Note for teachers using this lesson plan
Before the lesson, ensure you have a variety of real containers of different sizes (bowls, buckets, plastic bottles, sachet water, carton juice, small bottle water) and a good supply of water. The central idea for pupils is to grasp that capacity means ‘how much a container can hold’ and that different containers hold different amounts. Successful learning will be observed when pupils can correctly compare containers and identify which one holds ‘more’ or ‘less’ through practical demonstration.
Class: Pre-School Level 3
Term: First Term
Week: 10
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Length Comparison of Objects
Topic: Capacity and Comparing Containers
Subject Matter: Capacity. Weekly focus: Capacity and Comparing Containers.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify containers of different sizes.
- State the meaning of capacity as “how much a container can hold.”
- Compare the capacity of two or more containers.
- Identify which container holds “more” or “less” liquid.
Affective Domain
- Listen attentively to the teacher’s explanations and demonstrations.
- Participate actively in classroom discussions and practical activities.
- Show curiosity during experiments with water.
Psychomotor Domain
- Demonstrate filling and pouring water from one container to another.
- Arrange containers in order of their capacity (e.g., from least to most).
Social Domain
- Take turns when participating in pouring and filling activities.
- Work cooperatively with peers during group experiments.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
- Suitable early-years numeracy workbook/textbook
Instructional Materials
- Various sizes of real containers: bowls, buckets, plastic bottles, sachet water, carton juice, small bottle water, cups.
- Water
- Charts showing pictures of containers with different capacities.
- Textbook
- Workbook
Rationale for the Lesson
Understanding capacity is fundamental for young children as it helps them make sense of quantities in their daily lives, such as knowing how much milk is in their cup or how much water is needed to fill a bowl. This lesson develops early measurement concepts and critical thinking skills by encouraging pupils to compare and reason about different container sizes.
Prerequisite/Previous Knowledge
Pupils can identify different everyday objects and have a basic understanding of comparison words like “big” and “small.” They have also engaged in simple counting activities.
Lesson Content/Board Summary
CAPACITY AND COMPARING CONTAINERS
What is Capacity?
Capacity means ‘how much a container can hold’.
Think about how much water a cup can hold, or how much sand a bucket can hold.
Comparing Containers
Different containers hold different amounts.
- A bucket holds MORE water than a small bowl.
- A plastic bottle holds LESS water than a big bowl.
We can find out which holds more by filling one and pouring it into another!
Key Words
- Capacity – how much a container can hold.
- Full – when a container cannot hold any more.
- Empty – when a container has nothing inside.
- More – a greater amount.
- Less – a smaller amount.
- Holds – contains.
Capacity Rhyme (Original Classroom Rhyme)
Tune: “Twinkle, Twinkle Little Star”
Containers, containers, big and small,
How much can you hold for all?
Some hold much, some hold less,
Making capacity a fun test!
Fill them up and watch them pour,
Which one holds a little more?
Actions: Use hands to show big and small, make pouring motions, point to containers.
Watch and Learn About Capacity
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the term “capacity” using simple language and by showing real containers. Ask pupils what they think “capacity” means. Emphasize that it’s about “how much it can hold.” Use gestures like expanding hands for “more” and bringing them closer for “less.” Write the key words on a chart or board as you introduce them.
What to show or demonstrate: Display various containers (bucket, bowl, bottle, sachet, carton). Point to each and ask pupils to guess which holds more or less. Clearly demonstrate the meaning of “full” and “empty” with a cup of water.
How to use the rhyme/song: Sing the “Capacity Rhyme” several times with pupils. Encourage them to use actions like opening hands wide for “big” and bringing them together for “small,” and making pouring motions. This helps reinforce the concept of different container sizes and amounts.
How to use the video: Introduce the video as a fun way to learn more about capacity. Ask pupils to pay attention to the words “more” and “less” and to the different containers shown. After watching, discuss what they observed and encourage them to repeat key phrases or concepts from the video.
