Backward Design

Title: Procedure to volume and capacity

Year Level: Year 6 Teacher: Miss Murray

Focus Curriculum Area (s): English (procedural writing) and Maths (Mass, volume and capacity) Duration: 4 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)

General Literacy Numeracy ICT Critical and Creative Thinking

Capabilities (GP) Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Aboriginal and TSI Asia and Australias
Priorities (CCP) Sustainability
Histories and Culture Engagement with Asia

Year Level English Maths measurment

Content *Stududents use appropriate metric

Analyse how text structures and language features work
Descriptors units for for measurement and to
together to meet the purpose of a text (ACELY1711)
perform a calculation.
Use interaction skills, varying conventions of spoken
*Students are able to distinguish the
interactions such as voice volume, tone, pitch and pace,
Year Level Achievement difference and connections between
according to group size, formality of interaction and needs
Standards capacity and volume
and expertise of the audience (ACELY1816)
Use a range of software, including word processing
English Procedural writing
programs, learning new functions as required to create texts
*Students are able to name all the parts
(ACELY1717)
of a procedure and write out a effective
Maths procedure. They understand how the
 Connect volume and capacity and their units of text structure achieves the effects.

measurement (ACMMG138) *They analyse and use appropriate

language in their procedure.
Convert between common metric units of length, mass and
*Students create a detailed texts that
capacity (ACMMG136)
elaborate on key ideas for a range of
purposes and audiences

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

When a procedure is necessary

The elements required for a procedure

Know how to work collaboratively with a partner and in groups

LEARNING OUTCOMES:
Students will be able to:

1. Explain the purpose and importance of a procedure

2. Identify the appropriate language for a procedure
3. Identify the correct order and organisation of a procedure
4. Write a procedure that uses all necessary steps to inform. Appropriate language is used and correct layout
5. Follow a procedure
6. Convert between metric units for volume (Millimetres cubed, centimetre cubed, metres cubed ect), capacity (Millilitres, litres, kilolitres ect) and mass
(grams, kilograms ect).
7. Convert between volume and capacity with water.
8. Identify and link real life experiences to capacity
9. Identify and explain the difference between volume and capacity
10. Identify the appropriate metric units
11. Use the correct abbreviation for measurement unit
12. Work collaboratively in groups, sharing thoughts and opinions and sharing workload evenly

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Summative task: Golden circle design
Task description:

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:

Calculate volume and capacity.

Convert between metric units and use appropriate units
Create a procedure using all necessary elements

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

Learning Experiences Assessment For/As Learning Resources

(Formative Assessment)
1 Procedure cut up into
What directions where? (English) Diagnostic sections
Formative (Informal) (Appendix A)
Students are grouped into 4 groups. They are given 1 part of a procedure each.
KWL chart (Appendix B)
With this they read to the class their script and have a discussion on what they
Highlighters
have, what it might be what may need to do and what they think they are
missing? Once everyone has discussed their part they come together as a
class and create a procedure. Each person is given the procedure although
there is one vital part missing. They use their highlighters and discuss all the
important sections of a procedure. KWL chart. What other things or situations
involve procedures? Student then work quietly to see who can complete it.
Show a picture of what it should look like. Did it look like this? Why not? What
could the missing step be? Discuss as a class and then show them the step.
Do the procedure again. Summarise. Explicit teaching of what a procedure is.

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)

provided. Record this down in their English journals.

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.

Record findings in journal. Students also record the difference between

Capacity and Volume.

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

Students create a way to remember the difference between volume and

 capacity. Record on 2 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

7 Swimming pool revision (Maths) Formative informal Computers

White board
This builds from the last session and builds the skills needed for the
assignment.
Work through the question of, Bob is asked to design a rectangle pool that is
exactly 36 m. What possible dimensions could he have? What would the
capacity be?
What would in be in millilitres?
Use this in a class discussion to ensure students are using their critical thinking
skills and understand outcomes needed for future lessons.
Students work through Mathletics

8 Lung capacity (Maths) Formative KWL

Balloons
Discuss how to find the area of a circle, then the volume of a circle. Complete Cards
KWL charts. How does this relate to rectangles/cubes? Discuss circles Staple
throughout our environment (Perth ball in the city, exercise ball, cricket ball Journals
etc). Appendix K
 Discuss how you could possibly test how to measure air such as lung capacity.
Students are given balloons and pair up. One at a time the students take puffs
into the balloon to compare lung capacity and measure it.

Record a tally on the board. Students draw up a table comparing how to

measure both and the metric units required. Students staple their balloon with
their name creating a visual tally on the wall.
9 http://www.literacyideas.co
Lets eat!! (English Health) Formative assessment informal m/procedural-texts/
https://www.bbcgoodfood.c
Students revise making something. Explain that there are two types of texts, om/recipes/rice-paper-
how to do something and how to make something. Discuss examples of each. wraps
Students brainstorm ideas on foods that are measured in Litres and food Recipe (appendix K)
measured in grams. Introduce the recipe on the interactive white board. Food prep
Students are in groups of 4 then are asked to collect items. Quick discussion Utensils
on possible reasons or ways it could go bad. Students also discuss their Printed recipes
understandings of Asian food and cultures.
As a whole class student nominate each person their role and then proceed to
follow the instructions. Students are asked to measure out their required items
as they are making rice paper rolls. Once completed students clean up and
discuss if any are different? why? Would you add anything to the recipe?
 Would you change anything? Make changes to a copy of the recipe

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?

11 Summative assessment Task (Appendix M)

Final assessment: Golden circle update Rubric (Appendix N)

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:

2 cups plain flour (all purpose)

2 tablespoons vegetable oil
1/2 cup salt
2 tablespoons cream of tartar
Up to 1.5 cups boiling water (adding in increments until it feels just right)
food colouring (optional)
few drops glycerine (optional- adds more shine!)

