Axton Elementary Lesson Plans



Created by Mrs. Bethany Gray Axton Elementary School

Grade Level/Subject/Topic: Fifth Grade/Science/Using Tools

SOL: 5.1 Scientific Investigation

The student will plan and conduct investigations in which

b) estimations of length, mass, and volume are made;

c) appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time;

d) accurate measurements are made using basic tools (thermometer, meter stick, balance,

graduated cylinder)

TSW Know:

How to determine the mass, length, amount, and magnification of objects using a microscope, ruler, tape measure, balance scale, and triple beam balance.

TSW Understand:

It is important to know how all of these scientific tools work because they are things that help us measure objects around us.

TSW Do:

Observe specimens using a microscope.

Determine the mass of several objects using a triple beam balance and a balance scale.

Observe and record the temperature of different liquids.

Measure the amount of liquid using a measuring cup and graduated cylinder.

Measure the distance of irregular objects using a tape measure.

Measure flat objects using a straight ruler.

Identify and use the correct instrument for each object.

Materials:

Pre-assessment results

Lab Sheet for each student

Directions sheet for each student or each group

2-3 Microscopes with several slides and specimens

2-3 Triple Beam Balances

2-3 Balance Scales

Several Different objects to weigh

3-5 Thermometers

3 Different liquids of different temperatures

2-3 different size measuring cups

2-3 large graduated cylinders

2-3 small graduated cylinders

2-3 Tape Measures (you will need irregular objects to measure)

2-3 Rulers (you can use any flat objects)

Procedure:

Day 1

Prior to this lesson, teacher will have given pre-assessment. The students will have also been shown each tool they will be using in the day 2 lesson.

Day 2

Prior to the lesson, the teacher will need to set up all the material in several stations or have the materials available for groups to use. Teachers can also have students complete the think dots on an individual basis.

Teacher will explain to students that they will roll a die to determine which activity to complete first. Students will follow the directions given in each box with the corresponding number on their die. Students will continue to roll the die until they have completed all 6 activities. Student will answer all questions from each activity with 90% accuracy.

|Differentiation: |

|What? context process product |

|How? readiness interest learning profile |

|Why? |

Anchor Activities: Students can find objects throughout the room and use any of the tools provided to determine the length, temperature, or mass. Students are to list the object, tool used and the measurement of each object chosen.

Closure: Students will complete an exit card to determine if they understand what each tool does and how it is used.

Evaluation: Teacher observation, teacher check

Reflection:

Name ____________________________ Date ___________________ Pre- Assessment

Directions: Fill in the blank with the correct word from the word bank.

1. To measure the temperature of the ketchup used in an experiment, a ______________________ could be used.

2. Different degree scales can be used to measure temperature, but scientists usually use the _______________ scale.

3. A graduated cylinder, a measuring cup, and a beaker are usually used to measure __________________________.

4. _______________________ is the amount of matter in an object.

5. The length of objects and distances are measured by using _________ ______________ and ________________.

6. A _____________________ _____________________ or triple beam balance is used to measure mass.

7. A _______________________ makes it possible to see very small things by magnifying them,

8. Most containers that scientists use to measure volume have a scale marked in ____________________, mL for short.

9. A __________________ is a scientific tool that can be used to analyze data.

10. Scientists most often use units such as meters, _________________________, and millimeters when making length measurements.

Word Bank

|centimeters |microscope |calculator |

|mass |volume |milliliters |

|tape measure |Celsius |rulers |

|balance scale |thermometer | |

Directions Sheet for each activity

Group 1

Roll your die to determine which activity you are to start with. Once you have completed an activity, check it off and roll the die again. Continue this process until you have completed all activities.

|Complete Activity #1 |Complete Activity #2 |

|Draw a picture of each specimen you view. You must choose at |Use each tool to determine the mass of each object. Be sure to |

|least 2 different specimens. Then answer the questions. |use the correct unit of measurement. Answer the questions after |

| |you have determined the mass of |

| |each object. |

|Complete Activity #3 |Complete Activity #4 |

|Read the temperature of each liquid and answer the questions. Be |Measure and record the correct amount of liquid in each container|

|sure to use the correct unit of measurement for liquids. |and answer the questions. Be sure to use the |

| |correct unit of measurement. |

|Complete Activity #5 |Complete Activity #6 |

|Predict the length of each object. Use the tape measure to |Predict the length of each object. Use the straight ruler to |

|measure the actual length to the nearest half inch, and |measure the actual length to the nearest half inch, |

|find the difference |and find the difference |

|between your estimate |between your estimate |

|and the actual length. |and the actual length. |

*If you complete all 6 activities before time is up, you may choose any object from within the room and use any tool from any of the activities you have already completed. List the object, tool used and the measurement of each object you have chosen.*

Name_____________________________________ SOL 5.1 Scientific Tools Lab Sheet

Group 1

Activity 1- Using a Microscope

Without a Microscope With a Microscope

[pic]

How is a microscope useful to a scientist?

