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Bases,
Cones and Edible Things
Designed
by: Katie Howard, Caughman Road Elem.
Grade
Level: Fourth
Subject: Math
1)
Core Curriculum Objective:
Investigate bases and sides of cones and cylinders
using concrete representations. (4GS113)
2)
Essential Question: If
the side of a cylinder shaped ice cream container and a cone
shaped ice cream container are about the same in height and
the bases of each are about the same, how could you tell if
they would hold the same amount of ice cream?
3)
Time Frame: one
fifty minute lesson
Assessment
Chart
Student________________________
Date ______________________
Key:
* proficient +apprentice
~novice
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Does
the student observe as the investigation occurs? |
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Does
the student communicate with peers and teacher during
exploration using accurate terminology of shapes and
measurements? |
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Were
there comparisons being made and questions being
investigated? |
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Was
the student paying attention to ordering, what should
be done first , next, and last? |
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Did
the student make predictions prior to investigations? |
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Were
inferences made about the exploration of the shapes
and measurements? |
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Did
the student use the measurement devices accurately? |
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Was
there any attempt to control variables that may have
affected the outcome of the investigation? |
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Did
the student attempt to interpret data collected? |
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Did
the student recognize relationships? |
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Total |
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Criteria
for grade: if a
student received mostly proficient and apprentice they may
have mastered the objective, however, if the student received
mostly novice and apprentice another lesson could be done the
following day using cups, cans, and glasses.
4)
Resources:
-scales
that measure weight
-rulers
or tape measures
-ice
cream
-ice
cream cups
-ice
cream cones (sugar cones and
cylinder shaped cones)
-ice
cream scoopers
-measuring
cups
-computers
with Internet access
-www.edys.com
5)
Instructional Activities:
Give
the students a few minutes to write down as many shapes as
they can think of on a sheet of paper, ask them to draw the
shapes too.
Have
volunteers to find the various shapes around the classroom.
Ask the students what shapes they think of when they
think of ice cream, have students draw the shapes.
If anyone said a cone or a cylinder shaped cup ask them
to come draw a larger version on the board.
Draw an arrow pointing to the bases and the sides of
the shapes and have a volunteer to label them.
Remind students that if they want to find the volume of
a rectangular prism that they would need to measure the width,
length, and height. Check
to see if anyone remembers how to find the volume of a
rectangular prism (width x length x height = volume).
Tell the students that today they are going to
investigate the sides and bases of cones and cylinders using
concrete items such as ice cream cups and cones.
Ask
students the essential question:
If the side of a cylinder shaped ice cream container
and a cone shaped ice cream container are about the same in
height and the bases of each are about the same, how could you
tell if they would hold the same amount of ice cream?
Pass out the materials to groups of students, 4-5
students per group. Tell
the students that you are going to observe their groups to see
if they can discover the answer to the essential question.
Remind them that once they have completed their
investigation that the class will eat the ice cream.
The
teacher should walk around the room making observations of
each group and asking leading questions if the students seem
stuck about what to do next.
The teacher should also be available to answer
questions with some guidance but not given answers that she
wants the students to investigate and discover on their own.
The
students should be measuring the sides of the containers,
bases of the containers, and making inferences based on
information gathered. Some
of the other things the students should be doing is listed on
the assessment chart the teacher will be filling out.
After
the teacher and students are satisfied that the question has
been sufficiently answered, they may partake in selecting
which ice cream container they want to use for their snack.
A good follow-up to this lesson would be to go to the
www.edys.com web site and select an area to write about in
class. There are
brief articles on the top ten flavors of ice cream, the
history of ice cream, statistics of ice cream, and even a
contest to enter that would help a student to win a freezer
and a years supply of ice cream.
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