Lesson Plan: Introducing Volume 2nd Grade Thinking Process:

Ariana Minella Science Methods

As I plan this lesson I realize that I am in a much better place to think through the purposes and tasks of a science lesson than I would have been at the beginning of the semester. Based on our experiences in Science methods and through our readings, especially Ready, Set, Science, rather than thinking about science as a series of experiments to get to know the world around us it seems crucial to instead empower students as scientists. This newly constructed outlook worries me as I plan for this lesson because of the lack of science I am seeing in my classroom. Although I am only in my classroom 2 days a week I have only seen 3 official science lessons, all have been squeezed in between math and lunch, allowing for 30 minutes of science work at most. Michaels, et al emphasize the importance of content and process in science as intertwined understanding. But because of the limited opportunity and time for science learning there is a lack of doing, investigating, and reflecting for students and we are left with small amounts of content only. My first idea was to do an extension of a sink and float activity the class has completed. Rather than observing and recording if objects sank or floated, I thought introducing the idea of density would begin to explain the results of their prior experience; I thought students could really think about what they had observed, rather than stopping the exploration at observation. I spoke with Hope to get some science ideas from someone who is actively doing science at school. Wwe talked about doing an alka-seltzer activity like we did in class to create air bubbles and demonstrate density of a system. But in talking to my mentor about what he would like me to do he suggested designing a lesson that addressed the next science topic we would be covering. I knew the ideas I had been thinking about would be somewhat random to introduce to the kids because they would not line up with our science curriculum, so I felt better talking with my mentor to see what I could teach that would help him, and contribute to his plan. He suggested I do a lesson on the metric system, specifically volume, and to include the use of graduated cylinders within the lesson. Core Decisions What: Building off of our preliminary learning of using the metric system to measure length, I want to introduce my students to the idea of volume. The first science lesson we did this year was about learning the steps of the scientific process. I want to use these ideas to explore what volume really is. Through our investigation of volume we will be exploring the NSTAs NRCs Framework for K-12 Science Education, physical science core idea of structures and properties of matter
Comment [bU1]: How is kind of in this section too. Comment [AM2]: In introducing my goals for this lesson within science, literacy, and math, a bit of the how was needed in order to explain the what. Comment [bU3]: And you should cite the framework here.

(National Research Council 2012). In our their continued learning of the metric system we my students have discovered that as scientists we need a standard system of measurement and thus we will be working within the frameworks crosscutting concept of scale, proportion, and quantity. My class is largely made up of ELLs and I have learned from my time in the classroom that it is really important to spend time on the new words that we introduce. Especially in our science activities, it is clear that most of the students are hearing words for the first time, and when these new words are used with new content it creates a doubly difficult experience for my students. Additionally, because scientific work is somewhat rare within my classroom I want to connect my lesson to literacy through emphasizing the new vocabulary that my lesson addresses as well as connecting to our newest math skill of comparing two numbers through <,>, or =. How: Because I have the luxury of carrying out this lesson with a small group of students I use one of our small group stations (table) for the lesson. By sitting around the table we can all easily reach all of the materials and if we need more room we can use another table as well. But I think an intimate study with a small group can allow for speaking by all participants and it is my hope that discussion can be generated in this setting. I will begin with a review of the length component of the metric system. In 3 pairs, partners will each measure a line on the board, having at least one line less than a meter and one line more than a meter to show centimeters versus meters and centimeters. I will then transition to our discovery of volume by asking how to measure an amount of water, milk, soda, or something we drink. I will give each of them a container with water. Then, several different measuring tools will be presented and the students will engage in planning an investigation as they decide which tool they think they should use to measure their water. Once we agree on the graduated cylinder, each student will make a prediction about the container they think holds the most water, and the container they link holds the least amount of water (on worksheet). We will record our predictions and then each measure the contents of their container with a graduated cylinder. Each student will record their own measurement as well as the other measurements (on worksheet and chart paper). We will then analyze and interpret our data through a discussion of the unit (mL) we are using to measure with the graduated cylinder. We will construct explanations based on our results and students will focus on the results that surprised them or that were different than their predictions (get at ideas of both size and shape). Then, we will use our data to construct number sentences with <,>, and = on our worksheet. Finally, as a group we will come up with a definition for volume that we hang in the classroom and use in future exploration. I will ask and we will discuss where we see volume in our life and how measuring volume is helpful for scientists. Note: Throughout this lesson I will have a piece of chart paper acting as a mini word wall. As words come up that the students do not know or that I think are important to the lesson, I will add them to the chart paper and at the end of the lesson before we construct our working definition of volume, we will go through the list and talk about each term.

