Please put this page first before any unit as the cover page
Project GLAD
Measurement
(Level 3)
By Carol Foote & Renee Rose
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I. UNIT THEME
• People use appropriate measurements to quantify the properties of objects.
• The language of measurement helps us communicate effectively.
• Cross-cultural - Diversity exists around the world regarding systems of measurement.
II. FOCUS/MOTIVATION
• Cognitive Content Dictionary
• Observation Charts
• Inquiry Chart
• Teacher-made Big Book
• Mathematician/Scientist Awards
• Realia
• Read alouds
• Science experiments
III. CLOSURE/ASSESSMENT
• Process Charts
• Add to living wall
• Teacher and student made quizzes: measurement
• Chapter tests
• Expository, narrative, and poetry writing
• Assessment of learning logs
• Letter home to parents
IV. CALIFORNIA STATE STANDARDS
Measurement and Geometry
1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects:
1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
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1.2 Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.
1.3 Find the perimeter of a polygon with integer sides.
1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).
Algebra and Functions
1.0 Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships:
1.4 Express simple unit conversions in symbolic form (e.g. __inches = ___feet x 12).
Earth Sciences
4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept:
a. Students know the way in which the Moon's appearance changes during the four-week lunar cycle.
b. Students know the position of the Sun in the sky changes during the course of the day and from season to season.
Investigation and Experimentation
5. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Use numerical data in describing and comparing objects, events, and measurements.
b. Collect data in an investigation and analyze those data to develop a logical conclusion.
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History / Social Science
3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).
V. ELA and ELD
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Decoding and Word Recognition
1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.
1.2 Decode regular multisyllabic words.
1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.
1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/ mammal/ animal/ living things).
1.6 Use sentence and word context to find the meaning of unknown words.
1.7 Use a dictionary to learn the meaning and other features of unknown words.
1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal.
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Structural Features of Informational Materials
2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in the text.
2.4 Recall major points in the text and make and modify predictions about forthcoming information.
2.5 Distinguish the main idea and supporting details in expository text.
2.6 Extract appropriate and significant information from the text, including problems and solutions.
2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature.
They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature
3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
3.4 Determine the underlying theme or author's message in fiction and nonfiction text.
3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
3.6 Identify the speaker or narrator in a selection.
Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.
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Research
1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
Evaluation and Revision
1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade three outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
Grammar
1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Punctuation
1.5 Punctuate dates, city and state, and titles of books correctly.
1.6 Use commas in dates, locations, and addresses and for items in a series.
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Capitalization
1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.
Spelling
1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare). 1.9 Arrange words in alphabetic order.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1 Retell, paraphrase, and explain what has been said by a speaker.
1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.
1.3 Respond to questions with appropriate elaboration.
1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).
Organization and Delivery of Oral Communication
1.5 Organize ideas chronologically or around major points of information.
1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.
1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.
1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).
1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.
Analysis and Evaluation of Oral and Media Communications
1.10 Compare ideas and points of view expressed in broadcast and print media.
1.11 Distinguish between the speaker's opinions and verifiable facts.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students:
2.1 Make brief narrative presentations:
a. Provide a context for an incident that is the subject of the presentation.
b. Provide insight into why the selected incident is memorable.
c. Include well-chosen details to develop character, setting, and plot.
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2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.
2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.
ELD Standards- Grades 3 – 5
Listening and Speaking
Beginning Level
Comprehension
• Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).
• Answer simple questions with one- to two-word responses.
• Respond to simple directions and questions by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).
• Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.
Comprehension and Organization and Delivery of Oral Communication
• Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”).
Early Intermediate Level
Comprehension
• Begin to be under-stood when speaking but may have some inconsistent use of Standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).
• Ask and answer questions by using phrases or simple sentences.
• Restate and execute multiple-step oral directions.
Comprehension and Organization and Delivery of Oral Communication
• Orally identify the main points of simple conversations and stories that are read aloud by using phrases or simple sentences.
• Restate in simple sentences the main idea of oral presentations in subject matter content.
• Orally communicate basic needs (e.g., “May I get a drink of water?”).
