Desired Results GLE 1 Physical Science GLE Physical Science - Measurement Third Grade Language Arts Unit Essential Questions

Transcription

1 3 rd Grade FOSS - Matter and Measurement Unit Plan Desired Results BVSD Standard(s)/Grade Level Expectations GLE 1 Physical Science Matter exists in different states such as solids, liquids and gases and can change from one state of matter to another by heating and cooling. GLE Physical Science - Measurement Student measures and records data accurately using metric units and appropriate tools and technology. Third Grade Language Arts Standard 1- GLE1) Oral communication is used both formally and informally. GLE2) Successful group activities need the cooperation of everyone. Standard 2 Demonstrate comprehension of a variety of informational, literary, and persuasive texts. Standard 3 Increasing word understanding, word use, and word relationships increases vocabulary. Standard 4 Inferences and points of view exist. Unit Essential Questions What tools and techniques work best to measure matter? (Investigation 1) Why is it important to have measuring standards? (Investigation 1) What is matter? (Investigation 2) What determines whether matter is in the solid, liquid, or gas state? (Investigation 2) How does heating and cooling make matter change state? (Investigation 3) Students will know A standard unit of measurement is necessary for consistency and communication between people. Scientists use metric measuring tools and units to accurately quantify observations of matter. Matter is anything that has mass and takes up space. Matter is made of atoms. How to identify the state (solid, liquid, or gas) of any sample of matter. Heating and cooling cause matter to change state. Students will be able to Select and use the appropriate metric measuring tool to measure matter. Communicate measurements using numbers and appropriate units. Classify objects based on their physical properties. Make predictions and compare them to collected data. Interpret information about matter from a variety of resources. Collect and use data to draw conclusions. Participate in discussion regarding discrepant events in data collection and evaluation. Analyze and interpret data regarding measurements. Conduct investigations safely in the classroom. Express questions, predictions, and data using sentences in a science notebook. Use pictures within informational text to predict and check to confirm or reject predictions and/or conclusions. Use scientific thinking to answer a testable question. Interpret data to build explanations of changes in states of matter. Make reasonable estimates for measurement. 1

2 Language Objectives Students will Use academic vocabulary to describe observations of matter using metric system terms (meter, milliliter, Celsius degree, etc.). Share a connection or prior experience they have with matter and measurement. Use words related to table of contents and keeping a science notebook (notebook, page, table of contents). Create a list of words that describe matter. Complete graphic organizers. Explain how they categorize materials into groups. Follow oral directions for conducting an experiment. Complete a sentence frame to express a prediction. Use evidence to support a claim. Complete a glossary entry. Support their understanding of a concept through reading supplemental text. Connect metric terms to measurements as they are measuring. Speak respectfully in a collaborative group. Listen to a partner s ideas about a scientific concept. Create a story about changes in state of matter. Design a measuring task for someone else to complete. Record data and observations in a table. Academic Vocabulary Investigation 1 Balance Base Capacity Centimeter Distance Estimate Fulcrum Graduated cylinder Gram Kilogram Length Liter Mass Measure Meter Meter tape Milliliter Pivot Standard Syringe Thermometer Volume Width Investigation 2 Gas Inference Liquid Matter Observation State of Matter Solid Investigation 3 Atom Change of State Condensation Evaporation Freeze Melt Assessment Evidence Pre/Post Assessment Science notebook entries Informal observation and class discussion Materials and Resources Materials Science notebooks for students Large, class model science notebook FOSS Matter and Energy and Measurement kits 2

3 FOSS Matter and Measurement Unit Investigation 1 Essential Questions Which tools and techniques work best to measure matter? Why is it important to use a measuring standard? Session Content Objectives Language Objectives 1 Set Up: Pre- assessment and Kit Inventory Students will know A variety of scientific materials will be used in the matter and measurement unit. Students will present their prior understanding of matter and measurement by writing responses to questions. 2 Set Up: Science Notebooks Students will know Scientists keep a written record of their work in an organized science notebook. Students will use words related to table of contents and keeping a science notebook (notebook, page number, table of contents, glossary). 3 What tools do scientists use for measurement? Students will know Scientists use different metric measuring tools. Students will create a graphic glossary of the tools used for measuring. Students will make predictions about what metric measuring tools are used for. 4-6 What tools do scientists use to measure distance? Students will know That the centimeter, meter, and kilometer are used for measuring distances. That the meter is the metric standard for measurement. How to estimate distances. Students will use academic vocabulary to describe distance. Students will listen to a story about measuring standards. Students will show understanding about metric units for distance by completing a homework assignment. 3

