# Further Exploration with Balance Scales

## Curriculum

#### From the Ontario Ministry of Education Kindergarten Curriculum

• 2.2: demonstrate a willingness to try new experiences (e.g., experiment with new materials/tooedu.gov.on.ca/…um/elementary/kindergartenls; try out activities in a different learning area; select and persist with things that are challenging; experiment with writing)and to adapt to new situations (e.g., having visitors in the classroom, having a different educator occasionally, going on a field trip, riding the school bus) (SRWB)
• 3.2: demonstrate the ability to take turns during activity and discussions (e.g., while engaged in play with others; in discussions with peers and adults) (SRWB)
• 13.2: make predictions and observations before and during investigations (PSI)
• 13.3: select and use materials to carry out their own explorations (PSI)
• 13.4: communicate results and findings from individual and group investigations (e.g., explain and/or show how they made their structure; state simple conclusions from an experiment; record ideas using pictures, numbers, and labels) (PSI)
• 16.2: investigate strategies and materials used when measuring with non-standard units of measure (e.g., why feet used to measure length must be placed end to end with no gaps and not overlapping, and must all be the same size; why scoops used to measure water must be the same size and be filled to the top) (DLMB)

## Context

Provide students with further opportunity to explore with the balance scales, using snow or other items of their choice

## Materials

• Balance scales (as needed)
• Item to balance (snow, mitts, hats, or other items of choice)

## Lesson

#### Introduction

• Explain to the students that they will be working together on balancing their mitts and hats (or items of choice) using the balance scales
• Recall previous experiences where students used the balance scales
• How do we know when the balance scales are balanced?
• What we can do to balance items?

#### Lesson

• Divide students into small groups and assign each group a balance scale
• Probe students to think about how to arrange their items in order to get the scale to be balanced
• Challenge the students to balance their mitts and hats (or other items)