• Recite familiar rhymes, songs, and simple stories.
Intermediate Level
Comprehension
• Ask and answer instructional questions with some supporting elements (e.g., “Is it your turn to go to the computer lab?”).
• Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.
Comprehension and Organization and Delivery of Oral Communication
• Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
• Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing.
• Make oneself under-stood when speaking by using consistent Standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).
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Early Advanced Level
Comprehension
• Listen attentively to more complex stories and information on new topics across content areas and identify the main points and supporting details.
Comprehension and Organization and Delivery of Oral Communication
• Summarize major ideas and retell stories in greater detail by including the characters, setting, and plot.
• Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.
• Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter.
• Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.
• Make oneself under-stood when speaking by using consistent Standard English grammatical forms, sounds, intonation, pitch, and modulation but may make random errors.
• Respond to messages by asking questions, challenging statements, or offering examples that affirm the message.
• Use simple figurative language and idiomatic expressions (e.g., “sunshine girl,” “heavy as a ton of bricks”) to communicate ideas to a variety of audiences.
Advanced Level
Comprehension
• Listen attentively to stories and information on topics; identify the main points and supporting details.
• Demonstrate an understanding of figurative language and idiomatic expressions by responding to such expressions and using them appropriately.
Comprehension and Organization and Delivery of Oral Communication
• Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.
• Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.
• Narrate and paraphrase events in greater detail by using more extended vocabulary.
• Speak clearly and comprehensibly by using Standard English grammatical forms, sounds, intonation, pitch, and modulation.
READING – Word Analysis (ELD Standards)
Beginning Level
Concepts About Print, Phonemic Awareness, and Vocabulary and Concept Development
• Recognize the most common English morphemes in phrases and simple sentences (e.g., basic syllabication rules, phonics, regular and irregular plurals).
• Recognize English phonemes that correspond to phonemes students already hear and produce while reading aloud.
Early Intermediate Level
Concepts About Print, Phonemic Awareness, and Vocabulary and Concept Development
• While reading aloud recognize and pronounce English phonemes that do not correspond to phonemes students already hear and produce
Decoding and Word Recognition and Vocabulary and Concept Development
• Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics).
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Intermediate Level
Phonemic Awareness
• Pronounce most English phonemes correctly while reading aloud.
Decoding and Word Recognition
• Use common English morphemes in oral and silent reading.
Early Advanced Level
Phonemic Awareness and Decoding and Word Recognition
• Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.
Advanced Level
Decoding and Word Recognition ELD level
• Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.
READING - Fluency and Systematic Vocabulary Development
Beginning Level
Vocabulary and Concept Development
• Read aloud-simple words (e.g., nouns and adjectives) in stories or games.
• Respond appropriately to some social and academic interactions (e.g., simple question/ answer, negotiate play).
• Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects).
Vocabulary and Concept Development
• Demonstrate comprehension of simple vocabulary with an appropriate action.
Early intermediate level
Vocabulary and Concept Development
• Apply knowledge of content-related vocabulary to discussions and reading.
• Read simple vocabulary, phrases, and sentences independently.
• Recognize that some words have multiple meanings and apply this knowledge to texts.
• Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading.
• Read aloud with some pacing, intonation, and expression one’s own writing of narrative and expository texts.
• Use appropriate connectors (e.g., first, then, after that, finally) to sequence written text.
Intermediate level
Vocabulary and Concept Development
• Create a simple dictionary of frequently used words.
• Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in text.
• Demonstrate sufficient knowledge of English syntax to interpret the meaning of idioms, analogies, and metaphors.
• Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.
• Read grade-appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.
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Early Advanced level
Vocabulary and Concept Development
• Use content-related vocabulary in discussions and reading
Vocabulary and Concept Development and Decoding and Word Recognition
• Recognize some common root words and affixes when they are attached to known vocabulary (e.g., speak, speaker).
• Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words.
• Recognize that some words have multiple meanings (e.g., present/ gift, present/ time) in literature and texts in content areas.
• Use some common root words and affixes when they are attached to known vocabulary (e.g., educate, education).
