Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 17014
3 Methods for Measuring Volume
This hands-on lesson plan allows students to investigate three methods for measuring volume. Students will learn to measure volume for liquids,
regular-sized solids, and irregular sized objects. During the lesson students are exposed to demonstrations from the teacher and will participate in
hands-on investigations utilizing three methods for measuring volume that they conduct and report to the class.
Subject(s): Science
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Basic Calculators, LCD Projector,
Overhead Projector, Microsoft Office
Instructional Time: 2 Hour(s)
Freely Available: Yes
Keywords: volume, physical properties, matter
Instructional Design Framework(s): Demonstration, Predict-Explain-Observe-Explain, Confirmation Inquiry (Level
1), Structured Inquiry (Level 2), Guided Inquiry (Level 3), Learning Cycle (e.g., 5E), Cooperative Learning
Resource Collection: iCPALMS
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Upon successful completion of this activity, students will:
*Explain that volume is the amount of space an object takes up.
*Differentiate between mass and volume.
*Demonstrate the various methods for measuring volume and determine the proper method for measuring volume given various states and types of matter.
*Measure objects using centimeters and use the measurements to find the volume of regular-sized objects.
*Identify when an object is an irregular-sized object and use the displacement method for calculating volume.
*Utilize and properly read various science tools, such as a centimeter ruler, a graduated cylinder, and a measuring cup.
*Explain the importance of communicating results in science.
*Recognize and explain the need for repeated trials in science.
Prior Knowledge: What prior knowledge should students have for this lesson?
In order to complete the following activities, the following may need to be reviewed:
*Understand that the metric system is utilized for science and have working knowledge of centimeters, meters, milliliters, and liters.
*Locate and utilize the metric side of a basic ruler (centimeters).
Students also should be familiar with the following science vocabulary words:
Matter - Anything that has mass and takes up space.
page 1 of 4 Mass - The amount of matter in an object.
Volume - The amount of space an object takes up.
Physical Properties - The physical properties of a substance that can be observed or measured without changing the substance.
Metric System - A decimal system of weights and measures universally used in science.
Guiding Questions: What are the guiding questions for this lesson?
Pre-assessment (20 minutes)
1. What is volume and how is it different than mass? Volume is the amount of space an object takes up, while mass is the amount of matter in an object.
2. Name some tools that can be utilized to find volume?Rulers, tape measures, graduated cylinders, measuring cups, etc.
3. How would you find the volume of a regular sized object like a box?Measure length, width, and height and multiply.
4. How would you calculate the volume of an irregular sized object like a rock?To find the volume of an irregular sized object, one would use the displacement method
for measuring volume and place the object in water and measure the amount of water that is displaced.
5. If you have two identically sized objects that sink in water, but the first object has a mass of 200 grams and the second one has a mass of 300 grams, which one
would displace more water?Both objects would displace the same amount of water because they are the same size.
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
Teacher Note: For the following engage activity you will need graduated cylinders of varying sizes, a beaker, and a measuring cup.
Pour 100 ml of water into the large graduated cylinder. Walk around classroom with the graduated cylinder in hand asking students to tell you the volume of water in
the graduated cylinder, direct students to look at the meniscus (bottom of the curve) to accurately measure the volume of liquid in a graduated cylinder. Hold up a
smaller graduated cylinder and ask students if the volume of water will increase, decrease or stay in the same in the smaller graduated cylinder. Students should
realize that the volume of water does not change. Reinforce the concept with various other graduated cylinders, beakers, and measuring cups. Ask students to name
the physical property that they are measuring (volume).
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
Have students take out their science journals and title the page: Three Methods for Measuring Volume. Write the definition for volume on the board (the amount of
space an object takes up) and have students copy definition below title. Let them know they just observed the method for measuring the volume of a liquid.
Write: Method 1, Measuring the Volume of Liquids. Next, direct students to write the procedure for finding the volume of a liquid, the science tools necessary, and the
metric units utilized to find the volume of liquids (ml, l, kl are most common).
Have students share their summaries and write important notes on board.
Ask students if only liquids take up space (students will likely reply that everything takes up space). Hold up a tissue box and ask how you could find the volume of a
tissue box. After discussion, hold up a ruler and ask them how a ruler can be used to find the volume of the tissue box. Ask students what dimensions a box has.
Review the formula for finding volume. Volume = Length x Width x Height. Ask students if the inch or the centimeter side of the ruler should be used. Reinforce that in
science the metric system is the standard system of measure, so the centimeter side of the ruler will be utilized. If necessary, review the procedure for measuring and
reading the centimeter side of the ruler. Have different students measure the length, width, and height of the tissue box and write answers on board. Using calculators
have students calculate the volume of the tissue box. Ensure that students label their answers with the proper unit (cm³). Let students know, they have just completed
the second method for measuring volume.
