Understanding Volume and Mass

Teacher Candidate: Carli Dovidio Date: 4/12/17

Group Size: 22 Allotted Time 30 minutes Grade Level 4rd Grade

Subject or Topic: Identifying an objects mass and volume

Common Core/PA Standard(s):

3.2.4.A1 Identify and classify objects based on their observable and measureable physical
properties
Learning Targets/Objectives:
Fourth grade students will be identifying and classifying objects based on their mass and
volume. Students distinguish between the two physical properties of mass and volume.
Students will predict the mass and volume of each object. Then use the proper tools to
measure the objects and observe and record the data. Students will examine different objects
with different masses and volumes. Students will be able to identify each property.

Assessment Approaches: Evidence:

1. Students will use their peer mentors to 1. Peer mentoring going on, teacher will make
access information to any of their questions a checklist
2. Students will be given a 5 question quiz 2. Students will be given a quiz at the end of
. class and need to turn it on

Assessment Scale:
Quiz:
Excellent: 5/6 Everything is correct
Proficient: 4/6, 2 answers are in correct
Needs Work: Anything lower, more than 3 answers incorrect

Subject Matter/Content:
Prerequisites: Understand matter, can differentiate between a solid, liquid, and gas

Key Vocabulary:

Mass: the amount of matter in an object

Volume: the amount of 3-dimensional space occupied by an object

Weight- the gravitational pull

Content/Facts: Volume is determined by how much space an object takes up. Mass is the
amount of matter an object may have. The mass of an object never changes.

Introduction/Activating/Launch Strategies:
Show video: https://www.youtube.com/watch?v=GnBQ6vIutDM
Write on the board d=m/v
How can we measure the mass of a solid? (the amount of matter in an object may be
determined by using a scale or balance)
How can we measure the volume? (By measuring how much space it takes up. Tools may
include a graduated cylinder for liquids)
Development/Teaching Approaches
Teacher Instruction:
Teacher will explain that there is a difference between mass and weight. Weight
has to do with gravity. If you are standing on Earth youll weight a certain amount. If
you stand on Mars you will weight differently.
Students will participate in an activity looking up online what they weight on three
different planets. (Students will be given IPADS) Students can work in groups.
It is very important students understand that weight is different than mass.
Teacher will Segway into talking about mass.
Teacher will have out a triple-beam balance and a graduated cylinder. Teacher will
model measuring an item using the tools. Teacher will show the students how to use
the tools they may not be familiar with using. Teacher will explain that the triple beam
balance is used to measure the objects mass and the cylinder is used to measure the
volume. Teacher will pose the question, Does anyone think they know how one would
measure a solids volume, using a graduated cylinder? Students will pose their
responses.
Teacher will explain water displacement, students will write this word in
their science journals, under new vocabulary Teacher will explain water
displacement to the students. Teacher will show the YouTube video of water
displacement.
Teacher will hold up an object, it is a bag filled with feathers. The teacher
will hold up a small container filled with paperclips, and a medium size rock. Teacher
will ask the students which object do you think has more mass. We learned about
matter, and we know the feathers, the paperclips, and rock are all states of? Students
will answer, SOLIDS In order to find the mass of an object we must first understand
mass. Mass is different than weight because gravity has no relevance to mass. Mass
never changes regardless of the gravitational pull.

