Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 149445
What's the Matter with a Crayon?
In this lesson, students will cooperatively measure the mass and volume of three different-colored crayons as a solid. After recording
measurements, students will place their crayons in molds in order to change the state of matter from a solid to a liquid through heating. The
teacher will pour the liquefied crayon into a graduated cylinder to measure the volume. Following the measurements recording, the liquid will be
poured back into the molds and placed in a cool/shaded environment so the crayons will change back into a solid state. Once the crayons resolidify, the students will take their student-made, tie-dye crayon out of the mold and re-measure it. Lastly, the students will measure and compare
their final measurements to the initial measurements.
Subject(s): Mathematics, Science
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, Speakers/Headphones, Microsoft
Office
Instructional Time: 2 Hour(s)
Keywords: mass, balance, graduated cylinder, volume, crayon, Crayola Experience, milliliter, matter
Resource Collection: Lake/Sumter MSP K-5
ATTACHMENTS
PreandPostTestwithKeyWhatstheMatterwithaCrayon.docx
SummativeAssessmentWritingRubricWhatstheMatterwithaCrayon.docx
StudentDataRecordingSheetWhatstheMatterwithaCrayon.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What will students know and be able to do as a result of this lesson?
The students will be able to measure the mass and volume of crayons as a solid and a liquid.
The students will measure liquid volume and the mass of crayons using standard units of grams and milliliters.
Students will select the appropriate tool to take accurate measurements.
Prior Knowledge: What prior knowledge should students have for this lesson?
Some characteristics of a crayon - color, hardness, texture, melts when heated, made of wax
The definition of types of matter - solid, liquid and gas
Be able to identify a solid and a liquid
Make appropriate selections of measurement tools related to the task
Guiding Questions: What are the guiding questions for this lesson?
If you left a crayon in a car on a sunny day, what changes may happen to the crayon?
How can matter be measured?
How can you measure and compare objects?
page 1 of 4 Predict which will have a greater mass: the tie-dye crayon or three crayons together?
Predict which will have a greater volume: a solid crayon or a liquid crayon (once the wax is melted)?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
If possible, as an optional Engage to this lesson, students can attend a field trip to The Crayola Experience in Orlando, FL. (This trip would be organized and funded by
your school.)
After the trip, students can discuss what changes the crayons underwent during their time at The Crayola Experience. The teacher can ask:
How were you able to make rings, sharks, sea horses, and cars with the crayon you started with? (the use of molds)
How were you able to create the two-toned circles with the crayons? (by melting two crayons together)
Why do you think you were able to make various items out of the crayons? (due to the properties of the crayons-they can melt and they are various colors)
If students are unable to take a field trip to The Crayola Experience, they can watch a video of the making of crayons. In the Reading Rainbow episode "How Much is a
Million?" (season 12, episode 1), Levar Burton visits a crayon factory to show the process. See "Making of Millions of Crayons."
After the video, to activate prior knowledge the teacher will ask (students responses may include some of the following):
If you left a crayon in a car on a sunny day, what changes may happen to the crayon? (If it was hot enough inside of the car, the crayon could melt.)
How can matter be measured? (with the use of specific scientific tools- graduated cylinder, balance, scales, etc.)
How can you measure and compare objects? (by their properties: weight, mass, height, length, width, overall size, etc.)
What are the three states of matter? (solid, liquid, and gas)
Which states of matter did you observe while watching the video? (solid and liquid mostly)
What do you think caused the crayons to change from a solid to a liquid? (heat energy)
Before formally introducing the lesson (moving onto the Explore phase) administer the attached Pre-Test. Students should not show mastery of these concepts; the
use of this tool is to gauge the students' current understanding of the concepts before beginning the lesson. Students should show improvement when the Post-Test is
administered at the end of the lesson.
To further activate the students' knowledge about the three states of matter, show the YouTube video "Matter Chatter (song for kids about solids, liquids, and gases)"
by Harry Kindergarten Music. Use a service such as SafeShare to access the video ad-free.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
Note: The teacher can choose to split this into two days if needed.
During the Explore phase of the lesson, the students will be measuring the volume and mass of crayons in solid and liquid states. Students will keep track of their
measurements on the attached recording sheet.
The teacher will gather all materials and ready them prior to the lesson. (See materials section: hot plate, balance with weights, graduated cylinder, pitcher or
beakers with water, 3 unwrapped crayons, and attached data recording sheets)
The teacher will assign partners for this lesson and then designate which order students will perform their measurements (who is Partner A and who is Partner B).
