First Grade
Activity 1
45 min.
BIG IDEA: Properties describe an object.
Materials
Supplied by teacher:
 small familiar objects that can easily be described and can fit into a brown paper lunch bag (e.g. apple, orange, mitten, stuffed animal, toy
car, soda can, etc.) -need one for the teacher and one for each small group or pair
 markers
 small items for measuring object such as paper clips, gram cubes, etc. (optional)
 word cards with property words from chart along with others that would be familiar to students
Provided in grade level kit:
 brown paper lunch bags (you will need to place one of the familiar objects in each bag and close it before the lesson)
 chart paper- for teacher and one for each group (half a sheet/group)
Pages to be copied:
Notebook page for Activty 1
Learning
Target
Word
Bank
Teacher
Notes
First Grade 2/6/2016
I can tell the different properties of an object.
(The learning target should be written so students can see it and should be gone over before, referred
back to during, and after the lesson during meaning making)
properties, object, color, size, shape
(Red words are those that will be emphasized and assessed in this lesson. Others will be introduced and/or
used, but not formally taught or assessed.)
A unit on the five senses previous to this unit would be helpful for students so they have a richer vocabulary and
better understanding of using senses to find out about and describe properties of objects. You may also want to
look back at the kindergarten portion of this unit or speak to the kindergarten teacher about what experiences
students have had with sorting and measuring.
Misconception alert: When telling properties of an object students may give a material instead of a property.
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They will need help to distinguish between the use of an object, the material it is made of, and properties of that
object and how to sort by those things. Property is defined as a quality of an object which can be measured or
observed. If students give a material instead of a property during this lesson, it will just be added to the chart in
a different column and talked about when the list of things on the chart is read. The graphic below was used in
kindergarten to help show the difference in material and property. The chart will be reviewed again in a
different way in a later lesson.
Object (e.g.
spoon)
Material (e.g.
metal)
Property (e.g.
hard)
Activities
First Grade 2/6/2016
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Property (e.g.
shiny
Material (e.g.
plastic)
Property (e.g.
flexible)
Property (e.g.
white)
Material (e.g.
wood)
Property (e.g.
brown)
Property (e.g.
rough)
Hide an object common to students (such as an apple) in a brown paper bag or feely box. Peek or reach into
the bag as you describe the object to the students. List the descriptive words (with visual clues if
appropriate) on a chart or marker board. As you write them, organize them into columns by properties,
materials, and use but without labeling or discussing at this point why they are in those columns. Students
can help sound out and spell the words as they are added to the list.
2
round
skin
smooth
has leaves
hard
as big as my fist
red
sweet
crunchy
as long as two paper clips
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First Grade 2/6/2016
you eat it
it grows
it is in pies
Only after all of the descriptive words have been listed, allow students to infer what the object might be.
Show the object and have students use other words to describe it and add to the list. (If the object is edible,
perhaps have enough to share with the class so they can use all of their senses to make observations.)
Tell students that the list of words that describe the object are known as the “properties” of the object. Read
through the first column on the chart and discuss how they each tell something about the object. Then read
the next column and ask students what they tell about the object. If they don’t come up with what the object
is made of or materials, you may prompt them or give other words that fit that category. Finally, ask what
the last column tells about the object. Circle the first column of words and Title the class list “Properties of
an Apple” (or whatever object was used).
Give small groups of students a brown bag with an object inside. Tell students to hide their object from
other groups so they can’t see it as they work. Have them work together to list words that describe the
object. Emergent writers can use pictures and students can help one another sound out words. They can
also use words from posters and charts around the room. When they finish, let each group read their list out
loud and use this as an opportunity to edit selectively and to pick out words that tell materials and uses
rather than properties. Have students underline or circle only the property words. After each group reads
their list, allow others to infer their objects. They can do this part over a period of several days, for example
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in the 10 minutes before or after lunch. When objects are revealed allow other suggestions to be added to
the lists. Have students title their lists, “Properties of __________________.”
Vocabulary strategy for Properties- Properties Word Sort- put property words from the chart on
individual cards with visual clues if necessary. Add in some other property words. Using a pocket chart,
have the students help to sort the words. They will likely put the color words together, taste words together,
texture words together, etc. When they finish, have them help title each category and discuss how they are
all properties. Come up with a class definition of properties as words that tell what something is like or that
describe something.
Centers (optional)- Provide opportunities for students to list properties of objects by creating a center with
brown paper bags with assorted objects inside. (Change the objects periodically.) Provide markers and
paper for students to make lists. Post the word “properties” at the center along with charts of words that
describe properties, such as color and shape words. Encourage students to read their lists to others so that
others can infer their object.
Meaning Making- complete What we did/What we learned chart with students. Be sure to keep the
chart for review tomorrow and to refer back to later.
Note booking- Students complete notebook page for activity 1 on which they draw and label an object in
the classroom and list properties of the object.
Assessment- Call on individual students to name properties of a different object. This can be done a few at
a time as part of the lesson, with individuals throughout the day, or as part of any “sharing time” where a
few students at a time have the opportunity to tell what they know. Use checklist to mark whether students
were able to name the properties of an object.
Literature
Connection
Meaning making is a very important part of the lesson as it helps the students to make connections between the
Meaning
activities and their understanding. You should reserve time at the end of the lesson for meaning making. One
Making
idea is to set a timer so that you are sure to have ten minutes or so of good non-rushed time at the end of the
lesson for this task. Show students a T-chart with “What We Did” on one side and “What We Learned” on the
other. They begin by telling the things they did during the lesson as you list them. Then they tell what they
learned during the lesson while you list that on the other side. Below is an example, but you will want to write
what students say!
First Grade 2/6/2016
4
Notebook
Connection
Technology
Connection
Assessment
Did
Learned
 Guessed mystery object by listening to its
 A property tells about an object
properties
 Objects have different properties
 Put clues in categories
 Wrote clues about our own mystery items and
guessed each others
The notebook is something your students will be building throughout the year. You should save each page in a
notebook for each student.
