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Volume

Lesson Plan

Volume

Objectives

In this lesson, students practice measuring the volume of a liquid and regular and irregular solids. Students will also compare mass and volume. Students will:

  • measure liquid volume with a graduated cylinder.
  • determine the volume of a regular object, using the formula
    volume = Length × Width × Height.
  • determine the volume of an irregular object using displacement.
  • differentiate between mass and volume (i.e., definition, units, tools used to measure them).

Essential Questions

Vocabulary

  • Beaker: An instrument used to measure liquid volume.
  • Cubic Centimeter: Metric unit of volume equal to a milliliter (cm3).
  • Density: A measure of the amount of matter contained by a given volume.
  • Displacement: Commonly used to calculate the weight or volume of fluid displaced by a floating object.
  • Graduated Cylinder: An instrument used to measure liquid volume.
  • Liter: Basic unit of volume in the metric system.
  • Meniscus: The curved surface of a liquid in a graduated cylinder.
  • Volume: The amount of space occupied by a three-dimensional object.

Duration

135 minutes/3 class periods

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

o    25 mL graduated cylinder

o    100 mL graduated cylinder

o    three pennies

o    beaker of water

o    eyedropper

o    metric ruler

o    food coloring

o    three beakers of colored water – 25 mL of red, blue, and yellow

o    six test tubes in a rack, labeled A–F

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Formative Assessment

  • View
    • Monitor students to be sure they complete the Volume Notes worksheet.
    • Collect and check the Reading a Graduated Cylinder worksheet.
    • Monitor students during the hands-on activities and the Volume Lab to see if they are competent at using instruments to measure and calculate volume.
    • Collect and check the Vocabulary worksheet.
    • Assess students on the Mass vs. Volume Chart during the class discussion of their answers.

Suggested Instructional Supports

  • View
    Scaffolding, Active Engagement, Modeling, Explicit Instruction
    W: This lesson focuses on measuring volume, as well as differentiating volume and mass.
    H: The lesson begins with a PowerPoint presentation about volume. Students take notes on a worksheet during the presentation.
    E: This is a three-part lesson that includes explicit instruction on volume, hands-on laboratory practice measuring volume, as well as worksheets on volume and mass.
    R: Students practice measuring volume after the PowerPoint presentation. The Volume Lab provides further practice measuring liquid and solid volumes. Students complete worksheets to review the concepts of mass and volume.
    E: Students express their understanding through hands-on volume measurements, as well as in writing on the worksheets.
    T: This lesson can be tailored by demonstrating the lab procedures and leading students through the lab activities step-by-step. See the Extension section for specific suggestions.
    O: The lesson begins with direct instruction, and then proceeds to practice and application with measuring the volume of solids and liquids.

Instructional Procedures

  • View

    Day 1

    Present the Volume PowerPoint presentation to introduce the concept of measuring volume (S-5-3-2_Volume PPT.pptx). During the presentation, have students use the Volume Notes worksheet to take notes (S-5-3-2_Volume Notes and KEY.doc).

    Be sure to explain the difference between mass and volume. Mass is the amount of matter in an object, but volume is the amount of space occupied by a three-dimensional object. Note: This is an appropriate point in the lesson to introduce the concept of density. Check understanding with the following questions:

    • “Can you think of anything with a large volume, but a small mass?” (e.g., empty cardboard box)
    • “Can you think of anything with a small volume, but a large mass?” (e.g., rock)

    Recall the Measuring Mass demonstration from the previous lesson, in which you measured the mass of equal volumes of three different liquids. Ask students why the same volumes of different liquids have different masses. (The liquids have different densities.)

    Demonstrate how to use a graduated cylinder to measure volume. Measure the volume of an object and lead students through the procedure for reading the volume on the graduated cylinder. Remind them to read the bottom of the meniscus.

    Hand out the Reading a Graduated Cylinder worksheet (S-5-3-2_Reading a Graduated Cylinder and KEY.doc). Have students complete it individually.

    Hand out metric rulers and have students work in pairs to find the volume of books or objects of varying sizes with definite edges in the classroom. Have them measure and record the length, width, height, and volume of a book. Have students round measurements to the nearest tenth.

    Example:

    Length: 28 cm             Width: 22 cm              Height: 3 cm              

    28 cm × 22 cm × 3 cm = 1,848 cm3

     

    Close the lesson by having students list the units for measuring the volume of a liquid and a box. (Use mL to measure a liquid and cm3 or m3 to measure a box.)

    Day 2

    In preparation for the lesson, prepare materials for each lab group. When you mix the colored water for Part 4 of the lab, make the colors dark and vivid. Try Part 4 ahead of time to make sure the final results are close to the colors in the lab answer key. Optional: Make an overhead transparency from the Lesson 2 resource Measure the Volume of a Rock.

    Define displacement. Demonstrate step-by-step how to find the volume of an irregular solid, using the procedure in Measure the Volume of a Rock (S-5-3-2_Measure the Volume of a Rock.doc). You will need a graduated cylinder, two rocks of different volumes that fit into the cylinder, and water.

    Place students in groups for the Volume Lab. Distribute the Volume Lab handouts (S-5-3-2_Volume Lab and KEY.doc) and all materials. Have each group complete only one part of the lab at a time, and then check with you before moving on to the next part.

    Close the lesson by asking students from each group to explain their favorite part of the lab and also something that they found challenging about the lab.

    Day 3

    It is important that students are able to differentiate between mass and volume, in terms of definition, how to measure different objects/substances, and which units of measurement to use. This part of the lesson reviews concepts from Lessons 1 and 2.

    Have students complete the Vocabulary worksheet independently (S-5-3-2_Vocabulary and KEY.doc).

    Then hand out the Mass vs. Volume Chart (S-5-3-2_Mass vs. Volume Chart and KEY.doc). Have students work on the chart independently for about 10 minutes, and then have them exchange their answers with a partner. If time permits, go over the chart with the whole class.

    Extension:

    • Students who might need opportunities for additional learning can do extra hands-on practice measuring volumes of liquids and solids before the Volume Lab. Have them practice how to measure mass, volume, and weight by taking the quiz at the What Instrument Do You Use? Web site: http://mjksciteachingideas.com/pdf/WhatInstrument.pdf.
    • For students who may be going beyond the standards, explain the concept of density and have them calculate the density of several objects during the Volume Lab, using the formula density = mass ÷ volume.

Related Instructional Videos

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DRAFT 05/02/2011
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