The teacher will model how to take and record measurements on the attached recording sheet if students have had limited experiments using graduated cylinders
(milliliters) or balances (grams). The following videos can support the teacher or students with correctly utilizing these tools:
YouTube - "Measuring the volume of an irregular object" by educationfree (access this video ad-free via a service such as SafeShare)
LearnZillion - "Find the mass of an object using a balance scale" by Andrew Parece
When students are comfortable with taking and recording measurements move on to the next step.
Partner A will begin by measuring the collective mass in grams of three unwrapped crayons using a balance. Then they will record their measurements of the mass on
their data sheet. (See attachments for example.) Now Partner B will do the same. Partners should be helping and monitoring each other during this time to ensure
they are measuring and recording correctly.
Now the teacher should give each pair a graduated cylinder and a beaker or small container of water. Have Partner A from each pair pour 40 milliliters of water from
the beaker or small container to fill their graduated cylinder. Students will then use the graduated cylinder to measure the collective volume in milliliters of the same
three crayons for which they just measured the mass.
In order to find the volume of the unwrapped crayons, students will subtract the water level before the object is placed in the graduated cylinder (40 mL) from the
water level after the objects are placed in the graduated cylinder.
Explain to students that this is referred to as "displacement." Help students understand the significance of water displacement in the graduated cylinder—the volume
of water displaced by the object (crayons) is equal to the actual volume of the object.
After students determine the amount of water displaced by the crayons, they will record their measurements of the volume on their data sheet. (See attachments
for example)
Once both the mass and volume of the solid crayons have been recorded, the crayons will be returned to the teacher and the teacher will place them in the molding
cups in preparation for melting on the hot plate.
Carefully, as the students watch, the teacher will use the hot plate to melt each pair's three crayons together in the molding cups. Once enough heat is applied to
the crayons, they will change from a solid to a liquid within the cups.
Discuss with the class how the crayons changed state from a solid to a liquid. The class will also discuss how the wax from each crayon mixed together to form into
a tie-dye crayon. (The colors are mixing together because as the crayons changed to a liquid, it allows the molecules to flow freely within the melting cup as long as
the liquid retains its heat.)
The teacher will ask, "Predict which will have a greater volume: a solid crayon or a liquid crayon (once the wax is melted)."
Then the teacher will model for the students how to measure the liquefied crayons, explaining each step. The teacher will give the students the measurement in
milliliters for the students to record on their data sheet. (See attachments for example). The teacher can explain that this is a reasonable strategy for all students to
record the same volume, since each pair's three crayons will relatively be uniform. Note: The teacher will model and demonstrate this step, as handling the
liquefied crayon may be a safety concern for students. Always use caution when using heat or handling heated items in the classroom.
Once the volume of the liquefied crayons has been determined, the teacher will let the liquefied crayons cool and change back into a solid. The crayons will now be
page 2 of 4 one solid disk-like shape or tie-died crayon. The teacher will pass these back to student pairs.
Ask, "Predict which will have a greater mass: the tie-dye crayon or three crayons together?"
Now, each partner will take turns measuring the mass in grams of their tie-dye crayon using a balance. Then they will record measurements of the mass of their tiedye crayon on their data sheet. (See attachments for example)
Have Partner B from each pair pour 40 milliliters of water from the beaker or small container to fill their graduated cylinder. Students will then measure the collective
volume in milliliters of their tie-dye crayon using the graduate cylinders. Remind students that in order to find the volume of the tie-dye crayon, students will subtract
the water level before the object is placed in the graduated cylinder (40 mL) from the water level after the object is placed in the graduated cylinder to find the
displacement. Then they will record their measurements of the volume on their data sheet. (See attachments for example)
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
When all measurements have been recorded, the teacher will discuss the variations in the measurements (pre/post melted). This will be the time when the teacher
discusses why mass and/or volume was lost during the experiment. Solicit students' ideas. The results of the investigation should show that very little if any change in
mass or volume occurred after the crayons were melted. Just because the states of matter changed does not mean the mass or volume of the crayons changed. In
this investigation, the change in the state of matter did not cause loss of mass or volume.
Show the "Matter Chatter" video again (see Engage).
Now students will create a journal entry in which they describe the changes they observed with the crayons and explain in their own words why these changes
occurred. (see Summative Assessment)
The teacher can then pull together the results from each pair to conduct a whole-group discussion.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
The teacher can ask students if there are other objects that melt into different shapes. Example: soap or candles
As a group, discuss the effect of heat on soap and wax. Would melting change the mass or volume of soap or wax if melted?
If time allows, the teacher could demonstrate soap or wax melting and ask if the mass and volume are increasing, decreasing, or staying the same.
Now the teacher will administer the attached pos-test.
Summative Assessment
Each individual student will measure the mass and volume of their crayon pieces using the appropriate tools.
