LESSON PLAN
Ramona Atkins
Nov. 14, 2011
th
Science
4 Grade
Time: 50 minutes
Physical Science
Standard 9 – Matter
Materials and Resources: Class textbook, student workbook, 5 pan balances, rulers, 5 measuring cups,
5 thermometers, 1 graduated cylinder, 1 beaker, paper clips, safety pins, pennies, nickels, 5 pencils, 5
pens, 1 apple, formative assessment probes, student activity sheets, test papers for formal evaluation.
PLANNING
Unit Goal:
GLE 0407.9.1 Collect data to illustrate that the physical properties of matter can be described with tools
that measure weight, mass, length, and volume.
GLE 0407. Inq. 1 Explore different scientific phenomena by asking questions, making logical predictions,
planning investigations, and recording data.
Learning Objectives:
Students will be able to select correct tools for measuring length, volume, mass, and temperature for
solids and liquids. Students will be able to read the measurements in English and metric systems.
SPI 0407.9.1 Choose an appropriate tool for measuring a specific physical property of matter.
SPI 0407.9.2 Determine the mass, volume, and temperature of a substance or object using proper units
of measurement.
Enduring Understandings:
CONCEPTS:
 Matter is anything that has mass and takes up space.
 Each type of matter has different physical properties that can be observed and measured with
appropriate tools.
 The three states of matter are solids, liquids, and gas.
 Standard units are used to measure matter.
 Length is the number of units that fit from one end to the other. It is measured in inches, feet,
yards, centimeters, meters, miles, kilometer, etc.
 Mass is the amount of matter (all the particles of atoms and molecules) that makes up an
object. It is measured using a pan balance.
 Volume is the amount of space taken up by a 3-dimensional object. Liquids are measured in
teaspoons, cups, pints, quarts, gallons, and liters. Solids can be measured in cubic inches.
 Temperature is a measure of how hot or cold something is. We use a thermometer to measure
degrees in Fahrenheit or Celsius.
 Weight is the amount of gravity between an object and a planet. We use scales to measure
weights. They can be in ounces, pounds, grams, and kilograms.
ESSENTIAL QUESTIONS:
 What type of tool would we use to measure length?
 What do we use to measure the mass of an object?
 How is volume or capacity measured?
 What do we use to measure temperature?
 What do we use to measure weight?
Interdisciplinary Connections:
Math
GLE 0406.4.2 Understand and use measures of length, area, capacity, and weight.
SPI 0406.4.7 Determine appropriate size of unit of measurement in problem situations involving length,
capacity or weight.
INSTRUCTION
INTRODUCTION or Anticipatory Set
Time: 15 minutes
The teacher ask students the objective for this new unit. The teacher will build on students’ prior
knowledge using a formative assessment probe on “Matter,” then orally review and explain reasons for
answers. This will lead into a review of the previous day’s lesson on matter and using standard units to
measure matter. The teacher will ask essential questions about what tools they might use to measure
different forms of matter. (length=ruler, mass = pan balance, volume = beaker, measuring cup,
graduated cylinder, temp=thermometer) The teacher will show the appropriate tools students will be
using. Tell children they will learn how to use each of the tools on their desks to measure different
properties. Students will watch a quick BrainPop video reviewing measuring matter.
BODY (Activities & Practice)
Activities
Time: Total of 30 minutes

Demonstration.
Time: 2 minutes
 Teacher will demonstrate the need for precise measurements using an ice cream cone
and a small cup. First, have students predict if the cone or the cup will hold more rice.

Measuring Activities.
Time: 30 minutes
Students will be divided into five groups. Each person in the group will need to write(on student
worksheet) if item is a solid, liquid, or gas. They must write which measuring tool used shoud be
used, and measurements when applicable. Student s will be using the English system.
 Students will find the length of the pencil and pen and write down answers in inches. What
will you use to measure objects? Which is the longest?
 Students will compare the mass of 10 paper clips with the mass of 10 safety pins or 5
erasers. Students will select tool to use. After counting paper clips and safety pins/erasers
they will determine which item has more mass.
