Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Date

Mrs. Albaitis, Jake Horstman

10/29/15

Subject/ Topic/ Theme

Volume-Metric

Grade _3rd____________

I. Objectives
How does this lesson connect to the unit plan?
Unit plan is about measurement and volume. Lesson teaches metric units for measuring volume.
cognitiveR U Ap An E C*

Learners will be able to:

Ap
E
C
An

Measure liquid volume in metric units

Estimate liquid volume in metric units
Represent and solve word problems involving metric units of volume
Relate metric units of volume to Imperial units of volume

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
Students will be able to measure and estimate liquid volumes and masses of objects. [CC.3.MD.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.

Volume, what is it? Part-part-whole relationships, Mathematical procedures

Pre-assessment (for learning):
Formative (for learning): Some problems from this lesson will show up on the mini quiz during the next lesson

Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

Summative (of learning): Problems done during this lesson will be similar to ones that show up on the

final assessment
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Projector in front of class to make
pages visible and students can
follow along. Also their workbooks

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
All students will be given
whiteboards. If students cannot
raise boards to show answers they
can get help from an elbow partner.
Desks will be set up for all students
to easily navigate the classroom.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

The symbols for liter (L) and

milliliter(mL) will be used

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Students have whiteboards and

can display answers and
thoughts on board for teacher to
see. When they are in front of
class they can use a microphone
for all students to hear.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
All students will participate on the
same worksheets. All of them can
help each other and they all will be
on the same questions. Few
problems will be done on the board
and selected students can complete
this with the class
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students can agree or disagree

with other students with
problems on board or elbow
Partners to solve different
problems in workbook.

Provide options for comprehensionactivate, apply & highlight

Workbooks and sheets to

practice and hands on examples
to apply the concepts taught in
class.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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

At the end of the day a

Students can monitor their own
homework sheet will be taken
progress through homework and
home to be completed for the
completing worksheet problems
next day.
at the end of the lesson.
Liter bottle, beaker that measure milliliters. Math expressions book. Pencil, eraser, paper, whiteboard,
desk, kidney table.

Students will be in desks in rows or columns facing the front of the classroom.
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
(as students are coming in for recess have them get
(come in from recess and answer the questions that
out their whiteboards. write these questions on
will be written on the board. Ask elbow partner if
white board: how many quarts are in a gallon?
they have questions)
How many cups in a pint? And, How many pints in Follow and track speaker, answer questions and
a quart?
give conversation when applicable to the lesson.
Go around and check students answers as they are
eating and cleaning up their snack
After snack is cleaned up select students to come
up in front of class and solve them, or they may
answer questions from seats.)
Connect volume with previous lesson. Review
what volume is. Show a quart container, students
should remember this from previous lesson.

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

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Review units of measure from previous lesson

(pt,c,q,gal,etc.) ask students if they know of any
other types of units? Most likely they will come up
with metric units.
Today we will be talking about liters and milliliters.
The metric system divides or multiplies evenly
nicely together unlike the Imperial unit system.
(Review conversions. 2 cups =pint, 2pints-quart,
4quart=gallon)
The metric system uses conversions by tens, or
hundreds, or thousands. The milliliter is 1000times
smaller than the liter. That is to say that it takes
1000mL to fill a 1liter container. (Lets try?? (Dont

Answer questions and follow along in workbook

Think about previous lesson(s) and make
connections.

it would take to long and students would lack

focus)).
Ask: Which unit from yesterday or today would be
best to measure a very very very small amount of
water?
What would be easier to fill a cup using a milliliter
or a liter?
SO there is a huge size difference between the liter
and milliliter
Turn to page 167 in workbook-go over with
students
Turn to page 168 in workbook and go over with
the students

Closure
(conclusion,
culmination,
wrap-up)

Reiterate that metric and Imperial units are

different. There is some similarity but they are
different size measurements. Different units help in
different situations. There is usually a best-fit unit
for measuring different quantities.

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.)
I thought this lesson went well. This lesson built off of the lesson yesterday about volume. No knew ideas or math was
introduced to the students, the only new units introduced were liters and milliliters. I struggled with creating a lesson that
was exciting. Because the lesson was not anything new I could not think of a great motivational introduction to draw in the
students attention. Also as I developed the lesson I think that it was bland. I introduced the topic and then worked on some
worksheets to help instill the new units. The math word-problems were exactly the same as the previous day just the units
were different. I think that next time I do this lesson I will combine this lesson with the previous day. It will make for a longer
math lesson but the math is the same they need to know its just the units that change. At the beginning of the lesson There
was an issue with a student where the principled was called in. I did not call it in or have to directly deal with the student but
the other students and I were distracted but what was happening in the back of the classroom. It put me in a difficult spot
because I had not introduced the lesson so I could tell the students to work on something to get their mind off of what was
going on. I just continued with my introduction and I tried to ignore it best that I could and I called for the focus of students
when I noticed them turning around to see what was happening. This fuss took a little out of my focus for teaching so I had to
take a moment to look back at my lesson plan so that I could continue in the way I wanted to. From what I could see the
students understood the concept of liters and milliliters. They understood that milliliters are a lot smaller than a liter. I did
not bring in a dropper to show exactly how small a milliliter. Next time I definitely think that I will bring in a dropper so the
students can really see the size difference. Also looking back I could have made my time much more efficient, I am a very new
teacher and I understand that it will come eventually. During worksheets I could have assigned students to do problems on
the board right away so that when I asked they were ready, instead I waited till the class was down on the worksheet. Some of
the kids were sitting and messing around for a few moments because they finished first, I could have had them help other
students will working or had them put their work and answers in the board. Next time I can try these new things and as I
continue to teach I can try to make my class as efficient as possible.

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