Comparing and measuring is not only an essential life skill but a natural way for us to explore the world we live in. In Comparing and Measuring unit students will describe and understand such properties as length, volume, weight and temperature. In this unit students will become aware standard and non standard measurement and practice measuring using both. This unit directly aligns with mandated science and math skills.
SCIENCE STANDARDS AND INDICATORS
Conceptual Theme: Science and technology in Society- How do science and technology affect the quality of our lives?
Content Standard 1.4: The properties of materials and organisms can be described more accurately through the use of standard measuring.
Core Science Inquiry Expected Performances:
AINQ.2 Use senses and simple measuring tools to collect data
AINQ.7 Use standard tools to measure and describe physical properties such as weight,
length and temperature
AINQ.8 Use nonstandard measures to estimate and compare the sizes of objects
CMT Expected Performance A17- Estimate, measure and compare the sizes and weighs of different objects and organisms using standard and nonstandard measuring tools.
Grade Level Concept: Various tools can be used to measure, describe and compare different objects and organisms.
SCIENCE INQUIRY: Scientific inquiry is a thoughtful and coordinated attempt to search out describe, explain and predict natural phenomena.
SCIENCE LITERACY: Science literacy includes speaking listening, presenting, interpreting, reading and writing about science.
SCIENCE NUMERACY: Mathematics provides useful tool for the description, analysis and presentation of scientific data and ideas.
Various tools can be used to measure, describe, and compare different objects and organisms.
ALIGNMENT TO OTHER STANDARDS
3.3b2 - Use estimation physical referents and non standard units to sort and compare objects
3.3c1- Explore using the standard units if inch and centimeter to estimate and measure length
3.3b3- Explore using measurement tools such ad thermometers, basic rulers and balance scales to measure temperature, length and weight.
Key Science Vocabulary: centimeter, meter, gram, kilogram, milliliter, liter, graduated cylinder, thermometer, Celsius, Fahrenheit
SCIENCE CONTENT STANDARD 1.4
1.4 – The properties of materials and organisms can be described more accurately through the use of standard measuring units.
GRADE-LEVEL CONCEPT: u Various tools can be used to measure, describe and compare different objects and organisms.
CMT EXPECTED PERFORMANCES
Estimate, measure and compare the sizes and weights of different objects and organisms using standard and nonstandard measuring tools.
SKILLS: Students will be able to do:
ESSENTIAL QUESTIONS TO GUIDE INSTRUCTION AND ASSESSMENT:
MATERIALS AND SUPPLIES
OBJECTIVES AND GOALS
Compare how we are alike and Different
Let’s Make Body Cutouts
Matching Our Heights
Matching Length of Arms and Legs
Using Our Feet to Measure
Using Different Standard Units of Measure
Measuring with a Standard Units
Exploring with Unifix Cubes
Counting Large Numbers of Unit
Measuring the Height of the Teacher
Making a Measuring Strip
Making a Measuring Tape
Making a Measuring Tape
Using a Measuring Tape to Measure Distance
This post‑unit assessment is matched to the pre‑unit assessment in Lesson 1. By comparing the individual and class responses from these activities with those from Lesson 1, you will be able to document and assess students' learning over the course of the unit. During the first lesson, students drew themselves and a partner and wrote about the ways they were alike and different. They also developed two class lists entitled "What We Know about Comparing and Measuring" and "Ways We Are Alike and Different." When they revisit these activities during the post‑unit assessment, students are likely to appreciate how much they have learned about comparing and measuring.
FOR EACH STUDENT
1 copy of Record Sheet 1‑A: Looking at My Partner and Me (on pg. 21)
1 package of crayons, including one red crayon and one blue crayon
FOR EVERY TWO STUDENTS
1 resealable plastic bag for collecting materials, 23 x 30 cm (9 x 12 In)
FOR THE CLASS
2 sheets of newsprint
Class lists from Lesson 1: "What We Know about Comparing and Measuring" and "Ways We Are Alike and Different"
1,500 Unfix Cubes", separated by color
1 container of each of the following:
100 wood coffee stirrers
100 unsharpened pencils
100 plastic spoons
100 small wood spools, 4 cm (1.5 in)
15 rolls of adding machine tape
1. Label one sheet of newsprint "What We Know about Comparing and
Measuring" and label the other "Ways We Are Alike and Different." Date the
sheets and post them in the classroom.