Comment [bU4]: Need agreement of person in this sentence. Here you say their a few words later you say we either one is OK, but chose one and stick to it! Comment [bU5]: Work first, vocab after. I will be doing a lesson on this, but not for a couple of weeks. Just remember that ELLs will see what you DO, and do it. Then they HAVE the concept, and providing the words after that is helpful. Comment [AM6]: I need to come up with a way to present needed/new vocabulary in a way that uses what we are doing rather than presenting the words in a separate way. Comment [bU7]: This sounds wonderful! As I said above, I would probably suggest science activity first, then literacy (which is the reverse of what most people think to do) I write as I read, so I will keep going and see where you go, but the idea of integration is great! Comment [AM8]: I am envisioning the literacy being intertwined with the science, using the words we need when they come up during the science. The math will most likely be an extension activity if there is remaining time. Comment [bU9]: GREAT Comment [bU10]: For me you do not need this level of detail here it will be in the lesson template. Comment [bU11]: Good dont forget to wait so that they can tell you. The probably do know about measuring cups and spoons let them tell you about those even if they do not know what they are called. Comment [bU12]: Nice Comment [AM13]: Wait time! Comment [bU14]: I am assuming that the Piagetian implications of this are clear to you? Comment [AM15]: Yes! My students, being 7 snd 8, should be in the concrete operational stage where they understand conservation--when a tall glass of milk is poured into a shorter and wider container there is still the same amount of milk. Comment [bU16]: Terrific! Comment [bU17]: Excellent Comment [bU18]: This is great! You will see that this is essentially what I do in the lesson on vocabulary I will teach, please remind me to let you talk about your plan and how it is a younger version of the same ...

Why:

I have selected this exploration of volume in order to continue my classrooms study of the metric system as well as to connect the idea of volume to their everyday life and to literacy and math concepts that we have been working with. In addition to learning how to measure with a graduated cylinder and milliliters, I have chosen to allow for space to observe our tools and data, to participate in the investigation, and to talk to one another because science is mostly carried out through teacher demonstration in our classroom. I think each student in the small group being given the opportunity to be an important part of the investigation will be engaging for each of students. I want to talk about the idea of volume in terms of words that they use and that they will understand but I also want to show and talk about the words that scientists use. I think it is important to connect this science lesson to current math and literacy work because the ideas we discover will seem less isolated and I think the students will feel empowered by being able to use knowledge that we have been working on. Rather than simply feeding them a definition of volume I want them to construct it themselves through prior knowledge, exploration and discussion. Goals/Objectives: 1. Students will be able to explain in their own words what volume means. 2. Students will be able to use and read graduated cylinders. 3. Students will be able to name how measuring volume can be used in everyday life. Standards: S4.A.2.2 Identify appropriate instruments for a specific task and describe the information the instrument can provide. Materials and preparation 3 lines draw on board (less than 1 meter, 1 meter, more than 1 meter) chalk 3 meter sticks 6 containers (2 identical, small, paper cups filled the same amount, a tall, skinny glass, a short and wide Tupperware, a water bottle, and a mug). Note: all will be previously tested to make sure contents can fit into graduated cylinder and to have the water bottle and the Tupperware hold the same amount. I will put lines on containers to I know where to fill them to. A gallon of water A funnel to put water back you probably need it to fill the graduated cylinders, too. Paper towels! 2 pieces of chart paper (for word wall and chart to record findings as well as definition) 6 gradated cylinders (CM has them) a pan balance

Comment [bU19]: Add argumentation in your final presentation might as well use the vocabulary! Comment [AM20]: Maybe when I am emphasizing that I want the lesson to have a lot of talking, I will add the idea of argumentationa way of discussing your thinking with one another. Comment [bU21]: After the fact you could even make two word walls how we measure volume in science and how we measure volume in the kitchen. Comment [AM22]: Add real world application word wall if time and opportunity allow. Comment [bU23]: This is great.

Comment [bU24]: ?? Comment [AM25]: That is what my teacher calls them. Just a simple balance scale that we have used to weigh objects when we learned about weight (grams) and the metric system. This tool will be in a contrasting way to show that it would not be best to measure our water with this balance.

