Linear Measurement Lesson 1 Author: Alycia PiciDate created: 09/22/2014 8:56 PM EST; Date modified: 12/29/2014 11:50 AM EST

VITAL INFORMATIONSubject(s) Mathematics, Reading, Science

Topic or Unit of Study Measurement Unit

Grade/Level Grade 8

Objective SWBAT distinguish sources of Human Error.

SWBAT show how to properly read a metric ruler and produce accurate measurements based on proper metric units.

SWBAT Compare the difference between area and perimeter.

SWBAT compute correct calculations for perimeter and area.

Summary Students will be introduced to the start of the measurement unit with a Fox Trot cartoon to spark their interests in the subject matter. We will be completing notes on page 7 of their note packets. Then we will be going through a PowerPoint on how to properly read a metric ruler. After this is complete the students will complete the measurement in science packet in lab groups as their daily activity. There will be a supplemental activity for Special Education students to take home that will aid them in their homework completion. An introduction of perimeter and area will follow, using real life examples (PowerPoint), the students will then complete the perimeter and area homework girls will do the even problems and boys will do odd. A brain pop video will be shown on how to properly calculate both perimeter and area.

 

IMPLEMENTATIONLearning Context

Linear measurement and perimeter and area fit into the larger unit of

measurement because they provide the basis for the larger measurement unit. Perimeter and area will lead into the volume of 2D objects and then into 3D objects and volume by displacement. Students will then learn volume by displacement and mass and then move onto density.

Procedure Students will enter class look at PowerPoint that will instruct them what materials they need for the class. What papers to pick up, and what needs to be turned in. Student will learn about linear measurement and perimeter and area. Students will be introduced to the start of the measurement unit with a Fox Trot cartoon to spark their interests in the subject matter (10 mins). We will be completing notes on page 7 of their note packets. Then we will be going through a PowerPoint on how to properly read a metric ruler.(15 mins) After this is complete the students will complete the measurement in science packet in lab groups as their daily activity.(15mins) There will be a supplemental activity for Special Education students to take home that will aid them in their homework completion. An introduction of perimeter and area will follow, using real life examples (PowerPoint), the students will then complete the perimeter and area homework girls will do the even problems and boys will do odd. A brain pop video will be shown on how to properly calculate both perimeter and area.(20 mins)

 

 

Differentiated Instruction Special education students (SPED) will have supplemental sheets that provide more detailed instructions on how to use a metric ruler, and linear measurement. SPED students will also be prompted with post it notes as they enter the class with a question that they will have to answer later in the class period. There is a one to one classroom aide and also a class aid that will help keep SPED students on task and prompt them when necessary. The class as a whole will move at a slower pace using the thumbs up thumps down method to check for understanding throughout the lesson as described by Lemov in his book Teach like a Champion.

 

Sample Student Products See student work for student's 1, 2, 3 under instructional materials and instructional material for all the packets and worksheets for this lesson, all information goes in order according to the lesson number.

Collaboration Students will work collaboratively & individually.  Students will work in groups of 2.

Time Allotment 1 class periods.  1 Hr. per class.

Author's Comments & Reflections

MATERIALS AND RESOURCESInstructional Materials Measurement in Science note packet

Metric Ruler PowerPoint

Perimeter and area PowerPoint (Pictures)

Measurement in science sheet

Perimeter and area Homework

Measuring Length sheet for SPED students

Resources Technology resources:Firefox, Word, Brain popPowerPoint

The number of computers required is 1.

STANDARDS & ASSESSMENTStandards

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NY- New York State StandardsSubject: ScienceLearning Standard: STANDARD 1—Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.Grade/Subject: Grades 5-8Area: MATHEMATICAL ANALYSIS:Key Idea: Abstraction and symbolic representation are used to communicate mathematicallyPerformance Indicator: M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationshipsDetail: M1.1c apply mathematical equations to describe relationships among variables in the natural worldLearning Standard: STANDARD 6—Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8Area: MAGNITUDE AND SCALE:Key Idea: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systemsPerformance Indicator: 3.1 Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.Performance Indicator: 3.2 Use powers of ten notation to represent very small and very large numbers.Learning Standard: STANDARD 7—Interdisciplinary Problem Solving Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Grade/Subject: Grades 5-8Area: CONNECTIONS:Key Idea: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/society, consumer decision making, design, and inquiry into phenomena.Performance Indicator: 1.4 Describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.