Now, students will create a journal entry in which they describe the changes they observed with the crayons and explain in their own words why these changes
occurred.
Sample Student Response: "As the liquid of the crayons solidify, the three colored pieces of crayon come together to form one new crayon with multiple colors. This
new crayon has a "tie-dye" appearance. The shape of the crayons did not determine the mass or the volume. The mass and volume of the crayons stayed relatively
the same before and after melting."
The teacher can ask the following questions to support students in this process, "When the crayons merge, does this change the mass or volume?" and "Did the
shape of the crayon effect the mass or volume?"
Students can choose to either use a graphic organizer, journal recording, summary, and/or PowerPoint to present the comparisons of the measurements and
their reflection utilizing the attached rubric to score students writing.
Formative Assessment
1. The teacher will observe and monitor the measuring of the mass and volume and provide corrective feedback when necessary. Examples of corrective feedback:
Verify that students are using a balance to measure mass. Remind students of key points provided in the video.
Verify that students are using a graduated cylinder to measure volume. Remind students of key points provided in the video.
Model correct use of a balance and graduated cylinder if students need further modeling.
2. Students will record measurements on their data sheets. Verify that students utilize the appropriate unit of measure as related to the aligned standards. Example:
Mass is measured in g (grams).
Volume is measured in L (liters) or mL (milliliters).
3. Students will write a description of their observations (summative assessment) using key vocabulary terms, such as solid, liquid, mass, volume, graduated cylinder,
displacement, balance, change in matter, and matter.
Feedback to Students
The teacher will ask guiding questions to clarify misconceptions. See above for examples of guiding questions.
The teacher will review vocabulary word definitions as needed.
Students will pair up and compare descriptions. Partners will help to correct the misuse of vocabulary words while working together.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
For this experiment, students can be in small groups or pairs.
Students may have extra time to complete the recording sheets and conduct their measurements if needed.
Students may have their partner assist them with completing their attached recording sheet.
If needed, students can provide an oral response of their reflection rather than in written form.
Extensions:
As an Extension to this lesson, students can compare molded tie-dye crayons according to their properties, such as size, shape, color, texture, and hardness.
Students can further discuss how and why their crayons turned out differently.
Students can create a graphic organizer to record the comparisons of properties of the tie-dye crayon in their science notebooks.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Speakers/Headphones, Microsoft Office
page 3 of 4 Special Materials Needed:
Graduated cylinders, large enough to fit a melted crayon disk in the opening (enough for every pair of students to have one)*
Elementary school balance (enough for every pair of students to have one)*
Molding containers for the melted crayons such as paper foil condiment container, silicone muffin cups, or ice cube trays. The container you choice will be
dependent upon your heating method, microwave or hot plate
Unwrapped full-sized crayons (three different colors per pair of students)
Hot plate or microwave to melt the crayons
A cool and safe location to allow the crayons to re-solidify
Writing utensils and science journal for recording data or students could use an electronic device
Attached pre and post test
Attached student recording sheet
Attached Summative Assessment writing rubric
*If the required amount of graduated cylinders and balances cannot be acquired at your school, consider having half of the partners start with graduated cylinders and
the other half with the balances and then switch.
Further Recommendations:
This lesson can be completed in one day or over the course of multiple days depending on individual time restraints.
Teachers may choose an electric burner, microwave, or heat lamp to melt the crayons. Always use caution when heating objects in the classroom and follow strict
science safety guidelines to ensure that everyone stays safe.
SOURCE AND ACCESS INFORMATION
Contributed by: Katherine Van Beek
Name of Author/Source: Katherine Van Beek, Tarhonda Williams, Theola Hill
District/Organization of Contributor(s): Lake, Lake, Lake
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.3.P.8.2:
Description
Measure and compare the mass and volume of solids and liquids.
Remarks/Examples:
Introduce the term mass as compared to the term weight.
Florida Standards Connections: MAFS.3.MD.1.2 MAFS.K12.MP.5: Use appropriate tools strategically and,
MAFS.K12.MP.6: Attend to precision.
Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.3.P.8.3:
Remarks/Examples:
** Florida Standards Connections: MAFS.3.MD.2.4; MAFS.K12.MP.5: Use appropriate tools strategically; and,
MAFS.K12.MP.6: Attend to precision.
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and
liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given
in the same units.
MAFS.3.MD.1.2:
Remarks/Examples:
Examples of Opportunities for In-Depth Focus
Continuous measurement quantities such as liquid volume, mass, and so on are an important context for fraction
arithmetic (cf. 4.NF.2.4c, 5.NF.2.7c, 5.NF.2.3). In grade 3, students begin to get a feel for continuous
measurement quantities and solve whole- number problems involving such quantities.
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