Science
First
Grade
Unit 1
COMPARE AND MEASURE
INTRODUCTION
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.
BIG IDEA
Various tools can be used to measure, describe, and compare
different objects and organisms.
ALIGNMENT TO OTHER STANDARDS
MATH
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 |
||
CONCEPTUAL
THEME: Science
and Technology CONTENT STANDARD: 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 A17 Estimate,
measure and compare the sizes and weights of different objects and organisms
using standard and nonstandard measuring tools. |
ESSENTIAL KNOWLEDGE:
CONCEPTS
SKILLS: Students will be able to do:
ESSENTIAL QUESTIONS TO GUIDE INSTRUCTION AND ASSESSMENT:
MATERIALS AND SUPPLIES
OBJECTIVES
AND GOALS
LESSON ONE
Compare how we are alike and
Different
LESSON TWO
Let’s Make Body Cutouts
LESSON THREE
Matching Our Heights
LESSON FOUR
Matching Length of Arms and Legs
LESSON FIVE
Comparing Objects
LESSON SIX
Matching Distance
LESSON SEVEN
Using Our Feet to Measure
LESSON EIGHT
Using Different Standard Units of
Measure
LESSON NINE
Measuring with a Standard Units
LESSON TEN
Exploring with Unifix Cubes
LESSON ELEVEN
Counting Large Numbers of Unit
LESSON TWELVE
Measuring the Height of the
Teacher
LESSON THIRTEEN
Making a Measuring Strip
LESSON FOURTEEN
Making a Measuring Tape
LESSON FIFTEEN
Making a Measuring Tape
LESSON SIXTEEN
Using a Measuring Tape to Measure
Distance
Significant Task
Post‑Unit
Assessment
Overview
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.
Materials
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
toothpicks
100
small wood spools, 4 cm (1.5 in)
15 rolls of adding machine tape
Crayons
Preparation
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.
Procedure
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
comparisons?
·
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
progress:
·
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
distribution
center.
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?
RESOURCES
Web Sites
http://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html
http://www.grc.nasa.gov/WWW/K-12/airplane/state.html
http://www.usoe.k12.ut.us/curr/science/sciber00/7th/matter/sciber/intro.htm
http://www.chem4kids.com/files/matter_intro.html
http://www.nyu.edu/pages/mathmol/textbook/4gradecover.html
http://www.mcwdn.org/Physics/Matter.html
http://www.sci.tamucc.edu/~eyoung/measureliterature.html
http://www.aaamath.com/mea.html
http://www.sciencemadesimple.com/conversions.html
http://ga.water.usgs.gov/edu/characteristics.html
http://www.apples4theteacher.com/measure.html
http://www.quiz-tree.com/Units_of_Measurement_main.html
Literacy Books
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
Field
Trips:
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