Assessment/Rubrics Homework will be graded for measurement using a metric ruler and also perimeter and area homework will be graded based on completeness, rather than correctness, we will go over during the next class period.

Perimeter and Area Lesson 2 Author: Alycia PiciDate created: 12/16/2014 5:18 PM EST; Date modified: 12/29/2014 12:55 PM EST

VITAL INFORMATIONSubject(s) Language Arts (English), Mathematics, Reading, Science

Topic or Unit of Study Measurement Unit

Grade/Level Grade 8

Objective SWBAT distinguish sources of human error.

SWBAT Show how to properly read a metric ruler, and produce accurate measurements based on proper metric units, and labels according to the form of measurement.

SWBAT compare and contrast the similarities and differences between perimeter and area.

SWBAT compute correct calculations for both perimeter and area.

SWBAT distinguish how to calculate area and the label used.

SWBAT distinguish how to calculate perimeter and the label used.

SWBAT identify how perimeter and area are used in the real world by giving examples.

 

Summary Students will be going over homework done on perimeter and area and creating the cut and paste quiz for a fellow classmate by not only

creating the quiz but the exam for the other student as well.

IMPLEMENTATIONLearning Context Perimeter and area are two forms of measurement used throughout

our daily lives and throughout science. These two forms of measurement fit into the larger unit of measurement for the start of the year which extends from the scientific method until density. Perimeter and area will lead from measuring in 2D to measuring objects in 3D which will take student into a new form of measurement, volume. Students will then learn volume of a regular solid, volume of a liquid, and volume by displacement.

Procedure Students will walk into the classroom and pick up the instructional materials from the front table before the bell rings. Once the bell has rung the class will start by reviewing the Perimeter and area power point. (5 mins). After we will go over the perimeter and area homework (15-20 mins). For the remainder of the class period (30-35 mins) students will complete the perimeter and area cut and paste activity directions are shown in the PowerPoint for the perimeter cut and paste. Students will be creating a quiz for another student to take which will include cutting out both a perimeter and area figure for them to measure and calculate. Students creating the quiz will have to create a key for the teacher to use in the grading procedure. All work will be checked over for accuracy before being given to another student.

Differentiated Instruction Some of the students in the class receive physical therapy at least once a block cycle for help with tasks such as cutting objects and glueing. As a result students were grouped with lab partners that may be able to aid them with these skills. Classroom aides monitored SPED students and aided with any of the tasks presented to the students that presented a challenge. Students were given instructions in small chunks, carried out the task before moving on to the next step. Student who were gifted and talented were given a set of directions to follow and allowed to move at a pace that fit their needs.

Sample Student Products See student work from the collections under instructional materials

Collaboration Students will work collaboratively & individually.  Students will work in groups of 2.

Time Allotment 1 class periods.  1 Hr. per class.

Author's Comments & Reflections

MATERIALS AND RESOURCESInstructional Materials Perimeter and Area Homework worksheet

Perimeter and area Think question PowerPoint

Perimeter and area PowerPoint (House, pool, dining room)

Perimeter cut and paste PowerPoint

Notebook paper

Ruler

2 different colored pieces of construction paper

1 index card

1 marker that will show up on the colored paper chosen

scissors

1 glue stick

Resources

STANDARDS & ASSESSMENTStandards

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NY- New York State StandardsSubject: ScienceLearning Standard: STANDARD 1—Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.Grade/Subject: Grades 5-8Area: MATHEMATICAL ANALYSIS:Key Idea: Abstraction and symbolic representation are used to communicate mathematicallyPerformance Indicator: M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationshipsDetail: M1.1c apply mathematical equations to describe relationships among variables in the natural worldKey Idea: Critical thinking skills are used in the solution of mathematical problems.Performance Indicator: M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.Detail: M3.1a use appropriate scientific tools to solve problems about the natural worldArea: SCIENTIFIC INQUIRY:Key Idea: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.Performance Indicator: S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.Detail: S1.2b propose a model of a natural phenomenonDetail: S1.2c differentiate among observations, inferences, predictions, and explanationsKey Idea: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.Performance Indicator: S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

Detail: S2.1a demonstrate appropriate safety techniquesDetail: S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: - measuring - observing - describing - classifying - sequencingLearning Standard: STANDARD 6—Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8Area: MODELS:Key Idea: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.Performance Indicator: 2.1 Select an appropriate model to begin the search for answers or solutions to a question or problemArea: MAGNITUDE AND SCALE:Key Idea: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systemsPerformance Indicator: 3.1 Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.Performance Indicator: 3.2 Use powers of ten notation to represent very small and very large numbers.Learning Standard: STANDARD 7—Interdisciplinary Problem Solving Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8Area: CONNECTIONS:Key Idea: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/society, consumer decision making, design, and inquiry into phenomena.Performance Indicator: 1.2 Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.Performance Indicator: 1.4 Describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.

