In order to gain a
more clear understanding of volume I brought tall, thin containers and wide
shallow containers that hold about the same amount of water for the children to
explore. I wanted to give the children a chance to compare the containers and see
how roughly the same amount of volume can vary depending on the container.
Zane observes the two
tall containers.
Before moving the
water from one container into another, I wanted to make sure that the children
understood that the two containers held roughly the same amount of water.
“I think both of them
are the same” – Zane
Then water from one
of the tall containers was poured into the wide, shallow container.
Once the water from
one of the tall containers was poured into the wide, shallow container I wanted
to see what the children were thinking in terms of what container held more
water.
“Maybe this one [tall
container].” –Zane, in regards to which container has more
All of the students
seemed to be in agreement that the tall container held more water. Zane
explained it held more because “It was to the top” and Lea echoed Zane’s
thoughts when she said the tall container had more water because “…it goes all
the way to the top.” When I asked Rami and Talia, they both lifted their arms
above their heads to explain why the tall container held more.
To develop these
thoughts on volume I plan on having the children explore two containers with
the same dimension and having them drop clay into them. I will be looking to
see what the children think will happen if they change the shape of the clay.
-Miss Rudd