The first notebook page asks students to draw and label an object in the room and list properties of that object.
 Rather than making a paper chart, the Promethean Board can be used to make the chart. Then it can be
saved and referred back to. Also, words can be moved around on it with ease.
 The vocabulary strategy word sort could also be done on the Promethean board using virtual word cards.
Then the grouping could be saved.
 Promethean planet website can be used for sorting activities.
Call on individual students to name properties of an object.
 Do they mix materials or uses with properties?
 Can they name several different properties or only one type (e.g. color, shape, size)
 On their notebook page did they use only property words or did they use materials and uses? You may
ask them to circle the property words to see if they understand the difference.
Use checklist to mark whether students were able to name the properties of an object.
Properties describe an object.
First Grade 2/6/2016
5
Activity 2
45 min.
BIG IDEA: Objects can be sorted according to their
observable properties.
Materials
Supplied by teacher:
Markers
The object from the mystery bag on day 1
Provided in grade level kit:
attribute blocks
sorting hoops (this activity works best with students gathered on a carpet or with magnetic attribute blocks on a board)
string or yarn for individual sorting hoops (will need to be cut into about 1 meter lengths and tied by teacher)
½ sheet of chart paper for each group (teacher will need to draw two large circles on each one, or let students do so)
cut outs of attribute blocks (small)
Pages to be copied:
Notebook pages for Activity 2 (several sheets with different numbers of sorting circles, you should copy enough of each for each
student so that they have a choice. Extra’s can be used to in centers.
I can sort objects using their properties.
Learning
Target
Word Bank sort, properties, object, label
Teacher
Notes
Activity
It is beneficial to give students lots of opportunities to sort things in many different ways. Some options are to
have them sort fun foods like chex mix, assorted cereals, assorted candy, fruits and vegetables, small toys, paint
samples (available free from home interior stores), buttons, beads, etc.
 Review meaning making from previous day.
 Show students object from brown bag on Day 1. Have them recall properties of the object. Show them one
block from the attribute block set. Have them describe properties of the block and list them on one side of a
T-chart drawn on chart paper, allowing the students to assist with sounding out the words and writing them
on the chart. Show students a different attribute block and have them describe and write its properties on the
other side of the T-chart. Place each of the two attribute blocks shown in one of the sorting hoops. Discuss
how the two blocks are different (shape, size, color, number of sides/corners, thickness). Choose one of the
First Grade 2/6/2016
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ways and decide that this will be how to sort the other blocks. Use a word card to label each hoop with the
property to be used by writing the property on the card and placing it beside that hoop. Tell students you are
labeling the groups. Talk about that to label means to put a name on them. Dump or spread out the rest of
the blocks for students to see. Help them to decide which blocks would go into each hoop based on the
chosen property. The rest of the blocks that don’t fit the categories can be left out of the hoops with a label
that says “not _____ or _____”. Try choosing another attribute that is different about the two original blocks
and sorting the remaining blocks that way.
Let groups of students take desk sets of attribute blocks and sort them in different ways. They can make
sorting hoops with circles of string or yarn. Have them record and label one of the ways they sorted. They
can do this on a half sheet of chart paper with the circles already drawn and trace and color the attribute
blocks in each group.
Have each group share the way they recorded. Replicate their sorting using the class size blocks. See if any
other blocks would fit their categories. Call attention to the fact that the same blocks were always used, but
they were just sorted by different properties. Have students keep their blocks sorted for their notebook
activity so they can choose the page with the number of sorting circles they need and copy their sorting to the
page.
Vocabulary strategy for sort- Write “sort” in the middle of a concept map like the one below. Have
students help make a picture of things when they are sorted in the example side and things when they are not
in the non-example side. You could have stickers for them to help paste on in a way that is sorted and a way
that is not. Then have them help come up with the meaning of sort.
Meaning:
sort
example
First Grade 2/6/2016
non-example
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Centers (optional)- The website http://www.sesamestreet.org/games has several sorting games (Zoe’s Pet
Shelter, Oscar’s Trash Collection, Elmo’s Playful Pets, The Laundry Game, and Bert’s Bottle Caps) that
students can use on the smart board to sort objects in various ways. The sorting circles and attribute blocks
can also be left in a center for students to practice sorting.
 Meaning Making- complete What we did/What we learned chart with students. Be sure to keep the chart
for review tomorrow and to refer back to later.
 Note Booking- Allow students to choose from a variety of pages with different numbers of sorting circles.
They should show how they sorted attribute blocks by drawing, tracing or using cut outs to stick down on the
circles in their notebook page and label their groups.
 Assessment- Observe groups as they sort the blocks. Notice if they are using the property they say they are
using. Call on individuals to decide if a given block fits in a particular group.
Literature Connection
Assessment
Notebook Connection
Use notebook pages for activity 2. Allow students to choose a page with the number of sorting circles they want
to use and sort a collection of attribute blocks. They should label each group with how they sorted.
Technology Connection
The website http://www.sesamestreet.org/games has several sorting games (Zoe’s Pet Shelter, Oscar’s Trash
Collection, Elmo’s Playful Pets, The Laundry Game, and Bert’s Bottle Caps) that students can use on the smart
board to sort objects in various ways.
Promethean Planet has sorting activities in math and science.
While watching students sort and looking at their notebooks, ask them where another block would go.
 When given blocks and asked to sort, does student know to put them in groups based on a property?
 Can student name the property used to sort and does their name match their groups?
 Are they able to fit a new block into a group or tell that it doesn’t belong in either and give a
reasonable explanation of why?
In their notebook,
 Did the student show items in groups?
 Did the student label their groups with a property that matches the way they sorted?
