welton reflective teaching plan

7/30/2019 Welton Reflective Teaching Plan

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ED421 Elementary Science Methods

INSTRUCTIONAL PLANNING TEMPLATE

Your name(s): Kristen Welton

Title of lesson/activity: Accurately Measuring Weight and Volume

Teaching date(s) andtime(s): 2:45 November 8, 2012

Overview and Context

Overview: Students will learn to measure volume usinggraduated cylinders, beakers, calibrated cups. Theywill also learn to measure weight using scales.

Estimated time forlesson/activity:

45 minutes

Context of lesson: Students have just started learning about theproperties of matter. This lesson will investigateweight and volume along with other properties ofmatter.

Sources: Matter Teachers Manual

Grade level and school: 4th grade Burns Park

Learning Goals

Learning Goals (1-2 in

each)

Connection to Standards Connection to Activities

Science Content

Students will be able to

use the volume and

weight tools and give

appropriate units of

measure. They will give

precise answers.

M.UN.04.01 Measure usingcommon tools and selectappropriate units ofmeasure.

M.PS.04.02 Give answersto a reasonable degree ofprecision in the context ofa given problem

Students will be measuringvolume and weight. Theywill give precise answers.

This content is seen in

their math class. However,they will receive theappropriate tools forsolving these problems inscience.

Science Practices

Students will be able to

measure volume using

beakers, graduated

cylinders and calibrated

cups and weight using

scales

S.IR.04.05 Make accuratemeasurements withappropriate units for themeasurement tool.

Students will be measuringthe amount of water in agraduated cylinder and willrecord their data withaccurate units on theirworksheet. They willtransfer the water into a

beaker and measure thesame amount of waterwith different units. Theywill weigh objects onscales.

Claims with evidence

students could generate

Smaller increments lead to more accuratereadings. The students will generate this claimby looking at various examples on overheads ofmeasurement tools with different sized

ED421 F2012University of Michigan, Undergraduate Teacher Education Program page 1 of 9For interns beginning the program in Fall 2011 (PPP2) Rev. July 2012


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increments.

Students will be able to measure volume and

weight using calibrated cups, beakers, andgraduated cylinders for volume and scales forweight.

Students will realize that cc and mL are the same

because they will be measuring mL in theirgraduated cylinder and transferring that sameamount of water from the graduated cylinderinto the calibrated cup.

Students will be able to make accurate and

precise measurements of volume of a liquid andthe weight of small objects.

Attending to the Learners: First Pass

Anticipating student ideas: Students will have a basic understanding about

what volume and weight are from their mathclass. They will be able to calculate volume.

They will know the concept of weight from

their own experiences. However, they mightnot be familiar with the metric units of weightthat we will be using in this class.

Students will probably not be familiar with the

various weight units. They might know liters,but they do not understand how much a liter ormL contains.

Students probably will not have used the toolsthat are introduced in this lesson.

Students probably will not have learned tocalibrate scales because it had been alreadydone for them in previous lessons.

Students might know that they should look at

eye level when measuring.Making the contentaccessible to all students:

Students will work in groups. Therefore, the

students that need extra help will get addedhelp from their classmates.

Certain students are given jobs to transfer the

materials and when to work with the materials.Student desks are labeled 1 through 4. Thesenumbers help to assign those jobs for certainactivities in the lesson.

Demonstrations and modeling will help ensurethat students all understand the tools andunits. Therefore, background knowledge aboutthe tools and units of measure are notassumed.

Assessments



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Type ofAssessment:

Learning-Goals Connection

Discussion will bean informalassessment tool.I will be able to

assess whatstudents knowbased on theirresponses duringdiscussion.

S.IR.04.10 Compare and contrast sets of data from multiple trialsof a science investigation, to explain reasons for differences.

During discussion students will be comparing and contrasting

their measurements after using certain tools. They will becomparing how cc is the same as mL. They will be contrastingslight differences in measurements.