Write on Board: Method 2: for Regular-Sized Solids, the tools that can be used (ruler, tape measure, etc), the metric units (mm, cm, m, and km are most common)
and have students write a summary of the procedure for calculating the volume of a regular-sized object like a box (You may wish to remind students to use the key
words such as formula, regular-sized solid, ruler, etc.). After approximately 10 minutes, review journal entries with students and write key points on board.
Hold up a rock and a ruler and ask students if it is possible to find the volume of this solid. Students should realize that it is not possible to get an accurate length,
width, and height of the rock to utilize the formula for volume. Explain that a rock is considered an irregular-shaped object because it does not have a consistent
length, width, and height. Tell them that irregular-shaped objects the displacement method for calculating volume is utilized. Using either a beaker or a measuring
cup, pour 300ml of water into the cup and have students observe and read initial water level. Ask students what will happen to the water level when the rock is placed
in the beaker or graduated cylinder (students will likely respond that the water level will rise). Explain that the rising of water level is known as displacement. Inform
students that the water level moves to make "room" for the rock. Place the rock in the beaker and have students observe the new water level. Ask students if the new
water level is the volume of the rock (students should realize that the original water level must be considered and to find the volume of the rock you must subtract the
original water level from the new water level). Have students use a calculator or pencil and paper to complete calculation. Remind students to label their answers.
Students will likely label their responses in milliliters since they were using a beaker. Ask students what state of matter milliliters is used to measure (liquids) and let
them know in the metric system, 1 ml = 1 cm³ ,so all they have to do is change the metric unit to cubic centimeters.
Ask students to name other irregular-sized objects. Inform students that irregular objects that do not sink in the water must be carefully pushed down in order to
displace the proper amount of water. Allow students 10 minutes to write the procedure for finding the volume of an irregular-sized object in their journal. Write the
following key words on the board so that students can use their explanation; beaker, irregular-sized object, displacement.
Teacher Note: For this portion of the lesson the following materials will be necessary: 5 centimeter rulers, 5 calculators, 2 small graduated cylinders (10 ml), 1
medium-sized graduated cylinder (approximately 50 or 100 ml), 1 large graduated cylinder (200 or 250ml), various sized beakers and/or measuring cups (300 500ml) 1 tissue box, a small, medium, and large rock, package of index cards, quarter, marble, pencil, eraser, and a text book, attached word document, and timer (if
items are unavailable, make substitutions as needed)
For this portion of the Explore Lesson, please download the attached word document (below) and set up stations with objects and tools necessary to complete each
station. Note that only small areas are needed and counters, and single desktops can be used for stations. Have students copy the chart into their science journal.
Explain that students will have 3 minutes at each station to complete their volume investigations. Review procedures if necessary. Group students in pairs and place
each pair of students at one of the twelve stations. Explain that once the timer goes off, all students must move to the next station even if they did not complete their
investigation. Set the timer for 3 minutes and circulate and assist students as needed.
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?
page 2 of 4 Explain that in science it is important that scientists communicate their results of their investigations. Therefore, each pair of students will take one center and present
their findings to the class and the procedure they utilized to determine volume of the objects or substances. Explain to students that in order for an experiment or
investigation to be considered valid it must be conducted a minimum of three times. After each presentation, inventory the class to see if other teams got similar
results. Note and explain to students that some calculations may be slightly different from others based on the accuracy and estimations of the science tools. Have
students make recommendations to other teams as necessary
You may wish to have a conversation to discuss why it is important that scientists communicate results with other scientists. For example, scientists in different parts of
the world researching a cure for cancer (or a similar disease) must communicate their successes to assist in finding a cure faster and communicate failures so other
scientists do not waste time as the critical research is being conducted.
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?
Teacher Note: For this demonstration, you will need the following materials:
- Balance Scale
- 2 identically sized water bottles (250 ml)
- 500 ml measuring cup or 500 ml beaker
- Water
- Science Journal for student use
Prior to the lesson, fill a large measuring cup with 350 ml of water. Fill one 500 ml water bottle with water. Fill the other with sand.
Ask students: Which water bottle is bigger? (Answer: They're both the same size.)
Ask students: Which water bottle do you predict has more mass? Have some students hold both bottles and share their observations. Prove the water bottle with sand
has more mass by placing both bottles on the balance scale.
Write the following Statement of the Problem on the board.
If both bottles are placed separately in the measuring cup, which one will displace more water? Have students make a prediction in their science journal and justify
their response. Allow 5 minutes for students to complete their hypothesis.
Allow students to read their predictions. Then take a vote and write predictions on the board (many students will predict the water bottle with sand in it will displace
more water because it has more mass.)
Have four students come to the front and verify the amount of water in the measuring cup to start (350 ml). Have one student place the bottle in the water and have
the other students verify the water level. Do the displacement calculations on the board. Now have a student place the second bottle with sand in the measuring cup
and repeat the same procedure. Have students analyze data and write conclusions in their science journal and discuss conclusions. Stress that the mass of the bottle
has nothing to do with amount of water that is displaced and displacement is only concerned with the amount of space an object takes up(volume). Discuss when a
bigger person gets in a bathtub, the reason he/she will displace more water than a smaller person is because he/she takes up more space than a smaller person and
the mass of the two people is insignificant.