Assessment/Rubrics Students took the quiz the following day and were graded out of a possible 21 points. Students were given a quiz created by another student which they took and was graded based on the key the creator made.

Volume of a Solid/ Origami creation box Lesson 3 Author: Alycia PiciDate created: 12/19/2014 2:27 PM EST; Date modified: 12/29/2014 6:31 PM EST

VITAL INFORMATIONSubject(s) Mathematics, Science

Topic or Unit of Study The unit of study is measurement, focusing on the shift from 2D measurement to 3D measurement and how it relates to real world experiences.

Grade/Level Grade 8

Objective SWBAT to calculate the volume of the cube they have created using the correct formula, sub-ins, and labels rounded to the nearest tenth.

SWBAT describe what is required for an object to have volume and what volume is.

SWBAT calculate the perimeter and area of a piece of computer paper.

SWBAT calculate the perimeter and area of figures given to them (QUIZ).

SWBAT assemble a cube out of paper using origami with the class then assemble another cube alone to create a 3D box.

Summary Students will take their perimeter and area quiz at the start of class, then they pick up all the materials required for the origami box creation when finished. The class will be constructing the first half of the box together, then students will break up into groups to construct the second half of the box using the same steps previously explained.

IMPLEMENTATIONLearning Context The idea of origami allows students to challenge themselves with a

new skill using tactile learning, by constructing their own box, the intention is that students will understand that in order to calculate the volume of an object you must have a third dimension and by creating a box out of paper you are taking something that is 2D and adding width which makes it 3D. Allowing the students to create their own box will allow them to visually see this take form and illustrate volume with their own experience.

Procedure Students will enter the classroom and as the bell rings pick up a ruler and a quiz, which they will be begin as soon as the bell rings (15mins). Students will turn in their quizzes and we will have a short discussion using our visual pictures about what makes something have volume (5-10mins). After students will pick up 2 pieces of white paper, 1 ruler, 1 index card, 1 pair of scissors, they will put their name on the index card which will be used as an exit ticket at the end of the class period. Students will follow the directions on the overhead, with the step by

step directions being completed with the teacher, first they will calculate the perimeter and area of the paper, and then they will construct the first half of the volume box step by step with the teacher (15mins). The students will then create the second half of the box with their lab partners and calculate the volume for the cube they have created placing the correct answer on their index card with the correct formula, sub in, answer and label. Once this is complete they will fill in the information for volume on page 7 of their note packet (25mins).

Differentiated Instruction Instruction was differentiated for this class as follows: students requiring aide services were grouped around classroom aides, these aides supported and prompted students to stay on task, and follow directions. Directions were repeated verbally and displayed visually on the screen with a PowerPoint. According to Lemov, checking for understanding is an extremely important skill in the classroom, as a result we used a thumbs up thumbs down method, mainly in this lesson to see if students were okay with moving from step to step.

Sample Student Products Please see uploaded pictures from lesson found in instructional materials.

Collaboration Students will work collaboratively.  Students will work in groups of 3.

Time Allotment 1 class periods.  1 Hr. per class.

Author's Comments & Reflections

MATERIALS AND RESOURCESInstructional Materials Perimeter and area quiz.

Perimeter and area PowerPoint.

Box Creation PowerPoint.

Ruler.

2 pieces of white paper.

1 index card.

1 pair of scissors.

1 marker

I'm proud of you stamper- to stamp the exit ticket of student's work.

