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Write the physical properties of the clay that the students list on
the board. List as many as the students give that are appropriate.
Be sure to get a qualitative measure of size and a quantitative
measure of mass.
Break the clay ball up into as many approximately equal sized
pieces as there are groups of students. Ask them to describe the
physical properties of their groups clay ball and write them in
their science notebooks. All the physical properties of the small
clay balls should be the same as the original larger clay ball with
the exception of the size and mass. Have the students find the
mass of the small balls of clay with the balances.
Ask the students to share their findings. Ask the students what
they notice about their physical properties compared to the list on
the board. Point out that the only physical properties that have
changed between the original large clay ball and the new small clay
balls is size and mass. Write the masses of the students individual
clay balls on the board. Ask them if they notice a relationship
between the weights of each of their clay balls and the weight of
the original clay ball. Some students may notice that the sum of
the weights of the small clay balls should equal the weight of the
original clay ball.
*Integration: Ask the students to find what fraction of the mass
of the original clay ball their small clay ball is. If you add all the
students fractions together, the answer should be 1, which
represents the whole original mass.
Once all the groups are done, collect all the pieces of clay and
mold them back together as one whole piece. Ask the students
what they think the mass of the clay ball is now and have them
justify their answers. Find the mass of the ball to see if they are
correct. With an accurate enough scale, the new mass of the clay
ball should be slightly less than the original. Ask the students to
come up with logical reasons why this may be.
Undoubtedly, some clay will be stuck to students hands, desks,
floor, etc. This is why the new mass of the clay will be slightly less
than the original mass of the clay. Ask the students what would
need to be done in order to make the initial and new masses the
same. Explain to them that what they are describing is called a
closed system.
*Integration: Ask the students to find what fraction of the original
ball of clay was lost during this experiment.
measure were also included in the chart. When splitting the classroom
into groups, be sure to make sure that students that labeled exceptional
children in reading are grouped with other students that will be able to
provide appropriate and reliable support.
Classroom Management:
In the beginning of this lesson, students will quickly go through a
quick vocabulary review as a class then they will split into groups to find
the mass of the objects in bags. Be sure students are in appropriate
groups and they know how to use the equipment correctly. The most
difficult aspect of this lesson in regards to classroom management is the
splitting into groups multiple times. Be sure that the students understand
expectations between large groups and small groups.
Assessment:
Formative assessments may be made throughout the lesson. For
example, note the methods that student groups used to predict the
total mass of the bags that they were given to initially measure.
A summative assessment using SCHOOLNET may be used.
Resources:
North Carolina Essential Standards
Common Core
tHE
NAME:
The weight of an object is equal to the sum of its parts!
Item
eraser
pencil
paper clip
highlighter
clip
plastic bag
How much does the bag weigh with all the items in it?
Lesson #1 Rubric
Student