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Focus Curriculum Area (s): English (procedural writing) and Maths (Mass, volume and capacity) Duration: 4 weeks
Knowledge Skills
Throughout this learning experience students are expected to understand; Students are expected to be able to:
Volume is the amount of space something takes up, measured L X Measure mass using a metric units
WXH
Use and measure volume
Volume is measured in cubic units
Measure length using appropriate items
Capacity is the amount it can hold and is measured in millilitres, litres
Calculate conversions
and kilolitres.
Identify appropriate measurements for given tasks
Mass is measured
Construct an effective procedure
Know that the units are converted through the relationship of 1000
Able to order procedure steps in order
The purpose of a procedure
Golden circle have decided that they want to branch out to new markets and create two new designs catered to different needs. One design is to be smaller than the
average fruit box (250mL), is 100mL and is 50mm tall, suited for children between the ages of 1-4. The second design is suitable for cafes and industrial size juice
workplace which is 5 times the size of the little juice box. Once you have created a design you need to create a poster presentation that contains:
1. Build and glue a mock of the small juice box using paper to your poster.
2. Describe the capacity, volume and weight (Weight is the same as water)
3. A 3D labelled drawing of the big box with a description of the Capacity, volume and weight.
4. Procedure for the production crew on how to build the juice box and how much they need to fill it.
Students are expected to:
Create dimensions for a juice box that is 100ml
State the dimensions, total volume, capacity
Create dimensions for a juice box that has a capacity that is 5 litres (50 times the size).
State the dimensions, total volume and capacity using correct metric units
Justify the reasons and practicality of the dimensions
Create a procedure that has: Title, goal, materials, clear and appropriate steps.
This will be presented written although students will do a gallery walk, discussing what they like about others work.
This is a year 3 project done in pairs that are selected by the teacher.
This will be handed in at the end of the learning experiences (after 4 weeks) to summarise final understanding of content.
Help from the teacher is available at all times.
Assessment Criteria:
Students will be assessed on both math and English skills including:
Assessment recording template: The assessment will be recorded in a rubric template designed by the teacher. They will have 4 sections. (Appendix N)
Formative assessment
KWL
I will be using KWL in different lessons throughout this learning experience. The KWL is used as a diagnostic assessment as well as a formative, to
understand students knowledge of the content and to see what they would like to learn. The L part is filled in after to show teachers what they have learnt
and what level they are at. This is a good formative assessment as it helps to display evidence of their learning to help for any adjustments for further
clearning. This assessment is used for both assessment for learning and assessment as learning.
Anecdotal note
This will be used mainly after lessons although well be observed and noticed throughout the lesson. The noted will be used to observe students participation
within whole class or grouped discussions and activities, for example in lesson for example lesson 2 focuses on group discussion. The template may differ
depending on what the teacher has observed or is trying to observe although it it may just be quick notes written down on a pad.
Checklist
This is used to help check students work and ensure that the teacher is observing the outcomes for the lesson for each student. Using the checklist ensures
that the teacher is equally observing students work and ensuring that nothing is missed. Checklists can be used quick and efficiently helping to get the
feedback to the teacher allowing for quicker feedback to students and adjustment of lesson depending on comprehension.
Feedback: The students will receive written feedback through marked work and summative assessments. The main source of feedback will be provided
orally to students. In the beginning of lessons the teacher will provide overall feedback to class on their strengths and what their goal is for the lesson.
Though out the lessons there is continuous individual feedback for all students. After the summative assessment students will receive both verbal and
written feedback.
Self-assessment: Throughout this learning experience students are provided times to reflect in their journals, with questions suggested by the teacher.
These lessons focus heavily on collaboration as a whole class and in groups so it is important for students to review their strength, weakness, goals
and interests.
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
Finish KWL
2 https://theimaginationtree.c
How to teach year 1s (Maths, English and science) Formative (informal) om/best-ever-no-cook-play-
dough-recipe/
Stand in front of the classroom and ask the students how to make a sandwich? Playdough (Appendix C)
What do you put in it? What order? How much? Etc. Checklist for students
Get different students to explain the steps. Discuss the different language you procedures (Appendix D)
would use for different people for example young children or people from Anecdotal notes (Appendix
different countries. E)
As a class the teacher demonstrates how to make playdough. The students are Ingredients
asked to record the steps. Once completed they are told that they need to Kettle
create a procedure that is suited to year 1s, as they will be teaching them how Measuring jugs
to make it. The teacher writes up the ingredients on the board although the Bowls
students need to convert the ingredients to only a quarter.