• Use a standard dictionary to deter-mine the meaning of unknown words (e.g., idioms and words with multiple meanings).
• Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.
• Recognize some common idioms (e.g., “scared silly”) in discussions and reading.
• Read aloud with appropriate pacing, intonation, and expression increasingly complex narrative and expository texts.
Advanced level
Vocabulary and Concept Development
• Apply knowledge of common root words and affixes when they are attached to known vocabulary.
• Recognize words that have multiple meanings in texts and apply this knowledge consistently.
• Apply knowledge of academic and social vocabulary to achieve independent reading.
• Use common idioms and some analogies (e.g., “shine like a star,” “let the cat out of the bag”) and metaphors.
• Use a standard dictionary to determine the meaning of unknown words.
• Read aloud with appropriate pacing, intonation, and expression narrative and expository texts.
READING – Reading Comprehension – (ELD)
Beginning level
Comprehension
• Respond orally to stories read aloud, giving one- or two-word responses
(e.g., “brown bear”) to factual comprehension questions.
• Orally identify the relationship between simple text read aloud and one’s own experience by using key words and/or phrases.
• Understand and follow simple multiple-step oral directions for classroom or work-related activities.
Comprehension and Analysis of Grade-Level- Appropriate Text
• Identify, using key words or pictures, the basic sequence of events in stories read aloud.
• Orally identify examples of fact and opinion and cause and effect in simple texts.
• Orally identify the main ideas and some details of familiar literature and informational materials/public documents (e.g., newspaper, brochure) by using key words or phrases.
• Point out text features, such as the title, table of contents, and chapter headings.
Early intermediate level
Comprehension
• Read and listen to simple stories and demonstrate under-standing by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown”).
• Read and orally identify relationships between written text and one’s own experience by using simple sentences.
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Comprehension and Analysis of Grade-Level- Appropriate Text
• Orally identify, using simple sentences, the basic sequence of events in text that one reads.
• Read text and orally identify the main ideas by using simple sentences and drawing inferences about the text.
• Read and identify basic text features such as the title, table of contents, and chapter headings.
• Orally identify examples of fact and opinion in familiar texts read aloud.
Intermediate level
Comprehension and Analysis of Grade-Level- Appropriate Text
• Use detailed sentences to respond orally to comprehension questions about text (e.g., “The brown bear lives with his family in the forest”).
• Read text and identify features, such as the title, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.
• Read text and use detailed sentences to explain orally the main ideas and details of informational text, literary text, and text in content areas.
Comprehension
• Read and use more detailed sentences to describe orally the relationships between text and one’s own experiences.
• Understand and follow some multiple-step directions for classroom-related activities.
Comprehension and Analysis of Grade-Level- Appropriate Text and Expository Critique
• Read literature and content area texts and orally identify examples of fact and opinion and cause and effect.
Early Advanced level
Comprehension and Analysis of Grade-Level- Appropriate Text
• Describe the main ideas and supporting details of a text.
• Generate and respond to comprehension questions related to the text.
Comprehension
• Locate text features, such as format, diagrams, charts, glossaries, and
indexes, and identify the functions.
Comprehension and Analysis of Grade-Level- Appropriate Text and Expository Critique
• Use the text (such as the ideas presented, illustrations, titles) to draw conclusions and make inferences.
• Distinguish explicit examples of facts, opinions, inference, and cause and effect in texts. LD level Continued)
Structural Features of Informational Materials
• Identify some significant structural (organizational) patterns in text, such as sequential or chronological order and cause and effect.
Advanced level
Comprehension and Analysis of Grade-Level- Appropriate Text
• Use the text (such as the ideas, illustrations, titles) to draw inferences and conclusions and make generalizations.
Comprehension and Analysis of Grade-Level- Appropriate Text and Expository Critique
• Describe main ideas and supporting details, including supporting evidence.
• Use text features, such as format, diagrams, charts, glossaries, indexes, and the like, to locate and draw information from text.
Structural Features of Informational Materials
• Identify and analyze the differences between various categories of informational materials (textbooks, newspapers, instructional manuals, signs).
