My Gummy Bear Is Bigger Than Your Gummy Bear!

Learning Resource Type

Lesson Plan

Subject Area

Mathematics
Science

Grade(s)

5

Overview

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.

Mathematics (2019) Grade(s): 5

MA19.5.19

Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume.

UP:MA19.5.19

Vocabulary

  • Volume
  • Unit cube
  • Rectangular prism
  • Base
  • Base-area
  • Dimensions
  • Face
  • Length
  • Width
  • Height
  • Layers
  • Edge
  • Equivalent
  • Conservation of volume
  • Attribute
  • Composition
  • Decomposition
  • Formula

Knowledge

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.
SC15.5.5

Primary Learning Objectives

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. Hypothesize if an object affects whether the object sinks or floats when placed in a liquid.
  3. Strategically choose and apply representations and computation techniques for solving real-life mathematical problems.

Procedures/Activities

Engage: 
Students will measure the length, width, and height of a textbook to review how to measure correctly.  Students will calculate the volume of the book. Volume = length x width x height.     
 
Video, “Our Density Song.”  Students will sing and review the definition of density by singing along with the video of middle school students. Students will find the density of the book.

Students will begin “Gummy Bear Lab” by following directions on the form.  Depending on class experience, the teacher may want to have students conduct each step together as guided inquiry or may choose to let this be an inquiry lesson.

Question:  What do you think will happen to a gummy bear when you put it in water overnight?

Hypothesis: ___________________________________________

Plan:   Choose one gummy bear.  Take a pencil and draw around gummy bear on paper before continuing on. Put the bear in a cup labeled with your name and class period.  Use the equipment available to measure your gummy bear and record the data in the chart for Day 1.

Measurements:  Measure to the nearest tenth of a centimeter.

  1. Measure the length from the top of its head to the bottom of its feet.

  2. Measure the width of the widest point across the back of the bear.

  3. Measure the height from the front to the back at the thickest point.

  4. Calculate the volume by multiplying the length, width, and height.

  5. Measure the mass using a triple-beam balance or other scale to the nearest tenth of a gram.

  6. Calculate the density by dividing the mass by the volume. D = M/V

  7. Add 50 ml of water to the cup and allow it to sit overnight. Place cup in designated area.

Make sure students record data on a chart. 

Explain:

On Day 2, carefully remove the gummy bear from the cup of water and use a towel to dry it off to prevent it from dripping.

  1. Repeat the measurements, and record your data in the correct portion of the chart.
  2. Subtract the amount of change for each measurement and record in the chart.
  3. Students will explain the difference in the size of the gummy bear.

Elaborate/Extend: Students will answer questions either on paper or using word processing software.

Conclusion:
  1. Was your hypothesis correct? Why or why not?
  2. Which change is greater, volume or mass? Explain.
  3. Was there a change in density? Why?
  4. How do your results compare to those of your classmates?

Assessment Strategies

This lesson will be assessed based on correctly answering questions with reasonable answers. 

Assessment: The teacher will observe students as they measure, calculate and conduct the experiment to see if the evidence supports the explanation that density affects the ability of an object to sink or float.

Assessment: Students will answer questions on the form to check for understanding.  The teacher may choose to let students answer the question by emailing it or uploading to app or Google to the teacher. The teacher will need to provide an email address for students to send answer via email. If teachers use Google Classroom, the questions may be uploaded so students can respond.

Acceleration

Students can begin to test other objects, for example, a golf ball.

Question:  How many spoonfuls of salt will we have to add to make our golf ball float?  Why will salt water make the golf ball float?

Prediction:

  1. Add your golf ball and record what you see.
  2. Using your spoon, remove the golf ball and place it on the napkin.
  3. Add one spoonful of salt to your water and stir until the salt is dissolved.
  4. Test the golf ball to see if it floats. If it floats stop and record the amount of salt next.
  5. If it sinks, remove the golf ball and another spoonful and repeat the process.

What I Learned: 

  1. What did we change the density of? 
  2. What happens to objects with a higher density? 
  3. What happens to objects with a lower density? 

Intervention

Students who need extra support may be assigned to a partner who is sensitive to the needs of that student. 

Total Duration

61 to 90 Minutes

Background/Preparation

For Teacher:  The teacher must be knowledgeable about the following:

  1. Density of a material is defined as its mass per unit volume. 
  2. Volume of water is different and has specific and unique mass.
  3. The mass of water is expressed in grams (g) or kilograms (kg), and volume is measured in liters (L), cubic centimeters (cm 3), or milliliters (mL).
 

Materials and Resources

  • Gummy Bear Lab Form (1 copy per student)
  • Science Notebook/Journal
  • Pencil/Paper
  • Triple-beam balance
  • Gram scale
  • Scales to weight book
  • Ruler
  • Gummy bear (2 for each student)
  • Water
  • Beaker
  • Calculator
  • Clear plastic cup
  • Paper towels
  • Timer
  • Textbook (any size)
  • Crayons/Colored Pencils

Technology Resources Needed

Internet/Computer/Projector

Student technology device

Teacher email address (optional)

Students may use his or her technology device to record data results, take picture, and/or email conclusion questions to teacher. Teacher will need to provide an email address for students to send answer via email. If teachers use Google Classroom, the question can be uploaded, and students can respond.

Approved Date

2016-07-06
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