4 7-8 How do scientists estimate and measure mass? 9 How do scientists estimate and measure volume of liquids? Metric System Carnival Students will know Mass is a measurement of how much stuff is in an object. The gram and kilogram are units used to measure mass. How to use a balance to measure mass. Students will know Volume is how much space a material occupies. How to measure the volume of a liquid using a syringe or graduated cylinder. Students will know Measurements include a number and a metric unit. Students will use academic vocabulary to describe mass. Students will sequence events in a procedure. Students will investigate a testable question. Students will use evidence to justify a claim. Students will use academic vocabulary to describe volume. Students will design a measuring task for others to follow. Students will identify the materials and tools needed to complete a measuring task. 4

5 FOSS Matter and Measurement Investigation 1 Session 1: Set- up [30 minutes] Students will complete the pre- assessment. Students will conduct a kit inventory. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Thermometer Balance Meter tape Syringe/Graduated Cylinder Ziploc bags: a rock, colored water, and air Cup of ice or water Marker Chart paper Pre/Post Assessment Key Pre/Post Assessment Pencil 1. Pre- assessment While students are seated at their desks, tell them that they will be beginning a new unit. Let them know that the exact same assessment will be given at the end of the unit in order to see how much they learned. Pass out the pre- assessment and make sure that student names are on the papers. 2. Teacher Instructions for Pre- Assessment Answer the questions as best as you can, if you are unsure, try guessing. Please remember to write your explanations to the answers when you are asked to. This will help me know how you get your answers. Collect student responses and score them so you can later compare them to the post assessment. 3. Conduct Kit Inventory with students Call students to the rug. One at a time, hold up each item for the kit inventory (balance, thermometer, graduated cylinder, meter tape, {other items you want to introduce}). Ask students: Where have you seen something like this before? Does anyone know the word used for this item? What do you think we are going to do with this item? For the cup of ice or water, ask students: How do you think we could change this solid ice into liquid? (Or how could we change this liquid water to solid ice if using water) Once the ice turned to liquid, could we turn it back into solid? (Or how could we turn the solid ice back to liquid if using water) Put these pictures/items in Ziploc bags on the word wall with accompanying words on index cards: thermometer, balance, meter tape and syringe/graduated cylinder. Place a picture of a balance scale next to the term balance scale on the word wall. 4. Create a class list of I wonder thoughts for the unit On the chart paper, write I wonder as the title. Ask students, Now that you ve seen many of the scientific tools we will use as we investigate matter and measurement, what are you wondering about matter and measurement? 5

6 Ask students to turn and talk with their shoulder partner about their ideas for the unit with the I wonder sentence stem. They may also ask a question relating to any of the objects they saw. Then ask each pair of students to share their ideas with the class. Record student ideas on the chart paper. You may wish to keep this poster up during the unit and refer to it as the students address the concepts outlined in their wonderings. 6

7 Pre/Post Assessment Matter and Measurement Measurement Name: 1. Alexis wants to measure the length of a table at her house. Which measuring tool should she use to measure the length of the table? 2. William wants to know the amount of water his dog drinks each day. Which measuring tool should he use to measure the amount of water the dog drinks each day? 3. Karina looks at the thermometer below to see what temperature it is outside. What temperature is it outside? 7

8 4. What is the mass of the toy car in the picture below? The mass of the toy car is 5. Using metric units, estimate the length of the pencil in the picture below. 6. Michael and Lily both measure the width of their desk using a straw. Michael found that the width of the desk is 4 straws. Lily found that the width of the desk is 6 straws. Explain why Michael and Lilly got different measurements. 8

9 Look at the picture below. 7. The mass of the ball is one of the following measurements. Circle the best answer below. a. 20 g. b. 30 g. c. 40 g. Explain why you chose the answer you did. Matter 8. Write a word or phrase that describes matter in the solid state. 9

10 9. Write a word or phrase that describes matter in the liquid state. 10. Write a word or phrase that describes matter in the gas state. 11. Below is a list of things that are matter and things that are not matter. Put an X next to the things that you think are matter. rock electricity air atoms apple orange juice fire heat water love ice helium Explain how you decided whether something is or is not matter. 10

11 12. What is all matter made of? 13. A puddle of water on the ground in the morning is gone in the afternoon on a warm, sunny day. What happened to the water in the puddle? Why did it happen? 11

12 Pre/Post Assessment Matter and Measurement Measurement Name: key 1. Alexis wants to measure the length of a table at her house. Which measuring tool should she use to measure the length of the table? ruler, tape measure, meter stick 2. William wants to know the amount of water his dog drinks each day. Which measuring tool should he use to measure the amount of water the dog drinks each day? graduated cylinder, syringe 3. Karina looks at the thermometer below to see what temperature it is outside. What temperature is it outside? 37 0 C 12

13 4. What is the mass of the toy car in the picture below? The mass of the toy car is 35g 5. Using metric units, estimate the length of the pencil in the picture below. 5-6cm 6. Michael and Lily both measure the width of their desk using a straw. Michael found that the width of the desk is 4 straws. Lily found that the width of the desk is 6 straws. Explain why Michael and Lilly got different measurements. Michael and Lilly got different number of straws because their straws are different lengths. 13

