EPR 3003

Research paper;
Lesson plan

Anood
Name:

Alshehhi (H00249845)

Anood Alshehhi

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Grade Level:

CCSS Math Strand:

Grade 2A

Unit: Capacity
Lesson: Liter

CCSS Standards:

CCSS.Math.Content.3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and
liters (l).

Main Lesson Aims (Concepts, Procedures, & Processes):

By the end of the lesson,

The students will identify the unit measurement Litre as a measurement of capacity.

The students will estimate and guess how many liters in different containers.
The students will use the words less/more to compare between two containers that hold water in liters.
Materials:
teacher books
student book(s)

Page 24 math book

worksheets/
papers

More than 1 liter/ less than 1 liter drawing (spare) worksheets

teacher
materials

Different containers sizes cup marker liter (ruler) or (container measurement).

student materials/
manipulates

Colors

technology

iPad, data show, smart board computer YouTube

Water ( a lot of it) big size water bottle

Key vocabulary with definitions (and pictures if appropriate): ( theres none)

Students Prior Knowledge

Begin to tread a simple capacity scale to the nearest labelled and unlabeled division.
Estimate a capacity and recording estimates (empty, half-full, full).
Measure capacities using uniform nonstandard units like small or big cubs and small water bottle.

Possible Problems and Misconceptions:

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Student begins measuring at the number 1 instead of at zero and does not compensate.

Believing that the size of a picture determines the size of the object in real life and
Believing that the amount of water changed with different sizes or shapes of containers.
Student has a limited number of units of measure that he knows and understands and uses
these units inappropriately. To clarify it more; when students faced with a unit he does
not know like a liter, the student ignores the unit and measure it for example with
cupfuls, guesses numbers in his own, or does nothing.

(Mathematics Navigator. (n.d.))

Solutions for the Possible Problems and Misconceptions:

Explain to the students that they have to start to measure starting with zero and the teacher
should show the student how to measure to experience the measurement.
Let the students watch with their eyes that the size of a picture is not the same with the size of
the object in real life and use different sizes of containers to show them that the amount is the
same but the shapes of the containers are different.
Let the students measure the water to see how much is a liter to know that its different from
measuring cupfuls or others.

Lesson Schedule

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Engage (warm up, review prior knowledge):

The teacher will put an educational song about capacity from the YouTube
to review the pervious class lesson.
The teacher will ask some questions about measurement and measurement
units to let the students engaged to this class.

Justification

For the engage stage, teachers should review prior knowledge and
prepare students to the new lesson. This stage broke the ice that the
student has before this class, get the students to talk and wake their
mental thinking to be ready for the lesson (Anonymous, 1999)
The song (A Cup Fills Up (CAPACITY))
https://www.youtube.com/watch?v=E4UC_StFhAk

I used an educational song about capacity to make the students

remember what they took in the previous day in mathematics which was
about an introduction for the measurement to liquids. The song has a
story that talk about the capacity in general then it talk about units of
measurements from the smallest to the largest; a cup of water that grow
up, be a container, gallon and others. One of the units was mentioned in
the song was a liter which will make the students having a general idea
about it before taking the lesson. Using a video song help the students to
use two of types of learning which are auditory and visual. That will
help students engaged with the video and focus to the interesting
content of the story it has, sung with it and it will help to control the
behaving management. Using technology in the classrooms help
students to be motivated and be involved in the lesson. Ertmer, Addison,
Lane, Ross, and Woods (1999) found that some of the teachers in
elementary schools in the USA used technology as an encouragement or
behavioural prize in order to encourage students to do their assignments
and make classes more exciting to students.
Asking questions to students about measurements of liquids and their
units after the video will help the students to express their knowledge
and share it between each other. Sharing answers help the students to
gain new informations whoever it was about the lesson or something
that the students experienced that related to measurements. The
questions will be from the simple things like; how we measure our
height into more complex questions relating to the lesson like; what is
the letter that we use it for the measurement unit Litre? Asking
questions like this will help students to build up their knowledge slowly

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T-S (whole
class)

2-5
minut
es

and connect the things that they know before to the things that they will
learn it later about Litre.

