1.0 Introduction
Measurement is an important skill and make connections in daily life. When students measure an object, they are describing its characteristics in terms of size, weight, height, length, area, volume, value or some other attribute. By doing so, they are helping others to visualize that object, and see it in their “mind eye”.
Children begin to learn about the volume of liquid in primary school. The concept of full, half full, empty, holds more, holds less, holds less than and holds more than is a stepping stone to learning about comparing volumes of liquid.
To learning about the volume of liquid, the term capacity is generally used. It refers to the amount that a container can hold or the space something takes up. Standard units of capacity include quarts and gallons, liters and millilitres. These unit are used for liquids as well as the containers that hold them. However, the term volume can also be used to refer to the capacity of a container.
When teaching measurement, teachers use estimation, demonstrations and art activities to illustrate capacity to student. Besides these, students can measure capacity using a measuring cup. Comparing capacity, can help students to have the correct concept on volume of liquids and to prevent misconceptions on capacity.
To learning about the volume of liquid, the term capacity is generally used. It refers to the amount that a container can hold or the space something takes up. Standard units of capacity include quarts and gallons, liters and millilitres. These unit are used for liquids as well as the containers that hold them. However, the term volume can also be used to refer to the capacity of a container.
When teaching measurement, teachers use estimation, demonstrations and art activities to illustrate capacity to student. Besides these, students can measure capacity using a measuring cup. Comparing capacity, can help students to have the correct concept on volume of liquids and to prevent misconceptions on capacity.
2.0 Video in the internet that show how volume of
liquids are measured
According to the videos that I downloaded from the internet (Measuring Capacity by Iken Library), the student will be able to understand that “litre” is a unit used to measure capacity , describes the capacity of a container as “less than 1 litre” or “more than 1 litre”. It explains the concept of less than and more than.
3.0 Two Teaching Aids
Measurement effects our everyday lives.
Teaching measurement to children will build a useable life long skill. For this, teachers need to use teaching aids to teach volume of liquid effectively. The most effective teaching aids are manipulative such as cups, jugs, and graduated cylinder. These various teaching aids provide helpful resources and visual aids for students and help them to grasp the concept on volume of liquids and how to measure volumes.
So, in my lesson on measuring volumes of liquids, I use standard and non-standard tools.
3.1 Non Standard Measurement Tools ( Low Achiever Learner)
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| Jug |
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| Reusing Plastic Bottle |
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| Cup |
For low achiever students that learn better by visual methods, I use non-standard measurement tools, such as cups, jugs, recycled plastic bottle. I also use syrup as liquid so that my student can see clearly. These teaching aids can help them measure volumes of liquids by comparing.
When measuring volumes of liquids in non standard unit, it is important to remind the students must pour all the syrup into a cup until they fill up to the top. Then, count the cup fills up and records the results. For example: a recycled plastic bottle – fills up 3 cups and a jug – fills up 5 cups.
With the right tools and the right methods, low achiever students will be able to understand the terms hold more and hold less.
3.2 Standard Measurement Tools (High Achiever Learners)
For high achiever student, I use standard measurement tools such as graduated cylinder. This is a main teaching aid to find the volume of a liquid.
When measuring liquid of volume using graduated cylinder, it is important that the teacher teaches the pupils how to read the measure correctly as shown in the diagram above. The students eye should be level with the top of the liquid and should read the bottom of the meniscus.
4.0 Two Teaching Activities
4.1Teaching Activity 1 (Low Achiever Learners)
Learning outcome:
•Compare the volume of two types of container using non-standard measuring tools
•To make a perceptual comparison of capacity
Materials:
•Syrup
•Two different types of containers (a jug and a recycled plastic bottle)
• Several cups
•Flash cards (holds more and holds less)
•Worksheets
Procedures:
1. The teacher shows 2 containers with different capacities.
3. Teacher introduces the terms “holds more” and “holds less” by showing the flash cards.
4. Teacher explains the meaning of the term.
5. Teacher guides pupils to read the terms “holds more” and “holds less”.
6.Teacher asks two students to come to the front and pour the syrup from the container into the cups.
7.Students count and compare the number of cups filled up
for each container.
7.Students count and compare the number of cups filled up
for each container.
8.Ask students questions, “Which container has more syrup, the jug or the recycled plastic bottle?”
9.Ask another student to put the flash card of “holds more” and “holds less” on the appropriate containers based on the demonstration.