14 Look at the picture below. 7. The mass of the ball is one of the following measurements. Circle the best answer below. a. 20 g. b. 30 g. c. 40 g. Explain why you chose the answer you did. I chose c because the scale is tilting down where the ball is, which means it is heavier than the other side, and the other side has a mass of 30 g, so the ball must be more than 30g. Matter 8. Write a word or phrase that describes matter in the solid state. has definite shape, hard 14

15 9. Write a word or phrase that describes matter in the liquid state. takes the shape of it s container, moves, wet 10. Write a word or phrase that describes matter in the gas state. invisible, spreads everywhere 11. Below is a list of things that are matter and things that are not matter. Put an X next to the things that you think are matter. x rock electricity x air x atoms x apple x orange juice fire heat x water love x ice x helium Explain how you decided whether something is or is not matter. If it has mass and takes up space it is matter 15

16 12. What is all matter made of? atoms 13. A puddle of water on the ground in the morning is gone in the afternoon on a warm, sunny day. What happened to the water in the puddle? the water in the puddle evaporated (went from a liquid to a gas) Why did it happen? the surface of the water heated enough to turn it into a gas 16

17 Session 2: Set-up science notebooks [30 minutes] Students will create an organized science notebook. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Alexander Graham Bell s Science Notebook Glossary* Pencil Science Notebook Glue* *A scaffolded glossary template is included for students who need extra vocabulary support. 1. Introduce Alexander Graham Bell s science notebook page Tell students, Alexander Graham Bell lived from He invented many things, including the first telephone. This is a page from one of his science notebooks. What do you notice on this notebook page? (Call attention to the page number, date, labeled diagram, and writing) Why do you think Alexander Graham Bell kept a notebook? (Student responses will vary. They may suggest he kept it to keep track of his ideas for his inventions, to make sure he didn t forget anything, to try to explain his ideas, to record his thinking, etc.) 2. Distribute science notebooks Tell students, All scientists record their thinking, observations, data and explanations in order to share with other people. Just like Alexander Graham Bell, we will keep our ideas organized in a notebook. Why do you think it s important to keep our notebooks organized, like Alexander Graham Bell did? Ask a few students to share their ideas with the class. 3. Model and set up science notebooks If this is the first time during the year that students are working with science notebooks, the following instructions are a great introduction. If students have already been introduced to science notebooks, you may choose to do an abbreviated version. -- Use an example notebook and write the page numbers at the bottom of each page and explain the use of a table of contents. Write in Table of Contents into the first or second page of the science notebook. Model for students how to make an entry in the table of contents with the corresponding page number. Table of Contents (example) Glossary p. 1-G Measurement Tool Inventory p. 1 Measuring with Straws p. 2 The first entry will be the Glossary, which will be on the last page of the notebook. Turn your notebook upside down so that you can still read it form left to right. Write in page numbers starting from this back page towards the front, and after every page number, put the letter G for Glossary. This allows students to continue to add new vocabulary as the investigation proceeds, but does not interfere with their other work (and helps distinguish glossary pages from work pages). If the pages are all numbered, 17

18 they would end up with numbers at the top going backwards (with G) and numbers at the bottom going forwards. Ask students why it would be important to have a glossary. Explain that we want to keep track of new words just like on the word wall in case we forget (words on the word wall should be the same as words found in student glossaries) and make sure to put the correct page number in the table of contents.*if you have students that need extra vocabulary support, there is a scaffolded glossary sheet that you can have your students glue into their science notebook. 4. Set up Science Notebooks Have students return to their desks. Give each student a notebook and ask them to write their names on their notebooks and number the pages. Have students write in Table of Contents on either the first or second page of their science notebook. Have students turn their notebooks upside down so that they are still reading it from left to right, and write Glossary into the last or second to last page in notebook. Have students add page numbers and the letter G at the bottom of these pages, workings towards the middle. Have students add Glossary to the Table of Contents with the page number. 5. Review Safety in the Classroom 18

19 Glossary Draw a picture: Draw a picture: Copy the word: Copy the word: Draw a picture: Draw a picture: Copy the word: Copy the word: Draw a picture: Draw a picture: Copy the word: Copy the word: 19