Checked by the teacher.
3
Formative teacher observations,
Popcorn popping (Maths)
self-reflection. Informal The Popcorn book Tomie
Read The popcorn book by Tomie De Paola De Paola
This lesson focuses on comparing weight, volume and capacity of popping Paper
popcorn. Students will get into groups. Each is given a different quantity of Popcorn scales
popcorn kernels. They need to weigh and measure each with appropriate Cups/scoops
measurements. They then need to estimate the weight and volume of what will English journals
happen after they are popped. By creating a table they will record this Checklist (Appendix D)
information. Students will share their results to the class and create a whole Popcorn maker
class table discussing any relationships or patterns within the information Self-reflection (Appendix G)
Students need to write a procedure on how to create the biggest container and
reflect on the experiences.
4
Formative informative http://splash.abc.net.au/res/i
Maximising capacity (Maths)
/L10873/index.html
The lesson is introduced with revision on different volumes of containers and Paper
the popcorn lesson. Students are given individually 1X A4 pieces of paper. Sticky tape
They are asked to create a container that would hold the most amount of Popcorn
popcorn. Discuss and make an agreement on how to make this more accurate Popcorn maker
(use cups, weight or scoops as a way to measure the popcorn?). Complete Board / chalk
each box and keep a tally on the board. Once they have completed their box Anecdotal notes/ Checklist
they need to calculate their estimated volume, will this indicate the winner of (Appendix F)
the competition? How? Why not? Measure each person's container and record.
Create a graph between volume and chosen measurement used.
5 http://splash.abc.net.au/res/i
Diagnostic /L164/index.html
Cubic dimensions (Maths)
Formative informal KWL (Appendix B)
Students think-pair-share on the findings of the last lesson and complete a Observations
KWL. Class discussion on their findings, what was the most successful and 1cm cubes
why? How may it be different for other masses such as liquids, or cubes? Whiteboard
Would you measure it differently? Would you change the box? Journals
Students are given a cube. Discuss the volume and method to find the volume. 2 different colour posters
Get students to convert between mL and mm. Link it to real life situations
(Pools, dams, spas etc). Discuss the term dimensions. Ask them to double the
dimensions of the cube (will need more cubes). Work in teams and create a
table, recording volume each time it expands. Look for relationships. Convert
between millimetres and millilitres. Working in teams get the students to start
with stacking blocks of 2, then 3 etc. Looks at different shapes that you can.
Ask student to find how many blocks make a cube. What are the dimensions?
Is there a pattern in volume? Using 10X10 cm cubes, what is the volume?
6 Diagnostic http://www.amsi.org.au/ESA
Cubic dimensions part 2 (Maths) Formative _middle_years/Year6/Year6
_md/Year6_2b.html#teacon
Quiz the students with the title capacity or volume asking students at random. test
Using water, scales and rulers students learn and discover the relationship Capacity and volume quiz
between volume and weight. (Appendix H)
(1 mL = 1mm, 1 L = 10 cm, 1 mL = 1 gram, 1 L = 1 Kg) A metre frame
Ask students to create a metre square on the floor. Discuss how many cubes Questions (appendix I)
would be in this. Checklist (Appendix J)
As a class build a cubic metre using a frame. What is the volume? What is the
capacity? How many 1cm cubes and 10cm will fit. Work as a class to answer;
If john filled these three quarters full with water how many litres would this be?
mL? How much would that weigh? How many 2L juice cartons would fit in
here? How do you know?
How many students do you think would fit? What is the difference between
using students and cubes?
Create 4 conversion problems using blocks and the metre cube. In 4 groups
students need to go around and work in groups to solve the problems, then
move on. Show working out
10 Diagnostic https://au.pinterest.com/pin/
Create your own how to Formative informal 399272323191696772/
http://www.origami-
Complete a PMI of procedural writing. instructions.com/origami-
Students split into 2 sections with half the class receiving picture instructions on crane.html
how to make a paper plane and the other half explaining how to make an PMI chart (Appendix L)
origami crane. Students follow the picture and then write up a procedure using
words. They swap and the other students have to see if they are able to create
the item using the written instructions. Discuss when photos may be necessary.
Are YouTube videos procedures or explanatory texts? What if you had to
double the amount you would make, how much of each?
Students are presented with their investigation and marking key. Students are
put into groups of two and work through the questions with the teacher. They
are provided materials and to help work through each section.
