Measurement

Grade 4 · General Science

Semester 1 | Period 3 | Week 13

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Subject: General Science

Semester: 1

Period: 3

Week: 13

School Name:
Teacher’s Name:
Subject: General science
Grade Level: Grade 4
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Measurement
Sub-topic: Names of Some Measurement Tools and Measuring Weight

Learning Objectives
By the end of the lesson, students should be able to:
Name at least three tools for measuring weight
Demonstrate how to measure weight using simple scales
State the common units of weight such as grams, kilograms, pounds, and ounces

Previous Knowledge
Students already know that objects have different heaviness or lightness which they can compare by lifting them with their hands

Instructional Materials
Weighing scale, spring balance, pan balance, packets of sugar, fruits, books, charts showing units of weight

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher places two objects (a book and a pencil) and asks learners to guess which is heavier. Teacher then asks: “How can we know exactly?” Teacher introduces weight measurement tools.

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):

  • Learners observe practical demonstrations of different weighing tools:
    • Weighing scale: Teacher shows how to place an object on a digital or spring scale and read the weight.
    • Spring balance: Teacher hangs an object and demonstrates reading the force in grams or kilograms.
    • Pan balance: Teacher balances objects on both sides to determine weight comparison.
  • Learners practice measuring classroom objects using the three tools under teacher supervision.
  • Learners identify and assign correct units to the weights they measure: grams (g), kilograms (kg), pounds (lb), or ounces (oz).
  • Learners discuss in pairs or groups why different tools may be used for different objects (e.g., pan balance for small objects, weighing scale for larger objects).
  • Learners record measurements in a notebook and compare readings from different tools.

Assessment Checks:

  • Teacher asks: “Name the tools used to measure weight.” (Expected answers: Weighing scale, spring balance, pan balance)
  • Teacher asks: “What are the units used for measuring weight?” (Expected answers: grams, kilograms, pounds, ounces)
  • Teacher observes learners during practice to ensure correct handling of instruments and proper recording of measurements.

Notes (Expanded & Detailed):

  • Weight: Weight is how heavy an object is. It is a measure of the force of gravity acting on an object.
  • Tools for measuring weight:
    • Weighing scale: Measures weight directly in kilograms or pounds.
    • Spring balance: Measures weight by the force the object exerts on the spring, usually in grams or kilograms.
    • Pan balance: Compares the weight of an object with standard weights.
  • Units of weight:
    • Metric: grams (g), kilograms (kg)
    • English/Imperial: pounds (lb), ounces (oz)
  • Learners should note that heavier objects require larger scales, while smaller objects can be measured with lighter tools like pan balances.

Assignment/Homework:

  1. Use a pan balance or spring balance at home to measure three small objects and write their weights in grams.
  2. Identify two objects at home and estimate their weight in kilograms or pounds.
  3. Draw and label the three tools used to measure weight, noting the appropriate units for each.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews tools and units of weight. Learners repeat definitions and give examples.

Evaluation Method (Expanded):
Exit slip/quiz: Learners write two tools for measuring weight and one unit. Teacher collects slips and gives feedback.

Assignment (Expanded):
Draw and label two tools for measuring weight and state their units.

Follow-up Activity:
At home, learners identify any weighing tool and write how it is used.

Differentiation / Inclusive Strategies
Teacher pairs learners for practice, uses real objects for slow learners, and challenges quick learners with conversions.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low