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:

Student: Below achievement standard Achieved Above achievement standard

Title

Purpose

Materials
(Correct quantities)

Method

Conclusion/product

Spelling and
grammar

Comments:
Appendix E
Appendix F
Student:
Date:
Lesson:

Creating a larger capacity for popcorn:

Comprehension of capacity and volume:

Comprehension of measuring and appropriate metric units used:

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
If Sarah drinks 2.5 litres a day, how much will she drink
in a week? And a month?
A cubical box with the dimensions 3 3 2 is melted
into another cube whose width is 15. Find the length
and height of cube formed if l=h.
Johnny, Mg Mg and Anthony fill up some water-
balloons with water. Inside each water-balloon there is
300ml of water. They manage to throw two balloons
on T. Thet Htun and three on T. Julie. T. Ma Lian sees
what they are doing and pops 4 balloons so she does
not get wet. How much water hit a teacher?
Mother purchased 9 kg 357 g of sweets and snacks for
the occasion. Out of which 6 kg 458 g were consumed.
What quantity of sweets and snacks were left?
Appendix J
Question 1 Correct:

Comments on working out:

Question 2 Correct:

Comments on working out:

Question 3 Correct:

Comments on working out:

Question Correct:

Comments on working out:

Comments:
Appendix K Checklist for Lung capacity

Student: Below achievement standard Achieved Above achievement standard

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
100ml small juice box
Able to show working out
for volume and capacity
Has a 3D representation
of the small juice box
Description of the small
box: Describing its volume
and capacity.
Brief description of who it
is aimed for and why
Big Juice box
Able to show working out
for volume and capacity
Displays a 3D drawing of
the 5L juice box
Description of the big box:
Describing volume and
marking rubric
Excellent
Performs calculations using and converting
millimetres and centimetre cubed and the correct
abbreviation of ml and cm when necessary.
Focus and states the terms volume, length, width
and height.
Creates a net with accurate dimensions that add up
to 100mL. Connects the model to show net and
realistic representation. Labels dimensions
Shows understanding of the connection between
capacity and volume. Solve problems and
represents the connection using millilitres and
centimetres cubed.
Clear description of product, using adjectives such
as small to be aimed at children between 1-4. Clear
elaboration on their ideas.
Performs calculations using and converting
millimetres, centimetre cubed and litres. Answer is
5L. Use correct abbreviation of ml, L and cm
when necessary. Focus and states the terms
volume, length, width and height.
Creates neat drawing with accurate dimensions that
add up to 500cm or 5L. Connects the model to
show net and realistic representation. Labels
dimensions.
Shows understanding of the connection between
capacity and volume. Solve problems and
represents the connection using millilitres, litres and
High Achievement Satisfactory Limited
Performs calculations focusing on Performs calculations stating Performs some calculations using
millimetres and centimetres cubed. length, width and height for the units of measurement, although
Use abbreviations ml and cm. Use volume. Mention centimetre cubed does not meet requirements.
length, width and height for the within working out.
volume
Creates a neat model that has Creates a model that has Does not create a model to standard
accurate dimensions that will add dimensions. May be slightly or dimensions do not reflect 100mL.
up to 100mL. inaccurately measured.
Shows understanding of the Able to state the volume. Capacity Does not differ between capacity
connection between capacity and answer differs from volume. and volume. Answers are not
volume by giving correct units of demonstrated.
measurement.
Clear description of product, using States age group that it is aimed Not demonstrated
adjectives such as small to be for.
aimed at children between 1-4
Answer is 5L. Use correct Appropriate methods used for No sign of conversion or
abbreviation of ml, L and cm working out. Answer may be close. multiplication. Answer is not
when necessary. Focus and Evidence of conversion of litres and demonstrated correctly.
states the terms volume, length, millilitres
width and height.
Creates a neat drawing that has Creates a drawing that has Does not draw to standard or
accurate dimensions that will add dimensions appropriate to task. May dimensions do not reflect required
up to 5L and/or 500cm be slightly inaccurately measured. outcome.
Shows understanding of the Able to state the volume. Capacity Does not differ between capacity
connection between capacity and answer differs from volume. and volume. Answers are not
volume by giving correct units of demonstrated.
capacity.
Brief description of who it
is aimed for and why
Procedure
Spelling, grammar and
punctuation
Working with others
collaboratively
Comments:
centimetres cubed.
Clear description of product, using adjectives such
as small to be aimed at families or cafes. Clear
elaboration on their ideas. Uses specific and
relevant details to effectively support a point of
view.
Creates detailed written recipe. Appropriate
language for the purposes and audience. Title,
purpose, ingredients, methods, outcome. Presented
with lots of details and nice presentation.
All spelling, capital letters and grammar are
correctly used. Spell a range of new, technical and
increasingly complex words, with accuracy
Students use the correct abbreviations when
necessary. Layout is well organized and neat.
Initiates and actively participates in class and paired
discussions, using a range of strategies to maintain
interaction and work collaboratively and inclusively.
measurement.
Clear description of product, States age group that it is aimed for. Not demonstrated
using adjectives such as large to
be aimed at children between 1-4
Displays title, purpose, Title, ingrediants and method. Neat Not demonstrated to achievable
ingredients, method and product. presentation standard.
Neatly presented.
Spelling and grammar are correct. Uses accurate spelling and attempts Uses simple spelling with errors.
Correct abbreviations are used. new and technical words.
Students use the correct
abbreviations when necessary.
Layout is well organized and neat.
Actively participates in Participates within group Does not work cooperatively or
discussions. Using effective body collaboration. Little effort for input, equally contribute to ideas. Students
language and eye contact. participation and body language do not work as a team to produce
could use improvement. the product required.