Comprehension and Analysis of Grade-Level- Appropriate Text, Expository Critique, and Structural Features of Informational Materials)
• Distinguish fact from opinion and inference and cause from effect in text.
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READING – Literary Response and Analysis – (ELD)
Beginning level
• Listen to a story and respond orally in one or two words to factual comprehension questions.
• Identify orally different characters and settings in simple literary texts by using words or phrases.
• Distinguish between fiction and nonfiction by giving one- or two-word oral responses.
Structural Features of Literature
• Create pictures, lists, charts, and tables to identify the sequence of events in simple literary texts.
Early Intermediate level
Narrative analysis of grade – level appropriate text
• Respond orally to factual comprehension questions about brief literary texts by answering in simple sentences.
• Read literary texts and orally identify the main events of the plot by using simple sentences.
• Recite simple poems.
• Describe orally in simple sentences the setting of a literary work.
Structural Features of Literature
• Distinguish orally between poetry, drama, and short stories by using simple sentences.
Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism
• Describe orally in simple sentences a character in a literary selection according to his or her actions.
Intermediate level
Narrative Analysis of Grade-Level-Appropriate Text
• Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.
• Read text and use detailed sentences to respond orally to factual comprehension questions about three forms of brief prose (e.g., short story, novel, essay).
• Apply knowledge of language to analyze and derive meaning from literary texts and comprehend them.
Early Advanced level
Structural Features of Literature
• Identify and describe figurative language (e.g., similes, metaphors, and personification).
• Distinguish between literary connotations and symbols from culture to culture.
• Read a literary selection and orally identify metaphors and similes.
Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism
• Identify the motives of characters in a work of fiction.
• Recognize and describe themes stated directly in a text.
• Read a literary selection and orally identify the speaker or narrator by using simple sentences.
• Read a literary selection and orally identify the main conflict in the plot and its resolution.
Narrative Analysis of Grade-Level-Appropriate Text
• Recognize the difference between the first-person and third-person points of view in a literary text.
Advanced level
Structural Features of Literature
• Describe the major characteristics of poetry, drama, fiction, and nonfiction.
Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism
• Identify various techniques to influence readers’ perspectives and evaluate the author’s use of the techniques.
• Recognize and describe themes stated directly or implied in literary texts.
• Compare and contrast the motives of characters in a work of fiction.
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WRITING - Strategies and Applications
Beginning level
Penmanship
• Write the English alphabet legibly.
Penmanship and Organization and Focus
• Label key parts of common objects
Organization and Focus
• Create simple sentences or phrases with some assistance.
Use models to write short narratives
During group writing activities, write brief narratives and stories by using a few standard grammatical forms
Early Intermediate level
Organization and Focus
• Write short narrative stories that include elements of setting and characters.
• Write simple sentences and use drawings, pictures, lists, charts, and tables to respond to familiar literature
• Follow a model given by the teacher to independently write a short paragraph of at least four sentences.
• Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history–social science.
• Follow a model to write a friendly letter.
Organization and Focus, Evaluation and Revision
• Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.
Intermediate level
Organization and Focus
• Narrate with some detail a sequence of events
• Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms
• Begin to use a variety of genres in writing (e.g., expository, narrative, poetry.
• Independently create cohesive paragraphs that develop a central idea with consistent use of Standard English grammatical forms. (Some rules may not be followed.)
• Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history–social science).
Organization and Focus
• Write a letter independently by using detailed sentences.
• Write a detailed summary of a story
• Arrange compositions according to simple organizational patterns.
• Independently write simple responses to literature.
• Use complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, social studies).
• Independently write a persuasive letter with relevant evidence.
Early Advanced level
Organization and Focus, Research and Technology, Evaluation and Revision
• Write multiple-paragraph narrative and expository compositions appropriate for content areas, with consistent use of standard grammatical forms.
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Advanced levelEL level
Organization and Focus
• Write short narratives that include examples of writing appropriate for language arts and other content areas (e.g., math, science, social studies).
• Write a persuasive composition by using standard grammatical forms.
• Write narratives that describe the setting, characters, objects, and events.
