What Makes Something Alive - Virginia Department of Education

Session 3.5 – Measurement Preparation
Teacher Questions & Notes
Procedures
c. Have each group choose a tool. (Each student group will use
their selected tool to measure the items listed.)
d. Before the groups begin their measurements, as a class, create a
chart on the board that has each item to be measured and the
tools that each group has chosen.
Sample Chart
Team Tools
Paper clips
Popsicle
sticks
Pennies
Unifix cubes
Pencils
Three-inch
yarn pieces
Chalkboard
Eraser
Items to Measure
Length of
Stapler Teacher’s
Desk
Width of
Classroom
Door
e. Have student groups measure each of the items listed on the
board. As they complete each measurement, have them record
it in the chart on the board.
-Why are there so many different
numbers for the same item?
-Why do you think they are so
different even though the same item is
being measured?
In appropriate places in the book, ask:
-What is an apprentice?
-What is the apprentice‟s task?
-Why is the bed too short?
4. Once all data have been recorded, have a discussion about the
numbers and what the students notice about them.
5. Read the book titled How Big is a Foot? by Myller & McCrath or a
teacher-selected book about measuring.
6. If you are using the book How Big is a Foot?, read the book to the
part where the apprentice is thrown in jail. At this point, have the
students write a letter to the apprentice telling him why the bed is
too small and how to fix the problem.
7. Ask the students what they think the apprentice should do? Finish
reading the book. At the end, discuss what happened.
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Virginia Animals and their Habitats
Topic 3