MASS/GRAMS/KILOGRAMS

 MASS/Grams/Kilograms

VIDEO 1

VIDEO 2

VIDEO 2 converting kilograms to grams and grams to kilograms

FOLLOW UP PRACTICE EXERCISES

Activity 1 convert to kg and g

Activity 2

Activity 3

Activity 4

Activity 5 convert to kg and g

Activity 6 drag and drop under correct unit of measurement

Activity 7

Activity 8 tell the weight 

Activity 9 multiple activities, guess mass, appropriate unit for use

Activity 10 worded problems addition, difference

Activity 11 convert units of measurement

Activity 12 interpreting the balance

Activity 13 tell weight recorded on scale

Activity 14 worded problems

Activity 15 compare lighter or heavier

Activity 16  Multiple activities determine weight on scales (reasoning)

Activity 17 order weight

Which unit of measurement is smaller?

A) Gram

B) Kilogram

C) They are equal

D) Milligram

How many grams are in a kilogram?

A) 10 grams

B) 100 grams

C) 1000 grams

D) 10,000 grams

What is the abbreviation for grams?

A) gm

B) gms

C) gr

D) g

If an object weighs 5000 grams, how many kilograms is it?

A) 5 kilograms

B) 50 kilograms

C) 500 kilograms

D) 5000 kilograms

Which of the following objects is likely to be measured in grams?

A) An elephant

B) A feather

C) A car

D) A house

If you have 1500 grams of flour and you need to convert it to kilograms, how many kilograms do you have?

A) 0.15 kilograms

B) 1.5 kilograms

C) 15 kilograms

D) 150 kilograms

What is the approximate weight of a typical apple in grams?

A) 10 grams

B) 50 grams

C) 100 grams

D) 500 grams

Why is it important to understand the relationship between grams and kilograms?

A) To measure length accurately

B) To convert between different units of weight

C) To understand the volume of liquids

D) To calculate the area of shapes

How many milligrams are in a gram?

A) 10 milligrams

B) 100 milligrams

C) 1000 milligrams

D) 10,000 milligrams

Which of the following would typically be measured in kilograms?

A) A paperclip

B) A bicycle

C) A pen

D) A pencil

Grade 3 Lesson Plan: Investigating the Relationship between Gram and Kilogram

Objective: Students will investigate and understand the relationship between grams and kilograms through hands-on activities and STEM integration.

Materials Needed:

·         Various objects with known weights (e.g., books, fruits, toys)

·         Balance scale

·         Chart paper and markers

·         Worksheets for recording observations

·         Modeling clay or building blocks

·         Chromebooks with internet access

·         Teacher’s Blogsite

·         Market produce

·         Projector

·         Chromebooks

Day 1: Introduction to Grams and Kilograms (60 minutes)

1.      Engagement (10 minutes):

·         Begin by asking students if they know what grams and kilograms are. Discuss common items that might be measured in grams or kilograms.

·         Show students some objects and ask them to guess their weights in grams and kilograms.

2.      Exploration (20 minutes):

·         Introduce the concept of a balance scale or digital scale. Show students how it works and how to measure the weight of objects.

·         Allow students to explore measuring different items (ground provision) using the scale. Encourage them to record their observations.

3.      Discussion (15 minutes):

·         Lead a discussion on the difference between grams and kilograms. Discuss how many grams are in a kilogram (1000 grams = 1 kilogram).

·         Ask students to brainstorm why it's important to understand the relationship between grams and kilograms.

4.      Wrap-Up (15 minutes):

·         Summarize the key points of the lesson.

·         Assign students a pre-activity worksheet to complete before the next session. They will work from Teacher’s Blogsite.

Day  2: Hands-on Measurement (60 minutes)

1.      Review (10 minutes):

·         Briefly review the concepts of grams and kilograms from the previous session.

2.      Hands-on Activity (35 minutes):

·         Divide students into small groups.

·         Provide each group with a variety of items/objects with known weights.

·         Instruct students to measure the weight of each item/object using the balance scale .

·         Have students record their measurements on a chart.