Organization and Focus, Evaluation and Revision
• Write multiple-paragraph narrative and expository compositions by using standard grammatical forms.
• Independently use all the steps of the writing process.
WRITING – Conventions (ELD Standards)
Beginning level
Capitalization
• Use capitalization when writing one’s own name and at the beginning of sentences.
Punctuation
• Use a period at the end of a sentence and a question mark at the end of a question.
Early intermediate level
Capitalization
• Use capitalization to begin sentences and for proper nouns.
Punctuation
• Use a period at the end of a sentence and use some commas appropriately.
Punctuation, Capitalization, and Spelling
• Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling) and make some corrections.
Intermediate level
Capitalization, Punctuation, and Spelling
• Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.
Sentence Structure, Grammar, and Spelling
• Use standard word order but may have inconsistent grammatical forms
(e.g., subject/verb agreement)
Early Advanced level
English-Language Conventions
English–Language Arts
Content Standards
Grade Three: Spelling
1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural), and common homophones (e.g., hair-hare).
1.9 Arrange words in alphabetic order.
Advanced level
Sentence Structure and Grammar
• Use complete sentences and correct word order.
Grammar
• Use correct parts of speech, including correct subject/verb agreement.
Capitalization, Punctuation, and Spelling
• Edit writing for punctuation, capitalization, and spelling.
Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling
Produce writing that demonstrates a command of the conventions of Standard English.
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VI. VOCABULARY
measurement unit quantify metric estimate
properties tools measure length volume
weight mass time temperature area
perimeter conversion centimeters meters hours
minutes season day lunar cycle year
compare data capacity century cup
decade decimeter degree Celsius Fahrenheit
foot gallon gram hour inch
kilogram kilometer liter mass meter
mile milliliter minute ounce perimeter
pint pound quart yard seconds
month millennium feet ruler calendar
measuring tape clock thermometer weigh customary
cubic mathematicians instrument time zone
hourglass sun dial atomic clock kelvin (k) digital
meter stick yardstick tablespoon teaspoon integer
balance scale graduated cylinder equilibrium statue
symbol Statue of Liberty torch France
America immigrants welcome freedom
height span tablet square yards crown
copper steel gravity matter “time flies”
wormholes alarm friendship liquid meniscus
width New York City ferry Earth
axis tilt lunar phases orbit watch
calendar cubic chronological time line orbit
V. HISTORY /SOCIAL SCIENCE SKILLS
Math Skills:
• Identify appropriate tools and units for measurement
• Estimate and measure length, liquid volume, weight/mass, time, and temperature of objects
• Convert measurements within an identified system
IDEA PAGES 16
Science Skills:
• Describe and compare objects, events, and measurements using numerical data
• Predict and compare the outcomes of a simple investigations
• Observe, collect and analyze data
• Compare and contrast based on observable characteristics
VII. RESOURCES AND MATERIALS – Teacher
• Discovery Works Science (Grade 3, CA edition) – Houghton Mifflin 2000
• Mathematics Unlimited (Grade 3)Houghton Mifflin 2002
•
RESOURCES AND MATERIALS – fiction
• Measuring Penny – Loreen Leedy
• The Old Man and His Birds- Mirra Ginsburg
• The Boy Who Didn’t Believe in Spring- (Open Court Reading Series Grade 3, )
• Lily and Miss Liberty- Carla Stevens (chapter book)
• Egyptian Stories- retold by Robert Hull
• Favorite Greek Myths- retold by Mary Pope Osborne
• The Pomegranate Seeds- Laura Geringer
• The Seasons of Arnold’s Apple Tree- Gail Gibbons
• A Tree for All Seasons- Robin Bernard
RESOURCES AND MATERIALS – Non-fiction
• Calendars- Brian Williams
• Time- John Farndon
• Making Measurements-Neil Ardley
• Making Metric Measurements- Neil Ardley
• Exploring Time- Gillian Chapman & Pam Robson
• Anno’s Sundial- Mitsumasa Anno
• Measuring Weight and Time- Andrew King
• Geometry and Measurement- Carole Greenes
• Measure- Ivan Bulloch
• How Long or How Wide?-Brian Cleary
• Measurement Action-Lindsay Benjamin
• Units and Measurements-John Richards
• About Time: A First Look at Time and Clocks- Bruce Koscielniak
• Science Measurements – Chris Eboch
IDEA PAGES 17
• Clocks: Chronicling Time- A.J. Brackin
• Timekeeping- Rodney Dale
• Time Math- Kieran Walsh
• Clocks!:How Time Flies-Siegfried Aust
• The Metric System- Jennifer Fandel
• Technology- Roger Bridgman
• The Story of the Statue of Liberty – Betsy & Giulio Maestro
• The Statue of Liberty- Tristan Binns
• The Statue of Liberty- Jon Wilson
• The Statue of Liberty- Mary Fox
•
RESOURCES AND MATERIALS – Poetry
• “The New Colossus -” by Emma Lazurus
• The New Kid on the Block – Jack Prelutsky
• Sing a Song of Popcorn – Selected by: de Regniers, Moore, White, Carr
• Poetry Place Anthology-Instructor Books, 1983.
