lesson plan
Big Idea: Converting Measurements
Grade Level: 4th Grade
Title: Converting Measurements in a Recipe
Key Learning Area:
Students will be focusing on converting measurements in a recipe to match the measuring utensils that are provided. Students will also work with liquid volume and keeping time.
Standard Alignments:
Standard - CC.2.4.4.A.1: Solve problems involving measurement and conversions from a larger unit to a smaller unit.
-M04.D-M.1: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
-M04.D-M.1.1: Solve problems involving length, weight (mass), liquid volume, time, area, and perimeter.
Vocabulary:
Essential Questions:
1. How many cups are in 1 pint?
2. How many tablespoons are in 1 cup?
3. How many ounces are in 1 cup?
4. How many teaspoons are in 1 tablespoon?
5. How many minutes are in 1 hour?
Objectives:
Duration:
60 minutes
Materials:
-Recipe Conversion Sheet
-Reference Conversion Chart
-Measuring tools: cups, teaspoons
-Ingredients: Flour, Salt, Baking Powder, Butter, Sugar, Eggs, Milk, Vanilla Extract, Icing
-Calculator for each group
-Timer
-Cupcake pans
-Cupcake Liners
-Large/ Small spoon
-Bowls
Instructional Procedures:
Before:
Review of the types of measurements we have discussed in class.
Ask students what types of activities we use measurement in the course of everyday life. Examples include building, cooking, sports fields, timed activities, etc.
Explain to students that, now that we have studied these different types of measurements and conversions, we are going to apply what we know about measurements and conversions to baking cupcakes.
Ask for examples of units that are used in baking. Examples include cups, ounces, grams, minutes, hours, seconds, temperatures, etc.
Demo Lesson: Show example recipe of making jello. This is a simple recipe that the teacher will model for the students.
Add 8 ounces of hot water to bowl.
Add packet of jello and stir until dissolved.
Add 1 pint of cold water.
Stir and let chill.
The teacher only has cups for measuring tools. Show conversions to solve the problem.
Convert 8 ounces= 1 cup
1 pint= 2 cups
Complete recipe.
Explain to students that they are going to be doing the same thing in small groups with a more complex recipe… cupcakes!!
During:
Break students into groups of 3-4.
Have students gather materials and ingredients from front table.
Hand each student a recipe. As a group, students must convert the recipe, so that they can use the measuring tools given.
After conversions are complete and approved by teacher (assessment), have students begin creating the recipe.
When students are finished mixing ingredients and putting batter in pans, place trays on the counter and begin the reflection sheet.
After:
When all groups have completed the recipe, as a class, discuss: 1). why this was an important activity? 2). problems that any groups faced, etc.
Have students complete a “ticket out the door” completing 3 conversion problems that focus on baking.
After cupcakes are finished baking, have students ice and eat later in the day.
Suggested Instructional Strategies:
Scaffolding: an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.
Active Engagement: all students are actively learning, interacting with others, and responding to instruction.
Modeling: involves demonstrating the specific behaviors, language, actions, and patters of expectation.
Project Based Learning: an instructional approach built upon authentic learning activities that engage student interest and motivation. They are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
Kinesthetic/Tactile: prefer use of body and sense of touch to learn and process information.
Assessment:
The students will complete their converted recipes to be assessed for accuracy.
Students will self assess their group work in a reflection based on accuracy, working together and how the cupcakes turn out.
The students will discuss as a class the relevancy and complications of the activity.
The students will complete a conversion review (3 questions) as a ticket out the door.
Attachments: (6)
Name:_________________________________ Date:___________________
Vanilla Cupcake Recipe:
1 pint of flour= ____ cups flour
2.5 milliliters of salt= _____ teaspoons salt
2 teaspoons baking powder
4 ounces of butter= ____ cup(s) butter
6 ounces of sugar= ____ cup(s) sugar
2 eggs
8 ounces of milk= ____ cup(s) milk
5 milliliters vanilla extract= ____ teaspoon vanilla extract
Bake for 1,200 seconds= _____ minutes
Vanilla Cupcake Recipe Answers: (For Teacher Use)
2 cups flour
1/2 teaspoon salt
2 teaspoons baking powder
1/2 cup butter, softened
3/4 cup sugar
2 eggs
1 cup milk
1 teaspoon vanilla extract
Directions:
1. Preheat oven. (Teacher will do this.) Place liners on cupcake pan.
2. Add all dry ingredients in a bowl.
3. Add all wet ingredients in a bowl.
4. Add ingredients together. Mix until smooth.
5. Place a scoop of batter in each cupcake liner.
6. Place ready to bake cupcakes on the counter.
Conversion Chart: (Reference)
1 teaspoon = 5 milliliters
1 tablespoon = 3 teaspoons
1 cup = 8 ounces
1 pint= 2 cups
Name:___________________________ Date:________________
Reflection Sheet: Vanilla Cupcake Measurement Activity
Ticket out the door:
Name:_____________________ Date:_______________
References:
http://www.food.com/recipe/simple-vanilla-cupcakes-178370
http://www.jsward.com/cooking/conversion.shtml
Grade Level: 4th Grade
Title: Converting Measurements in a Recipe
Key Learning Area:
Students will be focusing on converting measurements in a recipe to match the measuring utensils that are provided. Students will also work with liquid volume and keeping time.
Standard Alignments:
Standard - CC.2.4.4.A.1: Solve problems involving measurement and conversions from a larger unit to a smaller unit.