3.      Analysis and Discussion (15 minutes):

·         Reconvene as a class and discuss the measurements that each group took.

·         Compare the weights of different objects in grams and kilograms.

·         Discuss any patterns or observations students made during the activity.

4.      Wrap-Up (10 minutes):

·         Review the main points of the activity.

·         Assign students a reflection worksheet to complete for homework.

·         Complete work on teacher’s blogsite where they change from one unit to the next.

 

 

 

Session 3: STEM Integration - Bridge Building Challenge (60 minutes)

1.      Introduction (10 minutes):

·         Introduce the STEM integration component of the lesson.

·         Explain to students that they will be conducting a Bridge Building Challenge to explore the relationship between grams and kilograms and apply their understanding of conversion in a hands-on engineering activity.

2.      Activity Setup (15 minutes):

·         Divide students into small groups.

·         Provide each group with materials such as popsicle sticks, tape, glue, string, and small weights (e.g., coins).

·         Set up a designated area for bridge testing.

3.      Design and Build (25 minutes):

·         Instruct each group to design and build a bridge using the provided materials.

·         Explain to students that their bridges must be able to support a certain weight (e.g., a stack of textbooks) without collapsing.

·         Encourage students to consider the distribution of weight and the strength of their materials in their designs.

4.      Testing and Data Collection (10 minutes):

·         Once the bridges are built, have each group test their bridge by placing weights on top until it collapses.

·         Measure and record the maximum weight supported by each bridge.

·         Have students record the weight of their bridge in grams.

5.      Analysis and Conversion (10 minutes):

·         After testing, guide students to convert the weight of their bridge from grams to kilograms.

·         Discuss how knowing the weight of their bridge in kilograms can help them understand its structural integrity and make improvements.

6.      Reflection and Redesign (10 minutes):

·         Lead a class discussion on the results of the Bridge Building Challenge.

·         Ask students to reflect on how they applied their understanding of grams, kilograms, and conversion to design and test their bridges.

·         Encourage students to identify any design flaws or improvements they could make based on their findings.

7.      Wrap-Up (5 minutes):

·         Summarize the key points of the activity, highlighting the application of STEM concepts in engineering challenges.

·         Assign students a reflection worksheet to complete for homework, focusing on their experience with the Bridge Building Challenge and its connection to the lesson objectives.

Note: This activity provides students with an opportunity to apply their understanding of grams and kilograms in a real-world context while also engaging in engineering design principles. Students collaborate in teams to design, build, test, and analyze the performance of their bridges, fostering critical thinking and problem-solving skills.

Top of Form

 

Session 4: Real-World Applications (60 minutes)

1.      Discussion (15 minutes):

·         Lead a discussion on real-world applications of understanding the relationship between grams and kilograms.

·         Brainstorm different scenarios where knowing weights in grams and kilograms might be important (e.g., cooking, packaging, shipping).

2.      Research Activity (30 minutes):

·         Divide students into pairs and provide them with their Chromebooks.

·         Instruct students to research and find examples of products that are commonly measured in grams and kilograms.

·         Encourage them to explore how weights are labeled on packaging and discuss any conversions they find.

3.      Presentation (15 minutes):

·         Have each pair present their findings to the class.

·         Encourage discussion and questions from the audience.

Session 5: Assessment and Review (60 minutes)

1.      Review Game (30 minutes):

·         Play a review game ,  to reinforce concepts learned throughout the lesson. For example, a Kahoot game  with questions about grams and kilograms.

2.      Assessment (20 minutes):

·         Distribute an assessment worksheet to students to test their understanding of the relationship between grams and kilograms. (This activity will be done from Teacher’s blogsite).

·         Review the answers together as a class.

3.      Reflection (10 minutes):

·         Have students reflect on what they learned throughout the lesson.

·         Ask them to write or discuss how they can apply their knowledge of grams and kilograms in their everyday lives.

Conclusion: Through these five sessions, students will have engaged in hands-on activities, STEM integration, and real-world applications to deepen their understanding of the relationship between grams and kilograms. They should now be able to confidently measure and convert weights in grams and kilograms and recognize the importance of this skill in various contexts.