PEPE
Lesson Plan Format
(Alabama Professional
Education Personnel Evaluation Program)
Written by: Pamela Daniel, Athens State University (Fall, 2001) mdaniel@knology.net
editing, graphics, and formatting by: Dr. Beth McCulloch Vinson
I.
Preparing
•
Materials:
Alabama Course of Study: Mathematics, page 31, numbers 39, 41 & 42,
children’s literature: Whiz Kids, Tell Me How Much It Weighs, 2 box
covers of cereal, 2 box covers of dog biscuits, and 3 bags of candy, play money,
digital scales, overhead projector, transparencies of the following 10 items; 25
cotton balls, a boot, an apple, computer monitor, 4 dog biscuits, an iron, baby
doll, play dump truck, a deck of cards, and a necklace.
• Objectives: Students will:
(Analysis) select appropriate units for measuring and solving problems in customary systems.
(Application) identify equivalent measures within a measurement system.
(Analysis) estimate, determine, record, and
discuss weight using appropriate
customary measuring tools and units.
• Grade Level:
third
II.
Orienting
Anticipatory
Set: The teacher will read the book Whiz Kids, Tell Me How Much It
Weighs. The teacher will express to the students they will be learning to
understand measurement and how to identify approximately how much an object or
amount of food weighs. The students will be able to identify the differences
between ounces and pounds and how they relate.
Purpose: The teacher will say, “The purpose of this lesson is to give all of you another understanding of size. After today’s lesson you will be able to look at two boxes of cereal and identify which box has more.”
Connection
to previous learning/ Build background Knowledge: The teacher will say,
“I know all of you understand that one unit of measurement we use to weigh
small amounts is called ounces. We also remember that 16 ounces equals 1
pound.”
III. Presenting
• Teaching Procedures
The teacher
will distribute scales for each student.
The teacher will say, “When I go to the store I have to use scales like these to see how much the vegetables or fruit I want to buy weighs.”
The teacher will use their scales to show the students how to read the weight of an apple.
The teacher will place a bag of seven apples on the scale.
The teacher will read the scales out loud and ask the students to count along with him or her to see that apples weigh 1 pound and 4 ounces.
The teacher will ask the students to count the ounces on the scale along with him or her to see that the apples weigh 20 ounces.
The teacher will show 8 giant size candy bars at the front of the classroom and he or she will ask the students if they believe the candy bars altogether will weigh 6 ounces or 48 ounces.
The teacher will show the students that the candy bars weigh 48 ounces.
The teacher
will then place all the candy bars on the scale to show that the candy bars do
in fact weigh 48 ounces.
The teacher
will then show how understanding the weight of food products can save money when
shopping.
The teacher will talk about other places where ounces will be seen and heard such as the weight of a newborn baby.
IV. Practicing and summarizing
• Review:
(Application) The teacher will call on volunteers to come to the front of the class and weigh one of the groups of food that is on the front table.
(Analysis) The teacher will call on volunteers to tell the class the difference between 1 pound 2 ounces and 18 ounces.
(Comprehension) The teacher call on volunteers to tell the class in their own words where they will use ounces in their life. In addition, the teacher will ask a volunteer to come to the board and ask students to take a look at the boxes of similar products and tell us which is a better bargain, 1 lb. 4 ounces of candy for $5.00 or 34 ounces of candy for $5.00.
• Guided
Practice
The teacher will hand out a ziploc bag of items to each child. At the front of the classroom the teacher will weigh the same items on the scale that each student will be weighing on their own scales at their desk. These items will be small enough to be weighed in ounces.
The teacher
will place a large bag of M&M’s on his or her scales and ask the students
to do the same using the scales at their desks. The teacher will discuss that
when weighing the M&M’s the scales will read 1 pound and 4 ounces.
• Independent
Practice
The teacher
will ask each student to get out the bag of 10 items they were asked to bring
from home. The students will be asked to get into groups of two and weigh
and record each of these items using only ounces.
The teacher will instruct each student in the individual groups to place something from their bag on the scale and measure the combined weight using pounds and ounces when necessary.
• Summarizing
The teacher
will say, “Today we learned about ounces and pounds and a couple of the ways
we will use these measurements in life. I want everyone to go along with your
parents to the grocery store and offer to weigh the food when they are in the
produce section. In addition, observe the measurements on the outside of the
packages and the prices your parents are going to pay for that amount of food."
V. Assessment
The teacher will use a checklist to assess the guided practice and independent practice activities. The checklist will have the objectives listed as column headings. Checks and minuses will be used to determine attainment. For enrichment, those students will be instructed to use weights that have pounds combined with ounces and to read the outsides of products and be able to compare prices with these products. For remediation, those students will stay with the smaller measurements of 16 ounces and under, and on the concrete level by using the scales at their desks.
See the PowerPoint slide show entitled,
“Capacity and Volume” at:
http://www.athens.edu/pt3/vinson/capacity.ppt