# ALEX Lesson Plan

## My Gummy Bear is Bigger than Your Gummy Bear!

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This lesson provided by:
 Author: Debbie Elmore System: Athens City School: Athens City Board Of Education The event this resource created for: ASTA General Lesson Information
 Lesson Plan ID: 34640 Title: My Gummy Bear is Bigger than Your Gummy Bear! Overview/Annotation: Students will develop an understanding of volume and density by analyzing, calculating, and measuring a gummy bear. The students will determine the cause and effect of a water-soaked gummy bear. Students will measure water and gummy bear with accuracy, record data, and communicate their results.This lesson results from collaboration between the Alabama State Department of Education and ASTA.
Associated Standards and Objectives
Content Standard(s):
 Mathematics MA2015 (2016) Grade: 5 20 ) Recognize volume as an attribute of solid figures, and understand concepts of volume measurement. [5-MD3] a. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. [5-MD3a] b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. [5-MD3b] NAEP Framework NAEP Statement:: 8M1h: Solve problems involving volume or surface area of rectangular solids, cylinders, prisms, or composite shapes. Science SC2015 (2015) Grade: 5 5 ) Construct explanations from observations to determine how the density of an object affects whether the object sinks or floats when placed in a liquid. NAEP Framework NAEP Statement:: P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers. Unpacked Content Scientific And Engineering Practices:Constructing Explanations and Designing SolutionsCrosscutting Concepts: Cause and EffectDisciplinary Core Idea: Matter and Its InteractionsEvidence Of Student Attainment:Students: Use data from observations to explain how the density of an object affects whether an object sinks or floats when placed in a liquid, like water.Teacher Vocabulary:density volume buoyancy data observe explain sink float massKnowledge:Students know: Objects are made of many tiny particles to small to be seen. Some objects have many tiny particles compacted close together that causes the object to sink while other objects the same size may float because their tiny particles are less compact. Some objects of the same size sink when others float. Buoyancy is the ability of an object to float.Skills:Students are able to: Predict the results of different types of objects being placed in water. Test the objects and communicate the results. Use appropriate tools (Scale, balance, ruler, or graduated cylinder) to measure the weight, mass, and/volume of an object. Construct an explanation to describe the observed relationship between density and the ability of an object to sink or float. Identify the evidence that supports the explanation that density affects the ability of an object to sink or float.Understanding:Students understand that: Cause and effect relationships are routinely identified and used to explain phenomenon like sinking and floating.AMSTI Resources:AMSTI Module: Matter and Interactions Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.5.5- Observe how the density of an object affects whether the object sinks or floats when placed in a liquid; predict whether an object will float or sink in water. Mathematics MA2019 (2019) Grade: 5 19. Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume. a. Use the associative property of multiplication to find the volume of a right rectangular prism and relate it to packing the prism with unit cubes. Show that the volume can be determined by multiplying the three edge lengths or by multiplying the height by the area of the base. b. Apply the formulas V = l x w x h and V = B x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems. c. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the two parts, applying this technique to solve real-world problems. Unpacked Content Evidence Of Student Attainment:Students: Given right rectangular prisms with whole number edge lengths, Use associative property of multiplication to find volume and relate it to packing a solid with unit cubes. Apply formula V = l × w × h, where V represents volume and l, w, and h represent the three dimensions of the prism (length, width, height) and relate the formula to a unit cube filled model. Apply formula V = B × h, where V represents volume, B is the base-area, and h represents the height (number of layers of the base-area) and relate the formula to a unit cube filled model. Given a solid figure composed of two or more right rectangular prisms in real-world or mathematical contexts, find the total volume by decomposing the figure into non-overlapping rectangular prisms and find the sum of the volumes.Teacher Vocabulary:Volume Unit cube Rectangular prism Base Base-area Dimensions Face Length Width Height Layers Edge Equivalent Conservation of volume Attribute Composition Decomposition FormulaKnowledge:Students know: Measurable attributes of area and how it relates to finding the volume of objects. Units of measurement for volume, specifically unit cubes. Skills:Students are able to: Solve word problems involving volume. Use associative property of multiplication to find volume. Relate operations of multiplication and addition to finding volume. Apply formulas to find volume of right rectangular prisms. Find volume of solid figures composed of two rectangular prisms.Understanding:Students understand that: Volume is a derived attribute based on a length unit and can be computed as the product of three length measurements or as the product of one base area and one length measurement. Volume is an extension of area and can be found as the area of the base being repeated for a given number of layers. Diverse Learning Needs: Essential Skills:Learning Objectives: M.5.19.1: Define volume. M.5.19.2: Recognize angle measure as additive. M.5.19.3: Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. M.5.19.4: Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. M.5.19.5: Recognize the formula for volume. M.5.19.6: Recall the attributes of three-dimensional solids. M.5.19.7: Recall basic multiplication facts. M.5.19.8: Fluently add. M.5.19.9: Compare the unit size of volume/capacity in the metric system including milliliters and liters. M.5.19.10: Measure and estimate liquid volumes. M.5.19.11: Recall basic multiplication facts. M.5.19.12: Compare the unit size of volume/capacity in the metric system including milliliters and liters. M.5.19.13: Recognize the formula for volume. M.5.19.14: Recall basic multiplication facts. M.5.19.15: Describe attributes of three-dimensional figures. M.5.19.16: Describe attributes of two-dimensional figures. M.5.19.17: Identify solid figures. Prior Knowledge Skills:Count unit cubes to find volume. Demonstrate volume by packing a solid figure with unit cubes. Convert measurement units. Solve mulit-step word problems involving measurement conversions. Alabama Alternate Achievement Standards AAS Standard: M.AAS.5.19 Determine the volume of a rectangular prism by counting units of measurement (e.g., unit cubes).

Local/National Standards:

Primary Learning Objective(s):

After completing this lab, students will be able to do the following:

1. Calculate the area, volume, and density after measuring the gummy bear before and after soaking it overnight.
2. Construct an explanation from the cause and effect of soaking a gummy bear overnight.
3. Classify living organisms by seven common characteristics.
4. Draw an outdoor scene or color an existing scene to identify living organisms from non-living things.
5. Hypothesize if an object affects whether the object sinks or floats when placed in a liquid.
6. Strategically choose an appropriate common unit to use for computations when working with problems that contain measurements in different units.
7. Strategically choose and apply representations and computation techniques for solving real-life mathematical problems.
8. Accurately compute solutions.
9. Use logical reasoning to justify solution paths.