Students willrecord theirmeasurements onworksheets. Thisis a formalassessment. I cancheck for theappropriate units

and reasonablemeasurements.

S.IR.04.05 Make accurate measurements with appropriate unitsfor the measurement tool.

Students will be recording their measurements using the toolson the worksheet. Each tool has appropriate units that can bechecked on this worksheet.

Instructional Sequence

Materials:

3 graduated cylinders

3 calibrated cups

3 beakers

3 scales

180 mL of water

3 boxes of markers

3 glue sticks

Overhead examples Overhead Markers

Engage

Time Teacher Students

5

minute

s

In todays science lesson we are going to be

learning about how to use certain tools to measure

volume and weight. (Draw a picture on the board of

a line, box, and 3D box) We use volume to describe

how many 3D boxes are inside of here so wemeasure in cubic units or length*width*height.

The problem is that water or a liquid is not easy to

measure as length*width*height so we measure

water in containers we will introduce today. We call

the volume of a liquid capacity because we had to

pour it in order to find out the volume.

Answer questions

about the scientific

tools.



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Graduated Cylinder - Show what a graduated

cylinder looks like and point out that you measure

volume on a graduated cylinder with mL (mL is a

metric unit metric units are used in science class

instead of the English system that we see a lot in

our everyday lives such as gallons.)

Beaker Measured in mL.

Calibrated cup Show what a calibrated cup looks

like and point out you measure the volume in a

calibrated cup in cc. (cc stands for cubic centimeter

notice that cc measures volume and volume has

units that are always cubed so a cubic centimeter

makes sense.)

Scale What does a scale look like and point out

that scientists measure weight in grams and

ounces. We will be using the grams side. Show theother scale and how it has kilograms and pounds.

(pounds and ounces)

5

minute

s

Demonstrate measure weight

Show students the two scales (bathroom and other

scale)

How are the scales similar? (weight,

measuring)

How are the scales different? (bathroomscale weighs heavier objects, and the other

scale weighs smaller units)(They also have

different increments)

Model how to use the scales to measure an object

Set scale on surface

Set scale to zero you want to make

sure you start at the same place for

every object that you weigh

Place object on scale

Bend to eye level

Show example of measuring scissors and stapler on

a bathroom scales versus a smaller scale.

How much it weighs on the bathroom scale

Students will answer

the discussion

questions and watch

the demonstration.



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is about 1 pound for both but there is a

bigger difference between the smaller scale

numbers.

What can we conclude about weighing

things on a bathroom scale versus the scale

that we are going to use? (bathroom scale is

for heavier objects and other scale is for

smaller lighter objects because there is a

smaller maximum)

5

minute

s

Demonstrate measure volume

Show students the graduated cylinder, the

calibrated cup, and the beaker.

How are they similar? (measure volume,

measurement markings, beaker and

graduated cylinder same units)

How are they different? (graduated cylinder

narrower, different increments marked,

different units)

Model how to use a graduated cylinder

Lower their head so eyes are level with the

water if you are above eye level the reading

is less than it actually is and if you are below

eye level the reading is more than it actually

is

Sometimes the water looks curved. This is

called the meniscus. This happens because

the water sticks to the sides of the

graduated cylinder. Water always does this.

However, because the graduated cylinder is

narrower it is more noticeable. Draw on the

board an example.

Record the measurement from the bottom of

the meniscus. Choose the mL marking that

the bottom of the meniscus is closest to. If

the water is between 60 mL and 80mL

record 70 mL. (Demonstrate on drawing on

the board). It is important to be as precise

as possible and try to measure to the exact

marker.

Students will answer

the discussion

questions and watch

the demonstrations.



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Model how to use a calibrated cup

Demonstrate how to carefully pour the water

from the graduated cylinder to the calibrated

cup to the beaker.

Lower head so eyes are level with the water.Use the cc marking closest to the water.

Model how to use a beaker

Demonstrate how to carefully pour the water

into the beaker.

Lower head so eyes are level with the water.

