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Teacher Candidate: _Elizabeth Canne_ Subject: _Mass__ Grade Level: __3__ Lesson Number: 3 (1-2 days)

Central Focus/Overall Goal: Students will be able to demonstrate the functions of measurement for time,
length, mass, and volume.

Learning Segment/Unit Language Function: Demonstrate- to illustrate with examples, to model, to perform or
to show.

State-adopted edTPA requirement Include number and text. Only include portion being assessed.
student academic
content standards CCSS.MATH.CONTENT.3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of
grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-
step word problems involving masses or volumes that are given in the same units,
e.g., by using drawings (such as a beaker with a measurement scale) to represent the
problem.

21st Century Skills- Work Effectively with Others- While playing the Vocabulary Catch
Phrase game students will have to use their social skills to communicate the clues
effectively to their teammates. Students will have to express their clues in ways that all
their teammates will understand without saying the word itself. To play this game
successfully students will have to know when it is appropriate to listen to others and
when it is appropriate for them to speak, conducting themselves in a proper manner
for the school setting.

21st Century Skills: Self- Directed Learners. Students will not always have the
guidance and support of their teachers or professors. Therefore it is important that
students take advantage of the autonomy they are given and learn to explore and gain
knowledge on their own.

Lesson
Objectives/Targets/ 1. Students will be able to demonstrate how to measure and estimate the mass of
Goals objects to the nearest gram and kilogram.
edTPA requirement
1a. Independent Practice Problems
Evidence
1b. Exit Ticket

Common edTPA commentary requirement - You may include it here for added clarity and
Misconceptions/ alignment or omit from the lesson plan when submitting to Pearson
Possible Student Misconception 1: Students may not understand the difference between size and mass,
Errors & How they will they may believe that the bigger something is, the more mass it has. This common
be addressed
misconception will be addressed during the direct instruction when the teacher will
show that two similar objects, a ping pong ball and a golf ball have very different
masses. The students will get to experience this knew knowledge themselves during a
guided practice activity where students will measure bags of different corn products.

Misconception 2: Students may not understand that mass and weight are different and
that there are actually two different tools that are used to measure them. This
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misconception will be addressed in the introduction and direct instruction sections

when the teacher asks the students guiding questions about what they students know
about weight and mass. The teacher will use the examples/ manipulatives of a ping
pong ball and a golf ball to help students visually relate to the information and the
example of an astronaut in space to help students relate the information to something
they might find interesting.
Procedure PART 1: INTRODUCTION
1. Hook- the teacher will have two books laying on each of the groups of desks
Label: Instructional when the students arrive to class. The books will be varying in size and shape
method(s), learning and therefore have different masses.
tasks, modeling,
guided practice,
scaffolding, 2. Bell Ringer- The teacher will ask the students to list all the similarities and
independent practice, difference between the two books. (Size, shape, weight)
activities and/or other

Label: Bell Ringer 3. Teacher will ask each grouping of desks to share their observations with the
Also may be called: class.
anticipatory set, hook,
introduction, review,
Do Now, Write Now, 4. The teacher will write the students observations on the board.
Silent Starter, warm- a. One book is heavier than the other One book is bigger than the other
up
The heavier book is the bigger book (Visual)

5. The teacher will ask the students to write how they measure how much
something weighs exactly? Students will write the answer on their individual
white boards.
Students are most likely to state they use a scale
Label: Transitions
6. The teacher will ask the class how to measure the amount of matter an object
is made out of. The students will write this answer on their white boards.
Students might not know the answer to this question, as this might be the first
time they are learning about mass.
Label:
Accommodations for 7. The teacher will ask the students to hold up their white boards to check their
Learning Modalities answers.
visual, auditory, and
kinesthetic 8. The teacher will tell the class that to measure the MASS, or the amount of
matter, in an object, they will use a balance

9. The teacher will tell the students that they will now practice some new
Label: Checks for vocabulary.
Understanding:
directions, and/or PART 2: Vocabulary Introduction (Academic Language- Introduced)
content (formal or
informal) 1. Teacher will introduce the vocabulary: Balance, mass, gram, kilogram, and
demonstrate and reintroduce the words of estimate and measure taught in
lesson 2.

