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Capacity Lesson Plan

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1K views3 pages

Capacity Lesson Plan

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api-550859207
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Intern Name: Lauren Boucher

Lesson Title (Subject/Topic): Math/Nonstandard measurement-capacity


Grade: First grade
Length of Lesson: 30 minutes
Date Taught: 5/26/2021
LESSON PLAN TEMPLATE
In this lesson… the students will go through a mind thinking activity to get
them to start wondering about volume and capacity. Then, the students will
Overview complete a hands-on activity with a worksheet to fill out along the way to
understand what volume and capacity is. To show mastery of the topic, the
students will finish with an exit ticket on Seesaw.
Standards of MA.1.3.4 The student will use nonstandard units to measure and compare
length, weight and volume.
Learning
What is capacity?
Essential Questions What is volume?
How do you know which measurement tool to fill a certain item?
Students will be able to…
Objectives - use nonstandard units to measure volume
- compare the volume of two containers
The learning target is to have the students understand the way to measure
Learning Target volume with nonstandard units and spatial perception of volume.
- The students should be familiar with what a nonstandard unit is.
Necessary Prior - The students should be able to make the connection between the
Knowledge different sizes of items.
- measuring cup
- tablespoon
Materials - different items such as a water bottle, bowl, plastic container, etc.
- worksheet
- chromebooks for Seesaw
Start off with saying how thirsty I am, and that I need as much water as I can
get. Show them that I have three cup options to drink out of: a small cup, a short
and fat cup, and a tall and skinny cup. Ask them to raise their hand on which
one they think will hold the most water. Fill up the cups with water to give them
a visual representation of how much water each one holds. After filling the short
Introduction/Hook and fat cup with water, directly pour that water into the tall and skinny cup
showing that they hold the same amount of water. Explain to them that even
though one glass might appear to be bigger in height, the other one is bigger in
width. Give them the definitions of volume and capacity.

Class Activity
Instructional 1. Volume and Capacity Worksheet
Activities & a. stand at front of class and do the work sheet with them
i. for each item pour the amount of water it takes to fill it up
Strategies in either tablespoons or cups
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
ii.
have your own copy showing on the board, and go
through filling the worksheet out with them step by step
b. then ask them to complete the reflection questions
i. go around helping students if they are confused
c. go over the reflection questions as a class

Key Vocabulary or Capacity: how much something holds


Volume: how much space something takes up
Concepts
An exit ticket Ms. Halvorson assigned her students on Seesaw.
- The exit ticket has three questions. The first two questions are asking
which has the smallest or asking which has the biggest capacity, and to
circle the item that they think is correct. The last question is asking the
Assessments students to order the four pictures from smallest capacity to largest
capacity.
- The students will complete this on their own. It will be assigned to them
by Ms. Halvorson through Seesaw on their chromebook.

Closure Activity The exit ticket activity on SeaSaw and field day!

Help a few students one on one who are still learning English.
Accommodations
SeaSaw
Ms. Halvorson
Resources Google Docs to create my worksheet
Google Images to put into my worksheet

Reflection on a Lesson Plan Taught


Virginia Teachers for Tomorrow
Intern Name: Lauren Boucher
Lesson Title (Subecjt/Topc): Math/Volume and Capacity
Date of Lesson Taught: 5/27/2021
Cooperating Teacher & School: Ms. Halvorson and Thoroughgood
Grade: First
Time of Day: 12:00-12:30pm

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
Ms. Halvorson asked if I wanted to do a math lesson, because it has been the subject that I have been here most
for. I then discussed with her what the topic was and what should be the outline of my lesson. I also discussed
my lesson plan with Ava to do a final check of it.

2. How did the SOLs and Objectives help focus your instruction?

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
It helped me focus on what message I needed to get across to the students to make sure they understood the
lesson.

3. What parts of the instructional plan worked as you anticipated?


Everything worked as I anticipated. The hook went really well. The worksheet that I did with them went a little
rough with the reflection questions. I think I made them a little bit too wordy for first grade.

4. What, if any, adjustments needed to be made once you began?


I did not really adjust anything. They got really excited, which led to them being a little too noisy. I had to
refocus their attention a few times.

5. How well did you anticipate the materials needed?


I had everything I needed.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
The assessment was successful and very effective. The only thing that I did not say was for the last question on
the assessment was how to answer it by ordering it.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
A lot of them understood the assessment given at the end. I also had kids come up to me telling me how fun
and enjoyable the lesson was!

8. How did the time spent preparing for your lesson contribute to it’s success?
It helped me plan out the lesson and get a grip as to what I wanted to say during the lesson.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
No, I don’t think I would do anything differently.

10. Any last comments/reflections about your lesson?


It was really fun, but also extremely nerve racking!

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

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