-M04.D-M.1: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
-M04.D-M.1.1: Solve problems involving length, weight (mass), liquid volume, time, area, and perimeter.
Vocabulary:
- Pint: A standard unit for measuring capacity.
- Ounce: A standard unit for measuring weight.
- Minute: A unit of times that is equal to 60 seconds.
- Hour: A unit of times that equals 60 minutes.
- Fahrenheit: A temperature measuring scale.
- Celsius: A temperature measuring scale used in the metric system.
Essential Questions:
1. How many cups are in 1 pint?
2. How many tablespoons are in 1 cup?
3. How many ounces are in 1 cup?
4. How many teaspoons are in 1 tablespoon?
5. How many minutes are in 1 hour?
Objectives:
- The students will convert measurements in a recipe 100% of the time.
- The students will create a recipe by following a given recipe 100% of the time.
- The students will track of cupcakes baking in the over 100% of the time.
- The students will reflect on their process, group work, and accuracy.
Duration:
60 minutes
Materials:
-Recipe Conversion Sheet
-Reference Conversion Chart
-Measuring tools: cups, teaspoons
-Ingredients: Flour, Salt, Baking Powder, Butter, Sugar, Eggs, Milk, Vanilla Extract, Icing
-Calculator for each group
-Timer
-Cupcake pans
-Cupcake Liners
-Large/ Small spoon
-Bowls
Instructional Procedures:
Before:
Review of the types of measurements we have discussed in class.
Ask students what types of activities we use measurement in the course of everyday life. Examples include building, cooking, sports fields, timed activities, etc.
Explain to students that, now that we have studied these different types of measurements and conversions, we are going to apply what we know about measurements and conversions to baking cupcakes.
Ask for examples of units that are used in baking. Examples include cups, ounces, grams, minutes, hours, seconds, temperatures, etc.
Demo Lesson: Show example recipe of making jello. This is a simple recipe that the teacher will model for the students.
Add 8 ounces of hot water to bowl.
Add packet of jello and stir until dissolved.
Add 1 pint of cold water.
Stir and let chill.
The teacher only has cups for measuring tools. Show conversions to solve the problem.
Convert 8 ounces= 1 cup
1 pint= 2 cups
Complete recipe.
Explain to students that they are going to be doing the same thing in small groups with a more complex recipe… cupcakes!!
During:
Break students into groups of 3-4.
Have students gather materials and ingredients from front table.
Hand each student a recipe. As a group, students must convert the recipe, so that they can use the measuring tools given.
After conversions are complete and approved by teacher (assessment), have students begin creating the recipe.
When students are finished mixing ingredients and putting batter in pans, place trays on the counter and begin the reflection sheet.
After:
When all groups have completed the recipe, as a class, discuss: 1). why this was an important activity? 2). problems that any groups faced, etc.
Have students complete a “ticket out the door” completing 3 conversion problems that focus on baking.
After cupcakes are finished baking, have students ice and eat later in the day.
Suggested Instructional Strategies:
Scaffolding: an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.
Active Engagement: all students are actively learning, interacting with others, and responding to instruction.
Modeling: involves demonstrating the specific behaviors, language, actions, and patters of expectation.
Project Based Learning: an instructional approach built upon authentic learning activities that engage student interest and motivation. They are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
Kinesthetic/Tactile: prefer use of body and sense of touch to learn and process information.
Assessment:
The students will complete their converted recipes to be assessed for accuracy.
Students will self assess their group work in a reflection based on accuracy, working together and how the cupcakes turn out.
The students will discuss as a class the relevancy and complications of the activity.
The students will complete a conversion review (3 questions) as a ticket out the door.
Attachments: (6)
Name:_________________________________ Date:___________________
Vanilla Cupcake Recipe:
1 pint of flour= ____ cups flour
2.5 milliliters of salt= _____ teaspoons salt
2 teaspoons baking powder
4 ounces of butter= ____ cup(s) butter
6 ounces of sugar= ____ cup(s) sugar
2 eggs
8 ounces of milk= ____ cup(s) milk
5 milliliters vanilla extract= ____ teaspoon vanilla extract
Bake for 1,200 seconds= _____ minutes
Vanilla Cupcake Recipe Answers: (For Teacher Use)
2 cups flour
1/2 teaspoon salt
2 teaspoons baking powder
1/2 cup butter, softened
3/4 cup sugar
2 eggs
1 cup milk
1 teaspoon vanilla extract
Directions:
1. Preheat oven. (Teacher will do this.) Place liners on cupcake pan.
2. Add all dry ingredients in a bowl.
3. Add all wet ingredients in a bowl.
4. Add ingredients together. Mix until smooth.
5. Place a scoop of batter in each cupcake liner.
6. Place ready to bake cupcakes on the counter.
Conversion Chart: (Reference)
1 teaspoon = 5 milliliters
1 tablespoon = 3 teaspoons
1 cup = 8 ounces
1 pint= 2 cups
Name:___________________________ Date:________________
Reflection Sheet: Vanilla Cupcake Measurement Activity
- How well did my group work together? (Circle one) Explain.
- K K L
- Name one challenge that your
group faced?
- Why is this activity important?
Ticket out the door:
Name:_____________________ Date:_______________
- 32 ounces = _____ cup(s)
- 3 teaspoons= _____ tablespoon(s)
- 210 seconds= _____ minute(s)
References:
http://www.food.com/recipe/simple-vanilla-cupcakes-178370
http://www.jsward.com/cooking/conversion.shtml