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LESSON PLAN TWO Introducing Capacity Lesson duration: 45 minutes Stage 2 Year 3 Rationale Syllabus Outcomes This lesson

aims to revise some the concept of capacity and will be Outcome: MS2.3 - Unit One & Two used by the teacher to see what their students know. This lesson then Estimates, measures, compares and records volumes and capacities using litres, begins to develop students understandings about the language of millilitres and cubic centimetres. capacity and how they can use and measure capacity. During this WMS2.3 - Communicating lesson students will be engaged in a number of hands on activities that WMS2.4 - Reasoning will meet different learning styles and will allow all students to have a WMS2.5 - Reflecting go. This lesson 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 Students will have had experience with capacity There is a very low risk of injury during this bottles of different capacities enough for in stage one as well as in their everyday lives. lesson. each group and teacher Students have also been working on their Things to watch out for: 1 Litre bottles or container -enough for all knowledge of volume. Teacher to set up a safe learning groups and teacher environment i.e. check for hazards. list of capacity terms (appendix two) Encourage positive behaviour. capacity interactive whiteboard activity Note and take into account any special of students. Capacity-KS2-Version-475 Students sitting on chairs correctly. estimation work sheet (appendix three) Students moving around the classroom Student workbooks watch where they are walking. Specific Teaching Target (As the teacher, what am I expecting to learn?) The teaching target is to introduce students to capacity and find out what knowledge they
already hold.

Syllabus Indicators * recognising the need for a formal unit to measure volume and capacity


Content/Learning Experience

Teaching Strategies/notes

Class Organisation

Integrated Assessment Appendix two & three will be used by the teacher for

15 mins

1) Ask students to recall what they have been learning about volume and remind them that volume refers to the

Whole class Explicit instruction

* recording capacities using the abbreviation for litre (L). * Interpret information about capacity and volume on commercial packaging * recognising that 1000 millilitres equal 1 litre * Using a measuring device calibrated in millilitres * recognising the need for a unit smaller than the litre

5 mins

15 mins

amount of space an object takes up. Demonstrate this using a transparent bottle. Explain to students that when we are talking about how much an object can hold we are talking about capacity. So the space this whole bottle takes up is its volume while how much it can hold inside is its capacity. Capacity is usually measured in litres and millilitres. Explain how many millilitres are in a litre and the abbreviations that are used when writing these terms. Students will look at a variety of bottles and use the labels to record the capacity of each bottle in their work books. 2) Students will be given a list of terms that are related to capacity and will be asked to sort the terms into two columns Language about capacity and liquids. 3) Using the interactive whiteboard explore the capacity game and get students to estimate the capacity of each container, get them to explain their reasons. Talk to students about the measuring jug and the lines and what they represent. Students will be put into groups and given a container, cup and measuring jug each. Students will be asked to estimate the capacity of their cup and then estimate how many cups will fill their container.

assessment purposes Demonstration Traffic light system will be used when assessing students ability to interpret information on commercial packaging Green = achieved Orange = Working towards Red = needs greater assistance (mark this using an annotated class list). Teacher is to observe and take note students conversations and question students about capacity *Note* - The assessment should focus on the indicators for this lesson. When observing the teacher can use

Encourage questions and discussion. Incorporate students preferred learning styles

Small groups at tables

Small groups at tables

Whole group

Small groups/wet area

10 mins

Students will then use their measuring jugs to test their estimations. 4) Reflection: Students will interview a partner asking them to explain what they have learnt in todays lesson and ask them if they can think of any times in their everyday lives when they would need to know about capacity.


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

Reference: Non-verbal: Applying intra-personal and kinaesthetic skills to thinking and learning. 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).

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

Appendix Two: paint milk soft drinks about half a litre more than a litre coffee ice cream about a litre liquid soap petrol water half a litre oil almost a litre tea half full almost full nearly full juice approximately

Language about capacity


Appendix Three) Container Estimation Actual Capacity