LESSON PLAN by 2C07f3y3

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									                                        LESSON PLAN


Topic: “Teaching Volume”
Name: Matthew Christian
Class: ITQ Workshop: 5/1/04
Grade Level: 5th


Major Concepts: Teaching students the concept of Volume through the use of the base
measurement Length.


Performance Objective / Content Standards:
Math: Geometry
1.0 Students understand and compute the volumes and areas of simple objects:
1.3 Understand the concept of volume and use the appropriate units in common
measuring systems (i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch
[in 3], cubic yard [yd3]) to compute the volume of rectangular solids.
1.4 Differentiate between, and use appropriate units of measures for, two- and
three-dimensional objects (i.e., find the perimeter, area, volume).


Physical Science
1. Elements and their combinations account for all the varied types of matter in the
world. As a basis for understanding this concept:
d. Students know that each element is made of one kind of atom and that the elements
are organized in the periodic table by their chemical properties.


Materials and Equipment:
        *Math Textbooks                           *Rulers
        *Math Notes                               *3-Dimensional Shape Blocks
        *Objects throughout the classroom


Independent practice / Assignments:
Students will be assessed on their understanding of the material based first on a
homework assignment given to reinforce the information instructed upon during this
lesson. Within a few days students will be formally assessed to make sure that they
understand the concept and can use it practically.




Outline of Lesson:
Objective: Prior to this lesson, students have had experience with measurement, (inches,
meters, etc) area, and perimeters. This lesson will connect all those pieces together, as
students work to figure out the volume of different objects. By the end of this lesson,
students will be familiar with what volume is and how it connects directly to their
understanding of area and measurement.


Intro: Before the lesson begins, the teacher will lead the class through a quick review of
the previously discussed material about measurement units, perimeter, and area. The
students should already be familiar with these concepts prior to this lesson, so this will
serve as the student’s opportunity to expand this knowledge into a three dimensional
world.


Procedure:
   1) Students will be lead through a concept review of previously discussed materials,
         including measurement units, perimeter, and area.
   2) Teacher will explain what volume is and why it is important that we understand
         the volume of a given object. Direct connections are made to explain that volume
         is simply a combination of lengths, the basic measurement block, being multiplied
         together.
   3) Teacher will lead students through an explanation of what volume is, in a
         numerical sense, showing them how to figure this out on various objects. Teacher
         will model how to determine volume on a 3D object for the whole group.
   4) Several students will be called to the board and asked to figure out the volume of
         objects given by the teacher.
    5) After informally assessing the students understanding of the concept, the students
        will be given the opportunity to look throughout the room and find the volume of
        different objects in the classroom.
    6) After adequate time has been given, students should be brought back together so a
        discussion of their findings can be generated.


Explanation: Volume is the measure of the amount of space that an object occupies. In a
practical sense, it is the amount of space that an object takes up. This is an important
concept for students to understand, because it is something they use in their daily lives, as
they will see in this lesson.


Homework: Students will be assigned several problems from the Math text to practice
their understanding of this material.


References: Scott Foresmann Math Text, Instructional Packet provided by Norm Herr
(5/1/04)

								
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