UNIT PLANNER

Pre-service Teacher name: Highlight planning process: Date:

Bintang Butar Butar Planned collaboratively with ST
Year level/ age range & number of students: Planned collaboratively with peer
Year 5. 25 Students. Planned independently based on ST
lessons
Planned Independently
Unit title: Mass, Volume and Capacity

Learning area and outcomes: (E.g., English, Mathematics, Science, Health & Physical Education, Humanities
& Social Sciences, The Arts, Technologies, and Languages & Australian Curriculum links)
Learning area: Mathematics

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical
understandings, intercultural understandings, personal & social capabilities
Critical & creative thinking, intercultural understandings, personal & social capabilities
Literacy (reading and writing)

Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability
ATSI, Asia & Aust engagement with Asia,

Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
Students diagnosed with ASD, with consistent disruptive behaviour and EAL/D.

Learning intentions: (Descriptions of what learners
should understand and be able to do by the end of a
learning period, the ‘what and why’ of the learning
task: ‘We are learning to …. (Learning intention
‘what) so that we can …… (learning intention ‘why’))
Success criteria for students: (clear and specific
measures of how students have met the learning
intentions, i.e. how they are going with the task, this
can include both learning content and strategies; ‘I
know that I can do this when I have..)

● understand mass concept - estimate and
measure the mass of objects
● identify and measure the volume and capacity
of objects
● to use the relationship between capacity and
volume and to convert units of measurement
● demonstrate understanding and learning
progress in measuring capacity, volume and
mass and converting units of measurement
● Students able to identify unit measurement for
mass, volume, and capacity
● Students able to choose the appropriate unit
measurement for mass, volume, and capacity
● Students able to make inferences and retell
definition of mass, volume, and capacity
concepts using their own words
● Students able to make connections of mass,
volume, and capacity concepts to their real-life
examples
● Students able to identify familiar metric units
● Students able to calculate using metric
conversion

Formative assessment: Summative assessment:

Diagnostic pre-test Online essential assessment
Students’ feedback and work sample
Descriptive assessment
Formative task sheets
 Observation notes during tasks & area of difficulties
Check list of used key words during class
Photographs
Mentor teacher and DLAs feedback

Range of teaching strategies: preparation/ organisation/ resources:

(What range of teaching strategies will I use and so what resources will I need for the students to engage in
the activity? Where will I access the resources from?)
1. Visual and concrete learning – use combination and range of creative & interactive multimodal
resources (google sites, forms, slides, YouTube videos, everyday objects (packaged dry food, baggage
measurement tool, ICT, whiteboard, marker, black tape, provocation table)
2. Guided discovery approach (Mosston & Ashworth 2002) and dialogic approach (Rigney et al., 2018), –
use a range of literal to sophisticated questioning methods to stimulate students’ critical and creative
thinking.
a. Mini lesson to reinforce not so confident and confused students
b. One-on-one approach to further support and scaffold
3. Inquiry-based pedagogies to aim for students’ attributes being open-minded, risk-takers and balanced
4. Gradual release framework (I do, we do, you do – Derewianka, 2020) & Explicit teaching and modelling
5. explicit teaching to emphasise key learnings/concepts
6. Playful learning approach to foster choice, wonder and enjoyment
7. Drama-based pedagogy (Dawson & Lee, 2019) to demonstrate and embody their learning and its growth

Differentiation: (Are there any students that I need to personalise the activity for)

Specific student needs: learning/ behaviour Adjustment and considerations

Officially diagnosed ASD - Reinforce school’s academic and behavioural
Students identified with consistent disruptive expectations
behaviour - Variety of open-ended activities that are inclusive
High achiever and accessible by multiple entry points of
knowledge (topic connected with students’ real
life)
- Modification to learn at different:
● Time/pace
● Arrangement (individual or with support)
● Level of task difficulties:
Cold task aimed for students with the pre-core level
of ability in measurement (Year 2-4).
Warm task designed for students at the core level of
ability (Year 5).
Hot tasks targeted higher achieving students for
extra challenges (Year 6-7).