Use checklist to mark whether students were able to sort objects using their properties.
Objects can be sorted according to their observable properties.
First Grade 2/6/2016
8
Activity 3
45 min.
BIG IDEA: Objects can be sorted according to their observable
properties.
Materials
Supplied by teacher:
Junk boxes (with one type of object in each such as one with bottle caps, one with coupons, one with beads, one with stamps,
one with erasers (the novelty kind), one with small plastic toys, etc.)
pre-cut pictures, stickers, stamps, etc. to use in notebook page
cut string or yarn from kit into 1 meter lengths and tie into loops so each student has two or three loops available
Provided in grade level kit:
various colored pasta
sorting hoops
string or yarn for individual sorting hoops
Pages to be copied:
Notebook pages for Activity 3 (several sheets with different numbers of sorting circles.)
I can tell how I sorted objects using their properties.
Learning
Target
Word Bank properties, object, sort
Teacher
Notes
Colored pasta provided first year but may need to be replaced. Here is recipe to dye pasta.
Need:
1/4 Cup Rubbing Alcohol
1 tablespoon food coloring
2 Cups Pasta
1 quart ziplock freezer bag
Pour alcohol and food coloring in bag mix together. Add pasta zip closed and mix all together.
Let set for an hour, then turn over and let set for 30 mins. more. Pour out onto news paper to
dry. If not dark enough, repeat process.
First Grade 2/6/2016
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Activity
If the pasta is not already pre-packed into individual zip locks, you will need to put several of each
color and type of pasta into individual bags.
 Without telling students how you are doing it, sort colored pasta into two groups. After several
items have been sorted, allow a student to choose another and place it where they think it should go
and explain why they think so. If they are correct, repeat why the piece they chose goes there and
allow other students to try. If they are not correct, say, “That is a good guess, but that’s not what I
had in mind,” and allow other students to try.
 Give each student a zip lock bag of pasta with several different colors and shapes. Have them make
sorting hoops from yarn and sort the items in their pack (they don’t have to sort all of the pasta!).
Have them find a partner and see if they can guess their sorting idea.
 Choose several students to describe one another’s sorting ideas. Discuss things you noticed while
walking around and listening to the students work. Review the meaning of properties and sorting.
 Observe groups as they sort the materials. Assess individuals by asking where different pieces of
pasta would go and have them explain why.
 Centers- As an extension, provide several “junk boxes” with materials for sorting at a learning
center. Boxes may contain bottle caps, coupons, beads, stamps, erasers (the novelty kind), small
plastic toys, etc.
 Meaning Making - complete What we did/What we learned chart with students. Be sure to keep
the chart for review tomorrow and to refer back to later.
 Note Booking- Students draw groups of things they have classified or use pre-cut pictures, stamps,
stickers, etc. and label the properties used for each group. The focus question on the notebook page
will be “I can tell how I sorted objects using their properties.”
 Assessment- Assess individuals by asking where different pieces of pasta would go and have them
explain why. If you can’t get to all students at this time, you can talk to students at other times to
assess them.
Literature Connection
Notebook Connection
 Students draw groups of things they have classified or use pre-cut pictures, stamps, stickers, etc. and
label the properties used for each group. The focus question on the notebook page will be “I can tell
how I sorted objects using their properties.” You may need to tell the students where to label their
circles since they are kind of crowded on the page.
Technology Connection
First Grade 2/6/2016
10
Assessment
www.scholastic.com\clifford\play\sortitout\sortitout.htm
Observe groups as they sort the materials. Assess individuals by asking where different pasta would go
and have them explain why.
 Do they have groups sorted by property?
 Can they give a reasonable explanation of where the new pasta goes?
In notebooks, see if students have chosen a property to sort by and have labeled their groups with a
property.
 Do the things they placed in each group match the property they labeled with?
 You can ask students about a new object and where it would fit here too.
Use checklist to mark whether students were able to tell how they sorted objects by their properties.
Objects can be sorted according to their observable properties.
First Grade 2/6/2016
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Activity 4
2 x 45min.
BIG IDEA: Objects can be sorted according to their observable
properties.
Materials
Supplied by teacher:
water for clear tub
Provided in grade level kit:
one set of pasta for teacher
An identical set of objects that are made of only one material for each pair of students (square of cloth, wooden popsicle stick,
metal screw, rock, paper clip, straw)
magnet
measuring stick (tongue depressor)
chart paper and markers
clear tubs for water
Pages to be copied:
prepared T-charts from Activity 4 worksheets
cut outs of each material in set or labeled pictures of each. (Optional)
Notebook pages for Activity 4
I can sort objects using their properties.
Learning
I can tell many properties of an object.
Target
Word Bank properties, object, sort, flexible
Teacher
Notes
Activity
Need to have centers set out and have notebook pages

First Grade 2/6/2016
Review what students have learned about sorting by having them help to sort a collection of the pasta.
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Review properties and sorting. Next, lay out the objects in the new set. Ask students to choose one
of the objects and tell a property that it has. Write their property word on an index card and have
them hold it along with the object. Once each student has a card, have them sort the objects using the
words. For example, all of the students who said their object was “white” will stand together; all who
said their object was “hard” will stand together. Any student who has a word that hasn’t been used
by another student will try to determine if they can fit into any of the other groups.
 Show students the word “flexible” on an index card. Introduce the property of flexibility; show
students an example and ask them how they could find out if their object was flexible. Have students
get into groups by whether their object was flexible or not. Fill out a T-chart for flexible or not
flexible together.
 Vocabulary Strategy for “flexible”- Write the word flexible at the top of a narrow chart. Have
students think of as many words or phrases that mean the same as flexible as they can. On the back
of the chart have them think of as many words or phrases as they can that mean the opposite of
flexible. At the top of this side of the chart write “not flexible.” Hang the chart so students can see
both sides (from a light fixture or the ceiling.)
