Measurement

Grade 4 · General Science

Semester 1 | Period 3 | Week 14

Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.

Get it on Google Play Get it on the Apple App Store

Subject: General Science

Semester: 1

Period: 3

Week: 14

School Name:
Teacher’s Name:
Subject: General science
Grade Level: Grade 4
Date: Week 14
Lesson Duration: 45 minutes
Week & Period: Week 14, Period 2
Topic: Measurement
Sub-topic: Measuring Volume

Learning Objectives
By the end of the lesson, students should be able to:
Identify tools for measuring volume
Demonstrate how to measure liquids and irregular objects
State the common units of volume such as liters, milliliters, and fluid ounces

Previous Knowledge
Students already know that water in a cup or bucket can be described as much or small

Instructional Materials
Measuring cylinder, beaker, water, irregular stones, bowl, chart of units of volume

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows two cups of water and asks learners: “Which one has more water?” Then asks: “How can we measure exactly?” Teacher introduces volume measurement tools.

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

  • Learners observe the teacher demonstrate how to measure liquids using a measuring cylinder and beaker.
  • Learners watch the displacement method: Teacher places a stone or irregular object in a container filled with water and observes how the water level rises to determine the object’s volume.
  • Learners practice reading volumes in liters (L) and milliliters (ml) from the measuring cylinder and beaker.
  • Learners discuss which tool is suitable for small volumes (measuring cylinder) and which for larger volumes (beaker or jug).
  • Learners in pairs measure small amounts of water or other safe liquids and record the readings.
  • Learners discuss everyday examples of volume: pouring juice, filling a bottle, measuring rice or water for cooking.

Assessment Checks:

  • Teacher asks: “Name one unit of volume.” (Expected answers: liter (L), milliliter (ml), fluid ounce (fl.oz))
  • Teacher asks: “Name one tool used to measure volume.” (Expected answers: measuring cylinder, beaker, displacement method)
  • Teacher observes learners during practical exercises to ensure correct reading and handling of measuring instruments.

Notes (Expanded & Detailed):

  • Volume: Volume is the amount of space a substance occupies.
  • Tools for measuring volume:
    • Measuring cylinder: Precise measurement of liquids, usually in milliliters or liters.
    • Beaker: Less precise, used for larger volumes of liquid.
    • Displacement method: Measures volume of irregular solids by the water displaced when the object is submerged.
  • Units of volume:
    • Metric: liters (L), milliliters (ml)
    • English/Imperial: fluid ounces (fl.oz)
  • Key points for learners:
    • Always read the meniscus (the curved surface of the liquid) at eye level.
    • Choose the right tool for the size of the liquid.
    • Displacement is useful for objects that are not liquid, like stones or small toys.

Assignment/Homework:

  1. Using a measuring cylinder or beaker, measure 100 ml of water and record it.
  2. Find an irregular object at home (like a small stone), use the displacement method, and write down the volume of water displaced.
  3. Draw and label a measuring cylinder, a beaker, and demonstrate how you would measure 250 ml of liquid.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews measuring tools and units of volume. Learners repeat and practice.

Evaluation Method (Expanded):
Exit slip/quiz: Learners write one tool for measuring volume and one unit.

Assignment (Expanded):
Draw a measuring cylinder and write one use of it.

Follow-up Activity:
Learners practice measuring water at home using any container.

Differentiation / Inclusive Strategies
Teacher uses hands-on demonstrations for all learners, supports slow learners with repetition, and challenges quick learners with conversion exercises.

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