20 Alexander Graham Bell s Science Notebook 20

21 Session 3: What tools do scientists use for measurement? [30 minutes] Students will preview the metric measurement tools used for observing matter. Students will create a visual glossary of measurement tools. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper Thermometer FOSS Paper Meter tape Balance scale 3 Plastic bags 3 Index cards Picture of a balance scale Marker Stapler or push pins Syringe and/or graduated cylinder Measurement Tool Inventory* Pencil Science Notebooks Glue *Measurement Tool Inventory Student Sheet has a scaffolded version for students that need extra support with sentence stems. 1. Turn and talk Ask students, What does it mean to measure something? Add measure to the word wall, using a definition that the class comes up with or the standard definition of measure (v) = find the size, amount, or degree of (something) by using an instrument or device marked in standard units. Have students add measure to the glossary in their science notebooks. Turn and talk with your shoulder partner about a time when you have measured something or have watched someone measure something. Each partner has 1 minute to share while the other partner listens. I will tell you when it s time to let the other partner share. Have students share their ideas with the class and if desired, compile a list of things that students have measured on the white board or chart paper. Ask students, How could you find out how tall you are? How could you find out the mass of a pencil? How could you determine how much space water in a cup takes up? How could you tell how hot a cup of hot chocolate is? Students will likely respond that you need tools to measure all these things. Tell students, Today we will look at the tools scientists use to observe and measure matter. We will predict what these tools are used for. 2. Conduct a measurement tool inventory Show students the materials for measurement that they will use in the investigation: a metric ruler or meter stick, balance scale, syringe and/or graduated cylinder, and thermometer. Have students copy a chart like the one below in their journals or use the Measurement Tool Inventory Student Sheet*. Update table of contents with Measurement Tool Inventory and add the corresponding page number. Have students using scaffolded version of the chart glue the sheet into their notebooks. Create the same chart on the white board, document camera or chart paper for the whole class to see. 21

22 Measurement Tool Inventory Name of Tool Picture Predictions Hold up the thermometer and ask students the following questions: What did we say this is called? What is this used for? Add the term thermometer to the chart and ask student to draw a picture of the tool while you do the same on the big chart. Ask students to share their predictions about how or what a thermometer could be used for. Remind students that predictions are a part of the scientific process and it s okay if they are not accurate. Record a suitable prediction using the sentence frame- I predict we will use a (name of tool) to measure (what will be measured) because. For students that either drew the data table directly into their notebooks or did not get a fully scaffolded sheet, have them write the sentence that the class came up with using the sentence stem. Hold up the balance scale and ask students the following questions: What is this called? What is it used for? Add the term balance scale to the chart and ask students to draw a picture of the tool while you do the same on the big chart. Have students share their predictions of what the balance scale could be used for with their shoulder partner and then record their prediction on their chart in their science notebooks. Have a few students share their prediction with the class and write a few ideas down on the class chart. Hold up the syringe or graduated cylinder; ask students the following questions: What is this called? Why do you think there are numbers on this tool? What do you do with this? Add the term syringe or graduated cylinder to the chart and ask students to draw a picture of the tool. Have students share their predictions of what the tool could be used for with their shoulder partner and then record their prediction on their chart in their science notebooks. Have a few students share their prediction with the class and write a few ideas down on the class chart. 22

23 Hold up the meter tape and ask students the following questions: What is this called? What is this used for? What do you think we will study with this? Add the term meter tape to the chart and ask students to draw a picture of the tool. Then, have them turn and talk with their shoulder partner to make a prediction for its use. Have students record their prediction on their chart in their science notebooks and then share with the class. Write a few ideas down on the class chart. 3. Reflect on the questions asked at the beginning of the session Based on the measuring tools I ve shown you, which tool do you think you could use to: Find out how tall you are? Find out the mass of a pencil? How much space water in a cup takes up? How hot a cup of hot chocolate is? Ask students to volunteer their ideas and encourage them to explain why that tool could be used for that purpose 23

24 Measurement Tool Inventory Name of Tool: Picture: Measurement Tool Inventory Name of Tool: Picture: Prediction: Prediction: Name of Tool: Picture: Name of Tool: Picture: Prediction: Prediction: 24

25 Measurement Tool Inventory Measurement Tool Inventory Name of Tool: Name of Tool: Picture Predictions Picture Predictions I predict we will use a I predict we will use a (name of tool) to measure (name of tool) to measure (what will be measured) because (what will be measured) because.. 25