 Introduce tools (magnet, measuring stick, and clear container of water) that can be used to decide
how to sort things. Show students a magnet, a measuring stick, and a clear container of water. Ask
them how they could use each of the tools to find a way to sort the materials. Make a T-chart for
each way they describe on chart paper. You can prepare them on paper ahead of time as well.
sticks to Doesn’t
bigger than smaller
Flexible
Not
sinks
floats
magnet
stick to
measuring than
flexible
magnet
stick
measuring
stick
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
First Grade 2/6/2016
Students work in groups at four stations (you can have two or more of each station if you have too
many students or you can give each group the tools). They test the materials in the set with each tool
and record on their t-charts, either by cutting and pasting pictures of the objects in the set onto their tcharts or by copying the words and/or drawing pictures
Have each group share what they recorded at each station by placing cutouts or by listing on the class
13
t-charts. Deal with any disagreements by having a student test the object in front of the class. Show
some new objects that students haven’t tried and ask them to predict which side of each chart they
would go on and explain why. Test those materials and place them on the correct side of each chart.
 Centers (optional)- Leave the tools in a learning center along with a set of the sorting objects.
Encourage students to add other objects to their charts as they find things that have those properties.
 Meaning Making- complete What we did/What we learned chart with students. Be sure to keep
the chart for review tomorrow and to refer back to later.
 Note Booking- Students will put their t-charts in their notebooks. They will also have a sheet on
which they will choose one of the objects in their set and list its properties including those they found
out with the tools.
 Assessment- Observe groups as they sort the objects. Listen to students as they give reasons for their
predictions.
Literature Connection
Assessment
Notebook Connection
Students can put copies of their t-charts into their science notebooks.
Technology Connection
This site allows students to virtually test materials to see if they are flexible. It should only be used after
students have had hands on activities testing the flexibility of objects.
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/characteristics_materials_fs.shtml
Observe groups as they sort the objects. Listen to students as they give reasons for their predictions.
 Do they sort objects by the new properties?
 Do their predictions about the new objects use the properties flexible/not flexible, sinks/floats,
magnetic/not magnetic, longer than/not longer than the measuring stick?
In their notebooks
 Did they describe properties of the object as found using the tools as well as other properties?
Use checklist to mark whether students were able to sort objects by their properties and to tell many
properties of an object.
Objects can be sorted according to their observable properties.
First Grade 2/6/2016
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Activity 5
45 min.
BIG IDEA: Objects can be made of more than one material.
Materials
Supplied by teacher:
Provided in grade level kit:
The set of identical objects that are made of only one material for each pair of students (square of cloth, wooden popsicle stick, metal
screw, glass tile, paper clip, small sponge.) from day before
chart paper
toy car made of metal, plastic, and rubber
Provided in school kit:
I can tell the different materials objects are made of.
Learning
Target
Word Bank materials
Teacher
Notes
Activity
Remember that a major misconception students have that causes them problems later as they try to
better understand the structure of matter is that materials and properties are the same thing. It is
important that they have many experiences distinguishing the two.
 Show students the objects from Day 4 that are made of only one material. Then show them the
toy car that is made of different materials. Ask how this object is the same as and different
from the objects from day 4.
 Vocabulary Strategy for materials- Discuss the fact that the new object is made of many
different things and the old objects are only made of one thing. Tell students that what things
are made of are the materials. With students make a concept map for materials by having them
give words that fit each box.
First Grade 2/6/2016
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What is it?
Non-example
Material
Non-example
Example
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
Example
Example
Help students to state that some things are made of only one material and others are only made
of one material. Have students identify the materials the new object is made of and match
them to objects from day 4 that are made of the same materials. Have students suggest other
materials that object could be made of and write their words on a chart with real objects or
pictures to match. On chart paper, draw the toy car and label it with words for the materials it
is made of.
Have students find other objects in the room that are made of more than one material.
Have each student draw their object and label it with words for the material each part is made
of, using the class charts to spell the words. Share the completed diagrams and have students
place in notebooks. Decide on a definition for “materials” with the class and put the word on
the word wall.
Assess drawings to see if students were able to find objects made of different materials and if
they could label each one.
Centers (optional)- Provide objects made of several different materials at a learning center.
Post the charts made in the groups and allow students to make a diagram of and label other
objects. Encourage parents to ask their children about the different materials that their car,
toys, furniture, etc. are made of.
First Grade 2/6/2016
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
Meaning Making- complete What we did/What we learned chart with students. Be sure to
keep the chart for review tomorrow and to refer back to later.
 Note Booking- Have each student draw their object and label it with words for the material
each part is made of, using the class charts to spell the words. Share the completed diagrams
and have students place in notebooks.
 Assessment- Assess drawings to see if students were able to find objects made of different
materials and if they could label each one with materials words.
Literature Connection
Technology Connection
What is it made of? Game-Students place objects into groups based on materials.
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials_fs.shtml
Assessment
Objects can be made of more than one material.
First Grade 2/6/2016
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Activity 6
45 min.
BIG IDEA: There is a difference between objects, materials, and properties.
Materials
Supplied by teacher:
1 set of objects that is the same object but made of different materials (e.g. a wooden, plastic, and wire hanger)
Provided in grade level kit:
A rubber ball and a glass marble for each pair of students
To Run off:
Worksheets for activity 6
I can tell the difference between materials, objects, and properties.
Learning
Target
Word Bank materials, objects, and properties
Teacher
Notes
Activity
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


Show students the set of objects. Ask them to tell how they are the same and different. Ask
them what type of object each one is.
Fill in graphic organizer while discussing the three objects made of different materials. Put the
name of the object in the top space, the material each is made of in the middle spaces, and a
property of each in the bottom spaces.
Using a list of word cards, sort them into categories of object, material, and property words on
a three column chart.