Use mL markings.

5

minutes

Further examples to practice

Show scale picture on the board. Ask for volunteers

to say how much each object weighs. Ask everyone

if they agree or disagree.

Show graduated cylinder picture. Ask for

volunteers to come up and record the

measurement.

Are the increments on the measuring tools

the same? (No, left hand side has smaller

increments)

How might the size of the increments relate to how

accurate the measurements are? (smaller

increments are more exact)

Students volunteer

answers.

Experience (15 minutes)


4

minute

s

Directions

I am going to pass out 4 sheets.

1. The first sheet has directions on using the scale

to measure the weight of two objects.

2. The second worksheet is for your observations.

You will only record the first two rows because you

will only be weighing two objects. You will weigh

Students will read

through the sheets

as I explain whatthey are doing.



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the same object 2 times.

3. The third worksheet contains the directions on

how to measure volume.

4. On the fourth worksheet you will be recording

your observations about volume. You will bemeasuring the water using the graduated cylinder

and then pouring that water into the calibrated cup

and then pouring that into the beaker. Only record

in the first row.

5. The last worksheet is one that you will be filling

out when you are not making observations or when

you are finished making measurements.

Tables 1, 2, and 3 will get a scale so they will do the

weight worksheets first. Tables 4, 5, and 6 will get

a graduated cylinder and a calibrated cup so theywill be recording volume first.

I would like table 4 to demonstrate how to do

effective group work. Notice how quietly they are

working together.

I would like the person in seat 1 at tables 1-3 to

come up and get their materials. Now the person in

seat 1 at tables 4-6 come up to get your materials.

10

minutes

Rotate around the room answering questions and

keeping track of time. Ring the bell at 3 minutes tohave the students switch.

Specific things to do during circulating

notice units, make sure students are reading

at eye level, make sure students are

calibrating the scales. Make sure all the

students are participating.

When students are done making measurements

have them work on worksheet about where they

have seen volume and weight in their own lives.

(discuss at the end of the lesson)

Students will

participate in makingmeasurements and

recording these

measurements on

their worksheets.

1

minute

Have the students in seat 2 bring materials with

them up to the front.

Students in charge of

materials will bring

them up to the front.

Explain



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5

minute

s

Volume

Have a volunteer share the volume measurement

they got from the graduated cylinder and then from

the calibrated cup. Record this on the board.

Ask students the following questions:

Did anyone get different results?

Why did they receive different results?

(Possible answer water lost or not precise

with measurements)

Was the same amount of water in the

graduated cylinder as in the calibrated cup?

(yes)

Participate during

discussion.

5

minute

s

Weight

Have a volunteer share the weight measurement

they got from the glue stick. Record on the board.

Ask students the following questions:

Did you get the same weights as this group

did?

Do you think the weight changed? (No)

What caused the differences in weight?

(possible answers include not calibrating or

not being precise)

We noticed small differences in our data which is

normal. However, large differences should be

noted and could be due to errors made when

measuring.

Participate in

discussion.

1

minute

Conclusion

(Have students share some places they have seenvolume and weight in their own lives) Today we

learned additional information about how to

measure volume and weight. These will be

important measuring tools that we will be using in

our next lessons.

Some students share

ideas about where

they have seenvolume and weight.



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Management considerations

Students have been talking a lot during the experience portion of the lessons.

I will go over expectations about students behavior. If I give a student

multiple warnings they will not be able to participate. (they will observe)

Students would get up and move around as they finished. I gave a shortamount of time to finish the activity. Therefore, they should not have time to

get up and move around.

Collection and redistributing materials: I have assigned one student to be up

and performing this job. The students I chose would be good candidates

because some needed to be move involved in the activity and others needed

to move around more.

If students are very loud I will say freeze and remind them about what they

should be doing during experiments.

I will count down to get students attention. To make sure I have all the

students attention I will count from 5 and if I see certain students still talking I

will say their names as I count down. I will count to 0.


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