INTERNET RESOURCES
•
• http:
• ipka/A0001658.html
•
• http//teacher.dirt/shadow.html
REALIA
• rulers, yardstick, measuring tape, meter stick, clock, stopwatch, timer, balance, scales, measuring cups, graduated cylinders, thermometers, and other measurement tools
Project GLAD
Measurement
(Level 3)
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
• Cognitive Content Dictionary
• Big Book
• Observation charts
• Inquiry charts
• Realia
• Mathematician Awards
• Read aloud: variety of sources
• Poetry and chanting
II. INPUT
• World Map/Time Line- Graphic Organizer
• Input Chart — Seasons & Months
• Primary language preview/review
• Narrative input
• 10/2 lecture with primary language groups
• Read Aloud
III. GUIDED ORAL PRACTICE
• T-graph for Social Skills/Team points
• Picture files - observe, classify, categorize, label, highlight
• Poetry & Chants
• Exploration Report
• Guess My Category
• Sentence Patterning Chart
• Mind Map
• Process grid
• Personal interaction
• Oral book sharing
• Numbered Heads Together
• Closure
IV. READING/WRITING
A. TOTAL CLASS MODELING:
• Coop strip with responding, revising and editing
• Poetry frames and flip chant
• Narrative - story map
• DRTA
• Found Poetry
PLANNING PAGES 2
B. SMALL GROUP PRACTICE: ANYTHING MODELED WHOLE CLASS
• Flexible group reading: heterogeneous, leveled
• ELD preview/review
• Ear-to-ear reading
• Expert groups
• Team tasks
• At or above- Clunkers and Links with SQ3R
• Group Frame
• Focused Reading
C. INDIVIDUAL USE
• Learning logs
• Journals
• Poetry Booklet
• Focused reading with personal CCD
• Reading/writing choice
• Personal response
• All team tasks taken to individual tasks
D. WRITER'S WORKSHOP
• Mini lesson
• Write
• Author's chair
• Conference
• Publish
V. EXTENDED ACTIVITIES FOR INTEGRATION
• Science experiments
• Guided art lesson
• Guest Speaker
VI. CLOSURE/EVALUATION/ASSESSMENT
• Process all charts
• Portfolio assessment: Teacher and self-assessment
• Assessment of skills in group frames and learning logs
• Team exploration
- Teacher/student rubric
• Personal exploration
- Teacher/student rubric
• Teacher and student made quizzes
• Letter to parents
PROJECT GLAD
Measurement: Level 3
Sample Daily Lesson Plan
DAY 1:
FOCUS/MOTIVATION
• Mathematician awards – 3 Standards
• Cognitive Content Dictionary – Signal Word
• Observation charts: with realia
• Inquiry Chart: Measurement
• Big Book
o Just Thought You Might Like to Know About Measurement
INPUT
• Chant
• World Map
o 10/2 (primary language)
o Learning log
o ELD Review
• Chant
• Time Line
o 10/2 (primary language)
o Learning log
o ELD Review
• Read Aloud
GUIDED ORAL PRACTICE
• Chant
• T graph for Social Skills – “Cooperation”: Team points
• Picture file cards
o List, group, label with picture file cards
o Exploration Report: Measurement
• Chant
INPUT
• Pictorial Input – Big Ben clock
o 10/2
o Learning Log
o ELD Review
• Science Experiment :Shadows/Sundial
Sample Daily Lesson Plan
PAGE 2
READING/WRITING
• Flexible Groups
• Writer’s Workshop
o Mini lesson- Prewriting sketch (brainstorm)
o Write
o Author’s chair
CLOSURE
• Process charts (revisit)
• Interactive Journals
• Home/School Connection
DAY 2:
FOCUS/MOTIVATION
• 3 Standards / Awards
• Cognitive Content Dictionary with signal word
• Process Home/School Connections
• Review input charts with word cards: World Map/Time Line, Pictorial
• Poetry and Chants: highlight, sketch, picture file cards
INPUT
• Narrative Input Chart
o Learning Log
• Chant
• Graphic Organizer : Seasons/ Earth & Moon
o Learning Log
o ELD Review
• Teacher Demonstration with precise measurement conversion.
