Week 9 Monday 25th of June 2018 Lesson 1/2

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary Students’ Prior Knowledge:
-Students’ have heard of and have a brief
Time: 11:15am-12:00pm understanding of the terms heavy and light.
Date: 25/6/18 -Students’ have been given opportunities to apply the
words heavy and light to particular objects.
Learning Area: Mathematics -Students’ have been introduced to the topic of
capacity and have a brief understanding of it.
Strand/Topic from the Australian Curriculum
Measurement and Geometry
-Use direct and indirect comparisons to decide which is
longer, heavier or holds more, and explain reasoning in
everyday language (ACMMG006)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Understanding, Problem Solving, Reasoning.
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Explain the word capacity.
 Order containers from which container has the most liquid to which container has the least amount of liquid.
 Fill containers correctly according to name tag allocated.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
-5 plastic cups filled with different amounts of water. -For students that are misbehaving during the lesson
- Name tags labelled full, nearly full, half full, nearly empty the teacher will use her one, two, three warning
and empty. behaviour system.
-Teacher Directed Table: 5 plastic cups, large container -The teacher can also move students down on the
filled with sand, spoons/scoopers, name tags, assessment castle behaviour chart if they are misbehaving and not
checklist. making good choices.
-Table Two: Plastic and wooden small blocks, different -The teacher must be prepared to respond to any
sized containers. questions on words in the story that the children do not
-Table Three: Playdough and playdough utensils. know of and ensure that she explains the words clearly
-Table Four: Foam blocks. to the students.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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 Week 9 Monday 25th of June 2018 Lesson 1/2

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
11:15am The teacher will bring all the students in from the outdoor classroom block, segment where they will
asking students to put their hats back into their pigeon holes and be seated in be introduced.
a circle on the mat ready for the teacher to begin the lesson.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

The teacher will introduce the topic of capacity again to the students by
explaining to them what the word means.

- “Today in maths we are going to be revisiting our funny word called

capacity.”
- “Capacity is how much something/an object can hold.”

After reintroducing the term to the students, the teacher will provide examples
again of what is meant by the word capacity. The teacher will also talk about 5 plastic cups filled with
the terms used to describe the capacity that an object is holding. These terms different amounts of
are full, nearly full, half full, nearly empty and empty. The teacher will take out water.
five plastic cups that are filled with different amounts of water according to the
terms being discussed. She will then ask the class the following questions:

- “Are all these cups the same size?”

- “Do all of these cups have the same amount of water in them?”
- “Can someone come and help Ms Rocha put these cups in order from which
cup is holding the most water to which cup is holding the least amount of
water?”

Once the cups have been put in the correct order, the teacher will bring out Name tags labelled full,
11:20am her name tags labelled full, nearly full, half full, nearly empty and empty. She nearly full, half full,
will ask a student to place the correct name tag next to the corresponding cup nearly empty and
that contains that amount of water in it. empty.

- “Who can help me match my name tags to the correct cups that have that
amount of water in them?”
- “Do we think this name tag is right and it does match this cup?”

After discussion on these questions has ended the teacher will explain to the
students what table top activities are available for them to explore during the
lesson.

11:30am At the teacher directed table each student will be given a plastic cup and the
teacher will distribute each student with a name tag labelled full, nearly full,
half full, nearly empty or empty. There will be a large container filled with
sand in the centre of the table and some spoons/scoopers to use when 5 plastic cups, large
retrieving the sand. The students must fill up their cup according to their container filled with
name tag that they have been allocated and the teacher will assess each sand, spoons/scoopers,
students ability to do so. Once this has been completed by each of the name tags, assessment
students, the students must then work together as a group to organise the checklist.
cups with their name tags from the cup that has the most sand in it (full) to

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the cup that has the least amount of sand in it (empty). The teacher can ask
questions to prompt the students in their understanding on the concept of
capacity:

- “How have you shown that your cup is (full, nearly full, half full, nearly empty
or empty)?
- “Which cup do we think has the most sand in it?”
- “Which cup do we think will have the least amount of sand in it?”

At a second table there will be different sized and shaped containers laid out,
there will also be some small plastic and wooden blocks from the maths Plastic and wooden
corner. At this table the students are free to use the blocks to explore how small blocks, different
many blocks fit into each container. They can also see which containers hold sized containers.
the most and the least number of blocks in them.

At a third table the playdough will be set out and the students will be able to
make different sized containers/blocks out of the playdough such as large or Playdough and
small containers/blocks. Then they can roll up little playdough balls and place playdough utensils.
them into their boxes to see how many balls their playdough created
container/box can hold.

At a fourth table the foam construction blocks will be set out which the Foam blocks.
students are free to build things with.

Lesson Closure:(Review lesson objectives with students)

12:00pm The teacher will ask the students to pack away the table or area that they
have been at and help out any other students with packing away as well if
their area is already clean. The teacher will then get the students to sit in their
designated squares on the mat and patiently wait until the teacher is ready to
get the students to wash their hands in time for lunch.

Transition: (What needs to happen prior to the next lesson?)

Prior to next lesson, the teacher will ask the students the following questions
about weight and what they had learnt in the previous maths lesson:

- “What did we learn about in our last maths lesson?”

- “Who can explain to the rest of the class what the word capacity means?”
- “What were the 5 different terms that we used to describe how much water
was in the cups?”

Assessment: (Were the lesson objectives met? How will these be judged?)
Assessment of whether or not objectives were met will be carried out during
the teacher directed table top activity. As each student is filling up their cup
according to their name tag allocated, the teacher will be assessing whether
or not they compile to their name tag. The teacher will also ask the students
the questions that have been outlined to gain an understanding on whether or
not the student knows the content taught.

As the students are responding to the instructions given, the teacher will use
a checklist of her students’ names to record their achievement of objectives.
The teacher will create three columns on the checklist, the first column is for
the students who are capable of filling up their cup correctly according to their
name tag and has put their opinion in the ordering process of the capacity of
each cup. The second column is for students that have tried to match the
amount of sand they have placed in their cup to their allocated name tag but
has not quite demonstrated it correctly but have demonstrated an

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understanding on the topic of capacity. The third column is for students that
cannot fill up their cup correctly according to their allocated name tag and
didn’t not correctly contribute to the ordering process of capacity, thus
requiring further assistance by an educator. If the students do not
demonstrate competence in the lesson objectives, then the teacher will have
to design another lesson to explicitly teach the content to meet the lesson
objectives.