SEQUENCE OF LESSONS/ LEARNING EXPERIENCES

Lesson Main Data
sequence Learning Experiences Resources collection/
Focus note
Numerical results
Post-test: Students undertook unit of measurement post- 30 minutes & analysis of pre-
Pre-test
test to current test
 Think, write, pair & share:
What is mass? (5 minutes) Students’
How do you measure mass? PPT, google feedback, record
How do you express the weight? What unit(s) do you use? sites, students’ of their
How do you convert these units? book & murmuring &
stationary wonderings,
mentor teacher’s
Explicit teaching: feedback,
Watch Mass explanatory video (I do, you watch) photograph,
Learning registration: (I do, you help) checklist of
comprehension
• Check on definition & maths words Google sites, practices
• Write down important words Youtube
• Inferences - use own words to retell

Provocation/tasks: (I do, you watch & help) (5 minutes)

Estimate and measure (you do, I help & watch)
LI: To estimate and • Packaged items (you do, help & watch)
measure the mass • Your school bags (30 minutes)
of objects Use number line to show your estimations and measured Packaged dry
weight food, students
own bags &
Guiding questions: items
Discuss & share with table partners:
How could we check if our estimates were close?
Is hefting really a useful way to measure the mass of
objects?
What's the difference between the heaviest and the
lightest?

Reflections:
What did we learn from today’s lesson?
What do we think the big ideas here?
How can we relate this learning at home or your out-of-
school lives? (5 minutes)

Revisit: Students’ work

What did we learn about mass, volume and capacity? sample
How do we measure these?
LI: to converting What are the units of measurements?
units and using What are the examples in the real-life situations?
decimals helps us
to make sense of Think, write, pair & share: (5 minutes)
the measurement explained the differences between mass and weight PPT, google
of mass. Why do we use the word weight when really, we are sites, students’
talking about mass? book &
stationary
Explicit teaching & modelling: (I do you watch & help)
Differences between mass and weight
(10 minutes)
Ways to convert units of mass on whiteboard

Independent task task: (you do, I help & watch) (20 minutes)
Cold (Year 2-4).
Warm (Year 5).
Hot (Year 6-7).

Revisit: Students’
What did we learn about mass & weight? feedback, work
sample, mentor
 What are the differences? teacher feedback,
What are the units of measurements we know? resources,
photograph,
checklist of
LI: To identify and (5 minutes) comprehension
measure the Think, write, pair & share: PPT, google practices
volume and What are volume and capacity? sites, students’
capacity of objects How do we identify the difference between volume and book &
capacity? stationary

Google sites,
Explicit teaching:
Youtube
Watch volume & capacity explanatory video (I do, you
watch)
Learning registration: (I do, you help) (10 minutes)
• Check on definition & maths words
• Write down important words
• Inferences - use own words to retell
(15 minutes)
Provocation/task: (I do, we do, you do) Google slide
Identifying volume and capacity – google slides
Is it volume or capacity?
(5 minutes)
Reflections:
What did we learn from today’s lesson?
What do we think the big ideas here?
How can you relate this learning at home or your out-of-
school lives?

Revisit:
What did we learn about measuring volume?
What formula did we use?
LI: to visualise what (5 minutes)
cubic centimetres Think, write, pair & share: PPT, google
or metres actually Does it have to be a cube to have a volume of 1cm3? sites, students’
look like how big a cubic metre really is? book &
stationary
Explicit teaching & modelling:
Talked though about how many sweets can fits in different
sizes of containers. (10 minutes)

Independent task: (you do, I help & watch)

(20 minutes)
Develop your estimations of volume skills by estimating
how many sweets are in the jar?
Explain your strategy in a sticky note

Reflection:
What strategies did you use? Why?

Photograph,
Revisit: students’ work
What did we learn about measuring volume? sample
LI: to visualise what What formula did we use?
cubic centimetres (5 minutes)
or metres actually Think, write, pair & share: PPT, google
look like Does it have to be a cube to have a volume of 1cm3? sites, students’
how big a cubic metre really is? book &
stationary
 Explicit teaching & modelling: (I do, you watch & help)
Talked though about what a metre looked like using
images from google and modelled a drawing of a cubic (10 minutes)
metre on white board.

Provocation task: (you do, I help & watch)

Construct a one cubic metre frame (30 minutes)
Estimate how many of us could fit inside it

Reflection:
What strategies did you use? Why?