What to watch for: Observe if pupils understand the terms “more” and “less” in the context of capacity. Check if they can follow simple instructions for pouring and comparing. Correct any misconceptions gently by re-demonstrating.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Manipulation of Objects, Question and Answer, Repetition, Songs and Rhymes, Practical Activity.
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: Greet pupils. Show two different containers (e.g., a small cup and a large bowl). Ask, “Which one do you think can hold more water?” Listen to their responses.
Pupils’ Activity: Respond to greetings and guess which container holds more.
Learning Point: Pupils are engaged and begin thinking about container sizes.
Step 2: Explanation of Capacity
Time: 4 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: Introduce the topic “Capacity and Comparing Containers.” Explain that capacity means “how much a container can hold.” Use real objects (e.g., a small bottle and a carton of juice) to show that some containers hold more and some hold less.
Pupils’ Activity: Listen attentively and observe the different containers. Repeat the word “capacity.”
Learning Point: Pupils understand the basic meaning of capacity.
Step 3: Demonstration – Bucket vs. Bowl
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: Place a bucket and a small bowl. Explain that we will find out how many bowls of water can fill the bucket. Demonstrate carefully filling the small bowl with water and pouring it into the bucket, counting each time.
Pupils’ Activity: Watch the teacher’s demonstration carefully, counting along.
Learning Point: Pupils observe a practical way to compare capacities.
Step 4: Guided Practice – Bucket vs. Bowl
Time: 4 minutes
Teaching Skill: Guided Practice/Participation
Teacher’s Activity: Invite a few pupils to take turns filling the bowl and pouring it into the bucket, continuing the count until the bucket is full. Ask, “How many bowls of water did it take to fill the bucket?”
Pupils’ Activity: Take turns filling and pouring, counting aloud. State the number of bowls that filled the bucket.
Learning Point: Pupils actively participate in measuring capacity and understand that the bucket holds “more” than the bowl.
Step 5: Demonstration & Guided Practice – Bottle vs. Bowl
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: Introduce a plastic bottle and a bowl. Guide pupils to fill the plastic bottle with water and pour it into the bowl until the bowl is filled. Count how many bottles fill the bowl. Ask, “Which one holds more, the bottle or the bowl?”
Pupils’ Activity: Observe, participate in filling and pouring, and count the number of bottles. Respond to the teacher’s question.
Learning Point: Pupils compare the capacity of different containers and identify “more” or “less.”
Step 6: Comparing Other Containers
Time: 3 minutes
Teaching Skill: Application/Discussion
Teacher’s Activity: Show a sachet of water and a small bottle of water. Ask pupils to discuss with a partner which one they think has a greater capacity. Guide them to share their answers and reasons.
Pupils’ Activity: Discuss with a partner and share their thoughts on which container holds more.
Learning Point: Pupils apply their understanding to compare other familiar containers.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- Show me the container that holds more water. (Teacher points to two different containers)
- What does “capacity” mean?
- Which holds less, a sachet of water or a small bottle of water?
- Demonstrate how to fill a cup and make it “full.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Summarization/Reinforcement
Teacher’s Activity: Recap that capacity is how much a container can hold and that containers hold different amounts. Encourage pupils to look for containers at home and compare their capacities.
Pupils’ Activity: Listen to the recap and think about containers at home.
Learning Point: Pupils consolidate their learning and apply it to their home environment.
Lesson Keywords
- Capacity – how much a container can hold.
- Full – when a container cannot hold any more liquid or items.
- Empty – when a container has nothing inside it.
- More – a larger quantity or amount.
- Less – a smaller quantity or amount.
- Container – an object used for holding things.
Differentiation
Support:
- Provide larger, easier-to-handle containers for pouring activities.
- Work with fewer container comparisons at a time (e.g., only two).
- Offer hand-over-hand guidance for pouring for pupils who struggle with fine motor skills.
- Repeat explanations and demonstrations slowly and clearly, using simple gestures.
Extension:
- Challenge pupils to estimate which container holds more before pouring.
- Ask pupils to arrange three or more containers in order from least to greatest capacity.
- Encourage them to find other objects in the classroom and discuss their capacities.
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