26 Session 4: What tools do scientists use to measure distance? [30 minutes] Students will understand why scientists need measuring standards. Students will use a measuring tool to determine the length and width of their desks. Students will explain patterns in collected data. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper or white board 8 long straws and 8 short straws (straws with 3cm cut off); 1 for each set of partners Paper meter tape from FOSS kit Measuring With Straws Claims and Evidence Pencil Science Notebooks Glue 1. Background knowledge on measuring distance Ask students, How could you find out: How tall you are? How wide our classroom is? How far your house is from our school? 2. Introduce length and width Distribute the Measuring with Straws Student Sheet and update the table of contents and the corresponding page number with Measuring with Straws. Glue student sheet into notebooks. Hold up a straw and tell students, Today we will be measuring things in our classrooms using straws as a tool for measuring. You will work with your shoulder partner to measure the length and width of your desk. Draw a picture of the top of a desk on the white board or under the document camera. Have students draw the desktop on their sheet. The length of an object is how long something is. How would we measure the length of the desk? Label length on the desktop diagram on the board to show what the length of the desk is. Have students label length on their student sheet. Add length to the word wall and have students add it to their glossary in their science notebook. The width is how wide something is. How would we measure the width of the desk? Label width on the desktop diagram on the board to show what the length of the desk is. Have students label width on their student sheet. Add width to the word wall and have students add it to their glossary in their science notebook. 3. Predict and measure a desk using a straw Distribute one straw to each team, being careful not to reveal that some groups are getting a long straw and some groups are getting a short straw. Tell students, Please make a prediction of the length and width of your desk using your straw as the tool for measurement. Remember, predictions are an accurate guess. Write your predictions on your worksheet for both length and width before you measure with your straw. Remember to write in your actual length and width on your worksheet. When you are done, send one partner up to write your measurements on the class data table. The directions for how to measure are purposefully ambiguous, as the goal here is for 26

27 students to see that a straw is not a particularly useful measuring tool. Take note of the different methods students use as you circulate the classroom. Create a data table (see below) for students to compile their actual length and width data. Save the chart paper for use in the next session. Length and Width of Desks in Straws (Example chart) Group Length Width 1 6 straws 3 straws 2 4 straws 2 straws 4. Discuss results When all students have contributed to the class data table, ask students to review the data and look for patterns. Guiding questions for class discussion could be: What patterns do you see in the data? What do we mean by pattern? What might explain the patterns that we see in our data? Why did different groups get different results? (Now it would be timely to reveal that different groups had different lengths of straws) What could be done to minimize measuring errors? What would be a better way to measure the length of a desk? What would be a better way to measure the width of a desk? 5. Claims and evidence Tell students, When scientists look at their data, they make claims about the patterns that they see. For example, if I wanted to make a claim about the evidence in our class data table, I might say straws are not very good tools for measuring distance. Write on the board or chart paper or notebook under document camera I claim that straws are not very good tools for measuring distance. Whenever scientists make a claim, they also have to give evidence to support the claim. Claims always have to have evidence that goes with them. What might be some evidence that I could use to support this claim that I wrote? I d like for you to work with your shoulder partner to pick 2 pieces of evidence from our class data table that supports my claim. Allow students time to collaborate on their ideas. When students are ready to share, put the Claim and Evidence student sheet under the document camera to record student ideas. Possible responses are listed below. 27

28 Claim I claim that straws are not good tools for measuring length and width. Evidence 1. Straws aren t always the same length. Some students in the class had long straws and some had short straws. 2. All the students in the class were measuring the same object but many students got different measurements. Give students copies of the Claim and Evidence student sheet to glue into their notebooks. Add this sheet to the Table of Contents and add the corresponding page number. Ask students to write in the evidence on the worksheet that supports the claim. Ask students, What might be a better tool for measuring the length and width of an object? (Students will likely suggest that a ruler would be a better tool for measuring the length and width of an object.) 28

29 Measuring with Straws Draw a picture of the top of your desk: Measuring with Straws Draw a picture of the top of your desk: Predicted Length of the Table Actual Length of the Table Predicted Length of the Table Actual Length of the Table Predicted Width of the Table Actual Width of the Table Predicted Width of the Table Actual Width of the Table 29

30 Claims and Evidence Claims and Evidence Claim Evidence Claim Evidence I claim that straws are not good tools for measuring length and width. 1. I claim that straws are not good tools for measuring length and width

31 Session 5: What tools do scientists use to measure distance? [40 minutes] Students will understand why scientists need measuring standards. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper or white board 8 long straws and 8 short straws (straws with 3cm cut off); 1 for each set of partners Scotch tape Scissors FOSS Science Stories book Paper meter tape Estimations in Centimeters Meter tape master Pencil Science Notebooks Glue 1. Read the FOSS Science Story: A Royal Measurement Mess It may be best to read this story aloud to set the context for working with the standard measurement unit for distance, the meter, in today s investigation. Students can follow along in a book as you read. After reading, ask students, How did Rakim s family measure the gifts they made for the King? Why did Rakim s family get in trouble for their gifts? Why did the King decide the new measurements were unfair? How did the King change the measuring system to make it more fair? 2. Introduce the focus question Tell the students, We re going to investigate the focus question: How does using a standard unit of measure help to make measurements more accurate? Model writing this focus question and have students write this focus question in their science notebooks. Make sure to update the table of contents with Focus Question as the title and add the corresponding page number. 3. Introduce the standard unit for measuring distance: the meter Tell students, Our investigation with the straws and the story about Rakim and the King taught us about the importance of having measuring standards. A standard is a measuring unit that everyone agrees to use. Add the word standard to the word wall and have students add it to their glossary in their science notebooks. Hold up the meter tape and explain, The standard unit for measuring length is the meter. This is how long a meter is. The meter is used to measure length (how long something is) and distance (how far it is from one place to another). Add the term meter and distance to the word wall and have students add them to their glossary in their science notebooks. The doorknob on the door is about a meter high. Look around the room and see if you notice anything that you think is about a meter in length. Create a list of things that are a meter long on the white board or chart paper (examples include: the distance between the floor and top of a normal chair and the distance between the floor and bottom of a whiteboard). 4. Discuss the meter and centimeter 31