Core (introduce and practice new concepts & procedures):

The teacher will explain the new lesson about Liters by showing the liter T-S (whole
measurement amount first and show them that its a big amount of
class)
measurement. Then the teacher will pour water from cups of water into a
15 -25
container to read the measurements of water with liters. Next, the teacher
minut
will use different containers and ask students to estimate how many liters in
es
each container have. At last, the teacher will try small containers and bigger
ones to learn about (less) than 1 liter / (more) than 1 liter.
The teacher will explain what the students should do on their books; p24,
coloring things on the page with red if it holds more than 1 liter and
coloring it with blue if it hold less than 1 liter.
S (each student
Justification
The core stage is more like an introducing to what the students will
alone)
learn and its a practice for the new concepts that the students will
watch it and experience it. The core stage like giving the instructions
before letting students experience the concept by using some
procedures and rules that the teacher launched specially for achieve the
understanding of the lesson.
At the core stage, the teacher will explain the new lesson about
Litres by showing the litre measurement amount first and show them
that its a big amount of measurement. Thats will make students put on
their minds how much nearly litre is and they will know that its more
than a cup (the pervious lesson). Students could have a difficulty of
recognizing the amount of litre so the teacher should use one container
shape to let the students recognize it and the teacher could also let the
students measure the litre by using a container with a litres ruler to be
clear to the students. Students also could begin measuring at the
number 1 instead of at zero and does not compensate. The
teacher should explain to the students that they have to start
to measure starting with zero and the teacher should show the
student how to measure to experience the measurement.

Next, the teacher will use different containers and ask students to
estimate how many litres in each container have. That will lead to
make the students to use the container that the teacher shows them
before to compare with the new containers and start to improve their
guessing skills. This guessing skills will help the students with low

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level to understand the (less) than 1 litre / (more) than 1 litre. A

problem that the teacher could face that the students has a limited
number of units of measure that he knows and understands and uses
these units inappropriately. To clarify it more; when students faced
with a unit he does not know like a liter, the student ignores the unit
and measure it for example with cupfuls, guesses numbers in his own,
or does nothing.to clarify it to students, let the students measure the
water to see how much is a liter to know that its different from
measuring cupfuls or in other ways.

Next, the teacher will use small containers and bigger ones to learn
about (less) than 1 litre / (more) than 1 litre. To make students
understand this point, the teacher will said; give example in the class of
(more) than 1 litre and students will start to relate what they learn and
search for the things that the teacher asked for. Students could have a
problem of not believing that a flower pot for example could be (more)
than 1 litre; here the teacher pour water on the flower pot until it fill
then pour it again in the container that has a litre ruler to make students
seeing by themselves that the object could hold more than (more) than
1 litre or the opposite. This experiment activity will help student
observe, touch, hear and giving opinion to learn what is litre. In
addition, giving examples for students let them to open their
imagination and connect the informations to their life. Rosenshine
(1971) said that; the clear statement of principles and apt examples
are also important keys to understanding.
The teacher will explain what students should do in their books first so
the students understand the instructions of the answering the book. Not
all the students could read the questions in English so the teacher
explained first to let them know what to do and also to manage the
atmosphere of the class and keep them behave well. Thats mean that
the students wouldnt ask so many questions and standing, walking or
running in the class.

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Close (wrap up, discussion, brief review activity or assessment):

The teacher will explain the worksheet that the students will do; the students
will draw a circle or color things that hold more than 1 liter and will draw a
square or color things that hold less than 1 liter.
The teacher will explain the activity that the students will do it and give
instructions.

The teacher will do an outdoor activity and will put the class into two
groups.
Outdoor activity - student will be parted in to two lines each line have a
container filled with water and with one cup for each line. The student
whos standing in the front of the line will take water in a cup then run into
another empty container in front of him/her to see which container have
more water. Then the students will sit on the ground and see which
container have more than 1 liter of water or less than 1 liter of water.
The teacher will move around for guiding and checking.
The teacher will see whos the star of the day?

Justification

S (each student 25-30

alone)
minut
es
T-S (whole
class)

S-S
(pairs/groups)

The close stage is where the teacher check students knowledge and
check into which part of the lesson they understand to explain it again
to a whole, group or individual students. It could be also a discussion
or applying to an assessment to make sure that the students
knowledge happens to be in the long term memory. Spaniol, J.,
Madden, D. J., Voss, A. (2006) referred to Mazur saying that longstanding memory has named as reference memory, since the person
need to refer the data in long-term memory once he/she achieve very
nearly the tasks that related to the lesson the learn.

www.education.com/worksheetsCopyright

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A worksheet will be given in this stage to the students as an

assessment. Assessment in education is the steps of looking
for a confirmation to get used by learners and their teachers to
know where the students are in their learning, where they
spouse to be and how highest to develop more (Assessment
Reform Group, 2002). To clarify it more, the worksheet will
help teachers to confirm if the students are completely
understand or not. If the students have a difficulty of solving
the worksheet by choosing a picture that hold more than 1 liter
and the student put it in less than 1 liter. The teacher could sit
with the student and explain it again to him or review it in the
next lesson. The students could also believe that the size of a
picture determines the size of the object in real life and
Believing that the amount of water changed with different
sizes or shapes of containers. To solve this problem, let the
students watch with their eyes that the size of a
picture is not the same with the size of the object in
real life and use different sizes of containers to show
them that the amount is the same but the shapes of
the containers are different.

