Stetson University Department of Education Daily Lesson Plan

Name: Courtney Pindjak Date: 11-4-19 Time: 12-12:45 Lesson # 6

ELA Integration
Big Idea/Topic: Volume of Matter Grade/ Subject: 3rd Grade/ Science

CPALMS/ Resource link

Lesson Structure: Direct Instruction
Standards: (CCSS/NGSSS/NGSS)
SC.3. P.8.2 Measure and compare the mass and volume of solids and liquids.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

TSW investigate volume as a measurable property of matter.
TSW match appropriate tools and units of measure associated with volume.
TSW measure the volume of solids and liquids using appropriate tools.
TSW measure the volume of solids (e.g., rock, shell, marble, pencil, dice) using the water displacement method.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
TSW write key vocabulary words.
TSW listen to the teacher as she reviews the vocabulary and as she performs the experiment for the class.

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
Displacement: when the volume of a liquid increases because another object (include hyperlinks to videos & websites)
was placed inside it.
Volume: the amount of space an object takes up Graduated Cylinder
Graduated Cylinder: a scientific tool that is used to measure volume Water
Beaker: a scientific tool that is used to measure volume Marbles
Fable: a short fictional story that often has animals and a moral. Worksheet (18 copies).
Moral: a message; something you learn from the story (good or bad). *Fable was provided by Dr. Oslick*

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

Knowledge
What are your findings?
Comprehension
How would you show the experiment in a drawing?
How would you explain what happened to the volume of the liquid before N/A
and after a solid was placed in it?

Lesson Portions: Pacing ESOL Support

• How will you introduce the lesson, assess or activate prior For each level EL at each instructional step.
knowledge, motivate students to learn? (Add additional rows with Tab)
• How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
➢ Highlight differentiated strategies.
➢ Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge) N/A
Tell students that they will be learning about volume and how to
measure it. 3min
Introduce the science topic and how it relates to properties of
matter and the measurements of mass that they have been learning.
- You know how we have been measuring mass? Well today I

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Stetson University Department of Education Daily Lesson Plan

will be teaching you how to measure volume using the

displacement method!! Remember talking about the
displacement method when we worked in small groups on our
pumpkin labs? Who can tell me what the displacement method
is? What are the steps I follow?
Explain the importance of learning this topic.
- It is important as scientists to measure volume!
Instructional Steps: 5min All: Use manipulatives to demonstrate
1. Tell students that they will be reviewing some science vocabulary terms.
vocabulary before beginning the activity.
Show the vocabulary words on the board and support them by
showing manipulatives.
Read each word and discuss with students.

2. Tell the students that they will be reading a short story that All: Give definition on each paper so the
relates to volume and displacement. Afterwards we will do an 5min students can refer back to it at any time.
experiment so that we can apply what we learned. Have them highlight the definition?
- Have my teacher assistants pass out papers.
Tell students what a fable is. Write the definition on the
worksheet and have students underline it while I read it aloud.
- Ask: What is another example of a fable?

4. Read a fable with the class. All: Keep referring back to our chart paper that
Point out properties of matter in the fable as we read. 15min has important terms with pictures. Use the
Discuss how we can use the fable to learn how to measure volume. illustration in the fable to show what is
- Ask: Now that we have read our fable and know what volume happening in the story.
is, how do you think this fable relates to volume? What is the
bird doing? Why do you think he keeps dropping pebbles into
the water, what will happen to the water?

5. Tell students that they will be observing the teacher as she All: Demonstrate experiment and write the
demonstrates an experiment. 25min results on the board so students can more easily
(Have materials ready on back table: graduated cylinder, water, and complete worksheets.
marbles) Refer back to the volume chart paper
Remind students that the tool is a graduated cylinder. Use lady bug and give sample hypothesis with
Ask: What unit of measurement do we use to measure the liquid in sentence starter/ fill in the blank.
the graduated cylinder? What is the abbreviation of milliliters?
- Have a student come up to the board and write it.
Pour the liquid into the graduated cylinder. Show students what
you do when you read the measurement. (squat down eye level)
Tell students what the measurement reads and write it on the
board.
Ask: What will happen once we add marbles to our liquid?
Model a hypothesis on the board. Use the lady bug to project the
think sheet. Write a sample hypothesis.
Have students write down their own hypothesis on their think
sheets and have them share their hypothesis with their table.
Place marbles into the graduated cylinder.
Ask: What is happening? What do you observe?
After all of the marbles are added…
Ask: What happened to the volume of the liquid? Did it change or
stay the same? Why?

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Stetson University Department of Education Daily Lesson Plan

Tell students that now we have our two measurements we will

subtract the two numbers to find the volume of the marbles.
Write the subtraction problem on the board. Have students solve.
Tell students to put their finger on their nose if they are finished
and have the answer.
Once the majority of the students have it, tell students to share their
answer with a partner.
Ask: What is the volume of the marbles? -Pull a stick
Write the volume of the marbles on the worksheet (projected on
the lady bug).
Ask: Was your hypothesis proven or disproven?
Stand up if your hypothesis was proven!!

Closures Pacing ESOL Support

Content: N/A
Today we learned about the displacement method and volume. We 5min
found that when we placed a marble in the graduated cylinder, the
water rose. This is called the displacement method. We found the
volume of the water before the marbles, and then measured the
volume after we added the marbles and subtracted the two numbers
to find the volume of the marbles. Tomorrow it will be your turn to
find the volume of objects!!!!

Procedural:
Great work today class! I want everyone to stand up, push in your
chairs and line up for special area! Please make sure your papers
are in your unfinished work folder (or work bucket) and make sure
your area is the way you found it!
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
- Refer back to the chart paper
Independent: N/A - Have think sheet projected on the board
- Give students fill in the blank for their
Supported: N/A hypothesis
- Allow them to share their answer with a
Participatory: N/A partner before sharing to the whole class

Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: The students will be filling out their think sheets during the
activity.

Objective 2: The students will be creating their own hypothesis and sharing
with their tables. At the end they will identify if their hypothesis they created
was proven or disproven.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
Tomorrow I will be allowing the students to do their own experiments with volume and the displacement method. This day
was an introductory or a hook to the day following. The students really seemed to understand today and they were all keeping

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Stetson University Department of Education Daily Lesson Plan

up with the worksheet, so I am confident they will have no problem doing this in groups tomorrow.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Today’s lesson went amazing. It was definitely my best lesson yet. I incorporated direct instruction while hooking the students
with the fable. Not only did I do all of this, but I tied in ELA by asking them about fables and describing what morals and fables
are. The students LOVED this lesson and were super engaged in the learning process. I will definitely be using this lesson in my
future teaching position!

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Rev. Spring 2019