Lesson 3 Big and Small

Lesson 3: Big and Small

Objectives:
Language Arts- Listens to poems, rhymes, & songs.
Social Studies- Makes decisions/choices about what they want.
Science- Use attributes (color and size) to identify/describe objects.
Math- Sorting objects by size

Materials-
Big box and little box
Big bubble wand and little bubble wand with bubble solution
Big ball (beach ball) and little ball (cotton balls)
Chart with “Bubble” song
Different sized balls
10 big items that will fit in the big box
10 small items that will fit in the small box
Book: Pop, A Book about Bubbles or Benny’s Big Bubble
http://search.barnesandnoble.com/booksearch/results.asp?AUD=JUV&kids=y&WRD=bubbles&z=y


Procedures:
1. Have the students sit in a circle. Tell them they are going to learn about big and small today. Sign big and small. http://commtechlab.msu.edu/Sites/aslweb/browser.htm
Ask them if they like bubbles and tell them you are going to blow big and small bubbles (sign big and small bubbles) and they are going to try and pop the big and small bubbles (sign big and small bubbles). Start by blowing big bubbles and tell the students to try and pop the big bubbles. Then blow small bubbles and tell the students to try and pop the small bubbles. Ask them if they want to pop more bubbles?

2. Read them either Pop, A Book about Bubbles by Kimberly Bradley (photographs) or Benny’s Big Bubble by Jane O’Conner (picture reader). Emphasize the concept of big and small as you read the book.

3. Next sing the song “Bubbles” sung to Frere Jacques changing the size word as you alternate blowing big and small bubbles. Ask them if they want to sing the song again?

“Bubbles” by Betty Silkuanas
Blowing BIG/small bubbles, Blowing BIG/small bubbles
Is such fun, is such fun.
Blow them everywhere,
See them floating in the air.
Blowing bubbles, Blowing bubbles.

4. Bring out the big and small boxes with the big ball inside the big box and the small ball inside the small box. Tell the students the big box is big and the small box is small. Ask the students what they think is inside the boxes. Then open the big box and pull out the big beach ball. Roll or toss the beach ball to each student. As you roll it you can use repetitive language and tell them you are rolling them the big ball and then ask them to roll the big ball to back to you. Then ask the students what they think is inside the small box. Open it and take out the small ball. Roll or toss the small ball to each student again using repetitive language as you roll it.

5. Next, divide the students into different groups depending on their abilities.

Exploration: The students are going to explore different sized balls and practice rolling them to the teacher. The teacher will reinforce the concept of big and small by taking with the students about the balls. Ask the students if they want a big ball or a small ball?

Imitation: The students will put big and small objects into the appropriate big and small boxes. The teacher will assist by modeling, prompting, etc. Ask if they want a big object or small object?

Application: The teacher will hold up big and small items and the students will determine if they are big or small. The students can use technology, verbal communication, or sign language to reflect their knowledge.