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