32 Ask students, Would a meter be a good measuring tool for measuring something small, such as a pencil or a straw? (No, it s too big for these items). For that reason, the meter is subdivided, or broken down, into 100 equal parts called centimeters. Add centimeter to the word wall and have students write it in the glossary in their science notebooks. 5. Pass out the meter tapes You can have these preassembled or have students cut and tape the meter tapes together at this point. When each student has a meter tape, have students look over the numbers marked with the longer marks. These are the marks for one centimeter. Ask students what they think the shorter lines measure. (Half centimeters). Demonstrate on the document camera how to find 56 centimeters. Put your finger on 56 centimeters. To check for understanding, call out a variety of measurements (34 cm, 49 cm, 75 cm, etc.) and have students put their finger on these measurements on their tapes, as you demonstrated. Circulate the room to check for understanding. Repeat demonstration if students need additional support. 6. Practice using the centimeter Ask students to look at the meter tape to see how long a centimeter is and to hold up their hands with their thumbs and index fingers about 1 cm apart. Tell students, An estimate is an approximation about how long something is. Refer back to the list of objects that students thought were a meter high. How did we estimate the height of these objects? Students will likely say that they compared the objects to the height of the doorknob. Add estimate to the word wall and have students add it to the glossary in their science notebooks. Explain to students that their little finger is about 1 cm across. How could you use the information that a centimeter is about equal to the distance across your little finger to make an estimate about the length of your pencil? Pass out the Estimations in Centimeters data table. Instruct students to glue the data table into their notebooks underneath the focus question. Remind them to add the title in their table of contents and add the corresponding page number. Have them use the information about their little finger to estimate the length of their pencil and record it on their Estimations in Centimeters data table. Ask students to share their responses and record on a class chart under the document camera. Model for students how to write their estimates in centimeter units by recording their responses. Point out that you are writing their estimates in centimeters (cm), not little fingers as there may be a misconception that the measuring unit is the finger. Clarify that their little finger helps them guess how many centimeters something is, not the unit of measurement. 32

33 Estimations in Centimeters Estimations in Centimeters Estimated Length of a Pencil Actual Length of a Pencil Estimated Length of a Pencil Actual Length of a Pencil Predicted Length of a Straw Actual Length of a Straw Predicted Length of a Straw Actual Length of a Straw 33

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35 Session 6: What tools do scientists use to measure distance? [30 minutes] Students will understand why scientists need measuring standards. Students will use the meter and centimeter to measure classroom objects. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper or white board Data from previous session with straw measurements on chart paper Scotch tape Scissors Paper meter tape Measuring Desks with Centimeters Reflection Measuring Distance Homework 1, 2 Pencil Science Notebooks Glue 1. Measure desks in centimeters Ask students what they remember from the last session and go over some of the vocabulary covered- centimeter, estimate and meter. Ask them to estimate how many pinkies it would take to measure the eraser for the whiteboard. Remember that our focus question for this investigation is: How does using a standard unit of measure help to make measurements more accurate? Do you remember what happened when we measured our desks using straws? Did we get accurate measurements of our desks? What was the problem with using straws? We re going to measure our desks again, but this time we are going to use centimeters instead of straws. Give each student a copy of Measuring Desks With Centimeters and have students glue the sheet into notebooks. Have students enter the title in the table of contents with the corresponding page number in their science notebooks. Before passing out the paper meter tape, ask students to draw their desktops and label the length and width. Have them write their estimations of the length and width in centimeters on their paper before they begin measuring. Pass out their meter tapes. Once students have measured the length and width of their desks in centimeters, have them write their measurements on a class data table on the white board or chart paper. Length and Width of Desks in Centimeters (example) Group Length (cm) Width (cm) 1 2 Display this class data table next to the class data table you made in Session 4 where they measured their desks with straws. Ask students, What patterns do you see in our class measurements? (Students should notice that the measurements fall within a more precise range when they all use the same standard versus when they used the straws) 35