Now, which item do you think has the most mass? We just talked about how
mass is the amount of matter an object has. On your whiteboards I want you to place
the objects in a sequence from the most mass to the least mass. Students will raise
their whiteboards and show their sequence. Teacher will choose two students that have
different answers. Students will bring their boards and selves to the front and justify
why they feel they are correct. Teacher will then ask the students that are not at the
board to agree or disagree with the students in the front of the room. Students will
need to justify why they think what they think.
 Teacher will then take the triple-beam balance and measure the items one by
one. Explaining how to use the balance correctly. The proper units that will be needed
to be recorder. After each item is measured teacher will write the correct sequence on
the board. Teacher will explain when you are looking at an object take note of its other
properties such as the objects density.
Teacher will model a modified volume prediction with three items in different
size containers. Teacher will ask the students to again predict which container has the
most volume.(Teacher will dismiss students to break off into groups and teacher
will regroup this activity for the closing)
Group Activity: Teacher will break students into
Students will be given serval objects in various shaped beakers all labeled 1-
5, they will need to predict which beaker holds the most volume. Students will arrange
the beakers in the correct order. Students will come up to the board and write their
groups sequence. Students will then use their graduated cylinder to measure each
liquid accurately. Once students have measured each liquid they will arrange the
liquids in the correct order. A member of the group will write the measured sequence
on the board below their 1st sequence. All information will be recorded in their
science journals.
Students will then be given a triple beam balance, students will need to do
the same sequence of predicting the mass of each object(s). Students will write the
sequence on the board. Then use the balance to determine the correct sequence. Then
write those numbers on the board. All information will be recorded in their science
journals.
Students will discuss why they arranged the items in the ways they did
with the entire class. Students will describe and communicate their justifications.
Students and teacher will discuss how volume and mass can be deceiving at times.

Independent Activity: Students will return back to their desks.

Students will work alone, around the room there will be several objects with a number
on it. Students will need to find the volume or mass of each item. Notecards will be
placed next to the item directing the students what they need to find. Students will
need to use the correct tool in order to find what the notecard is asking of them.
Students will record the number and what they needed to find in their science journals.
Teacher will walk around the room facilitating any issues with the students.

Ending of Class Students will be taking a short quiz:

A prompt will be available on the ELMO, students will be given a blank piece of paper and
will label the questions 1-6. Students will need to answer the questions and hand in their
answers at the end of the lesson.
1.What is your own definition of volume?
2.What is your own definition of mass?
3.What tool is needed to measure volume?
4.What tool is needed to measure mass?
5. What is water displacement?
6.Does gravity have any relevance on finding an objects mass?
Closure/Summarizing Strategies:
Volume sequence from the modeling portion of the lesson:
Students will be shown the containers on the desk of the teacher. Students will be asked again
to predict which container holds the most volume of liquid. Students will record their
sequence on their white board and reveal it to the teacher. Teacher will assess the students.

A review game about molecules:

This time the closing will be a review of the last two lessons that were discussed. Students
will play a quick interactive game about the molecules structure found in a solid, liquid, and
gas. Students will be asked to sit still if they are a solid, because the molecules are very close
together, students will need to become flowy in their movement if teacher names a liquid. And
very bouncy and jumpy if I name a gas.
Teacher will describe 4-5 examples.
(This will depend on time)
Accommodations/Differentiation:
P.L. will need a already made graphic organizer because he has processing difficulties. A
graphic organizer will be available for him to fill in. During the quiz he will be given a word
bank to help him recall the activity.

Materials/Resources:
Anticipatory Set YouTube Video: https://www.youtube.com/watch?v=GnBQ6vIutDM
Youtube video: https://www.youtube.com/watch?v=e0geXKxeTn4
4 triple-beam balances
4 containers with different objects in each to be measured
20 different shaped beaker/containers with liquids in them to be measured
4 graduated cylinders with the specific unit of liters for students to use to measure accurately
the liquids.
22 white boards and markers

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Did students understand the vocabulary?

Did students get enough content in order to make good predictions?
 Additional reflection/thoughts

QUIZ:
A prompt will be available on the ELMO, students will be given a blank piece of paper
and will label the questions 1-6. Students will need to answer the questions and hand in
their answers at the end of the lesson.
1.What is your own definition of volume?
2.What is your own definition of mass?
3.What tool is needed to measure volume?
4.What tool is needed to measure mass?
5. What is water displacement?
6.Does gravity have any relevance on finding an objects mass?