2. Teacher will write the words on the board and have students write what they
think the word means. The students will pick only 2 words to write their ideas
for. (White Board Splash)
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Label: Evidence of
Cognitive Student
Engagement (CSE)
Label: Academic
Language
(introduced/practiced/
assessed)
Label:
21St Century Skills
Label: Adaptations/
Accommodations for
diverse learning
needs
Label: Differentiated
Instructions (content,
process, and/or
product
ability/readiness)
Label:
Interdisciplinary Skills
Label: Closure
PART 3: Direct instruction
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3. Students will write their thoughts on the board.
4. Teacher will review what the students wrote and make any corrections
necessary.
5. The teacher will pass out a sheet with the vocabulary definitions for students to
reference
6. Teacher will explain Vocabulary Catch Phrase; students will be grouped with
the students in their desk grouping. (Academic Language- Practiced)
7. Teacher will ask two students to repeat the instructions. (CFU-
directions/informal)
8. Teacher will pass around stacks of vocabulary cards with words from lesson
and 2 (estimate, and measure) and the new vocab from the current lesson.
RBIS- Review of vocabulary is Bruners Spiral Curriculum
9. Teacher will set timer for each round. (will play 4-5 rounds at 3-5 minutes each)
10. Students will give verbal cues for each word without saying the word.
(Auditory) RBIS- Alternative to visual information (21st Century Skills- Work
Effectively with Others
11. Transition: Teacher will give students a last round warning.
12. Students will return the vocabulary cards.
13. The teacher will tell the students that the next step will be to practice using
finding the mass of some objects.
1. The teacher will explain Mass is the amount of matter that makes an object.
2. The teacher will employ the use of the example of ping pong and golf ball
(Visual) (Pictures on board and passed around)
3. The teacher will explain that although the balls look similar the golf ball has
more mass because it is made out of more material, compared to the ping
pong ball which is hollow and filled with nothing but air.
4. The teacher will also discuss the example of an astronaut in space, where a
person weighs less but has the same mass. Then show a video to solidify the
point. (https://www.youtube.com/watch?v=iSdgg6E8p1k) (Visual)
(Interdisciplinary Skills- science)
5. Teacher will hand out index cards to students
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6. Teacher will ask students to define mass in their own words.

7. Teacher will explain how and model the use of a balance.

8. Teacher will model how to use a balance, using an eraser, paperclip, and one
of the books, having the students give her the directions. (Auditory)

9. Teacher will explain what situations are appropriate to use which units.

10. Teacher will ask the students to write the relationship between grams and
kilograms.

11. Teacher will collect the index cards. (CFU- content/informal) (CSE)

PART 4: Guided Practice

1. Teacher will hand out the guided practice worksheets.

2. Teacher will group students by using pictures of different corn products (ex.
Corn on the cob, cornflakes, popcorn, etc..)

3. Students will arrange themselves according to the picture they received, about
4-5 per group.

4. Teacher will give each group a basket of baggies filled with the same amount
of different corn products as well as a balance to measure the bags masses.
MANIPULATIVE

5. The teacher will ask the students to work together to weigh the mass of each of
the baggies.

6. Teacher will ask two students to repeat the instructions (CFU-

directions/informal)

14. Students will work with their groups to measure the mass of each bag and
record it on their worksheet. (21st Century Skills- Work Effectively with Others)
RBIS- Cooperative Learning (Academic Language- Practiced) (Kinesthetic)

7. The teacher will visit each student to check for understanding and provide
additional scaffolding where needed. The teacher may have to remind the
students what units they are supposed to be using or help the student read the
balance.

8. Transition: Teacher will give the class a two minute warning to finish their
worksheets.

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9. If groups finish early they will answer the discussion question on the sheet;
what would they have to do to make each of the bags have the same amount
of mass. (Differentiated Instruction- Anchor)

10. Teacher will collect worksheets and check for completeness. (CFU-
content/informal) (CSE)

PART 5: Independent Practice

1. The teacher will regroup the students and ask each group what they noticed
about the bags of corn they received. (Auditory)
Where the masses the same? They were all filled with corn?
Which bags had the most mass?

2. Although the bags contained very similar things, they all had very different
masses.

3. Teacher will hand out independent practice work problems.

4. Teacher will explain that students will work independently to choose and
measure 5 objects from a possible 10 items the teacher choose from around
the room. Students will write the name of the object and write their estimate of
its mass in pen so the students cannot erase. 21st Century Skills: Self- Directed
Learners

5. Teacher will give students two minutes to choose objects and write their
estimates.

6. Teacher will explain that the students will then use the balances to measure the
actual mass of the objects and find the difference between the estimate and
the actual mass for each object. (subtraction) MANIPULATIVE

7. Teacher will ask two students to repeat the instructions. (CFU-

directions/informal)

8. Students will estimate and find the mass of five classroom objects.
(Kinesthetic)

9. Transition: Teacher will give the class a two minute warning to finish their work.

10. Teacher will collect the sheets and check for understanding of units and
completion. (CFU- content/informal) (CSE)

PART 6: Closure

1. Teacher will ask the class if their estimates were close to the actual masses
they found.

2. Teacher will distribute the exit ticket. (Academic Language- Assessed)

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Exit ticket:
What is difference between weight and mass?
What has more mass a big balloon or an apple? Why?
What do you use to measure mass?
What does it mean to demonstrate?
What are the units used to measure mass?

