Student+Lessons

Student Lessons: Mass and Liquid Volume **__MASS __** __**Materials:**__ balance scales 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.

__**Motivation:**__ Read the book, Me and the Measure of Things by Joan Sweeny. Pass out the gram cubes. Tell the students that today we will be using these gram cubes to measure objects.

__**Presentation:**__ Show the short slide show on mass. Focusing on the definition, units, tools. Have one student come up and show the class how to measure the mass of a pair of scissors. Ask for an estimate on how many grams the scissors mass. Ask the students what they think the first step is. Keep asking the students to guide the volunteer towards finding the mass of the object. Lead the students towards the correct procedure.

__**Guided Practice: **__ Now, you are ready to measure the mass of a few objects. Look at the gram cubes. With your partner, group the cubes in to piles that are the same mass. Teacher will walk around and ensure that the students know how to measure the mass.

Use any combination of the gram cubes to find the mass of the objects below:


 * **Object to Measure** || **Grams** ||
 * Tennis ball || ||
 * Clear marble || ||
 * crayon || ||
 * Button || ||

__**Independent Practice: **__ Now that the students know a little bit about measuring mass. Have them complete this rotation lab. As a class go over the directions. Tell the students that they will estimate and mass each object at each station. They will go to each station. Estimate the mass of the object. Write it down. Mass the object. Write it down. At the sound of the bell move to the next station and repeat. After all stations have been completed, each student or pairs can answer the conclusion questions. Finally, a class discussion of their findings and thoughts on measuring mas will create a mass chart for the classroom.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 140%;">Lab: Estimating and Measuring Mass <span style="font-family: Tahoma,Geneva,sans-serif;">1. Formulate a hypothesis. Estimate the mass of each object. <span style="font-family: Tahoma,Geneva,sans-serif;">2. Test your hypothesis. Measure each object in grams by using a balance. <span style="font-family: Tahoma,Geneva,sans-serif;">3. Record answers on the chart. <span style="font-family: Tahoma,Geneva,sans-serif;">4. State conclusion. Compare your hypothesis (estimate) with your experiment (measurement).
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Procedure: **

<span style="font-family: Tahoma,Geneva,sans-serif;">Did your estimates match the measured mass for all your objects? <span style="font-family: Tahoma,Geneva,sans-serif;">Which objects did you have different estimates for then their actual mass? <span style="font-family: Tahoma,Geneva,sans-serif;">What do you think you could do better next time when measuring mass?
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Collect and interpret your data: **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Object |||| <span style="font-family: Tahoma,Geneva,sans-serif;">Estimated Mass |||| <span style="font-family: Tahoma,Geneva,sans-serif;">Measured Mass ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Animal ||  ||   ||   ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Letter or number block ||  ||   ||   ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Rubber Stopper ||  ||   ||   ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Yellow Square ||  ||   ||   ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Blue rectangle ||  ||   ||   ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Orange Tube ||  ||   ||   ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Connector Circles ||  ||   ||   ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Conclusion: **

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Evaluation: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">Teacher can evaluate during the rotation lab and the lab write up. During the rotation lab a teacher can either sit at one particular station and observe each student mass an item or walk around and assess all the students as they are moving around. In addition, the lab write up can be collected for a formal evaluation. In addition, students can go to the Jack the Builder website to practice their skills, found at []

__<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 150%;">VOLUME __ <span style="font-family: Tahoma,Geneva,sans-serif;">__**Materials:**__ <span style="font-family: Tahoma,Geneva,sans-serif;">graduated cylinders, water, paper towels.

<span style="font-family: Tahoma,Geneva,sans-serif;">__**Motivation:**__ <span style="font-family: Tahoma,Geneva,sans-serif;">Show the mini movie, What is volume? K2 Math Education Kids educational Video, found at http://www.youtube.com/watch?v=VASC2aeehWc&feature=related

<span style="font-family: Tahoma,Geneva,sans-serif;">__**Presentation:**__ <span style="font-family: Tahoma,Geneva,sans-serif;">Show the short slide show on volume. Focusing on the definition, units, tools. Have one student come up and show the class the procedure how to find the liquid volume. Ask for an estimate on how many milliliters a container of water holds. Ask the students what they think the first step is. Keep asking the students to guide the volunteer towards finding the volume. Lead the students towards the correct procedure.

<span style="font-family: Tahoma,Geneva,sans-serif;">Guided Practice: Now, you are ready to measure the volume of some containers. Pass out the graduated cylinders. Have each student look at the sides and see the markers. Figure out how much each tick is worth.

<span style="font-family: Tahoma,Geneva,sans-serif;">Use the graduated cylinder find the volume of the water in the containers. Pass out colored water filled containers

|| || || || || ||
 * =====**<span style="font-family: Tahoma,Geneva,sans-serif;">Water in container **===== || =====**<span style="font-family: Tahoma,Geneva,sans-serif;">Milliliters **===== ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Container 1
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Container 2
 * ===**<span style="font-family: Tahoma,Geneva,sans-serif;">Container 3 **=== || ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Container 4

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Independent Practice: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">Now that the students have a little knowledge about measuring volume. Have lab pairs complete rotation station lab. As a class go over the directions. Tell the students that they will estimate and measure the volume of each liquid at each station. They will go to each station. Estimate the volume. Write it down. Find the actual volume. Write it down. At the sound of the bell move to the next station and repeat. After all stations have been completed, each student or pairs can answer the conclusion questions. Finally, a class discussion of their findings and thoughts on measuring volume will create a volume chart for the classroom.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 140%;">Volume
 * 1) <span style="font-family: Tahoma,Geneva,sans-serif;">Estimate the volume of the water
 * 2) <span style="font-family: Tahoma,Geneva,sans-serif;">Measure the volume of the water.


 * <span style="font-family: Tahoma,Geneva,sans-serif;">Station || <span style="font-family: Tahoma,Geneva,sans-serif;">Estimate Volume || <span style="font-family: Tahoma,Geneva,sans-serif;">Actual Volume ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">1 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">2 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">3 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">4 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">5 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">6 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">7 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">8 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">9 ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">10 ||  ||   ||

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Conclusion: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">Where your estimates close to the Actual Volume?

<span style="font-family: Tahoma,Geneva,sans-serif;">Next time, what will you think of when you are estimating so that your estimates are closer to the actual volume?

__**<span style="font-family: Tahoma,Geneva,sans-serif;">Evaluation: **__ <span style="font-family: Tahoma,Geneva,sans-serif;">Teacher can evaluate during the rotation lab and the lab write up. The rotation lab allows for a less formal evaluation while the lab write up can constitute the formal assessment. In addition, students can go to the Jack the Builder website to practice their skills, found at []