Students work
Revisit: sample &
What did we learn about volume and capacity? photographs
What are the units of measurements?
LI: to introduce the What are the examples in the real-life situations? (5 minutes)
formula for PPT, google
measuring the Think, write, pair & share: sites, students’
volume How do we measure volume? book &
stationary
Explicit teaching & modelling: (I do, you watch & help)
Talked though and modelled measuring the volume of
cuboids and rectangular prisms using the formula
(30 minutes)
Provocation task: (you do, I help & watch)
Google slide
groups created a new city for ladybirds using cubic
centimetre blocks.
Three designing requirements:
1. The city must fit completely within a square shape with
an area of 900 square centimetres. (Use tape to mark the
borders of your city)
2. All buildings must be either a cube, cuboid, or
rectangular prism in shape OR created by joining those
shapes together to make the design more interesting.
Note: You are expected to draw the building so consider
this when designing and constructing
3. The volume of each building must be a minimum of 50
cubic centimetres.

Reflection: (5 minutes)
What strategies did you use? Why?
What did we learn from today’s lesson?
What do we think the big ideas here?

Mass, Volume
Revisit: and capacity
What did we learn about mass, volume and capacity? definitions
LI: To identify and How do we measure these? Math words
measure the What are the units of measurements? Units of volume
volume and What are the examples in the real-life situations? and capacity
capacity of objects 5 minutes) Metric units
Think, write, pair & share: PPT, google Ways to use
What are metric units and metric conversion? sites, students’ mnemonic
How can we calculate using this? book &
stationary
Explicit teaching & modelling:
Watch and sing along Metric conversion song (we do)
Google sites,
Watch explanatory mnemonic video (I do, you watch)
Youtube
Learning registration: (I do, you help)
(15 minutes)
 • Check on definition & maths words
• Write down important words & summary
• Inferences - use own words to retell

Talked though and modelled a couple of math problems to

show how to use the conversion

Independent task: (you do) (20 minutes)

Cold (Year 2-4). Google slide
Warm (Year 5).
Hot (Year 6-7).

Review work on mnemonic (5 minutes)

Think, write, pair & share: (5 minutes)

LI: choose and use What do we know about metric units? PPT, google
metric units What are they? sites, students’
book &
Explicit teaching & modelling: (I do, you watch & help) stationary
Watch metric unit explanatory video
Learning registration: (I do, you help)
(10 minutes)
• Check on definition & maths words
• Write down important words & summary
• Inferences - use own words to retell

Talked though and modelled a couple of math problems to

show how to use the conversion

Independent task: (you do, I help & watch)

Research and investigate the use of metric units in the (20 minutes)
world
Record and list your findings

Reflection:
What did we learn from today’s lesson?
What do we think the big ideas here?

Think, write, pair & share: (5 minutes)

What do we know about metric conversion? PPT, google
LI: to use What are they? sites, students’
mnemonic book &
(reinforce & Explicit teaching & modelling: (I do, you watch & help) stationary
strengthen skills) Watch explanatory mnemonic video (I do, you watch)
Performed mini lesson for students required more support
in using mnemonic
Google sites,
Independent task: (you do) Youtube
(15 minutes)
Cold (Year 2-4).
Warm (Year 5).
Hot (Year 6-7).

Review work on mnemonic (5 minutes)

LI: to use metric Think, write, pair & share: (5 minutes)

ladder What do we know about metric conversion?
 What are they?
(10 minutes)
Explicit teaching & modelling: (I do, you watch & help) PPT, google
Watch explanatory metric ladder video (I do, you watch) sites, students’
Performed mini lesson for students required more support book &
in using metric ladder stationary

Independent task: (you do) (20 minutes)

Cold (Year 2-4).
Warm (Year 5).
Hot (Year 6-7).

Review work on metric ladder ((5 minutes)

Think, write, pair & share: (5 minutes)

LI: to use the What is the relationship between mass, volume and
relationship capacity?
between capacity,
volume and mass Explicit teaching & modelling: (I do, you watch & help) (10 minutes)
to convert units of Talked through the relationship between mass, volume PPT, google
measurement and capacity using iMath online material and modelled a sites, students’
few examples of the problems book &
stationary
Independent task: (you do)
(20 minutes)
Cold (Year 2-4).
Warm (Year 5).
Hot (Year 6-7).

Students’ work
Think, write, pair & share: sample
What is the relationship between mass, volume and
capacity?
LI: to demonstrate (5 minutes)
understanding and Explicit teaching & modelling: (I do, you watch & help)
learning progress Talked through using iMath online material and modelled
in measuring a few examples of the problems
capacity, volume
and mass and Independent task: (you do)
converting units of Preparatory task sheet (30 minutes)
measurement

Post-test Post-test results

Post-test: Students undertook unit of measurement post- 30 minutes
test to see level of growth