36 How is this data different from the data we collected when we used straws to measure the desks? (Have this data on the chart paper available from the previous session) Why is a meter tape a better measuring tool for measuring the length and width of our desks than a straw? Why were some measurements different from others? What could you do to be sure that all of us get the same measurement? 2. Check for understanding Pass out student sheet Reflection: Importance of Using a Standard and have students glue the sheet in their science notebooks. Remind students to update their table of contents with the corresponding page number. Have students reflect on their understanding of the benefits of using the meter tape by answering the focus question from the beginning of the investigation: How does using a standard unit of measure help to make measurements more accurate? Students may turn and talk with their shoulder partner about their ideas, then record their responses on their Reflection sheet. 3. Set up measuring distance homework Distribute Measuring Distance Homework 1 & 2. Have students record the information about meters and centimeters that may help with their estimations (a meter is about the distance between a doorknob and the floor, a centimeter is about the distance across their little finger). 36

37 Measuring Desks with Centimeters Draw a picture of the top of your desk: Measuring Desks with Centimeters Draw a picture of the top of your desk: Estimated Length of the Table (cm) Actual Length of the Table (cm) Estimated Length of the Table (cm) Actual Length of the Table (cm) Estimated Width of the Table (cm) Actual Width of the Table (cm) Estimated Width of the Table (cm) Actual Width of the Table (cm) 37

38 Reflection: Importance of Using a Standard It is important to use a standard unit of measure because Reflection: Importance of Using a Standard It is important to use a standard unit of measure because 38

39 Measuring Distance Homework 1 A meter is about the distance between I put these objects in this group because Five objects at my house I would measure in meters

40 Measuring Distance Homework 2 A centimeter is about the distance between I put these objects in this group because Five objects at my house I would measure in centimeters

41 Session 7: How do scientists estimate and measure mass? [30 minutes] Students will use the balance scale to measure the mass of objects. Students will practice measuring mass. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper or white board Eraser and paperclip Picture of a balance scale Balances Wood squares Washers Plastic chips 8 mass sets in eight medium Ziploc bags: g pieces, 5 5- g pieces, g pieces, and g piece. Predicting the Mass of 3 Objects Measuring the Mass of 3 Objects Procedure for Balance Pencil Science Notebooks Glue 1. Introduce mass Hold up a book in one hand and a pencil in the other. Ask students which one they think has more mass. Many students will say the book because they think the book is heavier. Tell students, Yes, the book is heavier. It is heavier because it has more mass. Mass is the amount of stuff in an object. Why is the book more massive than the pencil? Why does the pencil have less mass? 2. Update word wall Add mass to word wall and have students update their glossary in their science notebooks. 3. Measuring mass Pass out Predicting Mass of Three Objects worksheet and have students glue them into their science notebooks. Remind them to also add the title into their table of contents and add the corresponding page number. Put students into groups of four at desks. Distribute three objects to each group: a washer, a wood square, and a plastic chip. Challenge students to put the objects in order from most massive to least massive and have students record their predictions on the sheet and fill out the sentence stem that explains why or how they ordered their objects. After a couple minutes, ask a student from each group to share how their group put the objects in order. Record data in a table on the white board or chart paper. If there are discrepancies, ask students why they think there were different answers to the question. Ask students, How could we determine the correct order of the objects from most massive to least massive? (Students will likely respond that they need to use something to measure the mass of the objects with). 4. Introduce the balance and the gram Tell students, There is a tool that you can use to compare the mass of the objects more accurately. It is called a balance. Hold the balance up to show students. It may also be helpful to project a picture of the balance on the white board so you can label the parts of the tool as you describe it. 41

42 There are two parts on the balance. The balance beam and the base (label on board). The point of the base on which the balance beam rests and pivots is called the fulcrum (label on board). Here is the balance pointer. When the pointer lines up on the raised area on the base, the system is balanced. When the system is not in balance at the start, you can use the slider to zero the balance. (Demonstrate moving the slider to make it level). When two objects are placed in the cups, what do you think will happen? (The heavier one will go down). Why do you think this will happen? (It has more mass). Demonstrate this for students using objects that are not in the investigation, such as an eraser and paperclip. Hold up one of the gram cups for all to see, and explain that the measuring standard for measuring mass is the gram. Ask students, What is a measuring standard? Why is it important to have a measuring standard? Hold up and identify the different mass pieces from the mass cups. 5. Update word wall and student glossary Add balance, base, pivot, fulcrum and gram to the class word wall and have students add those words to the glossary in their science notebooks. 6. Demonstration of procedure Demonstrate the procedure for using the mass pieces to determine the weight of the objects. Project the procedure on the white board using the document camera, revealing each step as you demonstrate it. You will need the eraser or paperclip to demonstrate how to weigh an object. Now I will show you how to use the balance to determine the mass of your three objects: 1. Place the balance beam on the balance base. 2. Set the cups in the holes at the end of the balance beam 3. Move the slider on the balance beam to zero the balance. 4. Place the object to be weighted in one cup. 5. Place the mass pieces in the other cup until the balance beam balances. 6. Add up the total number of grams that the object weighs. 7. Write the results in your notebook. (Model this step by writing a measurement with the appropriate units to model how to write a measurement. For example, if the object weighs 2 grams, write 2 g on the board). 8. Return the mass pieces to the container. 42