Measurement note packet

Resources

STANDARDS & ASSESSMENTStandards

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NY- New York State StandardsSubject: ScienceLearning Standard: STANDARD 1—Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.Grade/Subject: Grades 5-8Area: MATHEMATICAL ANALYSIS:Key Idea: Critical thinking skills are used in the solution of mathematical problems.Performance Indicator: M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.Detail: M3.1a use appropriate scientific tools to solve problems about the natural worldArea: SCIENTIFIC INQUIRY:Key Idea: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.Performance Indicator: S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.Detail: S1.1a formulate questions about natural phenomenaDetail: S1.1c refine and clarify questions so that they are subject to scientific investigationKey Idea: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.Performance Indicator: S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.Detail: S2.1a demonstrate appropriate safety techniquesDetail: S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: - measuring - observing - describing - classifying - sequencingPerformance Indicator: S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experimentsDetail: S2.2b design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)Learning Standard: STANDARD 6—Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8Area: MODELS:Key Idea: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.Performance Indicator: 2.1 Select an appropriate model to begin the search for answers or

solutions to a question or problemPerformance Indicator: 2.2 Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).Area: MAGNITUDE AND SCALE:Key Idea: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systemsPerformance Indicator: 3.2 Use powers of ten notation to represent very small and very large numbers.Learning Standard: STANDARD 7—Interdisciplinary Problem Solving Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8Area: CONNECTIONS:Key Idea: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/society, consumer decision making, design, and inquiry into phenomena.Performance Indicator: 1.3 Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.Performance Indicator: 1.4 Describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.Area: STRATEGIES:Key Idea: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting resultsPerformance Indicator: 2.1 Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:Detail: Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result

Assessment/Rubrics The index card that students wrote their name and determined the volume for their volume creation box will be turned in for a grade, students will have one attempt to fix mistakes while turning in, used as an exit ticket. The index card must include a formula, sub in, answer, and the correct label for volume.Student will complete the volume of a regular solid packet for homework along with volume of a solid practice sheet, to be check for a homework grade.

Volume of a Liquid / Liquid Displacement Lesson 4

Author: Alycia PiciDate created: 10/13/2014 9:11 PM EST; Date modified: 12/29/2014 6:50 PM EST

VITAL INFORMATIONSubject(s) Mathematics, Reading, Science

Topic or Unit of Study Measurement, Volume of a liquid. Volume by displacement

Grade/Level Grade 8

Objective TSSBAT define graduated cylinder, graduations, and meniscus.TSSBAT distinguish the difference between graduation scales.TSSBAT comprehend how a meniscus forms.TSSBAT distinguish the difference between cohesion and capillarity.TSSBAT define what liquid volume is, what equipment is used to measure it, and identify the appropriate label.

TSSBAT operate correct volume by displacement technique.

TSSBAT practice measuring the volume of a liquid, and finding the volume of given irregular shaped objects.

TSSBAT use the correct technique for reading a graduated cylinder.

Summary We will begin class with revisiting all of our past lessons, linear measurement, perimeter and area, volume of a regular solid and then talk about why liquids can have volume, what volume is, how we measure liquid volume, and the labels we use. Students will watch a short YouTube video on volume of a liquid. We will also talk about volume by displacement and how you calculate displacement. They will then work on the labs the rest of the class period. In order to help out students with learning disabilities we will be using colored water as a visual aide and larger graduated cylinders, where the graduations are all worth 1 mL.

IMPLEMENTATIONLearning Context The whole unit is measurement students learned about two

dimensional measurements such as perimeter and area then made their own three dimensional cubes and calculated the volume of the cube they created. Next students will learn volume of a liquid, and liquid displacement. Then they will be comparing surface area of cubes to volume.

Procedure Students will enter class and pick up packets on the front table for volume by water displacement (homework), measuring the volume of a liquid, the crow and the picture reading (Homework), and determining the volume of an irregularly shaped solid. We will begin class with revisiting all of our past lessons, perimeter and area, volume of a regular solid and then talk about why liquids can volume, what it is, how we measure liquid volume, and the labels we use.  Students will watch a short YouTube video on volume of a liquid and liquid displacement (Video of Archimedes) (20 mins). They will then work on the lab the rest of the class period.(40mins) In order to help out students with learning disabilities we will be using colored water as a visual aide.

Differentiated Instruction Differentiated instruction will include pace adjustment, copy of the notes packet filled out, directions repeated and clarified, and more one on one attention with the help of two classroom aides. Colored water will be used as a visual aide for students, and graduated cylinders that have graduations of 1mL.

Sample Student Products

Collaboration Students will work collaboratively & individually.  Students will work in groups of 2.

Time Allotment 1 class periods.  1 Hr. per class.