T-S (whole
class)

Giving instructions to students help the students to be focus on what

they will do in the activity. The students may not understand the
instructions so that will lead to a failure to the activity; there are nine
events of instructions to follow to do it in a better way. Those are; 1.
Gain Attention 2. Inform Learner of Objective(s) 3. Recall Prior
Knowledge 4. Present Stimulus Materials 5. Provide Learning
Guidance 6. Elicit Performance 7. Provide Feedback 8. Assess
Performance 9. Enhance Retention and Transfer (Gagne, 1974, 1977).
Doing an outside activity break the atmosphere of the class and give
the students focus and energy again after the silent of doing the
worksheets by individual. Its motivate the group working and tie the
students together and reduce any stress thats the students have. The
main object of the activity to make the students learn by doing and
notifying for the last time if the students understand the liter, guessing
and the concept of more/less than 1 liter. Learning by doing let
students learn better while they are engaged by themselves in the
educational experience (Smith, 1980: 16). Students could be out in
control during outdoor activity and that require some rules about how
to stand in two lines and how if someone misbehaving will be out of
the game which make them behave well. If the students didnt
recognize how many liters each team has. The teacher will make the
students sit as U setting arrangement on the grass and will rise the
container and move with it starting with right to the left showing them
the container and how many liters it hold walking into one by one of
the students.
At last, the teacher will see whos the star of the day? And its a
classroom management as a positive reinforcement to keep the class in
good behaving from the start of the class until the end of it. The
students try to nominate some other students from the class and say
why they choose them by telling a positive behaving happened in the
class like; helping a friend, explaining a point, behaving well and
others. If students didnt accept the winner and say bad things or do
wrong things; he will be out of the next star of the day.

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Resources;
The song (A Cup Fills Up (CAPACITY))
https://www.youtube.com/watch?v=E4UC_StFhAk
www.education.com/worksheetsCopyright

http://www.google.ae/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CBwQ
FjAA&url=http%3A%2F%2Fclassrooms.tacoma.k12.wa.us%2Ftps
%2Fscience%2Fdocuments%2Fdownload%2F1lruler.pdf%3Fid
%3D87301&ei=rPFiVYagH6Wc7gbX24DAAw&usg=AFQjCNGjCq9M9Yvyb
oj4rkrVBW8yYrOSvA&sig2=Kse8iQ9GZOai9tk8aXDlsg

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Copy of original lesson from a teacher resource book or website (original

versions)

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Copy of all resources given to students; references pages with all books,
journal and websites

The rulers of 1 litre that have been used

http://www.google.ae/url?
sa=t&rct=j&q=&esrc=s&source=web&c
d=1&cad=rja&uact=8&ved=0CBwQFjA
A&url=http%3A%2F
%2Fclassrooms.tacoma.k12.wa.us
%2Ftps%2Fscience%2Fdocuments
%2Fdownload%2F1lruler.pdf%3Fid
%3D87301&ei=rPFiVYagH6Wc7gbX24D
AAw&usg=AFQjCNGjCq9M9Yvyboj4rk
rVBW8yYrOSvA&sig2=Kse8iQ9GZOai9
tk8aXDlsg

The worksheets that the students did

www.education.com/worksheetsCopyright

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The students book P24 that they should

colour it.

The song is about capacity that I used it

on the YouTube
The song (A Cup Fills Up (CAPACITY))
https://www.youtube.com/watch?v=E4UC_StFhAk

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References;

Anonymous. (1999).Warmers. DevelopingTeachers. Retrieved from

http://www.developingteachers.com/newsletterplans/News_warmers_nov1999.htm
Assessment Reform Group 2002, Assessment for Learning: 10 principles research-based
principles to guide classroom practice, Assessment Reform Group, London, United
Kingdom
Ertmer, P. A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers beliefs
about the role of technology in the elementary classroom. Journal of Research on Computing
in Education, 32, 54-72.
Gagne, R.M. (1974). Principles of Instructional Design. New York: Holt, Rinehart and Winston.
Gagne, R.M. (1977). The Conditions of Learning (3rd ed.). New York: Holt, Rinehart, and
Winston.

Mathematics Navigator. (n.d.). A Sample of Mathematics Misconceptions and Errors

(Grades 2-8). Retrieved from:
http://support.pearsonschool.com/index.cfm/linkservid/B3BA14E5-F0E3-5D147A8EC673D14E2834/showMeta/0/
Rosenshine, B. (1971). Teacher Behavior and Student Achievement. England, Wales: National
Foundation for Educational Research.
Smith, M. K. (1980) Creators Not Consumers: Rediscovering social education, Leicester:
National association of Youth Clubs.
Spaniol, J., Madden, D. J., Voss, A. (2006). A Diffusion Model Analysis of Adult Age
Differences in Episodic and Semantic LongTerm Memory Retrieval. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 32(1), 101117,

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