2. Set up the distribution center in your classroom as you did in Lesson 1.
3. Pair students with the same partners they had in Lesson 1.
4. Copy Record Sheet 1‑A: Looking at My Partner and Me for each student.
1. Ask students to think about what they know about comparing and measuring.
After a few minutes, have them share their thoughts with the class. Record these
Thoughts on the "What We Know about Comparing and Measuring" chart. To help
stimulate student discussion; you may want to ask questions such as the following:
· When have you compared before?
· When have you measured before?
· How did you compare?
· How did you measure?
· Why were you comparing?
· Why were you measuring?
2. Let students know you would like partners to decide on one way they are like
each other and one way they are different from each other. Invite
students to use any materials in the classroom or distribution center to help them
find out about their partners.
3. After a few moments, ask students to share their thoughts. To encourage
discussion, ask the class questions such as the following:
· What way are you and your partner alike?
· How are you and your partner different?
· Did you use any materials from the distribution center to help make your
· How did these materials help you make comparisons?
4. Record students' thoughts on the "Ways We Are Alike and Different" chart.
5. Ask students to share how they obtained their information. Then display the
original lists from Lesson 1. Here are some ways to use the lists to assess student
· Ask students to identify statements they now know to be true.
· What experiences during the unit helped them confirm these statements?
· Asking questions such as "How do you know that?" and "What happened next?" may be helpful.
· Ask students to correct or improve statements and give reasons for their corrections.
· Ask students to point out information on their new lists that is not on the original ones.
6. Pass out and review Record Sheet 1‑A: Looking at My Partner and Me. Then ask students to do the following:
· Write your name and today's date.
· Draw a picture of yourself and your partner.
· Write your partner's name in the box with his or her picture.
· Draw a red circle around the part of the picture that shows one way you and
your partner are alike.
· Draw a blue circle around the part of the picture that shows one way you and
your partner are different.
· Write one or two sentences describing each likeness and difference.
7. On the chalkboard, you may want to write sentence starters such as the following:
· I am like my partner because
· One way I am different from my partner is
· My partner and I
8. Invite students to share their drawings with the class.
9. Collect the record sheets and have the students return their materials to the
10. As you compare the class lists and record sheets from the post‑unit
assessment with those from Lesson 1, note the following:
· Do students' post‑unit observations show greater detail than those from Lesson 1?
· Do students' post‑unit comparisons about likenesses and differences include measuring? For example, do students use Unifix Cubes" to find out the length of their partner's arms?
· Do students choose standard units of measure? If so, which units do they choose?
· When students measure, do they use beginning and ending points and a common starting line?
· Do they label the units in their measurements?
Let’s Measure with Tools; Christine N. Casteel (Big Book)
Once I Was Very Small; Elizabeth Ferber
The Biggest; Nicole Irving
Inch by Inch; Leo Lionni
How Big Were the Dinosaurs?; Bernard Most
How Big Is a Foot; Rolf Myller
How Much Is a Million? David Schwartz
People; Peter Spier
A Big Fish Story; Joanne Wylie
Actual Size, Jenkins
Actual Size; Jenkins,
A House for Hermit Crab; Carle,
Alley Oop!; Mayer
A Pig is Big; Florian,
Armadillo Rodeo; Brett,
Block City; Stevenson
Carrie Measures Up; Aber
Come Away From the Water; Burningham & Cape
Counting on Frank; Clement
Fannie in the Kitchen; Hopkinson
Farmer Mack Measures His Pig; Johnston
Fish Fry Tonight; Koller
How Big is a Foot?: Myller
How Tall, How Short; How Far Away; Adler
How to Weigh an Elephant; Barner
The 100-Pound Problem; Dussling
If You Hopped Like a Frog; Schwartz
Inch by Inch; Lionni
Inchworm and a Half: Pinczes
Is the Blue Whale the Biggest Thing There Is?; Wells
Jack & the Beanstalk; Briggs
Just a Little Bit; Tompert
Keep Your Distance; Herman
Long, Short, High, Low, Thin, Wide; Fey
Lulu's Lemonade; Derubertis
Extension Act ivies
Relay Race; Have an outdoor relay race measuring the distance of each relay
Long Jump: Compare long jump height with distance you have jumped. Graph the correlations
Dinosaur State Park; Compare Dinosaur foot prints with others animals prints
Peabody Museum; Measure how many students’ bodies laying head to toes equal the length of the Dinosaur.
Links to United Streaming
For this unit, go to http://www.unitedstreaming.com
Search strand: Measurement