MEASUREMENT LESSON 3, PART 1 BIG IDEA: A standard unit of measure is necessary for consistency in communication between people. The standard system of.

MEASUREMENTLESSON 3, PART 1

BIG IDEA: A standard unit of measure is necessary for consistency in communication between people. The standard system of measurement used in science is the metric system.

oWhat does the object look like?oWhere have you seen it before?oWhat is it used for?oWhat do you think it is?

KIT INVENTORY

One of your friends showed you a new juice cup that they had received as a present. Your friend realized that they did not know how much juice the cup could hold when it was completely full. They were really interested in the capacity of this plastic cup. Your friend had some little plastic containers called vials. They thought that they may be able to use the vials to help them find the capacity of the cup. What do you think?

ENGAGING SCENARIOLESSON 3, PART 1

What is the problem in this investigation?What do you need to do?What materials do you have?

Vial: A container that can hold liquids.

Word WallAdd the following words to your Index.

Capacity: How much liquid an object will hold when completely full.

Focus Question

How can we…

I think that the capacity of the juice cup is _____ vials because…

PREDICTIONToday we are going to use a vial to determine the capacity of the juice cup. What are some ways we can use the vial to determine the capacity of the juice cup?

PLANNING AND ORGANIZING DATA

You now know that you are going to determine the capacity of the juice cup in vials. Now how are you going to record the results and observations as you test? Discuss with your group how you would like to record the results.

Trial # Number of Vials

Making Meaning Conference

As we look at our class data, discuss in your table groups the following questions:

• What does the data tell us about the capacity of the cup in vials?

• What new problem do we have?

Claims and Evidence

I claim that… because...

ConclusionThe evidence did or did not support my

prediction because…

Today I learned…

ReflectionWhat really surprised me was…

What would happen if we…?What else do I want to know about determining or

comparing the capacity of containers?

MEASUREMENTLESSON 3, PART 2

BIG IDEA: A standard unit of measure is necessary for consistency in communication between people. The standard system of measurement used in science is the metric system.

oWhat does the object look like?oWhere have you seen it before?oWhat is it used for?oWhat do you think it is?

KIT INVENTORY

After you and your friend found the capacity of their juice cup in milliliters you both noticed that the cup had some markings on it: A, B, C, and D. You both wondered what those lines were for. You both thought they might be measuring lines indicating the volume of water in the cup to that level, but you were not sure. You asked your mom and she said that they looked like measuring lines like the measuring cup she uses in the kitchen, but was not sure what the lines represented for volume. How could you find what the lines represented for volume?

ENGAGING SCENARIOLESSON 3, PART 2

What is the problem in this investigation?What do you need to do?What materials do you have?

Syringe

Word WallAdd the following words to your Index.

Graduated Cylinder

Focus Question

How can we…

I think that the volume of water at level A is _____ ml, level B is _____ ml, level C is ____ ml and level D is ____ ml because…

PREDICTIONToday we are going to practice using a 50 ml syringe and a 50 ml graduated cylinder to find the volume of water that is at certain levels in our cup. This will help us learn how to measure volume using a standard measure.

PLANNING AND ORGANIZING DATA

You now know that you are going to find the volume of water at certain levels within the cup. Now how are you going to record the results and observations as you test? Discuss with your group how you would like to record the results.

Cup mark Volume in ml

Making Meaning Conference

As we look at our class data, discuss in your table groups the following questions:

• What does the data tell us about the volume of water at each line on the cup?

• What new problem do we have?

Claims and Evidence

I claim that… because...

ConclusionThe evidence did or did not support my

prediction because…

Today I learned…

ReflectionWhat really surprised me was…

What would happen if we…?What else do I want to know about determining or

comparing the capacity of containers?

MEASUREMENTLESSON 3, PART 3

BIG IDEA: A standard unit of measure is necessary for consistency in communication between people. The standard system of measurement used in science is the metric system.

oWhat does the object look like?oWhere have you seen it before?oWhat is it used for?oWhat do you think it is?

KIT INVENTORY

Now that you and your friend solved the juice cup puzzle, you both decided to celebrate by having a can of soda. When you opened the can of soda you both noticed that it was not completely full. You both started wondering if the soda company was really giving you your money’s worth. The label on the can says 355 ml, but does that refer to the capacity of the can or the volume of soda in the can? You both wondered how you could find out.

ENGAGING SCENARIOLESSON 3, PART 3

What is the problem in this investigation?What do you need to do?What materials do you have?

Focus Question

How can we…

I think that the 355 ml label on the can is the ________ because ________.

PREDICTIONToday we are going to use procedures you already know to solve our problem of capacity or volume.

PLANNING AND ORGANIZING DATA

You now know that you are going to find a way to solve this problem of capacity or volume. What steps are you going to take to try to solve this problem? Discuss this in your group.

Making Meaning Conference

As we look at our class data, discuss in your table groups the following questions:

• What does the data tell us about the capacity of the can?

• What does the data tell us about the volume of the can?

Claims and Evidence

I claim that… because...

ConclusionThe evidence did or did not support my

prediction because…

Today I learned…

ReflectionWhat really surprised me was…

What would happen if we…?What else do I want to know about volume and

capacity?