Object
Material
Property
Have students follow along with their own three column chart and list of words. After
doing several together, students can finish up the last words themselves.
Centers (optional)- Put extra worksheets and pairs of objects that are the same but made of
different materials in a center for students to observe and record.
First Grade 2/6/2016
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
Meaning Making- complete What we did/What we learned chart with students. Be sure to
keep the chart for review tomorrow and to refer back to later.
 Note Booking- Give students the rubber and glass ball and give each student a copy of the
mountain top graphic (with two spaces for materials). Have students work in pairs to figure
out what to write in each of the spaces. Students may refer to charts developed throughout
unit.
 Assessment- Look at notebook page and see if students put materials, properties, objects in
correct places. Have students name a material, property, or object.
Literature Connection
Technology Connection
Make concept maps on promethean board.
Assessment
There is a difference between objects, materials, and properties.
First Grade 2/6/2016
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Activity 7
45 min.
BIG IDEA: Measurement means repeated applications of identical units.
Some tools are more appropriate for measuring length.
Measurements begin at a zero point.
Materials
Supplied by teacher:
identical boxes-one for each pair (cardboard soda boxes or duplicating box lids work well)
Provided in grade level kit:
Set of 20 popsicle sticks for each pair.
several index cards for each pair
Several sets of objects (e.g. 20 plastic spoons, 50 pennies, 20 ink pens, 30 paper clips, 30 spools, etc.)
To Run off:
notebook page for activity 7
I can measure the length of an object using a different object.
Learning
I can tell why I chose the object I measured with.
Target
Word Bank length, measure
Teacher
Notes
At this point, length is how long something is, not a particular direction on the box. Width and
height are too much for students to understand. Rather than use these terms, talk about which part
of the box to measure in terms of from “here to here” or “top to bottom” or “side to side.”
Key points about measuring:
 Use units of measure appropriate to the thing being measured.
 Units measured with should be identical.
 Units of measurement like inches and centimeters come about as a result of discussions and
agreements among people about measurement problems. Students need to participate in
discussions and agreements about measurement to understand how these conventions are
established.
 Measurement means repeated applications of identical units.
(Reference: Ready, Set, Science! P. 12)
While it may be tempting to directly teach students step by step how to measure, the idea is to let
them discover the measurement techniques that work through trial and discussion. They also will
learn this way that measurements are collaborated ideas rather than absolutes.
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Activity

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





Give each group a box and a set of objects with which to measure that is different from the
other groups. Tell them you need to know how long the box is and challenge them to find out.
(At this point, don’t tell students which side of the box you want them to measure or how to
find out how long it is. Just let them do what they think they need to do. You will want to
observe and make notes about what they are doing and things you want them to share and
point out later--both correct and incorrect ways of measuring.) Have each group write the
number they find on an index card. Have each group share their measurements.
Talk about whether each measurement is the same. Have different groups demonstrate how
they measured. Discuss reasons why measurements were different. (different things to
measure with, measured different sides of box, lined objects up differently, added one at end or
took one away if only part of one was needed, etc.) Discuss with students how you could make
better measurements that would be more alike. List their ideas on chart paper to make a list of
good measurement techniques. Title list “Measuring Rules” (e.g. use the same object to
measure, measure the same part of the box, make the objects touch each other, start at the same
place and end at the same place, etc.)
Tell students they should all try to find how long the longest part of the box is. Show them
what is meant by the longest part of the box. Give each group the box again and give them a
set of Popsicle sticks. Have them measure again and write down their new measurement. If
they are not all the same, have groups demonstrate how they got their number. Discuss other
ways to make better measurements and add them to the “Measuring Rules” list. Discuss and
decide what to do if the length takes part of a Popsicle stick. Add this to the chart “Measuring
Rules.”
Point out the width of the box without using the term width. Have groups measure this and
compare measurements. Continue to discuss measurement technique until the measurements
are pretty standard.
Ask students why the Popsicle sticks were better for measuring the box than the other
materials that they used at first.
Challenge students to find how high their table is using the Popsicle sticks. Discuss their
attempts and what made it difficult and how they solved their difficulties.
Centers (optional)- Place the popsicle sticks in a center and challenge students to measure and
record measurements for other things in the classroom.
Meaning Making- complete What we did/What we learned chart with students. Be sure to
keep the chart for review tomorrow and to refer back to later.
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
Note Booking- In their science notebooks, have each student identify an object in the
classroom that would be better to measure the height of the table and show/tell how they
would use that object to measure the height of the table.
 Assessment- observe as students measure and use notebook page.
Literature Connection
Technology Connection
Assessment
Observe as students measure to see if they are following the list of good measurement rules they
came up with.
In notebook, did students come up with reasonable objects to measure height and show reasonable
ways to use them?
Measurement means repeated applications of identical units.
Some tools are more appropriate for measuring length.
Measurements begin at a zero point.
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Activity 8
45 min.
BIG IDEA: Measurement means repeated applications of identical units.
Some tools are more appropriate for measuring length.
Measurements begin at a zero point.
Materials
Supplied by teacher:
 6 or more rectangular objects to measure that have sides at least one linking cube but no more than 20 linking cubes long and/or
objects that are between one and 20 linking cubes long (some suggestions are a file cab. Drawer, student chair, book, storage
container, trash can, etc.) These can be marked with colored tape in the direction they should be measured and be labeled with a
name.
colored tape
File Box
 Class T-chart for objects measured (like notebook page for activity 8)
Provided in grade level kit:
 Set of 20 linking cubes in two colors (10 each) for each student
 Roll of colored tape
 gram cubes (set of 100)
To Run off:
t-chart for measuring for activity 8
I can use objects to measure the length of other objects.
Learning
Target
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Word Bank length, measure
Teacher
Notes
Activity
You may want to think through and plan in advance for how you will have your students go
through the stations in this activity.
