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.

o What does the object look like? o Where have you seen it before? o What is it used for? o What do you think it is? KIT INVENTORY

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. ENGAGING SCENARIO What do you need to do? What materials do you have? What is the problem in this investigation?

Measure A standard or test WORD WALL Length The distance from end to end Width The distance across

Focus Question How can we…

I think that we can…because… I think that if we ___, then ___ because… If we use ____ then ____ because… PREDICTION 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 #LengthWidth 1 2 3

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.

o What does the object look like? o Where have you seen it before? o What is it used for? o What do you think it is? KIT INVENTORY

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. ENGAGING SCENARIO What do you need to do? What materials do you have? What is the problem in this investigation?

Focus Question How can we…

I think that we can…because… I think that if we ___, then ___ because… If we use ____ then ____ because… 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.

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 #LengthWidth 1 2 3

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?

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? ENGAGING SCENARIO What do you need to do? What materials do you have? What is the problem in this investigation?

Focus Question How can we…

I think that we can…because… I think that if we ___, then ___ because… If we use ____ then ____ because… PREDICTION Today we are going to measure our height and arm span and compare them.

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 nameHeightArm SpanComparison

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?