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Lesson8 Capacity

The lesson plan introduces 2nd grade students to the concept of capacity. Students will watch a video about capacity, participate in a demonstration of capacity equivalencies using water and containers, then play a matching game to practice converting between cup, pint, quart and gallon measurements. The teacher will assess students' understanding through an worksheet, observation of their game play, and an exit slip question about what they learned.

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144 views6 pages

Lesson8 Capacity

The lesson plan introduces 2nd grade students to the concept of capacity. Students will watch a video about capacity, participate in a demonstration of capacity equivalencies using water and containers, then play a matching game to practice converting between cup, pint, quart and gallon measurements. The teacher will assess students' understanding through an worksheet, observation of their game play, and an exit slip question about what they learned.

Uploaded by

api-357238986
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TCNJ Lesson Plan

Capacity

Student Name: Gabi Sabony School Name: Hopewell Elementary School


Grade Level: 2 Host Teachers Name: Claudia Scotti

Guiding and/or Essential Questions: What is capacity? What are equivalent measures of
capacity?

Pre-lesson Assignments and/or Student Prior Knowledge: Students may know what different
capacity measures are, such as gallon, quart, and cup. Students should know how to roll a dice.

Standards:
CCSS.ELA-Literacy.SL.2.6. Produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification.
CCSS.ELA-Literacy.SL.2.1.c. Ask for clarification and further explanation as needed about the
topics and texts under discussion.

Learning Objectives and Assessments:


Learning Objectives Assessment

Students will write equivalencies of pint, Teacher will assess student answers orally
quart, cup, and gallon. and on paper by collecting their worksheets.

Students will answer the question, What Teacher will assess the written work for
are two interesting things that you learned comprehension and accuracy.
today?

Materials/Resources:
Projector
Computer
Video:
https://www.youtube.com/watch?v=E4UC_StFhAk&list=PLkeLQieTmtHPKCLLIQ53u7Z0ICG
wuPisU
Pencils
Game cards sheets- 19
Dice- 19
Equivalency worksheets- 19
Coloring supplies
Exit slip paper- 19

Plan for set-up/distribution/cleanup of materials:


At each table grouping, there are bins with pencils, coloring supplies, and scissors. I will
copy and have available all worksheets that are needed before the lesson begins. I will set up the
video on Mrs. Scottis computer beforehand, and I will make sure the Document Camera and
projector are working before the lesson begins. I will collect the worksheets at the end of the
lesson. I will provide the students with a small bag for their game pieces, which I will then
collect with the die.

Step by Step plan:


1. Lesson beginning: With all students at their seats, I will explain to the students that we
are going to learn about capacity, and I will write the word on the board. I will explain
that before we begin, we are going to watch a short video about capacity.
2. We will watch the video.
3. After the video, I will call the students over to the kidney-shaped table for a measurement
equivalency demonstration. I will explain that today, we are going to discuss capacity,
which is how much a container can hold. I will have the materials on the table, but I will
begin with a pitcher of colored water, cup, and pint. I will use food coloring in the water
in order for the students to better see the water in the different containers. I will show
that the cup, which is also called a half-pint, can fit into the pint two times over. To do
this, I will pour the water from the pitcher into the cup, and then pour that water into the
pint. Then I will then pour more water into the cup, which will also go into the pint,
showing that two cups are the same as one pint.
4. I will demonstrate the same but using the pint and quart containers, as well as with the
quart and gallon containers.
5. While the students are watching the demonstration, they will write equivalencies on a
provided worksheet. We will review the answers as a class to make sure that all students
have the correct answers and are not confused.
6. I will explain the directions for the game that they will play. Each student will receive a
die and a sheet of game cards. They will be instructed to cut out the game cards, after the
directions have been said. After the game cards are cut out, the students (in partners) will
lay the cards out on their desk. Students will take turns rolling the die, and the number
rolled will be the number of cups they will play with. They will trade their cups into
pints, and keep the untraded pints. Students will try to trade their cards until they have
reached gallon. The first student to reach gallon wins! (Ex: if the player rolls a 4, they
will take four cups and trade it into 2 pints. They will trade the pints for a quart, and
when they have enough, they will then trade four quarts for a gallon card.) The students
will be instructed to use their equivalency worksheet as a reference if needed.
7. After the directions, I will answer any questions, hand out the die and game card sheets,
and dismiss the students to play. I will explain that the students should play about two
times, depending on time.
8. If there is time, the students will be given a GallonBot worksheet to color.
9. Closing: I will ask all students to place their worksheets in the bin and to hand me their
card games and die. I will then ask the students to go back to their seats. I will hand out
a half sheet of paper with the question, What are two interesting things that you learned
today? I will give them a few minutes to answer, and when they are done, they will be
instructed to hand in their paper, get ready for lunch, and line up.

Key Questions:
How many cups are in a pint?
How many pints are in a quart?
How many quarts are in a gallon?

Logistics:
Timing:
Introduction/video: 6 minutes
Equivalency demonstration: 10 minutes
Directions: 5 minutes
Game: 15 minutes
GallonBot worksheet: 5 minutes
Closing: 4 minutes
Total: 43 minutes

Transitions: Students will move from the rug to their seats and around the room quietly and
nicely.

Classroom Management: Students are instructed to use the silent connection hand signal if they
can relate to something, instead of calling out. I will remind students to keep their voices low
while they are playing the game. I will make sure that all students have a partner, and if needed,
a group of three. While students are playing, I will walk around the room to make sure that the
students are playing, staying on task, and not having any problems. Students will be allowed to
play at any places in the room, such as on the rug, the floor, and at their seats.

Differentiation
If I notice that the students are done with the game early, I will provide them with the GallonBot
worksheet to color. Students who are having trouble with the game will be helped and I will
explain and demonstrate the directions again.

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