 Students will decide if one penny or one nickel has the greater mass.
 Students will decide which tool and unit they will use to measure the volume of 2 cups of
water. Are there different ways?
 Students will use thermometers to measure the temperature of the water. Record the
temperature.
 Teacher will have one student assist in measuring the volume of 3 marbles using a
graduated cylinder.
 How can we measure the volume of an apple?
Teacher will show how solids have volume by placing an apple in the water that is in a
beaker. Explain how to subtract the volume of the water from the volume of both the water
and the apple to get the volume of the apple. Write volume on worksheet.
Practice/Assessment This will be done during activities time
Students will work as groups and keep individual records on what they are measuring by checking off
solid, liquid, or gas and checking off which measuring tool they used. They will also record the
measurement on worksheets. Teacher will walk around and assist groups as needed. Teacher will guide
the use of the measurement tools.
CLOSURE
Time: 3 minutes
Repeat the objective to students and ask if they can name the tools they used-one at a time- and what
physical property it measures. Tomorrow we will learn how to measure density and how a scale is
similar but different from a pan balance
ASSESSMENT
Evaluation:
Informal: Teacher will observe students work and participation. Worksheets will help to see if they have
named the appropriate measuring tools. Teacher will observe students selection and proper use of
tools.
Formal: Students will take a quiz using questions from teacher’s TCAP practice book. These will be
graded and reviewed for differentiated instructional methods if necessary.
Students will complete Science Workbook Pages 87, 89.
Alternative and/or Supplemental Activities/Extensions:
Fun interactive websites:
Pan balance: http://illuminations.nctm.org/ActivityDetail.aspx?ID=33
Measuring volume: http://www.youtube.com/watch?v=WLuKXgM6oLM
Students will estimate the weight and measurements of specific items in the classroom and then find
the precise measurements using the correct measuring tools. This will emphasize the importance of
using the measuring tools for accuracy. Make connections with the everyday world. Ask thinking
questions such as:
 How do companies know what size clothing to make?
 What would happen if there were no method to measuring ingredients for cooking?
 Have students think of reasons or events when accuracy is important.
Reteaching:
Peer assistance using the computer interactive games may give students having a difficult time the
confidence and skills they need to understand the concepts of measurement.
Measuring Tools: http://www.beaconlearningcenter.com/WebLessons/MeasuringTools/default.htm
This site shows the tools and then asks questions about which tool to use to measure the particular
activity.
The teacher will a read short story book about the particular measurement that most students are
having problems understanding, for example, What is Volume? by Lisa Trumbauer. The idea is to focus
on one measurement at a time. Students will make their own flash cards of the measuring tools and the
type of matter the tool measures.
Teacher may want to collaborate with the math teacher if students are having a problem understanding
the relationships between the English and metric systems and measurement.
References:
Textbook: Science a Closer Look. Columbus, Ohio: Macmillan McGraw-Hill, 2010. Pg. 249 -253. Teacher’s
Edition. Print.
Workbook: Science a Closer Look. Columbus, Ohio: Macmillan McGraw-Hill, 2010. Pg. 87, 89.
Keeley, Page. Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction,
and Learning. Thousand Oaks, California: Corwin Press, 2008. Pg. 119. Print.
Keeley, Page. Uncovering Student Ideas in Science: 25 Formative Assessment Probes. Volume1.
Arlington, Virginia: NSTA Press, 2005. Pg 79. Retrieved November 8, 2011, from
https://elearn.tntech.edu/d2l/lms/content/viewer/main_frame.d2l?tId=19994861&ou=3007902
TCAP practice workbook. Teacher’s edition.
Tennessee State Department of Education Curriculum Standards
http://www.state.tn.us/education/curriculum.shtml
Technology:
BrainPop Math Measurements. Web. Nov. 14, 2011. http://www.brainpop.com/
Measuring Tools: http://www.beaconlearningcenter.com/WebLessons/MeasuringTools/default.htm
Pan balance: http://illuminations.nctm.org/ActivityDetail.aspx?ID=33
Measuring volume: http://www.youtube.com/watch?v=WLuKXgM6oLM