Markers to write on chart paper

Classroom arrangement I will be conducting this lesson around a small table and I will use the desks rtight next to the table for all of my materials so I can easily move things to make more space/once we are done with materials. I am excited to use a table that we can all sit around because normally when we do science work the teacher is at the front doing a demonstration and the kids are all standing up at their desks to get a better view. With a close setting my hope is that the students are in the middle of the action. Also, in a continued effort to explore my inquiry question I am trying to use the arrangement of students in my lesson to foster conversation and discussion throughout the lesson. I will be conducting this lesson while the rest of the students are at gym class so we will have no other distractions in the room. The only management issues I foresee is spilling water so I know that I will need to give clear and explicit instructions and we will move slowly when handling the water. Plan 1. Introduction: Ok boys and girls, do you remember when we learned how to measure with a meter stick last week? I want to see if you remember how to do it! Divide into 3 pairs and assign to a line on the board. With your partner and a meter stick I want you to work together to figure out how long your line is. When you think you know, write write the length of your line under your line on the board. When all 3 pairs are done, ask each pair to share what they did. Make sure all 3 pairs have units (m and cm) if they do not, prompt them and discuss importance of units. Check each line in front of the group so they can see another model of how to measure. Great job! Today we are going to continue to learn how to measure. Introduce word chart for our lesson. Because we are learning a lot of new words as we learn how to measure I have a word chart, kind of like the word wall we have over there, so that we can write down new words and confusing words. 2. So I have a question that I want you all to think about quietly, in your head: How could we measure water? Or milk, or soda? Could we use a meter stick to measure things we drink? Think/Pair/Share. (Having pre-poured) liquids, hand out a container to each student. Today, each of you are is going to figure out how much water you have. What should we do? I want you all to talk about what we are going to do. Try to get at idea that we cannot just measure distance with something like water. See if the word liquid is used, introduce if necessary. Put the pan balance (which we have previously used), a meter stick, and a graduated cylinder on the table. Here are some tools we use to measure things. Any ideas? If needed prompt to think about graduated cylinder. Agree that graduated cylinder is the tool we should use. Add graduated cylinder and container to word list. 3. Hand out worksheet with a spot to indicate their predictions. As a group, lets make predictions about the containers that can hold the most water and the containers that hold the least amount of water. Add prediction of most and

Comment [bU26]: rightnext to?

Comment [bU27]: Comment [AM28]: This lesson will be right infront of them and they will be able to TOUCH and USE the tools!! Comment [bU29]: Excellent good question and good way of thinking about it.

Comment [bU30]: Put the lines far enough apart that meter sticks dont touch. Comment [AM31]: Yes! Otherwise, meter stick fights!

Comment [bU32]: Dont jump in too quickly with the yes or no question. Give them time to work on the open ended question you asked. Comment [AM33]: Allow for brainstorming. Comment [bU34]: Again, dont provide the tools too quickly. Let them think first before offering what is essentially a (physical) multiple choice question. Comment [AM35]: Scaffold if needed.

least to the word list. Discussion about why they made the predictions they made. 4. Give each student a graduated cylinder. Now carefully pour your containers water into the graduated cylinder. Use funnel if necessary, add funnel to word list. How much water do you have? Prompt conversation about units. We cannot just say a number, it could be 25 stickers, it could be 25 pounds. When we measured your lines you told me cm or m, we have to do the same thing when we are measuring liquids with the graduated cylinder so scientists really know how much water we have. We use mL to describe volume, to describe how much water we have. Record volumes on chart paper. Now lets look at our predictions and lets look at what happened. Were we right? Is anything surprising? Highlight water bottle and short/wide Tupperware that had the same amount of water. Direct students to look at chart to see the same ml measurements. What is different about these two containers? Ask students to describe the shape of the containers. But if the water bottle is taller and looks bigger than why didnt it hold more water? 4. Prompt discussion about size and shape of containers and how they affect how much water they hold. 5. Using the data (add data to word list) we found, work with your partners to complete the 3 number sentences on your worksheet. Think/Pair/Share. 6. Lets see if we can talk about each of our words on the word list. Ask specific students to define terms, ask for group support if needed. Connect each word to how we saw it in the lesson and how we see it in everyday life. Finally, I want to write down a definition of volume that we create as a group, I am going to hang it up in here so we can use it. If we were going to explain to the rest of the class what volume is when they come back from gym, what would we say? Assessment of the goals Though observation look for: Participation in discussion. Be able to explain how we can use volume in our lives. Be able to individually use and read graduated cylinder. Be able to explain that we use mL when we measure volume and that this standard unit of measurement is important for scientists. Anticipating students responses I think they will be excited to get to do science. Discussion will have to be encouraged and I will have to engage in active talk moves to foster this conversation. Examples will have to be given to show connections between everyday life and scientists.

Comment [bU36]: Do you need to borrow more funnels? Comment [AM37]: My mentor has some, but thanks!

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Comment [bU38]: You have made this one step, but it is really the meat of your lesson. I recommend breaking it into many small steps so that you can look at the lesson plan, know where you are, and not miss any of the good questions you are trying to ask.

Accommodations Word wall to provide support for students.for ELLs.

Comment [bU39]: And everyone else.

Name_____________________________________________________________________________ Predictions Draw and label the container that you think will hold the most water.
Comment [bU40]: These are pretty small spaces for children to draw in. What about two boxes next to each other, one with each of these two directions as a caption, with most and least bolded. Remember, those could be word wall words, too. Putting the pictures side by side might help the student show which container is smaller, too.

Draw and label the container that you think will hold the least amount of water.

Comment [AM41]: *See revised worksheets

Investigation Container 1. 2. 3. 4. 5. 6. Number Sentences

Volume (mL)

Comment [bU42]: Again, lines or a chart would make this easier.

Comment [bU43]: Great!

1._____________________________=______________________________

2._____________________________<______________________________ 3._____________________________>_______________________________ Our definition of Volume:_______________________________________________________________________________________

Comment [bU44]: More space between lines. Think about the size of print your children produce.

_______________________________________________________________________________ _________________