At conclusion of the Elaborate section Evaulate student understanding of the benchmarks by giving the following post-test to determine student mastery of the
benchmarks:
1. How would you measure the volume of a star-shaped medallion. Be specific. Since it's an irregular sized object, the displacement method must be used.
2. A box has the following dimensions: 15 cm wide, 10 cm long, and 3 cm high, what is its volume? 450 cubic centimeters.
3. You have two identically sized objects, made up of two different types of metals; one with mass of 500 grams and one with a mass of 150 grams, if they were both
placed in water and sank to the bottom, which would cause the water to rise more? They would displace the same amount of water because they both are the same
size.
4. Why is it important for scientists to communicate results when doing an experiment or conducting an investigation? Communicating results allows scientists to learn
from mistakes and pass on useful information to other scientists researching the same problem.
5. Explain why repeated trials is necessary when conducting an investigation. Scientists do repeated trials to ensure their data is accurate.
Formative Assessment
The teacher will follow the 5E Model. A pretest will be given to all students in the unit. The teacher will evaluate student understanding of the concept prior to the lesson
and will adjust instruction based on individual student's needs. All questions on the pre-test will be taught in detail during the lesson, and the instructor will check for
understanding as each concept is addressed. Students will demonstrate understanding of the concept during the lesson as they utilize the correct tools and procedure
for measuring volume of various objects/substances. Students will demonstrate their understanding at the conclusion of the lesson in the form of a post-test and a
journal reflection.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: When implementing hands-on activities, consider strategically grouping students, allowing struggling students to be paired with higher-achieving
students. When completing mathematical computations allow students to utilize basic calculators. During investigation, walk around the room assisting struggling
students and provide assistance/reteaching as needed.
Extensions: This lesson focuses on the physical property of volume. Consider doing an entire lesson on physical properties of matter. The lesson can include various
ways to describe physical properties, such as size, color, use, measurements, parts, shape, texture, as well as other physical properties that can be measured, such as,
mass, volume, density, length, width, height, etc.
Suggested Technology: Computer for Presenter, Internet Connection, Basic Calculators, LCD Projector, Overhead Projector, Microsoft Office
page 3 of 4 Special Materials Needed:
Attached to this lesson plan is a Microsoft Word Document. The document can be displayed by means of an LCD projector, a document camera, or a basic overhead
projector. Measuring Volume Student Sheet.doc
Further Recommendations: Display the Microsoft Word document utilizing any of the above mentioned mediums and have students copy the chart into science
journal. There is a second page of the Word document with answers for teachers.
SOURCE AND ACCESS INFORMATION
Contributed by: Robert Krouch
Name of Author/Source: Robert Krouch
District/Organization of Contributor(s): Broward
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific
investigations of various types such as: systematic observations, experiments requiring the identification of variables,
collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions,
and defend conclusions.
Remarks/Examples:
Design and evaluate a written procedure or experimental setup. Annually assessed on Grade 5 Science FCAT 2.0.
Also assesses SC.3.N.1.1, SC.4.N.1.1, SC.4.N.1.6, SC.5.N.1.2, and SC.5.N.1.4.
SC.5.N.1.1:
Florida Standards Connections: LAFS.5.RI.1.3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the
text. LAFS.5.W.3.8. Recall relevant information from experiences or gather relevant information from print and
digital sources summarize or paraphrase information in notes and finished work, and provide a list of sources.
MAFS.5.MD.2.2. Represent and interpret data. MAFS.5.G.1. Graph points on the coordinate plane to solve realworld and mathematical problems.
Florida Standards Connections: MAFS.K12.MP.1: Make sense of problems and persevere in solving them and,
MAFS.K12.MP.2: Reason abstractly and quantitatively.
Recognize and explain the need for repeated experimental trials.
SC.5.N.1.3:
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.5: Use appropriate tools strategically and, MAFS.K12.MP.6: Attend to
precision.
Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and
temperature.
SC.5.P.8.1:
Remarks/Examples:
Investigate the concept of weight versus mass of an object. Discuss why mass (not weight) is used to compare
properties of solids, liquids and gases. Annually assessed on Grade 5 Science FCAT 2.0. Also assesses SC.3.P.8.1,
SC.3.P.8.2, SC.3.P.8.3, and SC.4.P.8.1.
MAFS.K12.MP.5: Use appropriate tools strategically and, MAFS.K12.MP.6: Attend to precision.
Related Access Points
Access Point Number
SC.5.N.1.In.1:
SC.5.N.1.Su.1:
SC.5.N.1.In.3:
SC.5.P.8.In.1:
Access Point Title
Ask a question about the natural world, use selected reference materials to find information, work with others to carry
out a simple experiment, and share results.
Ask questions about the natural world, use selected materials to find information, observe, and identify answers to the
question.
Recognize that experiments may include activities that are repeated.
Identify basic properties of solids, liquids, and gases, such as color, texture, and temperature.
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