o Learning Log
GUIDED ORAL PRACTICE
• Chants and Poetry
• Review T-graph
Sample Daily Lesson Plan
PAGE 3
READING/WRITING
• Expert Groups
10 Team Tasks
READING/WRITING
• Writer’s workshop
CLOSURE
• Process inquiry chart
• Interactive Journals
• Home/School Connection
DAY 3:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with signal word
• Process Home/School Connections
• Review Narrative input with word cards and conversation bubbles
• Chant: highlight, sketch, picture file cards
INPUT
• Read Aloud – Area and Perimeter
o Personal Interaction
• How do you use measurement in your every day life?
GUIDED ORAL PRACTICE
• Sentence Patterning Chart - scientist
o Reading game
o Trading game
o Flip Chant - model
READING/WRITING
• Expert Groups
o Team Tasks
Sample Daily Lesson Plan
PAGE 4
GUIDED ORAL PRACTICE
• Chants and Poetry
o Measurement Bugaloo
• Mind Map
• Process Grid
READING/WRITING
• Coop Strip Paragraph
o Read, respond, revise, edit
• Writer’s Workshop
o Mini Lesson
o Write
o Author’s Chair
CLOSURE
• Read Aloud
• Process Inquiry Chart
• Interactive Journals
• Home School Connection
DAY 4:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with ‘stumper’ word, student selected vocabulary
• Process Home/School Connections
• Read Aloud – United Streaming
• Review Narrative with Story Map
GUIDED ORAL PRACTICE
• Chants and Poetry
o Conversion March
• Guess My Category – Picture file cards
READING/WRITING
• Model strip book
• Flexible reading groups
o ELD Group Frame – narrative retell
o At or Above – Clunkers and Links with SQ3R
Sample Daily Lesson Plan
PAGE 2
• Team Tasks
o Oral evaluation
o Team share
• Team Writing Workshop
o Developing narrative story
CLOSURE
• Process charts
• Journals
• Home/School Connection
DAY 5:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with ‘stumper’ word, student selected vocabulary
• Process Home/School Connection
• Guest Speaker
o Police Officer – Measurement in Law Enforcement
o Learning Log
GUIDED ORAL PRACTICE
• Chants and Poetry
o Perimeter, Area and Volume
READING/WRITING
• Flexible group reading
o Struggling/emergent readers with co-op strip paragraph
• Ear-to-Ear reading with poetry booklet
• Found Poetry
o “The New Colossus,” by Emma Lazarus
• Listen and Sketch – Measuring Penny
• Focused reading with Cognitive Content Dictionary
• Debate metric vs. English systems of measurement
CLOSURE
• Process Inquiry and Observation charts
• Evaluate week
• Team Jeopardy
• Letter Home
JUST ADD PICTURES FOR AWARDS…
VOLUME
1 L of sports drink is a little VOLUME
1 L of sports drink is a little
AREA
A basketball court covers about 4,700 ft2.
