LESSON PLAN THREE Capacity Puddles Lesson duration: 60 minutes Stage 2 Year 3 Rationale Syllabus Outcomes MS2.

3 Unit 2 (millilitres and displacement) Estimates, measures, compares and records This lesson aims to show students the interrelation of volume and volumes and capacities using litres, millilitres and cubic centimetres capacity. During this lesson students will be engaged in a number of hands on activities that will meet different learning styles and will allow WMS2.2 Applying strategies WMS2.3 - Communicating all students to have a go. Students will also be placed into groups so WMS2.4 - Reasoning that the higher ability students will be able to assist the lower ability students. This lesson also aims to incorporate students prior knowledge WMS2.5 - Reflecting and real life experiences so that the learning is more contextualised for students and in turn more beneficial. Prior Knowledge Risk Assessment Resources Different sized containers and bottles (some of In the previous lessons, students have There is a very low risk of injury during this developed knowledge about volume and lesson. which have the same capacity but are different capacity. Things to watch out for: Teacher to set up a safe learning shapes), enough for 3 per group. environment i.e. check for hazards. Encourage positive behaviour. Chalk Note and take into account any special Measuring jug in millilitres needs of students. Students sitting on chairs correctly. Instructions (appendix five) Students moving around the classroom watch where they are walking. Students will be outside for the majority of this lesson and students need to be in a safe area where the teacher can keep an eye on all students. Students will also be working with water and will need rules and guidance on how to work responsibly. Specific Teaching Target (As the teacher, what am I expecting to learn?) Syllabus Indicators Time Content/Learning Experience Teaching Class Organisation Integrated

Strategies/notes Indicators:
* Estimating, measuring and comparing capacities * Using the abbreviation for millilitres and litres * recording capacities

Assessment Whole group sitting on the floor in a circle/standing around the tables at the wet area. Teacher is to question students as they conduct the activities. Teacher to assess using an annotated class list (appendix four). Teacher to use the extended brainstorm to assess understanding and plan for future teaching and learning.

10 mins

10 mins

1) Put two different sized containers (i.e. one tall, one wide) into the middle of the circle. These containers will hold the same amount of water (have the same capacity). Ask students to tell you which one they think will hold the most amount of water? Get students to come over to the wet area and help you conduct an experiment. Pour the contents of the containers into separate jugs and mark which container the water came from. Ask students what they think will happen if they pour the water from the wide container into the tall container and vice versa. Pour the water into the opposite containers and ask students if their guess was right. Why/why not? Explain to students that the capacity of the containers is the same, but the volume (the space that the container takes up) is different that is why it looks like one will hold more than the other. 2) Students are to sit back down in the circle and the teacher is to bring out some different sized bottles and ask students to think about which container would hold the most water and which would hold the least? Get students to try and organise them into an order; highest capacity to lowest capacity. Ask students how they can be sure this is right? Remembering that some containers may have the same capacity even though one looks larger than the other. Ask students to remember last lesson and how they found out the actual capacity of their containers. If students dont bring it up, bring up the idea of scales and measuring how much liquid can fit in the bottle. Remind students about bottles usually having a

Demonstration Explicit Instruction

Encourage questions and discussion. When outside, the teacher is to bounce between the different groups offering assistance and assessing. Incorporate students preferred learning styles Whole group- circle on the floor

*Note* - The assessment should focus on the indicators for this lesson. When observing the teacher can use some form of note

20 mins

15 mins

number on the label telling you how much liquid can fit inside, as they saw yesterday. These bottles dont have the labels on them so explain to students that we will have to estimate (or guess) how much each bottle can hold. To do this we are going to go outside and make capacity puddles. 3) Students will be in groups of 4 and each group will be given 3 bottles each. They will also be given a piece of chalk. The class is going to go outside and find a place in a certain part of the playground and they are to work together to put their bottles in an order starting with the bottle they think will hold the most water down to the one that they think will hold the least. Students are then going to test their theories by drawing a circle the size of the puddle they think the water in their bottle will make. Students are then to fill up their first bottle with water and pour it into the middle of the puddle circle they have drawn for that bottle. Students are to reflect on the size of their puddles estimate. Was it too big or too small? Repeat with the two remaining bottles and get students to rearrange their bottles if needed and re draw their puddle estimates. Give students a couple of goes to try and get their bottles into the correct order. 4) Once students are happy with their order get students to write a number one on the bottle they think will hold the most, two on the next size down etc. Go back up to the class room and get each group to explain what they did to get their order, than measure the capacity of each bottle and see if students estimates were correct. Get students to write down the exact

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.

Groups of 4 outside on a cement area where all groups can be seen by the teacher.

measurement of their containers in millilitres and litres using the abbreviations, on stickers then label their bottles. As a class organise the bottles into an order from highest capacity to lowest capacity.

Inside as a whole group

5) Extended brainstorm- Go around the class and 5 mins

ask each student to state one thing they have learnt in the lesson. Was this the best way to work out the capacity? Why/Why not?

8 Aboriginal ways of learning

Reference: http://8ways.wikispaces.com/

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 Four) Name Comments Indicators achieved

Appendix Five)

Capacity Puddles: Instructions 1: Line up your bottles starting with one that holds the most to holds the least.

2: Guess the puddle size and draw your puddle.

3: Was it too big or too small?

4: Rearrange your bottles and try again.

5: Label your bottles from holds the most to holds the least. 1 2 3