 Discuss the challenge to find objects to measure how high the table is and call on several
students to tell what object they chose and why it would be good to measure the height of the
table. Show students the linking cubes and ask if they would be a good choice for this task and
why. Ask them if they could also use the linking cubes to measure the boxes. Have some
students demonstrate how this might be done and reinforce the list of good measurement
techniques the students made.
 Show students the objects around the room that are labeled with their name and marked with
colored tape. Demonstrate how they will use the linking cubes to measure an object, then
record the object and the measurement on their t-chart. Discuss and demonstrate what to do if
only part of a linking cube is needed. Students should decide whether to round up or down.
 Have students go from station to station measuring each object and recording their
measurements. If all the students are doing this at once, you may need more objects. If they
are doing it at station time while others are doing something else, you won’t need as many
objects. Students have a T-chart for the object’s name or picture and the number of cubes.
 After all students have measured each object, have them share their numbers for each objects
one at a time and discuss whether each measurement was the same and why or why not (what
are some things that might have made them different? What are some things that might have
caused them to be the same?) Ask students if they all should be the same and why.
 Choose students to demonstrate measuring each object with the linking cubes. Discuss their
technique using the chart of measurement rules made by the students and decide if anything
needs to be added to the chart.
 After each object has been measured in front of the class with good technique record the class
agreed upon measurement on a classroom t-chart. Hold up a smaller block (gram cube) and
ask students if it would take the same number of blocks to measure the object with this block.
Demonstrate measuring one of the objects with the smaller cubes. Ask students if someone
came in and saw their charts would they know what the students had used to measure with.
Tell students we have to show them what we used so that the numbers make sense. Add the
unit “linking cubes” after the number the group found for each object on the class chart and
title it Measuring with Linking Cubes. Have them title their chart and label it as well.
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
Centers (optional)- Leave linking cubes and blank t-charts in a center for students to use to
measure and record things around the room.
 Meaning Making- complete What we did/What we learned chart with students. Be sure to
keep the chart for review tomorrow and to refer back to later.
 Notebook Connection-T-chart for objects measured. Another entry could be “One good thing
about using linking cubes to measure a box is
__________________________________________________________.”“One bad thing
about using linking cubes to measure a box is ________________________.”
 Assessment- Observe as students measure to see if they are using the good measurement
techniques from the chart. Are students able to get reasonable measurements when they
measure the objects around the room?
Literature Connection
Technology Connection
Measurement means repeated applications of identical units.
Some tools are more appropriate for measuring length.
Measurements begin at a zero point.
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Activity 9
45 min.
BIG IDEA: Measurement means repeated applications of identical units.
Some tools are more appropriate for measuring length.
Measurements begin at a zero point.
Materials
Supplied by teacher:
several cans at least 1 but not more than 20 linking cubes high and not more than 20 linking cubes around
You will need to cut the paper strips so they are as wide as the linking cubes
Provided in grade level kit:
Set of 20 linking cubes in two colors (10 each) for each student
strip of paper as wide as and a little longer than 20 linking cubes
To Run off:
Notebook page for Activity 9
I can measure objects carefully. This means that I start at the end of the object every time, I line
Learning
up the linking cubes next to the object so that they are touching and I stop at the end of the object.
Target
I can make a measuring tool and tell how it is different from the linking cubes.
Word Bank length, measure
Teacher
Notes
Activity



Show students the cans and tell them you want to know the height of each one. Ask them to
describe a good way to find out. Choose several students to demonstrate how to find the
height of each can using the linking cubes
Next tell students you want to know how far it is around each can in linking cubes. Give each
group a can and a set of cubes and have them think about and discuss the problem. Call on
someone from each group to describe the solutions their group talked about.
Give each group a strip of paper. Have them discuss how they could use the paper to help
them solve the problem. Let each group share their solution. Compare each solution to the
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chart of good measurement techniques.
 Demonstrate how to make a sloppy measurement strip by lining up the linking cubes but
making sloppy marks that are not evenly spaced and not paying attention to where the blocks
start and end on the strip. Ask students to predict if your strip will give an accurate
measurement of the can and why or why not.
 Demonstrate how to make a neat measurement strip by making the strip start at the tip of the
linking cube train and making careful marks where each one joins. Predict the accuracy of the
new measuring strip. Use the strip to demonstrate how to measure the distance around the can.
Add any new techniques to the chart. Discuss what to do if only part of a space on the strip is
needed.
 Give each student a strip of paper and 20 cubes. Have them make their measuring strips.
Then they can measure each can and post their measurements and write them in a chart in their
notebook.
 Centers (optional)- Place several cylinder shaped objects in a center and allow students to use
their measuring tapes to measure and record them.
 Meaning Making- complete What we did/What we learned chart with students. Be sure to
keep the chart for review tomorrow and to refer back to later.
 Notebook Connection- Because it is the first time they have used a writing template like this
students will need lots of support completing this. One way to scaffold this is to make either a
Venn Diagram or three column chart together as a class and list the things that are unique to
the linking cubes, unique to the measuring tape, and the things they share. Then students can
choose the things they wish to copy on their paper or come up with others. For further
support, you may want to color code each circle of the Venn or column of the chart and have
students use a crayon to color code their paper as well so they know what goes in each space.
(For example, if things the linking cubes and tape shared was in red, they would color the first
set of lines on their paper red; if things unique to the measuring tape were yellow, they would
color the next set of lines yellow; and if things unique to the linking cubes was blue, they
would color the last set of lines blue.)
The measuring tape and the linking cubes are similar because they both
____________________. They are different because the measuring tape
________________________, but the linking cubes ______________________________.
(pg. 157 Writing in Science)
 Assessment- Observe as students measure to see if they are following the list of good
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measurement techniques they came up with.
 Were students able to make accurate measurements?
