Lesson Plan : Measuring Capacity
Teacher Name: | Aracely Luna |
Grade: | Grade 2 |
Subject: |
Topic: | Measuring Capacity |
Content: | Cooperative Learning Strategy: Numbered Heads Together Rationale: I chose Numbered Heads Together because we ask many questions during whole group in Math therefore; the same students are answering most of the time. Numbered Heads Together is a marvelous antidote to Whole-Class Question-Answer which often boils down to a conversation between the teacher and the high achievers in the classroom with the rest of the class between semi-interested and comatose. By having only one student represent the group but not informing the students in advance who the group representative will be, each student knows he/she may be held individually accountable. Ch. 10 Mastery Structures-Numbered Heads Together Step 1. Students Number Off. Each student on the team has a different number. Step 2. Teacher Asks a Question. The question asked of students during Step 2 is formulated as a directive. Instead of saying, �What is the meter in the poem?� the teacher says, �Make sure everyone on the team can describe the meter in the poem.� To quicken the pace, the teacher may sometimes provide a time frame for students. So, for example, the teacher might say, �How many pounds are in a ton: you have thirty seconds to make sure everyone on your team knows.� Step 3. Heads Together. Students literally put their heads together and make sure everyone knows the answer. Step 4. Teacher Calls a Number. The teacher will call a number at random and students with that number raise their hands to be called upon, as in a traditional classroom |
Goals: | My goal is to increase the participation of the whole class using Numbered Heads Together instead of only the same handful of students. My second goal is to provide a hands-on experience using a variety of containers to measure capacity. TEKS: 6B, 9B, 12A-C, 13 A-B |
Objectives: | The learner will estimate and measure capacity by using beans, cups, pints quarts, a half-gallon and a gallon. |
Materials: | cup, pint, quart, half gallon, gallon containers, beans |
Introduction: | � Display each container, identify the unit of measure, and write the word and abbreviation on the board: cup ( c), pint (pt), quart (qt), gallon (gal). |
Development: | � Ask a volunteer to use the 1-cup measure to find out how many cups of beans it takes to fill the pint container. � Put students in groups of 4 and have them find out how many cups, pints, and quarts it takes to fill a quart, a half-gallon, and a gallon container using Numbered Heads Together. |
Practice: | � Make a conversion chart with the information children discover. |
Accommodations: | One one one guidance, pair students who need help. |
Checking For Understanding: | � Monitor the students� worksheets as they complete them, guide them in the right direction as needed, or ask probing questions if we see they need help. |
Closure: | � Discuss the chart we made as a class and compare it to their gallon man. |
Evaluation: | The student worksheets can be used as assessment and informal assessments can be made throughout the lesson as the teacher checks for understanding. |
Teacher Reflections: | The cooperative learning strategy Numbered Heads Together was very useful in my lessons. I think it is true that almost the same children answer every time, which are the �higher level� children. I love that those children participate and they are usually very bright, but the rest of the class also needs to be a part of the discussions held during class time. This cooperative learning strategy helped because I got lots of responses from a variety of the students. I also tried this in a first grade class with a lesson on money. It worked really well because I could no longer tell who the handful of children were who answered all the time. |
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