3. Teacher will collect the exit ticket. (CFU- content/formal) (CSE)

Formal Assessments

Name the assessment and describe the Evaluation Criteria and Feedback Method
purpose/what is being assessed
(include related objective(s)) edTPA COMMENTARY requirement -You may include
it here for added clarity and alignment or omit from the
edTPA requirement - Informal and Formal lesson plan when submitting to Pearson.
Assessments used to monitor student learning,
including types of assessment and what is being The independent practice problems will be graded out
assessed of ten points. Students will choose five objects from
around the room and estimate their weights. Students
Independent Practice Problems: The purpose of will get one point for each object they weigh correctly
these questions is to assess the students ability to and mark with the correct units. Students will then
measure mass to the nearest gram and kilogram receive another point for each object that they correctly
using various objects around the room. The find the difference between their estimate and the
independent practice problems will also assess the actual mass. Students will receive written and verbal
students ability to find the difference between their feedback on the independent practice problems. The
estimates and the actual mass of the objects. teacher will give the students guidance while they are
weighing their objects, making sure they are on the
Exit slip: The purpose of the exit slip is to assess right track. The teacher will mark whether or not the
the students ability to explain the concept of mass, student recorded the right mass and explain possible
its units of grams and kilograms, and that the tool, ways they could have measured more accurately.
a balance, is used to measure mass. The exit slip will be graded out of five points, one point
for each questions answered correctly; the difference
between mass and weight, one point for correctly
choosing the apple as having more weight and
explaining why, one point for stating a balance is the
tool used to measure mass, one point for explaining
what is means to demonstrate, and one point for
correctly stating the units of mass. Students will
receive written feedback on the exit ticket. The teacher
will explain how students got a questions wrong and
alternative answers that would have been acceptable.
The teacher will also give written feedback when
students give exemplary answers.
Academic Language Academic Language: edTPA COMMENTARY requirement except for World
required for the lesson Languages. You may include it here and in the procedure for added clarity and
alignment or omit from the lesson plan when submitting to Pearson.
How will the language be Balance, mass, gram, kilogram, and model - Academic Language
introduced, practiced, &
assessed?
Introduced:
The students will be introduced to the new vocabulary using a word splash on the
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Instructional Resources/
Materials
Research and/or Theory
Supporting Instructional
Decisions
Include key instructional materials and assessments. Provide citations for materials that you did not create.
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board. The teacher will write the words on the board and students will write what
they think each word means underneath. The students will then engage in a
game of Vocabulary Catch Phrase where students will give verbal cues to their
teammates to get them to guess the word.
Practiced:
The students will practice the new vocabulary by modeling the use of a balance to
measure mass of different objects and materials in the units of grams and
kilograms. The students will get to practice the correct use of this vocabulary
during the guided practice portion of the lesson where they will be measuring
bags of different styles of corn. They will use the balance to measure the mass
and then have to determine the correct units. The students will also get practice
with the vocabulary during the independent practice portion of the lesson when
the students will have to pick objects from around the room, and correctly
measure the mass with the correct units.
Assessed:
The students will be assessed when completing the exit slip on their own. The exit
slip will consist of four questions asking the students to define mass by stating the
difference between mass and weight and picking the object that has more mass,
stating what tool is used to measure mass, and stating the units they would use
when measuring mass. The exit slip with be graded out of five by the teacher.
edTPA requirement Instructional resources and materials used to engage
students in learning
Various sized textbooks on each group of desks, ping pong ball, golf ball, at least
five to six balances, guided practice worksheets, pictures of different corns to
group students, at least five or six sets of bagged corn material, independent
practice worksheets, exit slips, enough available materials in the classroom for
students to measure, individual white boards.
edTPA COMMENTARY requirement. You may include it here for added clarity and
alignment or omit from the lesson plan when submitting to Pearson.
Vocabulary Catch Phrase: UDL 1.3 Offer alternatives for visual information. This
game will allow children to practice their vocabulary in other ways than the
traditional memorization or matching words with definitions. This game will also all
the students to come up with their own definitions, creating connections to what
they already know and make it easier to put those definitions into long term
memory.
Review of previous Vocabulary. Jerome Bruner developed the theory of a spiral
curriculum. Stating children learn more, and better when information is taught in a
spiral like way; touching on information already covered and reviewing previous
material before moving on to more difficult information. All information that is
taught is related and builds upon itself.
Guided Practice Problems- Cooperative Learning (Marzano 2001). Providing the
students the opportunity to work with each other allows students to learn from
their peers experiences and allows them to share information with each other
they may already know. Cooperative Learning creates a richer and more
productive learning environment.
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Formative Lesson Plan Template Hackett 2017 includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright 2016 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press.

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