TOPIC : VOLUMES OF LIQUID (TEACHING AIDS 1)

ACTIVITY 1

Learning Outcomes:

•     By the end of the lesson, students should be able to use the vocabulary related to  the volume of liquid using non-standard measurement.

Previous Knowledge:

•     Students have learnt how to compare using more and less in the topic of A Whole Numbers.

Vocabulary:

•      Full (full of water)
•      Empty (no water)
•      Half full (half water and half empty)
•      More
•      Less

Materials:

•     Same size mineral water bottles/ beakers (A,B,C,D,E)
•     A pail of coloured water
•     A small cup
•     A funnel

Procedures:

•      Before the class start, fill in the mineral bottles with coloured  water. Bottle A: empty, Bottle B: full, Bottle C: half full.

•      Show to the class an empty mineral water bottle and tell that this botol is empty. And paste the word card ‘empty’ on the bottle.

•      Then, show another bottle that full of water and tell them that this bottle is full. And paste the word card ‘full’ on the bottle.

•      Put both bottles side by side on the table in front of the class. Ask students to tell the difference between ‘empty’ and ‘full’ based on their observation.

•     Then, show them another bottle that is half full of water and tell them that this  bottle is half full. And paste the word card ‘half full’ on the bottle.

•      Next, put the half full bottle side by side with the other two bottle on the table and label it as half full. Ask students to differenciate between ’empty’, ’full’ and ’half full’. 

•     After that, put another two empty bottles on the table, bottle D and E. And fill the bottle with coloured water using a small cup and a funnel. The amount of water in each bottle should show the relation of more and less.

•     Based on the amount of water inside the bottle, ask the students to state with  bottle has  ’more’ and ’less’.

•     Then, ask students to put their water bottle on the their table. Students identify the volume of liquid in the their bottle using the correct volume of liquid.

•      Distribute worksheet to each students. (Worksheet 1)
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(REINFORCEMENT ACTIVITY)

Materials:

•     Empty containers with the same size (glasses, bowls, jugs, beakers, bottles)
•     Word cards (full, empty, half full, more, less)
•     Small plastic cups (used as tools to pour in water into the containers)
•     Pails of coloured water

Procedures:

This activity is done outside the classroom.

•       Form groups of 3. Distribute empty containers, a set of word cards and a small plastic cup to each groups.

•       Three groups will share a pail of coloured water. Next, students prepared themselves for the game.

•       Before the game begin, tell the students what they need to do:

a.    The first container is full of water.

b.    The second container is half full of water.

c.    The third container is empty.

d.    Label the containers with the correct word cards.

•      The game start when the wisel is blown. The first group that finish is the winner.

ACTIVITY 2

Learning Outcomes :

•       By the end of the lesson, students should be able to measure and compare volumes of liquid through direct comparison.

Materials:

•     Tins ( two of it are the same size and the third is bigger)
•     Beakers/ plastic containers (3 with the same size)
•     Coloured water

Procedures:

•      Show:

a.    Three empty tins with label A, B and C. Tin B and C are the same size.

b.    Three empty beakers or jugs with the same size and label them with A, B and C.

•       Ask students to guess before proceeding with the activity.

    Question and answer session.

Guess which tin can hold more water?

Which tins can hold the same amount of water?

•      Then, ask students to fill the three tins with water.
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•      Ask students to pour the water:

a.    from tin A into beaker A,

b.    from tin B to beaker B, and

c.    from tin C to beaker C.

•      Then, ask the students to arrange the beakers and tins side by side.              Question and answer session.

Look at the size of the tin and the volumes of liquid inside the beakers. What can you see?

(Ask students to talk about the volumes of water based on their observation)

•      Discuss and compare students' findings from the activity:

a.    Tin A contains more water than tin B and tin C because the size is bigger.

b.    Tin B and tin C contain less water than tin A because the size are smaller.

c.    Tin B and tin C contain same amount of water because the size  are the same.

•       Guide students to make conclusion that bigger size container can store more water or liquid.

•       Distribute worksheet to each students. (Worksheet 2)    

     SAMPLE WORKSHEET