STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Danielle Carpenter Grade: 2 Topic: Matter

Brief Lesson Description: In this lesson, students will investigate and understand how to measure mass and volume of solids and liquids.
Students will observe and carry out experiments measuring solids and liquids to better understand how to measure mass and volume. The
allotted time for this lesson will be 5 days.

Specific Learning Outcomes:

 Students will be able to measure mass.
 Students will be able to measure volume.
 Students will be able to recognize the different measurements for solids and liquids.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson allows students equal opportunities through collaborative work with classmates as well as individual work. The lessons allow
both hands on work sheets, investigative assignments, basic worksheets, and exploration outside of the classroom. The hands on and
exploration aspect is great for students with ADHD or certain learning disabilities. Every student is represented in every activity.

Narrative / Background Information

Prior Student Knowledge: How different common materials interact with water.

Science VA SOL Health VA SOL NGSS (You may have to look to a different

2.3 The student will investigate 2.2 The student will identify grade level for the connection)
2-PS1-2. Analyze data obtained from testing
and understand basic personal health decisions different materials to determine which
properties of solids, liquids, and health habits that materials have the properties that are best
and gases. influence health and suited for an intended purpose.
wellness throughout life.
b)  measurement of the mass h) Identify ways that
and volume of solids and students can take
liquids responsibility for
personal safety at home,
at school, and in the
community.
Science & Engineering Practices: (You must tie engineering practices into your plan)
 Planning and carrying out investigations
 Asking questions
 Communication information
 Using observation to support an explanation

Possible Preconceptions/Misconceptions:
 Solids are heavy
 Liquid has no measurement
 Mass measurement is pounds

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Day 1: Volume Container Demonstration
Allotted time: 50 minutes
Materials: Different sized containers, water, food coloring, and graduated cylinder

1. Prior to the class, measure out 100 mL for each container and fill them up. Put food coloring in each to make it easier to see
where the water lies.
2. Prior to the demonstration, the teacher will hang an anchor chart on the board. As a class, the teacher will lead a discussion about
what the students already know about measuring volume. Some questions to ask the students include: What do you know about
measuring liquids? What do you use to measure a liquid? Describe how you would measure a liquid? Let the discussion with the
children further the questions asked. When students say something that sticks out or is important add it to the anchor chart.
3. After the discussion is over gather the students on the carpet. Show them the different containers of water. Brief the students on
safety concerns during the demonstration. For example, no drinking from the containers provided.
4. Ask the students to turn and talk to their shoulder partner and discuss which container has the most volume of water.
5. While the students are discussing walk around listen in and ask them questions such as why do you think that container has the
largest volume. Describe how that could be? What are the differences between container x and container y?
6. Gather the student’s attention back to the teacher.
7. One by one measure each container with the graduated cylinder to reveal that every container had the same volume.
8. Explain to the students how different sized containers may make it look like there’s more water, but it doesn’t change the amount
of volume.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
Day 2: Rock Hunting
Allotted time 60 minutes
Materials: triple beam balances, different sized rocks from outdoors, sand buckets
1. Students will be separated into partners for this lesson.
2. Prior to starting the lesson ask the students questions: Explain how you would measure mass? What tool would you use to
measure mass? List the kinds of matter that have mass? Describe a time you weighed something? What might you find outdoors
that you could measure the mass of?
3. Explain to the students that they will be heading outdoors for this investigation.
4. Before taking the students out cover the Health Virginia SOL 2.2 H for their safety.
5. Each pair will find 5 rocks that they can bring back to the classroom to measure on the triple beam balance.
6. Pass out the following worksheet to each pair:
 7. Take the pairs out to the park each pair should have a sand bucket to collect the rocks with.
8. Allow the students 10 minutes to find their rocks.
9. Once the students are back to the classroom have them complete the worksheet. While they are completing the worksheet listen
in the students (formative assessment)
10. Collect the worksheet as a reference for more formative assessment.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Day 3: YouTube video and discussion
Time Allotted: 20 minutes
1. To begin this lesson, show the student the following YouTube video: https://youtu.be/9vivbK-rB4A
2. Once the video is over, the teacher will have a group discussion with the class talking about the topics from the video. Ask
students what they knew from the previous classes and what was new to them from the video.
3. The teacher should cover any misconceptions they have noticed from the first 2 days.
4. Some questions to ask the students include: What is the difference between mass and volume? List the different ways to measure
volume? Mass? Can you measure the volume of a solid? Explain to me how you would measure the volume of a solid?
5. Answer any further questions students may have.

