul 3 17:03:02 PDT 2008 by stephanie mullins (stephanie mullins).
Boyd County Schools/Ponderosa Elem., Catlettsburg, Kentucky
Materials Required: Boiled eggs, balance scales, egg recording sheet
Activity Time: 20-30 minutes
Concepts Taught: Estimation, Measurement, Number

"Eggciting Eggsperiments"
Teacher Name(s): Stephanie Mullins
Date: March 23, 2008
Content Areas: Math and Science
Description/Abstract: This lesson is one in a series of 3 lessons on meeting math and science standards through exploration of boiled eggs
Timeline: This lesson will take approximately 20 minutes/group of students
Goals/Content and Cognitive:
The students will:
 count objects up to 20 using one-to-one correspondence.
 distinguish between more and less on a balance scale.
 MA-EP-1.1.2 Students will read, write, and rename whole numbers (o-20)and apply to real-world and/or mathematical situations.
 MA-EP-2.1.6 Students will estimate weight, length, perimieter, area, angles, and time.
 AE-1.5-1.9 Students will use mathematical ideas and procedures to communicate, reason, and solve problems.
 AE-2.7 Students understand number concepts and use them appropriately and accurately.
 AE-2.10 Students understand measurement concepts and use measurement appropriately and accurately.
 M-P-NC-1,3,6,7
 M-P-GM-2,15

Guiding Questions:
 "How can you figure out how much your egg weighs?"
 "What happens when you put your egg in the cup of water?"
 "How can you figure out how many squares your egg covered?"
Assessment:
I will use a teacher-made rubric checklist to monitor student performance as well as student work. National and state content were considered in activity selection stage.
Learning Connections:
Since Easter is approaching I felt this would be a motivating lesson because we could use the clay eggs the students made and painted for the tasks. The students will use their background knowlege of counting, making and checking predictions, and how to use a balance scale. It is the perfect time of year for this lesson because the students have had time to develop these background skills.
The students will work in groups of 4 with me assisting as needed. They will first find the area of their egg by placing it on a square grid, tracing around it, then counting the squares it covered. They will also determine the water displacement of their egg by dropping it into a cup of water with a pre-drawn water level line then drawing the change in water level on a drawn cup. Last, the students will determine how many bears their egg weighed using a balance scale.
Teaching Strategies:
The teacher will take on the role of facilitator/guide of learning. Questioning strategies and a recording form will lead the student into figuring out what they could do to find answers to the guiding questions/assessment. The students will help each other as needed, but will work at their own pace.
Management:
The students will work in groups of four at the activity table. Students with special needs will be included 100%, the teacher will increase prompts as needed to ensure the student's success.
Materials and Resources:
 four balance scales large supply of teddy bears or other type of counter
 recording sheet
 1 boiled egg/student, we will be using our painted clay eggs we made
 1 clear cup of water with a line drawn on the cup indicating water level (large enough for egg to fit comfortably in)
Lesson Evaluation and Teacher Reflection:
Questions:
 Was this lesson worth doing? This lesson was really fun and engaging! The students working at other centers kept watching and couldn't wait for their turn to "analyze" their egg. The fact that we used the student made clay eggs made the results different for everyone and brought some real relevance to the activity.
 In what ways was this lesson effective? The students had to use a lot of different processes and background knowledge to complete the tasks. Within the number and measurement strands the students engaged in problem solving, reasoning and proof, communication, connections, and representation.

 What evidence do you have for your conclusion? The student recording sheet

 How would you change this lesson for teaching it again? When the clay eggs went into the water the watercolor paint we used came off a little so if we used painted eggs again I would use tempera paint.

 What did you observe your students doing and learning? As stated in question 2, the students were meeting the process standards, they were observing and making new connections to what we have been doing this year. They were also experiencing how science and math work together.

 Did your students find the lesson meaningful and worth completing? Yes. While some students took a little longer to complete the task, they all reported enjoying the task and completed all parts. Even the students with special learning needs were able to be successful and really enjoyed the hands-on and putting the egg in and out of the water.