Unit+Materials

Measurement: Volume and Mass Unit Plan

__**Materials:**__ Coffee, sugar, creamer, balance scales and graduated cylinders for pairs of students, gram cubes, items for the students to mass. The lesson has item suggestions however any that are convenient can be used, water, paper towels.

__**Motivation:**__ Making coffee for the participants. In dixie size cups offer the participants some coffee. Offer them 50ml of coffee, 5ml, 10ml, or 20 ml of creamer, and 2 grams, 5 grams, 10 grams of sugar they would in their coffee. Measure out their request and make the coffee. Once coffee is served start presentation.

__**Presentation: **__ Tell participants that the workshop is about filling a gap in the science curriculum that is not covered by the county science kits that they have been using. Measuring Volume and Mass are the gap in science content, Standard of Learning 3.1. Scientific Investigation, Reasoning, and Logic - d) volume is measured to the nearest milliliter and liter; and f) mass is measured to the nearest gram. In addition these standards are covered in the Standards of Learning test; thus, focusing on them will increase test scores of those particular questions.

Present the slides on mass and volume, focus on the definition, units of measurement, tools for measurement.

Show materials (graduated cylinder, balance scale, gram cubes). Pass around materials.


 * Content Review: **
 * Measurement || Definition || Unit || Tool ||
 * Mass || The amount of “stuff” something is made of || <span style="font-family: Tahoma,Geneva,sans-serif;">Gram (g), kilogram (kg) || <span style="font-family: Tahoma,Geneva,sans-serif;">Balance scale, gram cubes ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Volume (liquid) || <span style="font-family: Tahoma,Geneva,sans-serif;">The amount of space that liquid takes up || <span style="font-family: Tahoma,Geneva,sans-serif;">Milliliter (ml), liter (L) || <span style="font-family: Tahoma,Geneva,sans-serif;">Beakers, graduated cylinder ||

<span style="font-family: Tahoma,Geneva,sans-serif;">Mass: Put the object on one side of the balance scale. Put gram cubes on the other side until the scale is balance in the middle. When it is balanced, take out the gram cubes and count their value. It is important to stress that they will have a value 1g, 5g, 10g, 50g, 100g, or 200g.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Measurement procedure: **

<span style="font-family: Tahoma,Geneva,sans-serif;">**Volume (liquid):** Put the water into the graduated cylinder. Place the cylinder on a flat surface. Put your face down on the water level, notice the meniscus. Meniscus is the curve in the water. Find the number closest to the the bottom of the meniscus. This is the liquid volume.

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Guided Practice: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">Have pairs of participants create a list to incorporate mass and volume into their curriculum as activities, projects, presentation, ect. Have the pairs share their ideas and create a large master list on the board. As a group continue to brainstorm for any new ideas. Next, practice one measurement of mass and volume.

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Independent Practice: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">The teacher participants will next complete the student lessons. Remind the participants that as they complete the activities that they need to keep in mind any changes they would make for their own classrooms, additional ideas, or any improvements.

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Evaluate: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">Evaluate lesson individually. Each participant will think of one or two thoughts about the lesson. Everyone will share their ideas and have a group discussion to determine how the activity can be integrated into the current classroom curriculum; the implications of the activity on student achievement. The group will develop a plan for integrating the lessons into the classroom

<span style="font-family: Tahoma,Geneva,sans-serif;">__**Classroom extension:**__ <span style="font-family: Tahoma,Geneva,sans-serif;">Take back to students - The teachers will perform and facilitate the lessons/activity for the students. Ideally, after implementation of the lesson the teachers will develop additional measurement practice activities into their classroom.

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Time line: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">This unit can be presented in two different scenarios, one longer training or two smaller trainings.

//<span style="font-family: Tahoma,Geneva,sans-serif;">One one day: // <span style="font-family: Tahoma,Geneva,sans-serif;">Everything would be completed in one sitting. Take a break between the two student activities to allow the participants some reflection time and a break.

//<span style="font-family: Tahoma,Geneva,sans-serif;">Two day: // <span style="font-family: Tahoma,Geneva,sans-serif;">Day 1 - Complete the presentation. After the first student activity, lead a classroom discussion relating the content to the classroom. How can the teachers take the activity or something similar to work in their classroom?

<span style="font-family: Tahoma,Geneva,sans-serif;">Day 2 – Refresh everyone of the goals of incorporating more mass and volume measurment into the classroom. Review the brainstorming ideas from the previous session. Complete activity number 2. Close the session with an additional brainstorm session. Cover two topics, the measurment activities themselves and how they can be most easily integrated into the participants schedules.

__**<span style="font-family: Tahoma,Geneva,sans-serif;">References of Materials: **__

<span style="font-family: Georgia,serif;">Hightower, Susan. Twelve Snails to One Lizard: A Tale of Mischief and Measurement

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Jack the Builder webquest. Found at []

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">King, Kristy. How to Find the Volume of a Liquid in a Graduated Cylinder. Available at []

<span style="font-family: Georgia,serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Murphy, Stewart J. Super Sand Castles Saturday

=<span style="font-family: Times New Roman; font-size: 12pt; font-weight: normal; line-height: 115%; margin: 12pt 0in 6pt;">O. Morgan. How to Measure Mass in the Metric System. Available at [] = = = = PreK-8 worksheet to measure mass. Found at [] = = = =<span style="font-family: Times New Roman; font-size: 12pt; font-weight: normal; line-height: 115%; margin: 12pt 0in 6pt;">Signal, Michael. How to Make Your Own Mass Balance Scale. Available at [] = = =

=<span style="font-family: Georgia,serif;">Silverstein, Shel. One Inch Tall =

<span style="font-family: Georgia,serif;">Sweeny, Joan. Me and the Measure of Things

<span style="font-family: Tahoma,Geneva,sans-serif;">What is volume? K2 Math Education Kids educational Video, found at []