advertisement

**Science Standards:**

A: Everything is made of parts; B: parts can be taken apart and put back together. **Inquiry: **A: Question/Investigate; B: Models; C: Explain/Infer; D: Report Investigations; E:

Communicate findings for reliability; F: Report Accurately. **Application: **A: Tools; B: Different Materials;

D: Counting, Classifying & Measuring. **Earth & Space Science: **A: Designed & Processed; B: Earth

Materials & Properties; C: Earth Objects are made of more than one material

**Continuing activities:

CCD (Cognitive Content Dictionary)

Read Alouds- English/Spanish

Science Content Books- Read books throughout unit as you please.

**PRIOR TO THIS SECTION: **

Collect materials & send science journal sheets to print shop.

**Lesson 1: COMPARING HOW WE ARE ALIKE AND DIFFERENT**

Students are introduced to comparing as a way to observe similarities and

differences.

Students observe each other and identify similarities and differences.

Students discuss their comparisons

Students record their observations

Students have the opportunity to make comparisons using various everyday objects such as coffee stirrers, pencils, and spoons.

**Lesson 2: LET’S MAKE BODY CUTOUTS **

Students trace each other’s body outlines.

Students cut out the body outlines.

Students compare similarities and differences among cutouts.

Students arrange the cutouts in order from shortest to tallest.

**Lesson 3: MATCHING OUR HEIGHTS **

Students match their heights with adding machine tape

Students arrange the tapes in order from shortest to longest on a representational graph.

Students discuss how they determined beginning and ending points

**Lesson 4: MATCHING LENGHTS OF ARMS AND LEGS **

Students guess which team member has the longest arm and longest leg.

Students match the lengths of their arms and legs and graph their results in order from shortest to longest.

Students discuss why it is important to use a common starting line when making comparisons.

Students compare the information on the arm and leg graphs with the information on the height graph from Lesson 3.

**Lesson 5: COMPARING OBJECTS **

Students discuss the difference between a guess and a prediction

Students predict which of several objects in the longest and which is the shortest

**Created by ADK Science Committee 12/4/2012 **

1

Students use adding machine tape to match the length of the large objects

Students discuss the results recorded on a class graph.

**Lesson 6: MATCHING DISTANCE **

Students discuss various ways of matching distance** **

Students explore how to make the *Flippers* move.** **

Students compare the distance of 3 jumps** **

Students use adding machine tape to match distance** **

Students discuss their results and observations** **

**Lesson 7: USING OUR FEET TO MEASURE **

Students take 5 heel-to-toe steps and match the length covered.

Students record the results on a graph

Students discuss and compare results

Students discuss why the tapes are different lengths

Students listen to and discuss a story about nonstandard units of measure

**Lesson 8: USING DIFFERENT STANDARD UNITS OF MEASURE **

Students discuss what they are now know about measuring

Students measure the lengths of objects using various sets of standard units

Students record the results

Students compare and discuss their results.

**Lesson 9: MEASURING WITH A STANDARD UNIT **

Students use coffee stirrers to measure the lengths of objects.

Students record their results by gluing the coffee stirrers to a length of adding machine tape matched to the length of the object.

Students record, compare, and discuss their results.

Students label their results with the name of the unit.

**Lesson 10: EXPLORING WITH UNIFIX CUBES **

Students reflect on what they have learned about measuring in the last 3

lessons.** **

Students compare coffee stirrers with unfix cubes as units of measure** **

Students measure using unifix cubes** **

Students discuss their measuring experiences** **

**Lesson 11: COUNTING LARGE NUMBERS OF UNITS **

Students measure long objects using unifix cubes

Students record their results

Students discuss why it is useful to group cubes into tens when measuring

**Lesson 12: MEASURING THE HEIGHT OF THE TEACHER **

Students predict the height of the teacher in unifix cubes

Students use unifix cubes to measure a strip of adding machine tape that represents the teacher’s heights

Students record their results

Students compare and discuss their results

**Lesson 13: MAKING A MEASURING STRIP **

Students discuss the relative usefulness of the different measuring units

they have explored** **

Students use unifix cubes to make their own measuring strips** **

**Created by ADK Science Committee 12/4/2012 **

2

Students compare their measuring strip with a stick of 10 unifix cubes.** **

Students discuss the advantages of using the measuring strips rather than unifix cubes. ** **

**Lesson 14: MEASURING WITH A MEASURING STRIP **

Students measure objects that are longer than their measuring strips.

Students compare and discuss the strategies they used to measure the objects.

Students discuss the advantages and disadvantages of measuring strips.

**Lesson 15:MAKING A MEASURING TAPE **

Students make a measuring tape.

Students use the measuring tape to measure objects.

Students discuss the advantages of using a 100-unit measuring tape rather

than a 10-unit measuring strip when measuring longer objects.

Students measure around objects

Students listen to and discuss a reading selection about a long measuring to

**Lesson 16: USING A MEASURING TAPE TO MEASURE DISTANCE **

Students predict how far they can make the *Flippers* travel.

Students use their measuring tapes from Lesson 15 to determine the longest distance the *Flippers* travel.

Students record their results.

Students compare the results obtained by measuring with the results obtained by matching.

**Lesson 17: POST-UNIT ASSESSMENT **

**Created by ADK Science Committee 12/4/2012 **

3

Ascertain the size, amount, or degree of (something) by using an instrument or device marked in standard units or by comparing it

**Created by ADK Science Committee 12/4/2012 **

4