Author's Comments & Reflections

MATERIALS AND RESOURCESInstructional Materials Measurement note packet

Volume of a liquid lab

Volume of irregularly shaped solids

Crow and pitcher homework

Volume by water displacement homework

Graduated cylinders

Dye

Pencil

Objects that will be measured for displacement lab:Spoon, screw, closed vial, ball, chess piece, marble, cork, domino, stopper, plastic

Resources

STANDARDS & ASSESSMENTStandards

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NY- New York State StandardsSubject: ScienceLearning Standard: STANDARD 1—Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.Grade/Subject: Grades 5-8Area: MATHEMATICAL ANALYSIS:

Key Idea: Abstraction and symbolic representation are used to communicate mathematicallyPerformance Indicator: M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationshipsDetail: M1.1c apply mathematical equations to describe relationships among variables in the natural worldKey Idea: Critical thinking skills are used in the solution of mathematical problems.Performance Indicator: M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.Detail: M3.1a use appropriate scientific tools to solve problems about the natural worldLearning Standard: STANDARD 6—Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8Area: MODELS:Key Idea: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.Performance Indicator: 2.2 Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).Performance Indicator: 2.3 Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.Area: MAGNITUDE AND SCALE:Key Idea: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systemsPerformance Indicator: 3.1 Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.Performance Indicator: 3.2 Use powers of ten notation to represent very small and very large numbers.Learning Standard: STANDARD 7—Interdisciplinary Problem Solving Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8Area: CONNECTIONS:Key Idea: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/society, consumer decision making, design, and inquiry into phenomena.Performance Indicator: 1.2 Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.Learning Standard: STANDARD 4:Grade/Subject: Grades 5-8Area: The Physical SettingKey Idea: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.Performance Indicator:

3.1 Observe and describe properties of materials, such as density, conductivity, and solubility.Detail: 3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of the particles, stirring, temperature, and the amount of solute already dissolved.Detail: 3.1d Gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container.Detail: 3.1e A liquid has definite volume, but takes the shape of a container.Detail: 3.1f A solid has definite shape and volume. Particles resist a change in position.

Assessment/Rubrics

TICSA, FCSA Lab Lesson 5 Author: Alycia PiciDate created: 12/19/2014 2:27 PM EST; Date modified: 12/30/2014 9:58 AM EST

VITAL INFORMATIONSubject(s) Mathematics, Reading, Science

Topic or Unit of Study Measurement Unit, Surface Area

Grade/Level Grade 8

Objective SWBAT distinguish what makes an object have volume

SWBAT identify how many surfaces a cube or rectangular solid have

SWBAT calculate the full surface area of a cube or a rectangular solid

SWBAT describe how we chew our food and the process that occurs

SWBAT explain why crushing something up makes it dissolve faster

SWBAT construct a series of different size cubes

SWBAT calculate the volume and surface areas of each of the cube sizes based on the given side length required for construction

SWBAT assess the relationship between the cube side length and surface area

SWBAT argue whether it is valuable or not to increase an object's surface area

SWBAT generate a real life example of whether or not it is valuable to

increase and object's surface area

Summary In this lesson students will be examining the difference between full cube surface area and the total individual cubes and their surface area, and decide if it is better to crush something up when dissolving it or leave it as a full cube. Students will be creating 5 different size cubes based on cube side length using 1cm cubes. They build up a 5cm sided cube and think about several phenomena’s while doing so.

IMPLEMENTATIONLearning Context Surface area is part of the unit of measurement, however it was

decided that this lesson would be tied into larger phenomena’s in science such as digestion, dissolving of particles, and soluble solutions to make connections to seventh grade life science and the rest of their year in eighth grade which involves chemistry and physics.

Procedure Students will walk into the classroom and pick up the FCSA/TICSA lab on the front table before the bell rings. Once the bell has rung students will have a few minutes to think about the following questions:

What makes something have volume?

How many surfaces does a cube or rectangular solid have?

How would I calculate the full surface area of a cube or a rectangular solid?

Why do we chew our food?

Why does crushing something up make it dissolve faster?

Students will be shown a demonstration of sugar cubes versus granular sugar being dissolved into coffee as an example (15 mins).

Students will be walked through the first example of a cube that has a 1cm side and shown how to properly build a cube (5 mins).

After students will complete the rest of the lab with their lab partners building the other 4 cubes required, once done the students will properly graph the information on the back of their lab following the steps given then answer the following questions below, this lab will be turned in at the end of the period for a formal assessment. (40mins).

Differentiated Instruction In order to differentiate instruction, SPED will be allowed to work with the graded lab with the classroom aides. The students will build each cube on their own, then wait in between building each one to calculate the results as a whole class and display them on the overhead for everyone to write down before building the next cube. Students however will not receive help with the back of the lab that involves graphing and answering questions since graphing was covered for about 1 week prior to this lesson series and they need to be able to perform this skill on their assessment. For student who are having trouble building with the cubes, and aide will be around to assist them, and they will have the opportunity to build one cube with a partner instead of their own.

