Capacity Puddles
Purpose
To help children ‘get a feel’ for what quantities of liquid look like.
Resources
Different sized and shaped containers with labels off (so as not to see the capacity). Chalk (check its visibility on the playground floor). Access to water. A dry day!
WALT (We are learning to) estimate capacity
(Lesson Objective/Intention)
WILF (What I’m looking for) (Success criteria)
- Find flat ground.
- Estimate first.
- Be reflective.
- Be responsible.
- Be reasoning.
- Be a systematic learner.
- Be a social learner.
Preparation
Fill a water trough/tank (often found in EYFS (Early Years Foundation Stage)) with water and make sure it is filled with water and is outside on the playground before starting the activity.
Begin by revising definitions of estimating and capacity. Explain activity by modelling an example either on the flip chart or outside on the playground. In pairs, children will have a selection of containers. Their challenge is to choose one container and fill it with water. They need to think carefully about the size of the puddle the water will make once it is poured onto the playground. Encourage the children to always give reasons for their estimations. They then draw a chalk circle on the playground to show their estimation. Ask children to test their estimation by pouring the water out of their chosen container, into their chalk circle, and compare the size of the puddle drawn with the actual puddle made (hence the flat ground; a good discussion point with the children).
Children then choose their next container and repeat activity. It is worth encouraging the children to think systematically e.g. before starting, line up the containers in order from smallest to largest (or vice-versa) that they think the sizes of puddles will make. If they work through them in this order it should help to inform them of their next estimation.
As the activity progresses onto new containers the children’s estimations should be more accurate and their reasoning more coherent as they are able to reflect upon previous results of other containers, especially if they have worked systematically and can start to identify patterns. For example, if we can see the puddle that a small container made, what do we think the next puddle will look like when the next container is only a little bit bigger than the last one? Is the puddle likely to be smaller or the same size?
Plenary
Ask the children to choose any container randomly, fill it up to its capacity and line themselves up in order of biggest to smallest capacity (or vice-versa). At this point they are estimating and will need to express good communicative skills The children will need to leave some space between themselves as they will then pour the liquid out of their containers, and look at the size of the puddles to see if they had correctly arranged themselves in order from biggest to smallest amounts.
Progression
This activity is great for children just to see what amounts of water in containers look like - and can have surprising results! This will then lead on to looking at actual quantities of measures e.g. “what do we think 5ml looks like or 1 litre?” This in turn progresses nicely on to reading scales.
Differentiation
This activity works well with mixed ability pairs, and the practical opportunity provides perhaps more engagement for those who tend to be more passive during the usual class taught lesson.
Top Tip
I often find this activity works better in smaller, focused groups. Therefore I arrange with my team teacher and LSA 3 practical activities regarding measures (usually capacity, weight and length) and the children work through each activity on a carousel basis with an adult leading each group.