MEASUREMENT
LESSON 1, PART 1
BIG IDEA:
A standard unit of measure is necessary
for consistency in communication
between people. The standard system of
measurement used in science is the
metric system.
KIT INVENTORY
oWhat does the object look
like?
oWhere have you seen it
before?
oWhat is it used for?
oWhat do you think it is?
ENGAGING SCENARIO
You and your friends are going to build bird houses to
raise money for our river trip. You thought that you
had all the necessary tools that you needed to build
the bird houses, but you found that you didn’t have
anything to measure the length and width of the wood.
You know that the piece of wood you have is the same
size as the top of your desk. You looked in your
backpacks and only found a drinking straw. You were
not sure what you should do to measure the length and
width of the wood.
What do you need to do?
What materials do you have?
What is the problem in this investigation?
WORD WALL
Measure
A standard or test
Length
The distance from end to end
Width
The distance across
Focus Question
How can we…
PREDICTION
I think that we can…because…
I think that if we ___, then ___ because…
If we use ____ then ____ because…
I predict that if I use the drinking straw to measure
then I can lay it on the desk over and over as a tool
because I will find out how many straws fit on the desk.
I can find the length and the width and then use the
straw to measure the wood. (Class)
PLANNING AND
ORGANIZING DATA
Now that you know that you are going to measure
the length and width of your desk with the
drinking straw, how are you going to record the
results and observations as you test?
Trial #
1
2
3
Length
Width
Making Meaning Conference
As we look at our class data, discuss in your
table groups the following questions:
• What does the data tell us about the length
and width of our desks?
• What conclusions can you draw from the
data?
• Is there a new problem that we now have?
CLAIMS AND EVIDENCE
I claim _____ because ___________
Quick Write
Today I learned…
I think our next steps should be…
I’m still wondering about…
MEASUREMENT
LESSON 1, PART 2
BIG IDEA:
A standard unit of measure is necessary
for consistency in communication
between people. The standard system of
measurement used in science is the
metric system.
KIT INVENTORY
oWhat does the object look
like?
oWhere have you seen it
before?
oWhat is it used for?
oWhat do you think it is?
ENGAGING SCENARIO
After you found out that the drinking straws were not
the same size and it would be difficult to use the
drinking straws to measure the wood for the bird
house, one of the students went to the lumber yard to
see what they used to measure the wood. The worker
at the lumber yard told the student that they used a
standard measure instead of drinking straws to
measure the wood. The worker also said that the
standard had smaller parts. He gave the student a
copy of the standard measure. The student brought
the standard measure back and here it is.
What do you need to do?
What materials do you have?
What is the problem in this investigation?
Focus Question
How can we…
PREDICTION
Today we are going to practice using the
standard measure to measure the length and
width of our desks. This will help us learn how
to measure flat objects using a standard
measure.
I think that we can…because…
I think that if we ___, then ___ because…
If we use ____ then ____ because…
PLANNING AND
ORGANIZING DATA
Now that you know that you are going to measure
the length and width of your desk with the
standard measure, how are you going to record
the results and observations as you test?
Trial #
1
2
3
Length
Width
Making Meaning Conference
As we look at our class data, discuss in your
table groups the following questions:
• What does the data tell us about the length
and width of our desks?
• What conclusions can you draw from the
data?
Claims and Evidence
I claim that… because...
Conclusion
The evidence did or did not support my
prediction because…
Reflection
What really surprised me was…
What would happen if we…?
What else do I want to know about
measuring?
ENGAGING SCENARIO
The student went back to the lumber yard to thank the
worker for the meter tape. The worker asked the
student a very interesting question: do you think your
arm span is longer, shorter, or the same as your
height? The student came back to class and shared
the question. How do you think you could find this out?
What do you need to do?
What materials do you have?
What is the problem in this investigation?
Focus Question
How can we…
PREDICTION
Today we are going to measure our height and
arm span and compare them.
I think that we can…because…
I think that if we ___, then ___ because…
If we use ____ then ____ because…
PLANNING AND
ORGANIZING DATA
You now know that you are going to measure your height
and arm span and then compare them with the meter
tapes. How are you going to record the results and
observations as you test? Discuss with your table group
how to record the results.
Student name
Height
Arm Span
Comparison
Making Meaning Conference
As we look at our class data, discuss in your
table groups the following questions:
• What does the data tell us about the
comparison of our height and arm span?
• What conclusions can you draw from the
data?
Claims and Evidence
I claim that… because...
Conclusion
The evidence did or did not support my
prediction because…
Reflection
What really surprised me was…
What would happen if we…?
What else do I want to know about
measuring?