Name: _________________________________________________ Topic:

_________________________________ Date:__________
Standards of Learning Plan Format
Virginia Teachers for
Tomorrow
Title

Mr. Gallon Man

Standard(s) of
Learning

o 5.1 Understand Measurable Attributes of Objects and the Units, Systems, and
Processes of Measurement
o 5.2 Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements

Key Vocabulary/
Concepts

Gallon, Quart, Pint, Cup

-learn about liquid measurement and how many pints, quarts, and cups make
up 1 gallon by creating their own Mr. Gallon man
-How many quarts, pints, and cups are in a gallon.

Materials

-Construction paper with pre-printed gallon, quart, pint, cups

-Paper to put the Gallon Man on (template)
-Glue
-Markers
-Pencils
-Worksheet
-Gallon of milk (empty), Quart (empty), Pint (empty), Cup (empty)

Introduction
(Hook)

Does anyone know about gallons, quarts, pints, and cups? (If many ask for
silent me twos). Bring out the gallon, quart, pint, and cup. Ask kids what they
think the biggest is, (gallon) then proceed to ask how many quarts they think
go into the gallon and so on. Draw the big G on the board to help the kids
visually see.
Does anyone know about Gallon Man? Because that is what we will be doing
today!

Name: _________________________________________________ Topic:

_________________________________ Date:__________
Standards of Learning Plan Format
Virginia Teachers for
Tomorrow
Instructional
Activities/Strate
gies

Accommodation
s,
If necessary

Closure Activity

Pass out a big white construction paper to serve as a base line to build Gallon
Man (template). Then pass out the parts of gallon man in baggies, have the
kids glue the parts to templet on white construction paper. After they finish
gluing they can draw a face on their Gallon Man. After they finish that activity
have them pick up the closure activity (a worksheet) and tell them you will be
walking around if they need any help with it, they may also use their gallon
man on the worksheet to help or the big G.

For students needing assistance I will be constantly circling the room

checking for any students who need help gluing or figuring out the
worksheet on how many (quarts, pints, cups) go into a gallon

Visual activity in the beginning to help them see why this many quarts
go into a gallon, etc.
If some students finish early they will be doing a worksheet that they may use
their Gallon man on to help complete

Follow-Up/
Homework

The students have continued to do activities involving measurements, to

further expand their knowledge on this topic.

REFLECTION

The students grasped the material quickly and were encouraged to learn the
information due to the visual and hands on activity. Students had some
knowledge of this subject and were still open to learning more about it.
Feedback from the students showed their interest and enjoyment from this
lesson. My only suggestion is to put up What to do when done directions for
early finishers.

(TO BE COMPLETED
AFTER YOU TEACH)

Think about the following as you create the instructional activities for this
lesson

First stepObjectives. What do you want the students to know, understand, and
be able to do by the end of your lesson? What is the point of your lesson?

Name: _________________________________________________ Topic:

_________________________________ Date:__________
Standards of Learning Plan Format
Virginia Teachers for
Tomorrow

Learning Styles/Multiple Intelligences

Blooms Taxonomy
Group Work (Cooperative Learning)
Technology
Games
Higher-Level Questioning
Brain-Based Research
Smooth transition between activities