K5 Science Endorsement GPS Lesson Plan

Title

Measuring Mass Lab & iPad States of Matter

Lab

Teacher(s)
E-mail
School
Lesson Title

Dunford
Alison.dunford@cobbk12,org
Timber Ridge Elementary

Grade Level
Lesson
Essential
Questions
Concepts(s)
Targeted

5
What is an object really made of?
What happens when we make a change to an object?
What kinds of changes can we make to an object?

Measuring Mass Lab & iPad States of Matter

Lab

An object is the sum of its parts

The mass of an object will always stay the same, but
that the weight can change; and some objects are too
small to be seen without magnification
Physical change is a change where no new
substances are formed. In a Chemical change a new
substance is formed.
Temperature variations cause a physical change to
the state of water.

Georgia Performance Standards

S5P1 Students will verify that an object is the sum of its parts.
a. Demonstrate that the mass of an object is equal to the sum of its parts by
manipulating and measuring different objects made of various parts. S5P1
Students will verify that an object is the sum of its parts. S5P2 Students
will explain the difference between a physical change and a
chemical change. M5 Math Practices: Make sense of problems and
persevere in solving them. 2. Reason abstractly and quantitatively. 3.
Construct viable arguments and critique the reasoning of others. Model with
mathematics.5.Use appropriate tools strategically. 6. Attend to precision. 7.
Look for and make use of structure. 8. Look for and express regularity in
repeated reasoning

Safety Considerations Parent permission to chew Dubble Bubble gum, Teacher will review safety
rules and expectations already in place in the science classroom.

The Learning Plan:

This lab is written as two, concurrent labs. Half the class will research and
explore changes in matter on iPads, while the teacher will work with the

other half of the class on the Measuring Mass Lab.

In the iPad research lab, students will explore changes in states of matter
and how some objects are too small to be seen without magnification.
In the measuring Mass Lab, students will measure the mas of an object, gum,
chew the gum and re-measure. They have to decide what happened to the
mass, and complete a math model showing parts to a whole. Students will
create and write their own experiment with math models clarifying their
understanding of this idea.

Lesson Logistics/Materials:
iPads 1 to 1 or 1 to 2 for Stats of Matter Research Lab
Headphones for video on iPads
Balance scales 3-4
Dubble Bubble gum 1 piece per student (not necessary to
chew if the student does not prefer this)
Calculators 3-4
Lab Sheets
Engage Several days prior to this lab, have a hushed conversation and ask students to keep a secret you
are going to let them chew gun in school. Glue a parent permission form in their interactive
science notebooks requesting permission and verifying no allergy to Dubble Bubble gum. Tell
them that they are only to refer to this as the science object and never to call it gum. Dont
give any more information until lab day except to drop hints using the unit vocabulary mass,
measure, matter, etc.
Explore
Get half the class working as Research Scientists on the iPad research lab.
They should be able to use the QR codes on the lab sheet and work quietly,
leaving the other half of the class to work collaboratively. Students will
explore changes in states of matter and how some objects are too small to
be seen without magnification. Videos require headphones.
In the measuring Mass Lab group, call students together and give them a
mini-lesson on recalibrating the balance scale. Also, talk about the
difference between mass and weight. They have 4th grade prior knowledge
of this. Review lab sheet instructions and answer questions- this will get
students very excited. Student teams will work to measure the mass of their
science object, gum, chew the gum and re-measure. Everyone may chew,
but only one students gum is measured. Discuss the variable influence if
other pieces were to be measured. They have to research and decide what
happened to the mass after chewing, and complete a math model showing

parts to a whole.
EXPLAINStudents will create and write their own experiment with math models
clarifying their understanding of this idea.
EVALUATE:
There are many opportunities for formative assessment on both labs,
including the lab paperwork. Formative assessments are wonderful in these
labs, as the teacher is facilitating mini lessons and asking guiding questions
with a smaller group.
Teacher can make a summative assessment by evaluating the studentcreated experiment on the measuring mass lab.
EXTEND:
Students use the lab and model to create and write their own experiment
including a different math model (a pie chart is good), clarifying their
understanding of this idea. (example: a banana = fruit & peel).

Documentation of Resources Attached.

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