Literature Connection
Technology Connection
Measurement means repeated applications of identical units.
Some tools are more appropriate for measuring length.
Measurements begin at a zero point.
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BIG IDEA: Weight is a property of objects that can be measured and compared.
Activity 10
45 min.
Materials
Supplied by teacher:
word cards for heaviest and lightest for each group and for the class (an illustrated card is included in the worksheets if you want to
reproduce and use it)
Provided in grade level kit:
 beach ball
 Set of 5 balls for each group of students with different weight that can fit in the pans of a balance scale, at least two objects should
be similar in weight
 Two objects that are the same size but have different weights (these should be objects somewhat unfamiliar to students so that they
would not be easily able to guess which is heavier
To Run off:
Notebook page for activity 10
I can compare the weight of objects.
Learning
Target
Word Bank compare, weight, heaviest, lightest
Teacher
Notes
Activity


Throw the beach ball to the students and ask the one who catches it to name a property,
material, or object. This gives an opportunity for formative assessment and also gives the
students a chance to get the throwing of balls out of their system!
Show students a set of the balls without letting them touch them and have them think about
which one would be heavier. Have them share their thinking with a partner and then call on
several students to tell their ideas and why they think what they do. Ask how they could find
out if they are right and how we know if one thing is heavier than another.
First Grade 2/6/2016
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
Tell each group that they will get a chance to put some objects in order by which one is
heaviest to which one is lightest. Give them word cards with heaviest to lightest and have
them place them at the right and left sides of their workspace. Give each pair a set of balls and
remind them to put them in order from the one that is heaviest to the lightest. These activities
are very much a pre-assessment so that you can see how students designate an item as being
heavier or lighter. The teacher should be moving around the classroom and asking students
what they did and how they did it. They may order them by smallest to largest (by capacity)
instead of thinking about weight.
 Discuss as a class the orders the students made. Ask them to explain why they ordered the
objects the way they did. During the following discussion you may want to collect the objects
or have students put their hands in their laps. It will be difficult for them to keep from
handling the balls. However, they will need them again after the discussion.
 Show students two objects that are the same size but that have different weights. Ask them
which object is heaviest. Pass the objects around and ask if they have changed their minds or
if they are surer of their answers and why.
 Tell students that how heavy something is is called its weight and weight is a property objects
have. Add weight to property list. We can often tell the difference in weight by how heavy
something feels. Ask students which of the objects has more weight and how they know.
Discuss the objects that are similar in weight and ask how students made their decision about
which had more weight. Have them go back to their collections of balls and order them from
the lightest to heaviest. See if their order changes and if they feel the weight of the objects to
help with their ordering.
 Centers (optional)- Place several sets of objects that have different weights in a center along
with “heaviest” and “lightest” cards and allow students to sort them.
 Meaning Making- complete What we did/What we learned chart with students. Be sure to
keep the chart for review tomorrow and to refer back to later.
Notebook Connection- Students draw and label or color the balls they put in order by felt
weight and circle the words that tell how they ordered them.
 Assessment- Observe as students order objects to see if they are using weight or size.
Is order of objects correct from least to greatest weight?
In notebook, did they arrange balls correctly according to the words they circled?
Literature Connection
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Technology Connection
Weight is a property of objects that can be measured and compared.
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BIG IDEA: Weight is a property of objects that can be measured and compared.
A balance scale is a tool that can be used to compare weights.
Activity 11
45 min.
Materials
Supplied by teacher:
set of 5 mixed small objects for each pair of students (these can be small things from the classroom that can fit in the balance pan--you
can even have the students collect the items.)
Provided in grade level kit:
Same set of balls from activity 10
balance scale per group
To Run Off:
Notebook pages for activity 11
I can order objects using their weight.
Learning
I can use a tool to measure weight.
Target
Word Bank compare, weight, balance
Teacher
Notes
Activity
Just as with length, you do not want to directly teach students step by step how to use the balance.
The idea is to let them discover the measurement techniques that work through trial and
discussion. They also will learn this way that measurements are collaborated ideas rather than
absolutes.
 Give each group of students (pairs if possible) a set of balance scales and a set of classroom
objects to explore. Allow students 10-15 minutes to explore the balance scale and how it
works. Discuss the following questions using one scale for students to demonstrate their
thinking: (as you ask the questions you will want to give students time to explore the answer
to that question.)
 What happens when objects are placed in the pans?
 Does it matter where in the pans they are placed?
 Does the same thing happen if the objects in each pan are different as if they are the
same?
 Does it make a difference if you switch which pan the objects are in?
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
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


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

 What happens when the objects in each pan are the same?
 What does balanced mean? How do you know when the scale is balanced?
 What can you tell about what is in the pans when the scale is balanced?
(Make sure students understand that when the weight on each side is equal the scale is
balanced) You may want to chart their answers to these questions.
Recall how students put objects in order by feeling how heavy they were. Recall that weight is
how much stuff is in something and that sometimes we can feel if something has more weight
because it is heavier. Give groups a set of objects and have them order them again by feel
from least to most weight.
Discuss differences of opinion and why they have occurred. Show the students a balance scale
and ask them how they think it could be used to decide which objects have more weight. Have
students explain how they think the scale should be used to a partner. Call on some students to
share their thinking.
Have students help order one of the sets of items using the balance. Discuss good
measurement techniques and how to compare one object to others to determine where it
belongs in the order. Make a new chart of measurement rules for weight just like you did with
the length.
Give each group a balance and have them use it to check the order of the balls that they already
sorted on the previous day. They will be recording their results on their notebook page.
Centers (optional)- Place balance scale in a center so students can use it to order objects by
weight with the balance scale.
Meaning Making- complete What we did/What we learned chart with students. Be sure to
keep the chart for review tomorrow and to refer back to later.
