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LESSON PLAN FOUR Comparing volumes - introducing Lesson duration: 45 minutes Stage 2 Year 3 displacement Rationale Syllabus Outcomes

This lesson aims to introduce student to the idea of displacement, and MS2.3 Unit 2 (millilitres and displacement) Estimates, measures, compares and how volume and capacity relate to each other. During this lesson records volumes and capacities using litres, millilitres and cubic centimetres students will be engaged in a number of hands on activities that will WMS2.3 - Communicating meet different learning styles and will allow all students to have a go. WMS2.4 - Reasoning Students will also be placed into groups so that the higher ability WMS2.5 - Reflecting students will be able to assist the lower ability students. This lesson also aims to incorporate students prior knowledge and real life experiences so that the learning is more contextualised for students and in turn more beneficial. Prior Knowledge Risk Assessment Resources During this unit students have developed There is a very low risk of injury during this Mr Archimedes Bath by Pamela Allen knowledge of volume and capacity and have lesson. Clear containers begun to see how they relate to one another. Things to watch out for: White board markers Teacher to set up a safe learning Rulers environment i.e. check for hazards. Encourage positive behaviour. Different objects for students to put into Note and take into account any special the water (needs to fit the size of the needs of students. container) Students sitting on chairs correctly. Work sheet (appendix six) Students moving around the classroom watch where they are walking. Students will be using water in this lesson and will need to be reminded of the rules and how to act responsibly with water. Specific Teaching Target (As the teacher, what am I expecting to learn?) This lesson aims to develop students ideas of displacement and how volume and capacity

Syllabus Indicators


Content/Learning Experience


Class Organisation


Strategies/notes Indicators: * Comparing the volumes of two or more objects by marking the change in water level when each is submerged in a container * estimate the change in water level expected when an object is submerged 8 mins
1) During this unit we have been talking about volume and capacity can you explain the difference between volume and capacity? Another term that relates to volume and capacity is displacement. We are going to read the students the story Mr Archimedes Bath by Pamela Allen, to discover what displacement means. Talk to the students about what they think happened in the book. 2) Using a cube explain that the space the block takes up is called volume and when you put it into water or another liquid, the cube will displace (or move) the water so that it can fit into the container. It may look like that there is more water in the container but the cube has only moved the water so that it has room to fit inside the container. 3) Explain that we can conduct an experiment to see if Mr Archimedes was correct. Tell the students that they will be in groups of four. Students will be working in the wet area and will be given three objects. They are to order these objects; 1st the object that will displace (move) the water the most to the object that will move the water the least. Students will be given a clear container and they are to fill it up with water to the indicated line. Measure using a ruler where the water line is. They are then to put in their first object and mark where

Assessment Teacher is to use the annotated class list (appendix four), to note down any comments on individual students based on the indicators. The teacher will question students and then use a traffic light system on the annotated class list. The teacher will also use the worksheet for assessment purposes (appendix six).

Using literature to discover concepts Encourage questions and discussion.

Whole group

7 mins

Explicit instruction Demonstrate Model Incorporate students preferred learning styles Groups of four in the wet area

20 mins

*Note* - The assessment should focus on the indicators for this lesson. When

the water moves to. Measure where the water is now. Continue with the other objects (Students will have a worksheet to fill out). Get students to empty out their containers and sit down on the floor. One person from each group is to explain what they did and wether their predictions were correct.

Whole group

10 mins

4) Reflection: When have you seen the idea

of displacement taking place in your everyday lives?

observing the teacher can use some form of note taking for easier recall. The teacher should reflect on this lesson, its implementation and assessment to see what worked and what didnt as well as where students are up to so that this can guide further planning.

8 Aboriginal ways of learning


Quality Teaching/Quality Learning Framework

Intellectual Quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantative communication Quality Learning Environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

Non-linear: Producing innovations and understanding by thinking laterally or combining systems. Deconstruct/Reconstruct: Modelling and scaffolding, working from wholes to parts (watch then do).

Appendix Six) Object Starting water level Estimated water rise Finished water level Difference