Activity 2- Using a Triple Beam Balance and a Balance Scale

Use the triple beam balance to determine the mass of objects 1 and 2.

1. Object #1 _________________

2. Object #2 _________________

Use the gram counters to determine the mass of objects 3 and 4 using the balance scale.

1. Object #3 _________________

2. Object #4 _________________

Which tool do you feel gives a more precise mass for objects? Why do you feel this tool gives a more precise measurement?

Activity 3- Using a Thermometer

What is the temperature of liquid #1? _________ C __________ F

What is the temperature of liquid #2? _________ C __________ F

What is the temperature of liquid #3? _________ C __________ F

Why would a scientist need to use the Celsius scale instead of the Fahrenheit scale?

Activity 4- Measuring cups and Graduated Cylinders

What is the amount of liquid in the measuring cup #1? _________________

What is the amount of liquid in the measuring cup #2? _________________

What is the amount of liquid in the measuring cup #3? _________________

Record the amount of liquid in each graduated cylinder.

large graduated cylinder ________________

small graduated cylinder ________________

Why is it important for scientists to be able to measure precise amounts of liquids?

Activity 5- Using a tape measure

|Object |Predicted length |Actual length (to the |Difference between prediction and |

| | |nearest half inch) |actual lengths |

|Around the jar | | | |

|Ankle | | | |

|Wrist | | | |

|Around your pencil | | | |

Activity 6- Using a straight ruler

|Object |Predicted length |Actual length (to the |Difference between prediction and |

| | |nearest half inch) |actual lengths |

|2 floor tiles | | | |

|Desk | | | |

|Textbook | | | |

|Directions Sheet | | | |

Directions Sheet for each activity

Group 2

Roll your die to determine which activity you are to start with. Once you have completed an activity, check it off and roll the die again. Continue this process until you have completed all activities.

|Complete Activity #1 |Complete Activity #2 |

|Draw a picture of each specimen you view. You must choose at |Use each tool to determine the mass of one of the objects in each|

|least 2 different specimens. Then answer the questions. |group. Be sure to use the correct unit of measurement. |

| |Answer the questions after you have determined the mass of each |

| |object. |

|Complete Activity #3 |Complete Activity #4 |

|Read the temperature of two liquids and answer the questions. Be |Measure and record the correct amount of liquid in two containers|

|sure to use the correct unit of measurement for liquids. |and answer the questions. Be sure to use the |

| |correct unit of measurement. |

|Complete Activity #5 |Complete Activity #6 |

|Use the tape measure to measure the actual length of each object |Use the straight ruler to measure the actual length of each |

|to the nearest inch. |object to the nearest inch. |

*If you complete all 6 activities before time is up, you may choose any object from within the room and use any tool from any of the activities you have already completed. List the object, tool used and the measurement of each object you have chosen.*

Name_____________________________________ SOL 5.1 Scientific Tools Lab Sheet

Group 2

Activity 1- Using a Microscope

Without a Microscope With a Microscope

[pic]

How is a microscope useful to a scientist?

Activity 2- Using a Triple Beam Balance and a Balance Scale

Use the triple beam balance to determine the mass of one of the objects (either 1 or 2).

3. Object _____________________ Mass _________________________

Use the gram counters to determine the mass of one of the objects (either 3 or 4) using the balance scale.

4. Object _____________________ Mass __________________________

Which tool do you feel gives a more precise mass for objects? Why do you feel this tool gives a more precise measurement?

Activity 3- Using a Thermometer

What is the temperature of liquid #1? _________ C __________ F

What is the temperature of liquid #2? _________ C __________ F

Why would a scientist need to use the Celsius scale instead of the Fahrenheit scale?

Activity 4- Measuring cups and Graduated Cylinders

What is the amount of liquid in the measuring cup #1? _________________

What is the amount of liquid in the measuring cup #2? _________________

Record the amount of liquid in each graduated cylinder.

large graduated cylinder ________________

small graduated cylinder ________________

Why is it important for scientists to be able to measure precise amounts of liquids?

Activity 5- Using a tape measure

|Object |Actual length (to the nearest inch) |

|Around the jar | |

|Ankle | |

|Wrist | |

|Around your pencil | |

Activity 6- Using a straight ruler

|Object |Actual length (to the nearest inch) |

|2 floor tiles | |

|Desk | |

|Textbook | |

|Directions Sheet | |

Why is it important to measure lengths precisely?

Name ______________________________________ Exit Card

What 2 tools are used to measure length or distance of an object?

1.______________________________

2.______________________________

What tool is used to measure the temperature? _____________________________

What 2 tools are used to measure the mass of objects?

1.______________________________

2.______________________________

What tool is used to measure the amount of volume of a liquid? ____________________

-----------------------

Specimen #2

Specimen #1

Specimen #1

Specimen #2

Specimen #2

Specimen #1

Specimen #1

Specimen #2

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download