Code 2 - S.M.A.R.T Goal Portfolio



Directions: Choose as many activities from the menu below as necessary to total at least 18 points to reach your “Weight Watchers” goal for the day. Place a checkmark next to each box to show which activities you will complete. If you have time, you may go above 18 points.

2 POINTS – Knowledge & Comprehension

← Envelope fold: Create an envelope fold. Label your envelope fold “weight” or “mass”. Use your resources (provided magazines, computers, coloring utensils) to find or create at least 6 items that can be measured for weight and mass. Then label these items with the appropriate standard unit of measurement that they would be measured in, and estimate about how much they weigh.

← Gizmo- Triple Beam Balance Exploration: Discover how to use a triple beam balance by completing the Explore Learning “Student Exploration: Triple Beam Balance” worksheet. Follow the directions for how and when to do each part of the activity. Write a brief reflection about what you learned on an index card and staple it to your worksheet.

← Conversion Time: Convert the amounts on the powerpoint “Weight and Mass Review” (found on the class computers). Follow the following conversions:

o Ounces to pounds (16 oz = 1 lb)

o Kilograms to pounds (1 kg= 2 lbs)

o Tons to kilograms (1 T= 1,000 kg)

o Pounds to ounces (1 lb = 16 oz)

o Grams to kilograms (1,000 g= 1 kg)

5 POINTS – Application & Analysis

← A letter to John: John loves fruit. Everybody in fourth grade knows that fruit is his favorite food. He eats fruit all the time. John has been sick and out of school for several days. His classmates want to do something nice for him, so they are going to prepare a nice basket of mixed fruit to take to him. How can they prepare a basket of fruit that weighs exactly 5 kilograms? Write a letter to Johnny’s classmates with your suggestions. Think about whether fruit of the same kind will all weight the same. You may make a basket using any fruit you would like: bananas, apples, oranges, kiwis, grapes, etc.

← Solve this problem: Sally went to the store with her mom to buy groceries. On the way there, their car broke down. Luckily, they were close to the grocery store. They left their car their, thinking they would solve the problem by the time they were finished shopping. Once they got to the store, they noticed that each of the scales normally used to measure their produce were broken! It was not their lucky day. Sally’s mom was distressed from the many events of the day. How would you help Sally and her mom? What would you suggest and why? Write a journal entry solving this problem.

← Weird Facts: Create your own document of weird facts center about weight and mass. Remember that our weird facts centers always ask “True or false?” and all false statements come with a real one. We will be using these in our weird facts center for the rest of our unit. You may use your textbook, our class computers, an iPad, and any available books to find your weird facts.

8 POINTS – Synthesis & Evaluation

← Tower of Power: We have learned that Earth's gravity pulls everything downward. Use a computer or an iPad to look at different skyscrapers online to observe their shapes. Reflect on how tall buildings can stay up without toppling over. Using our blocks, unit cubes, or other manipulatives, try to stack blocks as high as you can. Try stacking blocks in different ways and experiment with shape and center of gravity. How high can you stack the blocks until they fall down? Why do you think this is? Synthesize what you learned from this activity, connecting it to what you have learned about weight and mass. Answering the questions above and include any questions you may still have.

← Science Fair: Design a science fair experiment that could be used to both show and teach weight and mass to your viewers. You select what would be necessary for an effective science fair experiment and you will carry it out. You may use any of the resources available in the art and project center. As always, you are welcome to ask me for any additional resources as well.

← Mind map: Generate a mind map using words, drawings, and diagrams of everything learned during our unit thus far. It is your choice if your mind map is 2-D or 3-D. You may choose for it to be a paper copy or electronic. Please save it as “ (Your name)’s Weight and Mass Mind Map”.

Your key terms and ideas must include:

|Weight |Mass |Ounces |Pounds |

|Tons |Kilograms |Grams |Scales |

|Balances |Conversions |Science |Math |

|Gravity |Measure |Standard units |Non-standard units |

|Everyday objects |Matter |Estimation | |

Learning Menu Reflection

I envision using my learning menu near the end of my unit. I think that a lot about weight and mass overlap, and it is fitting to have a learning menu that incorporates both concepts. I think this will serve as a great tool for them to apply their knowledge as well as provide me with documents that show what the students understand. I will use it as a day’s lesson because I envision it taking at least one day for students to reach at least 18 points. Because it follows a cross-curricular unit, I should have enough room in my schedule to allow my student ample time to complete their menu. I also think that the “’Weight Watchers’ Menu” will provide a nice breakup from the usual days of lessons because they get to be in control of what they are doing that day. Many of the options that are not standard will have been done in class already (i.e. the envelope fold, using Gizmo, creating a mind map, and the weird facts center), so students will already familiar with how to create or do these activities. If they do not remember, however, I will of course be happy to help them.

Portaportal Internet Sites:

Gizmo- Triple Beam Balance Exploration



Name: ______________________________________ Date: ________________________

Student Exploration: Triple Beam Balance

Vocabulary: fulcrum, lever, mass, rider, triple beam balance

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. A lever is a long beam that is set on a pointed fulcrum. A heavy rock is placed on a lever, as shown. Draw an arrow where you should push down to lift the rock most easily.

[pic]

2. Suppose you wanted to balance the rock with a smaller rock. Where would you put the smaller rock? Draw a smaller rock on the diagram above so that it balances the big rock.

Gizmo Warm-up

A triple beam balance is a type of lever that is used to measure mass, or the amount of matter in an object. An object with an unknown mass is placed on the measurement tray. On the other side of a fulcrum, a set of sliding weights, called riders, slide on beams to balance the object.

[pic]

Practice using the balance in the Triple Beam Balance Gizmo™.

1. Where is the fulcrum of this lever? Circle and label its location on the diagram above.

2. How do you balance the object on the measurement tray? __________________________

_________________________________________________________________________

|Activity: |Get the Gizmo ready: |[pic] |

| |Set all the Riders to 0. | |

|Measuring mass | | |

Question: How is a triple beam balance used to find mass?

1. Observe: The riders have masses of 10 grams (top), 100 grams (middle), and 1 gram (bottom). Drag the 10-gram rider to 100. At this position it balances a 100 gram mass.

What happens to the pointer? ________________________________________________

2. Compare: Place each object on the measurement tray, one at a time. Which objects have a mass greater than 100 grams? How do you know?

_________________________________________________________________________

_________________________________________________________________________

3. Compare: Move the 10-gram rider back to 0, and move the 100-gram rider to 200.

A. Which objects have a mass greater than 200 grams? _________________________

B. Which objects have a mass greater than 300 grams? _________________________

4. Measure: Move the 100-gram rider back to 0. Place the light bulb on the tray.

• Move the 100-gram rider to the right, one notch at a time, until the pointer sinks. Now move the 100 gram rider back to the left one notch. (The pointer should lift up.)

• Move the 10-gram rider to the right, one notch at a time, until the pointer sinks below the zero mark. Now move the rider back to the left one notch.

• Slowly move the 1-gram rider until the pointer lines up with the zero mark.

5. Calculate: The mass of the light bulb is the sum of the values on each rider. To get a magnified view of the 1-gram rider, place the cursor over that rider. (Each tick mark represents 0.1 g.) Write your answer to the nearest 0.1 gram.

100-g rider: ______________ 10-g rider: ______________ 1-g rider: ______________

Mass of the light bulb: ______________

6. Practice: Use the Gizmo to find the mass of the other objects. Write their masses below.

Paper clips: ______________ Cone: ______________ Cube: ______________

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“Weight Watchers” Menu

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