TITLE:    Measure For Munchies
 People Involved: Crystal Hoover, Angie Polowy, Kris Endicott, Steve Valley, Thad Williams, Lupe Jackson, Kathy Lobdell

CONTENT  AREAS:    Math

GRADE  LEVEL:    4^th Grade

MATERIALS   NEEDED:    Plastic GlovesRecipe Cards - Lupe

Measuring Cups, Measuring Spoons - Everybody

 Plastic CupsBaggies (varied sizes)-LupeScales – Angie, Crystal, & Kathy

Beverages: Chocolate MilkOrange PopWater-Kathy

Trail Mix:Pretzels  3 #’s ThadPopcorn  3 #’s  KrisPeanuts  3 #’s Thad

M/M’s Regular 3 #’s ThadM/M’s Peanut  3 #’s ThadRaisins   3 #’s Thad

Sunflower Seeds  3 #’s Thad

Drinks, Scales

KEY   CONCEPTS:   

Something can be measured by using many different methods, including standards measurements such as: quantity, weight and volume.
Sometimes weight matters.

Following directions such as recipes is an important ability.

EALR'S:   

Main:

Washington State EALR Benchmark 1.2: Understand and apply concepts and procedures from measurement attributes and dimensions, approximation and precision, and systems and tools

Other:

Washington State EALR Benchmark 1.1: Understand and apply concepts and procedures from number sense number and numeration, computation, and estimation

GOALS:    Students will learn:

Something can be measured by using many standard methods: quantity, weight and volume.

They will gain experience with measuring using a gram scale, and with measuring cups and spoons.

They will understand the value of using these methods instead of counting small objects.
Sometimes weight matters.

Following directions such as recipes is an important ability.

Their snack will have the same weight as their drink, but much more volume.

OBJECTIVES:   
Cognitive:

1.Students will construct what they think is a reasonable amount of an ingredient from their snack, and by estimating what will be enough for potentially 40 people.

2.Students will write their own recipe using the weight information, and make their recipe using collective information from the chart on the board.

3.Students will predict the weight of their snack and test their guess by weighing it, making sure it is under specified weight.

Psychomotor:

Students will work hands on with measuring instruments and counting small items.

Kinesthetic:

Students will be able to walk among snack stations while making their snack, get up to weigh their snack, and to get their drink.

Affective:

1.Students will gain an interest in how and why things are measured.

2.Students will gain understanding as to the fact that accurate measurement matters.

Vocabulary: Quantity, Weight, Measurement, Ounces, Volume, Recipe

PROCEDURES

• 5 min

Chris will tap their existing knowledge about hiking and what goes into backpacks, and tell the students about a real life situation when measurement matters.

Ex. How many of you have ever been hiking? Do you know anyone who does, like your parents or older brothers and sisters? What did you take with you?

5 min

Crystal will explain that today we are going to be making a hiking snack, and # them off into seven groups.

Students will move to their groups

15 min

Someone tells them to come pick up a snack of their choosing

Students will then be told to construct their own idea of what a reasonable amount of their snack for 40 people will be and report it to the scribe. They will  have their entire amount of the snack on their table, a scale and measuring spoons and cups.

Angie will be scribe and write in their findings on Chalkboard chart, by having one person from each group reporting to the scribe. Each of 7 groups will report, developing a collaborative chart on the board with the headings: Snack, Weight, Volume, Quantity

25 min

Once the chart is complete,

 Thadwill introduce to them their task:

They are hiking Mt. Rainier and can only take a maximum of 5 ounces of snack, but they must use at least 3 items. They are to use the information on the board to write their recipes on their cards.

One of us can hand out the recipe cards while he talks.

Kathy, Lupe or Steve will instruct the students on how to make their own recipe. Their limits are to be that they end up with no more than 5 ounces, and they must use at least 3 items.

They will write weight, volume, and quantity on their cards, but will only be allowed to make them using quantity and volume. They must prove to us by showing us the math that it will weigh less than 5 ounces before they can make it. Then they make it, and test its weight to see if they were right.

As a ‘bonus’ we offer them an equal amount of liquid drink, so they also can compare the difference in liquid and solid weight and its relation to volume.

     Last 5 or 7 minutes  WE ALL COME UP FRONT and raise our hands to discontinue the conversation.

Kathy, Lupe or Steve (or all?)

Speak of the importance of recipes and how they use all types of measurement. Pass out recipes for them to look at.

Ask them if they can think of any other ways we could use to measure their snacks.

Ask what they liked about the assignment, what could do differently, or what was their preferred way of measuring and why.