Académique Documents
Professionnel Documents
Culture Documents
Desired Results
Indiana Academic Standard(s)
3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and
the volume of objects in quarts (qt), gallons (gal), and
liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving
masses or volumes that are given in the same units
(e.g., by using drawings, such as a beaker with a measurement scale, to represent the
problem)
Enduring Understandings
Essential Question(s)
Learning Plan
Learning Activities
The class is gathered in the family room and begin to brainstorm various units
of measurement that they know in order to introduce the concept
A powerpoint presentation following lesson 15-1 and math lesson along with
reteaching worksheet is given
Kids split into groups of 3 or 4, spread out among 8 stations around the room
each station has a container marked pint, quart, etc. and a Tupperware container
filled with rice
Describe a follow up activity that would build on concepts you have presented.
Apply the knowledge on a larger scale a worksheet detailing larger examples such as fuel
tankers, etc. using larger units such as tons and gallons.
What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
The students always love these hands-on activities, so they were excited to take turns pouring the
rice into the containers. Also, when it came time to clean up, every kid wanted to use the vaccum
to suck up the copious amounts of rice. The novelty of the experiences exites them no matter
what it is, which is one of the many reasons I love young kids.
How did you involve the children in the closure of the activity?
At the end, we shared our answers, predictions, and measurements found throughout the
worksheets. Different groups would describe different predictions, etc.
Describe what changes you would make and what you would keep the same if you presented the
activity again.
I would refine the process of actually retrieving the rice and pouring it into the cup. I would make
each container use a funnel of some sorts, as rice was getting all over the room. Also, when done
filling the containers, they would try to pour it back into the Tupperware container with obvious
failure. Better explanation for these procedures would help immensely.