This will take a few lessons to complete. O
Appendices
Appendix A - How to make a Chatter box:
Chatterboxes are one of the simplest origami tricks to master, but they were popular in the
schoolyard before kids even knew what origami was.
Time: 5 minutes
Materials:
1 Sheet of A4 Paper
Coloured Pencils
Pen
Method:
Take a piece of A4 Paper. Take one corner and fold it down to create a triangle.
Then fold along the rectangular piece left over. Cut or tear this from the triangle.
Unfold the triangle so that you have a square with a crease diagonally down the centre. Fold so that there is a matching diagonal line going in the
other direction.
Unfold again, and then begin folding each corner into the centre of the square. When you're finished you should have another, smaller, square. Flip
the square over, and repeat by folding each corner into the centre.
The chatterbox is now finished. Slide your thumbs and index fingers into the four pockets, and push against them to puff out the chatter box.
Lay the chatterbox flat again, and then colour in each of the outer squares. Pen it up and write numbers on the inside, from 1-8.
To play, put the chatterbox on your fingers and get a friend to pick a colour. Open the chatter box back and forth, once for each letter of the colour.
Then get a friend to pick a number, once again open it back and forth for the amount of times they've chosen.
Get them to pick another number, and then open up that flap. You can write truths or dares inside each flap, and whichever one they open, they have
to complete.
You can use a chatterbox any way you like. While it works well for the truth or dare game, it could also be used as a learning tool.
Appendix B
Appendix C
You need:
Method:
Mix the flour, salt, cream of tartar and oil in a large mixing bowl
Add food colouring TO the boiling water then into the dry ingredients (colour
optional)
Stir continuously until it becomes a sticky, combined dough
Add the glycerine (optional)
Allow it to cool down then take it out of the bowl and knead it vigorously for a
couple of minutes until all of the stickiness has gone. * This is the most important part of
the process, so keep at it until its the perfect consistency!*
(If it remains a little sticky then add a touch more flour until just right)
Appendix D Playdough procedure checklist Date:
Title
Purpose
Materials
(Correct quantities)
Method
Conclusion/product
Spelling and
grammar
Comments:
Appendix E
Appendix F
Student:
Date:
Lesson:
Self-reflection:
Comments:
Appendix G Self-reflection template ideas (To be written in journals)
Appendix H Volume or Capacity
Volume can be measured in: (make a shape with cubes) This Who can write the correct What is normally sold by the litre?
A) cm shape is made up of unit cubes. Its abbreviation for millilitre?
B) cm volume in cubic centimetres is:
C) cm A) 3
B) 11
C) 9
Length times width ties height. Is A pool that has a volume of 168 What is 3.5 litres in millilitres?
that volume or capacity? 000 cm has a capacity of: A) 35 ml
A) 1 680 litres B) 350 ml
B) 16 800 litres C) 3 500 ml
C) 168 litres D) 35 000 ml
You are making two mugs of Which unit of length is the most
coffee. suitable for measuring the
Each mug holds approximately 300 capacity of a bath?
ml. To what mark should The correct answer is: C. The
you fill the kettle? most suitable unit of length for
A) A third of the way between 0.5L measuring the capacity of a bath
and 1.0L would be l or litres.
B) 1.0L
C) 0.5L
D) Halfway between 1.0L and 1.5L
Appendix I
Question 2 Correct:
Question 3 Correct:
Question Correct:
Comments:
Appendix K Checklist for Lung capacity
Lung capacity
Answer
Lung Capacity -
Working out /
method
Team work
Demonstrates
understanding of
capacity
Appendix L Rice paper roll recipe
Appendix L
Appendix M
Golden circle have decided that they want to branch out to new markets and create two new designs catered to different needs. One design is to be
smaller than the average fruit box (250mL), is 100mL and is 50mm tall, suited for children between the ages of 1-4. The second design is suitable for
cafes and industrial size juice workplace which is 50 times the size of the little juice box. Finally once you have decided these, to help pitch it to
families and cafes, you are asked to create a recipe that includes any of the flavours of juices that could be made within homes or cafes. Once you
have created a design you need to create a poster presentation that contains:
5. Build and glue a mock of the small juice box using paper to your poster.
6. Describe the capacity, volume and weight (Weight is the same as water)
7. A 3D labelled drawing of the big box with a description of the Capacity, volume and weight.
8. Procedure for a recipe that includes the juice you have chosen.
Students are expected to:
Create dimensions for a juice box that is 100ml
State the dimensions, total volume, capacity
Create dimensions for a juice box that has a capacity that is 1 litre (10 times the size).