Vocabulary:
 Mass
 Volume
 Solid
 Liquid
 Matter
 Measurement
  Grams
 Milliliter
ELABORATE: Applications and Extensions:
Day 4: Volume and Mass Activities
Time Allotted: 60 minutes
Materials: different sized containers, graduated cylinders, pitcher of water
1. For this lesson, the teacher will use a couple of different activities from the following teacher pay teachers pack
https://www.teacherspayteachers.com/Product/Measuring-Mass-and-Volume-Worksheets-and-Digital-Activity-Packs-
6084654?st=85499fca27e4938c51279469c236b485. These activities are great formative assessments.
2. To being, pass out the worksheet called Compare It. For this assignment, students will recall what they’ve learned from previous
classes to compare mass and volume.
3. Give students 10 minutes to work on this worksheet. The teacher will circulate the room during this time listening in, asking, and
answering any questions. Some questions to ask: Can you explain how you came to that conclusion? What might be some
differences between mass and volume?
4. The next activity students will complete is I Can Estimate the Mass. For this worksheet, students will work with their shoulder
partner.
5. The pairs will work to estimate the mass of the different objects listed on the worksheet. Students will have 15 minutes to
complete this. Again, during this activity the teacher will circulate the classroom listening in, answering, and asking questions.
Some questions to ask; What is the difference between grams and kilograms? Describe how you know that answer? What made
you come to that conclusion?
6. The last activity students will complete is measuring volume: milliliters and liters. For this activity students will be split into groups
of 5. Each group will have 5 different containers, a measuring cup, and a pitcher of water.
7. First the students will each make a prediction of how much will liquid each container can hold.
8. Each group will then fill each container using the pitcher of water, then they will pour the container into the measuring cup to find
out the actual amount of water each container held.
9. This will take the remainder of time left for the allotted time. During which the teacher will continue to circulate the room.
10. Students will be allowed to take these worksheets home to review and continue to work on if they wish.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

Day 2: Rock Hunting and Day 4: Volume and mass activities.
During these lessons the teacher will circulate the classroom asking questions and discussing the concepts of measuring volume and
mass of solids and liquids with students. The teacher was gaining information on where students stood by observing their answers and
reasoning behind their answers. The worksheets were also good to collect and have as data.
Summative Assessment (Quiz / Project / Report) (Include a rubric):
Day 5: Quiz
Allotted Time: 30-60 minutes
For the summative assessment, students will be taking a quiz from the following teachers’ pay teachers bundle here:
https://www.teacherspayteachers.com/Product/Measuring-Mass-and-Volume-Worksheets-and-Digital-Activity-Packs-6084654?
st=85499fca27e4938c51279469c236b485. Students will have a maximum of 60 minutes to take the quiz but may finish earlier. Rubric:
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
 For students with autism or mild learning disorders I have an adapted book from TPT:
https://www.teacherspayteachers.com/Product/Scientific-Measurement-Adapted-Unit-for-Special-Education-VAAP-Digital-
Inlcuded-2745813?st=f624ec42fd562a7b484b06bff5856ca9
 ELL
 For ELL students, I will make sure YouTube videos have subtitles. I will also provide any work with a translation into their native
language and label things around the room for them. If there is a student in the class who speaks their native language I will pair
them up for class work.
 Gifted learners
 For gifted learners, I will always have an early finishers section for students to use to get extra practice. I would also provide a
station for gifted learners where they could design their own experiment that involves measurements.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
 I will evaluate my practice though formative assessment on Day 2 and Day 4 to see where my student stand at different points
through the week. Finally on day 5 students can show how much they’ve grown with a final summative quiz.
 Where might/did learners struggle in the lesson?
 Day 4 might be where students begin to struggle as it is the first day where students are working on worksheets to test their
knowledge. This would show which students are not grasping the content.
 How can the lesson be strengthened for improved student learning?
 If I implemented density into the lesson. This would be bridging into higher grade levels. This way students can use their
knowledge of both mass and volume.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
 I think this lesson did reflect culturally sustaining pedagogies as it encouraged collaboration among students. I could enhance this
by showing a video that had scientist of all backgrounds or a book of scientist from all backgrounds.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
20-30 Different sized containers Dollar store $1.00 each
5 Food coloring Walmart $2.42
20 Graduated cylinders Provided by school ---
20 Triple beam balance Provided by school ---
20 Sand buckets Dollar store $1.00 each
1 YouTube video YouTube free
4 pitcher Walmart $1.50 each
1 TPT mass and volume bundle TPT 12.50
1 Volume and Mass Concept book TPT $5.00