10. Distribute worksheets (A) to the students and ask them
to record the results.
to record the results.
Containers | Volumes | Results |
A | ( 3 ) cupfuls | Holds ( less ) |
B | ( 5 ) cupfuls | Holds ( more ) |
11. Teacher discusses the answers with the students.
12. Teacher gives out worksheet (B) to each student and ask them to finish it.
13.Teacher supervise the students as they do their exercise.
14.After the pupils have finished, teacher discusses the answers with the pupils.
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Volume Of Liquid Worksheet (B)
Name:_____________ Date:_________
1.Which container can hold more liquid? Colour it.
2. Which container holds less water? Colour it.
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Volume Of Liquid Worksheet (B)
Name:_____________ Date:_________
1.Which container can hold more liquid? Colour it.
2. Which container holds less water? Colour it.
3. Mrs Tan bought milk in 3 different containers for the family.
(a) Container A (holds less , holds more) milk.
(b) Container B ( holds less , holds more) milk.
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4.2 Teaching Activity 2 (High Achiever Learners)
Learning outcome:
• Measure volume of liquid using standard unit.
•To compare volume of liquid using standard unit.
Materials:
• A recycled plastic bottle with 1 litre of syrup
• A jug with 2 liters of syrup
• A pail with 3 litres of syrup
• Graduated cyclinders
• Worksheets
Procedures:
1. Teacher presents two different containers with different volume of syrup - a jug with 2 litres of syrup and a recycled plastic bottle with 1 litre of syrup.
3. Teacher demonstrate how to compare volumes of liquid using graduated cylinders.
3.1) a recycled plastic bottle – fills up 1 graduated cylinder
3.2) a jug – fills up 2 graduated cylinder
3.1) a recycled plastic bottle – fills up 1 graduated cylinder
3.2) a jug – fills up 2 graduated cylinder
4. Teacher explain that to fill up a graduated cylinder
equaivalent to1litre, fill up two graduated cylinder equaivalent to 2 litre.From these, teacher introduces the term of “litre”. Teacher remind to the student that measure volumes of liquid using standard unit: litre or millilitre (1 litre = 1000 millilitres’) by showed a graduated cylinder and explains how to use a graduated cylinder to measure volume of liquid in correct form.
equaivalent to1litre, fill up two graduated cylinder equaivalent to 2 litre.From these, teacher introduces the term of “litre”. Teacher remind to the student that measure volumes of liquid using standard unit: litre or millilitre (1 litre = 1000 millilitres’) by showed a graduated cylinder and explains how to use a graduated cylinder to measure volume of liquid in correct form.
4.1)
a. Pour a recycled plastic bottle with 1 litre of syrup into
graduated cylinder.
b. Teacher emphasises filling each graduated cylinder with syrup to the top ( marks “1 litre”).
4.2
a) Pour a jug with 2 litre of syrup into graduated cylinder.
b) Teacher emphasises filling each graduated cylinder with syrup to the top (marks “1 litre”).
5.Divide the class into three groups. And teacher explains to
students how to carry out the activity.
6.Teacher created three stations with given different containers of different volume of syrup and graduated cylinders each station. And ask the each group in order from one station to other station to use a graduated cylinder to measure it.
7.Record volumes of liquid in litres in the following table. (Use the unit of measurement that the students have currently learned).
8. Teacher discusses the answers with the students.
9.Teacher gives out worksheet (c) to each student and ask them to finish it.
10.Teacher supervise the students as they do their exercise.
11.After the pupils have finished, teacher discusses the answers with the pupils.
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Volume Of Liquid Worksheet (C)
Name:_____________ Date:_________
A.Match each container with the volume of liquid it can hold.
B. What is the reading on each Graduated Cylinder? Fill in the blanks.
C. Arrange the above volumes from the most to the least.
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5.0 Conclusion
To help students understand the concept of capacity, low achiever students will be taught to measure and compare volumes of liquids by direct comparison or by using non-standard measuring tool.
The high achiever students learn about capacity experiment involving simple interactive activities in which everyone can participate and practice conversion skills. Have student pour water from a different container into graduated cylinder to measure liquid of volume. This activity guide students in understanding that a standard form of measurement. The standard form of measurement is needed to maintain consistency in measurement capacities. In this lesson, the pupils learn to measure volume of liquid by using standard unit – litres.
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6.0 References
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
Website of risk.htm. (n.d.). Retrieved Oktober 7,2010, from
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