CONCLUSION

Teaching Design emphasizes leading students into right ways and experience the teaching process. By guessing how much water inside container, comparison discussions creating measure scale and finally understanding measuring cylinder. Within these activities, students clearly understand the concept. Students learning through liquid volume by compare water in two different containers. Students deeply remember by using experiment.   

However, liquids have no definite shape. They occupy the available space of a container. They spread over the entire the area of section and stands up to a height.  Hence the volume of a liquid is the volume of its container up to the height of the liquid level. For this reason, the volume of hollow shapes is called as ‘capacity’ of the shape.

“Comparing water” is basis knowledge of standard two students. Teaching content divided into two parts: one is comparing how much water in different containers. Through guessing and arguing, students believed that learning how to solve up their problems. Second is comparing how much water is more. Students create their own  tools. In this activity, students learned how to measure water by using measure cylinder.

Students used measurement in their life. Through these activities, students more realized the important of measurement. Experiment leads students understand and remember knowledge of litres and mililitres. They learned liter and milliliter measure by using different methods. Experiment design helps students understand the meaning of litres and mililitres. Students trusted will remember deeply in future.

Teacher learned how to attract attentions from students, how to improve their learning ability, and the important to design a right learning method is very important to teaching learning concepts.