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What Makes Something Alive - Virginia Department of Education

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Session 3.8 – Square-Meter Habitats: Observation 1<br />

Teacher Questions & Notes<br />

Procedures<br />

centimeters. Also find the mark on the bottom meter stick<br />

that shows the first 10 centimeters. Point out to students that<br />

every 10 centimeters is called a decimeter.<br />

d. Select two student volunteers to lay a piece <strong>of</strong> the precut<br />

string from the top meter stick‟s 10 centimeter mark to the<br />

bottom meter stick‟s 10 centimeter mark. Tape the piece <strong>of</strong><br />

string to both the top stick and the bottom stick.<br />

e. Have student volunteers lay eight more pieces <strong>of</strong> precut<br />

string vertically from the top meter stick to the bottom meter<br />

stick, one at each 10-centimeter mark (20, 30, 40, etc.).<br />

Tape the strings to the top and bottom meter sticks.<br />

f. Have student volunteers lay the other pieces across<br />

horizontally to create 10 rows. Be sure to tape each piece <strong>of</strong><br />

string on the meter sticks.<br />

g. Use the terms vertical and horizontal as well as columns and<br />

rows, and explain their meaning.<br />

20. Have students count each created square by ones to see that<br />

there are 100 squares in the square meter.<br />

Example <strong>of</strong> 22c:<br />

1<br />

2<br />

3<br />

4<br />

First count down<br />

by 10‟s (10, 20,<br />

30, 40, 50). Each<br />

row across is 10.<br />

1 2 3 4 5 6 7 8 9 10<br />

Second, count<br />

across by ones (1,<br />

2, 3, 4, 5, 6, 7)<br />

21. Ask the students if there is a quicker way to determine how<br />

many squares there are in the square meter. Guide the students<br />

to see that counting by tens is quicker.<br />

22. Pass out the First Square-Meter Habitat Observation Record<br />

sheet and the pencils.<br />

a. Relate the squares in the grids on the First Square-Meter<br />

Habitat Observation Record sheet to the squares on the<br />

square meter grid you just made.<br />

5<br />

6<br />

7<br />

8<br />

9<br />

10<br />

57 th square<br />

b. Students may want to number each column from one to ten<br />

and each row from one to ten.<br />

c. Practice with the class on how to locate specific squares in<br />

the grid. Talk with the students about counting down by<br />

tens and then across by ones. (e.g., To find the 57 th square<br />

in the square meter (5 tens and 7 ones), count down the grid<br />

95<br />

<strong>Virginia</strong> Animals and their Habitats<br />

Topic 3

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