43 7. Student measurement of mass Distribute the balances and mass pieces to each group and the Measuring the Mass of Three Objects student sheet. Remind students to update their table of contents and add the corresponding page number. Keep the procedure of how to balance up on the projector or white board for students to see. For students who need extra support, give them Procedure for Balance student sheet (not to be glued into science notebook). Have students also record their data on a class data table that is similar to their student sheets on the white board or chart paper when they are done measuring. Ask students, Which object was the most massive? The least massive? Were you surprised by the results? Why or why not? What patterns do you see in our class measurements? (Students should notice that the measurements fall within a more precise range when they all use the same standard and tool) Why were some measurements different from others? What could you do to be sure that all of us got the same measurement? 8. Reflect on predictions Direct the students attention to the reflection question at the bottom of the Measuring the Mass of Three Objects sheet. Read the question aloud. I d like for you and your group to talk about your answer to this question for 3 minutes. Then, I will give you time to write your own answer to the question by yourself. Please begin discussing your answer now. 43

44 Predicting the Mass of Three Objects Write the three objects in order from the most massive to the least massive. Predicting the Mass of Three Objects Write the three objects in order from the most massive to the least massive. Most massive Most massive Least massive Least massive We put our objects in this order because We put our objects in this order because 44

45 Measuring the Mass of Three Objects Object Mass Reflection How does your prediction compare to your actual measurements with the balance? Using your data from the balance, write your objects in order from most massive to least massive Most massive Least massive 45

46 Procedure for balance: 1. Place the balance beam on the balance base. 2. Set the cups in the holes at the end of the balance beam 3. Move the slider on the balance beam to zero the balance. 4. Place the object to be weighted in one cup. 5. Place the mass pieces in the other cup until the balance beam balances. 6. Add up the total number of grams that the object weighs. 7. Write the results in your notebook. 8. Return the mass pieces to the container. Procedure for balance: 1. Place the balance beam on the balance base. 2. Set the cups in the holes at the end of the balance beam 3. Move the slider on the balance beam to zero the balance. 4. Place the object to be weighted in one cup. 5. Place the mass pieces in the other cup until the balance beam balances. 6. Add up the total number of grams that the object weighs. 7. Write the results in your notebook. 8. Return the mass pieces to the container. 46

47 Session 8: How do scientists estimate and measure mass? [30 minutes] Students will use the balance scale to measure the mass of objects. Students will practice estimating and measuring mass. Students will sequence the procedure for measuring mass. Materials needed Papers to copy and cut Students will need Document camera/lcd projector Chart paper or white board Balances Objects less than 90 g Apple or orange-more than 100g g masses (100g of gravel in a little plastic bag). 8 mass sets in eight medium Ziploc bags: 25 1-g pieces, 5 5-g pieces, 2 10-g pieces, and 1 20-g piece. 1 medium Ziploc bag Steps for Weighing an Object Practice with Measuring Mass Reflection: Measuring Mass Pencil Science Notebooks Glue * Before Class you may pre-cut the cards on the sheet or have students cut the cards apart to be glued or taped in their notebooks in the correct order. There is a modified version of the worksheet for students who need more scaffolding. In this version, only 3 steps are missing from the correct order. These students should still receive the Weighing an Object Cards Sheet pre-cut or to cut apart, but they will only need to place 3 of the cards on their sheet. 1. Sequence the procedure for weighing an object Distribute Steps for Weighing an Object sheets and have students update their table of contents and add the corresponding page number. Tell students, In the last session, we learned how to use a balance to measure the mass of an object. On this sheet, the steps for weighing an object are out of order. It s our job to put them in the right order. Let s read all the steps together. Read the cards aloud. Have students then glue the steps in order on their sheets of paper and then glue that into their science notebooks. Remind them to also update their table of contents and add the corresponding page number. 2. Practice measuring mass Have students record the focus question for the investigation: How do scientists estimate and measure mass? Model writing this using a document camera or the whiteboard. Have students update their table of contents with the title Focus Question and add the corresponding page number. Distribute the Practice with Measuring Mass Sheet and have students glue the sheet on the same page below the focus question and update their table of contents. Pick several objects in the classroom that have a mass of less than 90g (erasers, paperclips, pencils, etc.) for students to practice measuring mass. Students should work in groups of 4 at their desks. Remind students, An estimate is an approximation. Before you measure the object, estimate, or guess, how massive the object is and write it down on your paper. How could you estimate the mass of something? Guide students towards using the mass pieces to compare the mass of what they are trying to measure to the mass pieces. If the feels heavier than the mass piece, then an estimate smaller than that mass pieces would be a reasonable estimate. If the object feels lighter than an estimate greater than that mass piece would be reasonable. 47