State the dimensions, total volume and capacity
Justify the reasons and practicality of the dimensions
Create a procedure that has: Title, goal, materials, clear and appropriate steps.
This will be presented written although students will do a gallery walk, discussing what they like about others work.
This is a year 3 project done in pairs that are selected by the teacher.
Appendix N - Poster marking rubric
Excellent High Achievement Satisfactory Limited
100ml small juice box
Able to show working out Performs calculations using and converting Performs calculations focusing on Performs calculations stating Performs some calculations using
millimetres and centimetre cubed and the correct millimetres and centimetres cubed. length, width and height for the units of measurement, although
for volume and capacity
abbreviation of ml and cm when necessary. Use abbreviations ml and cm. Use volume. Mention centimetre cubed does not meet requirements.
Focus and states the terms volume, length, width length, width and height for the within working out.
and height. volume
Has a 3D representation Creates a net with accurate dimensions that add up Creates a neat model that has Creates a model that has Does not create a model to standard
to 100mL. Connects the model to show net and accurate dimensions that will add dimensions. May be slightly or dimensions do not reflect 100mL.
of the small juice box
realistic representation. Labels dimensions up to 100mL. inaccurately measured.
Description of the small Shows understanding of the connection between Shows understanding of the Able to state the volume. Capacity Does not differ between capacity
capacity and volume. Solve problems and connection between capacity and answer differs from volume. and volume. Answers are not
box: Describing its volume
represents the connection using millilitres and volume by giving correct units of demonstrated.
and capacity.
centimetres cubed. measurement.
Brief description of who it Clear description of product, using adjectives such Clear description of product, using States age group that it is aimed Not demonstrated
as small to be aimed at children between 1-4. Clear adjectives such as small to be for.
is aimed for and why
elaboration on their ideas. aimed at children between 1-4
Able to show working out Performs calculations using and converting Answer is 5L. Use correct Appropriate methods used for No sign of conversion or
millimetres, centimetre cubed and litres. Answer is abbreviation of ml, L and cm working out. Answer may be close. multiplication. Answer is not
for volume and capacity
5L. Use correct abbreviation of ml, L and cm when necessary. Focus and Evidence of conversion of litres and demonstrated correctly.
when necessary. Focus and states the terms states the terms volume, length, millilitres
volume, length, width and height. width and height.
Displays a 3D drawing of Creates neat drawing with accurate dimensions that Creates a neat drawing that has Creates a drawing that has Does not draw to standard or
add up to 500cm or 5L. Connects the model to accurate dimensions that will add dimensions appropriate to task. May dimensions do not reflect required
the 5L juice box
show net and realistic representation. Labels up to 5L and/or 500cm be slightly inaccurately measured. outcome.
dimensions.
Description of the big box: Shows understanding of the connection between Shows understanding of the Able to state the volume. Capacity Does not differ between capacity
capacity and volume. Solve problems and connection between capacity and answer differs from volume. and volume. Answers are not
Describing volume and
represents the connection using millilitres, litres and volume by giving correct units of demonstrated.
capacity. centimetres cubed. measurement.
Brief description of who it Clear description of product, using adjectives such Clear description of product, States age group that it is aimed for. Not demonstrated
as small to be aimed at families or cafes. Clear using adjectives such as large to
is aimed for and why
elaboration on their ideas. Uses specific and be aimed at children between 1-4
relevant details to effectively support a point of
view.
Procedure Creates detailed written recipe. Appropriate Displays title, purpose, Title, ingrediants and method. Neat Not demonstrated to achievable
language for the purposes and audience. Title, ingredients, method and product. presentation standard.
purpose, ingredients, methods, outcome. Presented Neatly presented.
with lots of details and nice presentation.
Spelling, grammar and All spelling, capital letters and grammar are Spelling and grammar are correct. Uses accurate spelling and attempts Uses simple spelling with errors.
correctly used. Spell a range of new, technical and Correct abbreviations are used. new and technical words.
punctuation
increasingly complex words, with accuracy Students use the correct
Students use the correct abbreviations when abbreviations when necessary.
necessary. Layout is well organized and neat. Layout is well organized and neat.
Working with others Initiates and actively participates in class and paired Actively participates in Participates within group Does not work cooperatively or
discussions, using a range of strategies to maintain discussions. Using effective body collaboration. Little effort for input, equally contribute to ideas. Students
collaboratively
interaction and work collaboratively and inclusively. language and eye contact. participation and body language do not work as a team to produce
could use improvement. the product required.
Comments: