Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Ian Fleming

Date
10/29/15
Grade ______3rd__________

Subject/ Topic/ Theme

Measurement: Volume

I. Objectives
How does this lesson connect to the unit plan?
This lesson focusses on volume as a key component of the unit Measuring Realistically. Volume is the third of three main components of this unit plan, which focusses
on measurement in real life.
cognitiveR U Ap An E C*

Learners will be able to:

Recognize objects in their daily lives that can be measured using volume.
Estimate the volume of a liquid given options to choose from
Use a measuring cup to measure the volume of a liquid
List and differentiate between units of volume

physical
development

socioemotional

R
Ap
Complex
Overt
Response

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.MATH.CONTENT.3.MD.A.2
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Understanding that measurement is all around us. Knowledge of how to use a measuring tool in
general (not necessarily a volume measurement tool). Students should understand that when something
has a larger volume, this means that it has more liquid than compared to something with less liquid.
Pre-assessment (for learning): Students took a pre-assessment test to show what measurement skills they have
mastered from second grade, and what third grade skills and concepts they may know already.
Formative (for learning): Judge how well the students grasp the concept of measuring volume, and then gage
the rest of the lesson based on whether they have mastered that essential skill.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Throughout the lesson, two or three times, have students close their eyes and selfevaluate their personal knowledge of what was just covered by using a thumbs up, thumbs sideways, or thumbs
down.
Summative (of learning): At the end of the lesson, having students work on pages from the workbook

allows for the teacher to see just how well they understand the ideas and concepts just learned. Also,
verballing quizzing the class as a whole and calling on students who arent participating helps show
the teacher how much of the material was understood.
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Using actual objects that represent

the size of specific liquid volumes.

Students using just learned

knowledge of how to measure
volume to make Kool-Aid for their
group.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Explain to the class that we will be
making Kool-Aid using the
knowledge of how to measure liquid
volume that we as a class just went
over.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Allowing students to see what we
are talking about as I take notes on
the board for the class to see, as
well as hearing it verbally from
other students and myself.

Provide options for comprehensionactivate, apply & highlight

Allow for students to see how this
lesson of volumes relate to the three
previous lessons of weight and
length by having students
brainstorm on their own.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for expression and

communication- increase medium
of expression
When working on worksheets,
picture the processes that were just
performed in the Kool-Aid activity
in the workbook problems.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Ask key idea questions to students
as they work in groups to spur
proper thinking processes.
Challenge the students to think
outside of the box with higher order
thinking questions.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students working collectively

with their groups to make KoolAid for the entire group, while
using volume measurement
tools.

Have the students self-assess

themselves two or three times
using the closed eyes and
thumbs up, sideways, or down
evaluation method.

Measuring cup, quart, pint, liter, milliliter, and gallon jug

Kool-Aid packs or separated amounts of it for each group, as well as water.
Kool-Aid activity worksheet
Raised table at the front of the class for materials and demonstrations.
Workbook pages 164, 165, and 167

For this lesson, the room will be set up in pods of four desks. This will allow for students to do the
Kool-Aid activity in their pod groups instead of individually.
How will your classroom
be set up for this lesson?
III. The Plan
Time
5-8

Components
Motivation
(opening/
introduction/
engagement)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Begin the lesson by gathering all of the
Think back to the previous lessons and what
students on the carpet in front of the rocking
was learned. Recall the learned information of
chair. Ask the students these memory retrieval
weight and length, do ones best to use that
questions: What are the names of the two types
knowledge to think about volume as well.
of measurement we have learned in depth so
Think of situations in ones life in which
far? On the first day, what did we say volume
measuring volume takes place. Share with the
was? (flip to the large piece of paper in which
class and think of ways that we measure liquid
the class wrote their examples of volume in
volume.
their daily lives) What do you think we use
volume for? Looking at the list of ideas we
came up with on the first day of the unit plan,
which of these ideas resemble measuring
volume?
o Take the time as a class to answer
these questions on the carpet and ease
into the topic of volume.
Explain to the class that today we will be
learning how to measure liquid volume using
measuring cups. Instruct the class to go back to

their seats, clear their desks, and wait for

further instructions.
10

Development
(the largest
component or
main body of
the lesson)

20-30

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Using a raised table, show the class how to

measure liquid volume. (use some sort of
colored liquid so that it is easier for the class to
see)
o Be sure to stress that sometimes the
liquid doesnt always line up at a line,
so when we are measuring for an
exact amount of a liquid it is our job
to get it as close as possible.
o Using the doc cam, show on the
measuring cup how it goes up in mL,
cups, etc.
o Bring in at least one object to show
how big a cup, pint, quart, gallon,
liter, and a milliliter are.
In their groups, explain that today we will be
making Kool-Aid. First lay down some ground
rules for each group.
o Follow the instructions of the teacher
on what to do with the tools and
materials.
o Everyone will get one warning of
goofing around with materials, and
after that they will have to go ahead
and work out of the workbook while
their group continues to do the KoolAid activity.
o Upfront on the table, run through with
the students how to make Kool-Aid
following the instructions from the
package. Write the instructions on the
board step by step so that students can
make the Kool-Aid more easily.
o After a large batch is made for each
group with the materials theyve been
given, instruct the students that they
will need to evenly divide up the
larger portion of Kool-Aid using a
measuring cup.
o (REFER TO THE KOOLAID
ACTIVITY HANDOUT)

Pay attention closely to the steps the

teacher uses to measure volume, so that
one can measure liquid volume later on in
the lesson with their group.
Be sure to pay attention to the objects
representing various sizes in liquid
volume. These representations will come
in handy later on in the workbook.
Work diligently in ones pod while
following the rules that the teacher laid
down for making Kool-Aid.
Be sure to measure correctly and not just
simply poor an estimated amount in. If not
measured correctly, the Kool-Aid wont
taste as good and the students wont learn
from the activity.

After every pod group has had the chance to

Follow directions so that the entire lesson may
make their Kool-Aid, instruct the class to drink
be completed in a timely fashion.
their cup of Kool-Aid quickly in the next 5
Listen as a pod as the class works through the
minutes.
first two problems. Then, work quietly on the
Instruct the class to open their workbooks to
next problems as instructed by ones teacher.
page 164.
Think quietly and raise ones hand to
10
o Do number 7 and 8 with the class,
contribute to the class closure discussion on
Closure
and then instruct the class to do 9-12
what was learned today. Be sure to think back
(conclusion,
on their own.
to the activity and the worksheets that were
culmination,
o After having completed all of page
completed.
wrap-up)
164, move the class on to page 165
and 167 if there is time.
As a whole, reconvene the class and ask the
class similar questions to the intro of the
5
lesson: Can someone please explain to me how
we would measure 5 milliliters of water? By
yourself quietly, think of 3 times in your daily
lives that you measure volume. Do you
measure exactly, or estimate the volume you
are measuring? *Compare some of the
measuring sizes of volume to each other and
ask the class which is bigger*
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
5-8

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