Notebook Connection- The first page is for the students to record the order of the balls using
the balance. The second is another writing template. Students will need a lot of support
because it is a little different than the last one. Have students tell ways that using felt weight
as they did in activity 10 is like using a balance scale and chart these ways. Have them tell
ways the two are different. Then they can copy the ways they choose or think of other ones.
The notebook has a picture to help them remember which part is same and which is different.
You may want to put similar pictures on the chart.
Assessment- Observe as students use the balance.
Is order of objects correct from least to greatest weight?
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Literature Connection
Technology Connection
Weight is a property of objects that can be measured and compared.
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BIG IDEA: Weight is a property of objects that can be measured and compared.
Activity 12
45 min.
Materials
Supplied by teacher:
Provided in grade level kit:
Same set of balls from activity 10
balance scale per group
small hex nuts
start here
Provided in school kit:
I can measure the weight of objects.
Learning
Target
Word Bank compare, weight, balance
Teacher
Notes
Activity


Have students recall what weight is. Show them an object and ask them how much weight
they think it has. If they don’t begin to say that it has more than some object and less than
another, prompt them by asking them to tell something that it has more weight than.
Ask if they can measure the weight of the object. Some student should describe how to use the
balance to compare it to another object. If they don’t, prompt them to describe this process.
Explain that when you measure something, you get a number. Have them think of examples
(when they measure how long things were with the bags of stuff, when parents measure for
carpet, when they are measured by the nurse, etc.)
First Grade 2/6/2016
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
Set a bag of hex nuts conspicuously in view. Ask students if they can think of a way that they
could measure the object and get a number to tell about its weight. If they don’t catch on, ask
them if we could use the hex nuts to find a number that would show the weight of the object.
 Ask students to describe how they could use the balance and the hex nuts to measure the
object. Have students demonstrate each step and discuss proper techniques. Try measuring
the weight and make mistakes for the students to correct. Make list of good measurement
techniques.
 Give each group a balance and a set of 15 hex nuts. Have them measure the objects in their
sets and record a number for each one on their t-chart run off from activity 12. (make optional
and make a note that you can do it during math time especially if they haven’t had much
experience with graphs. Make a bar graph of how many nuts it took for each object. Find
simple graph and explain how to use. Add bar graph to length activity.
 Compare the findings of each group. Chart somehow-describe. Show students how to label
their numbers with the unit. Ask why they used the same nuts every time. Show a set of
mixed sizes of nuts and ask if it would be okay to measure with those. Try it with the same
object and see if you get the same result as with the same number of nuts. Add thinking to list
of good measurement rules.
Literature Connection
Notebook Connection
Students put their graphs and data collection sheets in their notebooks.
Technology Connection
Assessment
Observe as students measure objects.
Are their measurements accurate?
Weight is a property of objects that can be measured and compared.
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BIG IDEA: Weight is a property of objects that can be measured and compared.
Day # 13
Materials
A variety (5-10) of objects with different weights (equal to 20-70 hex nuts) that can fit in the pans of a balance scale
balance scale per group
20 hex nuts per group
big hex nuts that have the same weight as 10 little hex nuts (8-10 per group)
Supplied by teacher:
Provided in grade level kit:
Provided in school kit:
I can use a balance scale to measure the weight of objects.
Learning
Target
Word Bank weight, balance scale
Teacher
Notes
Activity


Recall how to use the balance scale to find the weight of an object using hex nuts.
Demonstrate incorrect ways of doing this and have students correct. Then have students
demonstrate correct ways using some new objects that have a weight of 20 hex nuts or less.
Include a big hex nut (or other object with a weight equal to 10 hex nuts) from a visible bag of
many.
Give each group a new object with a weight of 50-70 hex nuts. Have students try to find the
weight. When they run out of hex nuts, ask them how many they think it will take. Pretend
that you have loaned all the others out and ask what they might do instead. Have them think
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about their ideas and then share their ideas with a partner. Ask several students to share their
thinking with the class.
 Discuss the ideas students have and what would be good and bad about them. Try any that
might work.
 If no students suggest it, point out the bag of large hex nuts. Ask students how they could use
these to measure the weight. Do as the students suggest, or allow a student to do so. Ask what
they should do if the scale doesn’t quite balance with the large hex nuts. Add the smaller hex
nuts to complete the balance. Record the measurement in large and small hex nuts. Challenge
students to figure out how many hex nuts that would equal.
 Give each group several objects, a balance, large hex nuts, and 20 small hex nuts (which have
magically been returned!) and allow them to practice measuring and recording weight in large
and small hex nuts on t-chart.
Literature Connection
Notebook Connection
How to piece about how to measure using the balance scale? (First, next, then last)
Technology Connection
Assessment
Observe as students measure to see if they are following the list of good measurement techniques
they came up with.
Were students able to make accurate measurements?
Weight is a property of objects that can be measured and compared.
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BIG IDEA: Objects have many properties. These include some that can be observed and some
that can be measured.
Day # 14 & 15 Assessment
Materials
Book template or blank book for each student
Supplied by teacher:
Provided in grade level kit:
Provided in school kit:
Learning
Target
Word Bank
Teacher
Notes
Activity




Have each student choose a classroom object or bring a small object from home. If you do
this, you will want to give guidelines for what they can and cannot bring. The object should be
able to fit in the pan of the balance scale.
Students will make a book about their object. They will show properties of their object in the
book including its weight and length. They will also have some pages on which they can give
other information about their object.
Model making the book using an object. Then make your book (you could do a big book)
available to students if they need to remember how to do each page.
Give time for each student to share their book with the class. Discuss properties and materials
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that objects have in common.
Literature Connection
Notebook Connection
Technology Connection
Assessment
As students present have them prove their measurements by doing them for the class. This way
you can assess their measurement skills.
Objects have many properties. These include some that can be
observed and some that can be measured.
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