Sample Student Products Please see pictures below to show student work, as cubes were disassembled from class to class.

Attachments:

1. image (1).jpg 2. image.jpg

Collaboration Students will work collaboratively & individually.  Students will work in groups of 2.

Time Allotment 1 class periods.  1 Hr. per class.

Author's Comments & Reflections

MATERIALS AND RESOURCESInstructional Materials FCSA/TICSA PowerPoint

FCSA/TICSA Lab

FCSA/TICSA building cubes- at least 64 per student

Pencil

Two colored pencils, ruler for graphing

Resources

STANDARDS & ASSESSMENTStandards

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NY- New York State StandardsSubject: ScienceLearning Standard: STANDARD 1—Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.Grade/Subject: Grades 5-8Area: MATHEMATICAL ANALYSIS:Key Idea: Abstraction and symbolic representation are used to communicate mathematicallyPerformance Indicator: M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationshipsDetail: M1.1a identify independent and dependent variablesDetail: M1.1b identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related materialDetail: M1.1c apply mathematical equations to describe relationships among variables in the natural worldKey Idea: Deductive and inductive reasoning are used to reach mathematical conclusionsPerformance Indicator:

M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.Detail: M2.1a interpolate and extrapolate from dataDetail: M2.1b quantify patterns and trendsKey Idea: Critical thinking skills are used in the solution of mathematical problems.Performance Indicator: M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.Detail: M3.1a use appropriate scientific tools to solve problems about the natural worldArea: SCIENTIFIC INQUIRY:Key Idea: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.Performance Indicator: S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.Detail: S1.1a formulate questions about natural phenomenaDetail: S1.1b identify appropriate references to investigate a questionDetail: S1.1c refine and clarify questions so that they are subject to scientific investigationPerformance Indicator: S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.Detail: S1.2a independently formulate a hypothesisKey Idea: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.Performance Indicator: S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.Detail: S2.1a demonstrate appropriate safety techniquesDetail: S2.1b conduct an experiment designed by othersDetail: S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: - measuring - observing - describing - classifying - sequencingKey Idea: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.Performance Indicator: S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesisDetail: S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationshipsDetail: S3.1b generate and use scales, create legends, and appropriately label axesPerformance Indicator: S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesisLearning Standard: STANDARD 6—Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8

Area: MODELS:Key Idea: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.Performance Indicator: 2.1 Select an appropriate model to begin the search for answers or solutions to a question or problemPerformance Indicator: 2.2 Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).Performance Indicator: 2.3 Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.Area: MAGNITUDE AND SCALE:Key Idea: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systemsPerformance Indicator: 3.2 Use powers of ten notation to represent very small and very large numbers.Learning Standard: STANDARD 7—Interdisciplinary Problem Solving Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.Grade/Subject: Grades 5-8Area: CONNECTIONS:Key Idea: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/society, consumer decision making, design, and inquiry into phenomena.Performance Indicator: 1.1 Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.Performance Indicator: 1.2 Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.Performance Indicator: 1.3 Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.Performance Indicator: 1.4 Describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.Learning Standard: STANDARD 4:Grade/Subject: Grades 5-8Area: The Living EnvironmentKey Idea: Living things are both similar to and different from each other and from nonliving things.Performance Indicator: 1.2 Explain the functioning of the major human organ systems and their interactions.Detail: 1.2c The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells.Area: The Physical SettingKey Idea: Matter is made up of particles whose properties determine the

observable characteristics of matter and its reactivity.Performance Indicator: 3.1 Observe and describe properties of materials, such as density, conductivity, and solubility.Detail: 3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of the particles, stirring, temperature, and the amount of solute already dissolved.Detail: 3.1e A liquid has definite volume, but takes the shape of a container.Performance Indicator: 3.2 Distinguish between chemical and physical changes.Detail: 3.2a During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing.Detail: 3.2b Mixtures are physical combinations of materials and can be separated by physical means.

Assessment/Rubrics Students will receive a grade out of 15 points once the lab is turned in this will be a formal assessment of the students and the skills they have learned. The next class students will quickly take the post test on what they have learned during the five lessons during the first 10 mins of class, this is due to the fact that during the first two lessons we lost time due to fire drills and the homecoming pep assembly. This posttest will be a formal assessment to distinguish what the students have learned.