It covers about 435 m2.
Length/ Distance
A basketball rim is about 10 ft high, or a little more than 3 m from the floor.
Length - The measured distance
from one end to another of the
longer or longest side of an
object. The mass of an object is the amount of matter that object contains. The more matter that something has, the greater its
mass.
When measuring with a ruler,
be sure that the left end of the ruler
is aligned with the end of the item
you are measuring.
Each year in the Chinese calendar is named after an animal.
Fahrenheit - Refers to a thermome t thermometer scale; degree (air temperature)
thermometer scale; degrees
Measurement rules!
Measurement rules!
Measurement rules!
BOOKMARKS
BUTTONS
I measure
like a scientist!
I measure
like a scientist!
I measure
like a scientist!
A World of Measurement
Big Book by: Renee Rose and Carol Foote 2007
I just thought you might like to know people use measurement systems to communicate and describe the world around them.
For centuries, people all over the world have been asking how far, how heavy, how hot or how long something is. To get an answer they needed to measure and to use units.
These once came from the sizes of familiar things, and measurements were made in units like feet and stones.
Today people use the English system of measurement or the metric system of measurement also called the International System (SI).
To communicate we use the language of measurement throughout the world.
I just thought you might like to know.
I just thought you might like to know people use measurement systems to communicate and describe the world around them.
This is linear measurement in the English system.
One inch (in.) is about the length of a small safety pin.
One foot (ft.) is the length of a ruler.
One yard (yd.) is the length of 3 rulers.
One mile (mi.) is the length of 1,760 yards.
One foot is 12 times longer than one inch.
One yard is 3 times longer than a foot.
I just thought you might like to know.
I just thought you might like to know people use measurement systems to communicate and describe the world around them.
The meter is the base unit for linear measurement in the metric system.
One centimeter (cm) is about the width of an adult finger.
One decimeter (dm) is about the length of watercolor paintbrush.
One meter (m) is about the length of a baseball bat.
One kilometer (km) is about the distance of The George Washington Bridge.
One decimeter is 10 times longer than a centimeter.
One meter is 10 times longer than a decimeter.
One kilometer is 1,000 times longer than a meter.
I just thought you might like to know.
I just thought you might like to know people use measurement systems to communicate and describe the world around them.
We use ounces and pounds to measure weight in the English system.
A slice of bread weighs about one ounce (oz.).
A loaf of bread weighs about one pound (lb.).
1 pound is 16 times heavier than 1 ounce.
Grams are the base unit used to measure mass in the metric system.
One shoelace is about one gram (g).
One pair of tennis shoes is about one kilogram (kg).
1 kilogram is 1,000 times heavier than 1 gram.
I just thought you might like to know.
I just thought you might like to know people use measurement systems to communicate and describe the world around them.
Capacity is the amount a container can hold.
In the English system…
A large milk container is about one gallon (gal).
A large water bottle is about one quart (qt).
A puppy’s water bowl is about one pint (pt).
A coffee mug is about one cup (c).
Liter (L) is the metric base unit used to measure capacity.
A small medicine dropper holds about one milliliter (mL) of liquid.
A large sports bottle holds about one liter (L) of liquid.
1 liter is 1,000 times bigger than 1 milliliter.
I just thought you might like to know.
I just thought you might like to know people use measurement systems to communicate and describe the world around them.
People use thermometers to measure the temperature of a substance. In the United States, people use the degrees on the Fahrenheit ((F) scale to measure and describe temperature.
For example:
212( F is the temperature that water boils.
101( F is a hot day.
98.6( F is normal body temperature.
32( F is the temperature that water freezes.
10( F is a cold day.
Scientists and people in many countries use degrees on the Celsius ((C) scale to measure and describe temperature.
For example:
100( C is the temperature that water boils.
30( C is a hot day.
37( C is normal body temperature.
0( C is the temperature that water freezes.
(10( C is a cold day.
I just thought you might like to know.
I just thought you might like to know people use measurement systems to communicate and describe the world around them.
Time is something we measure every day, yet it has no physical properties. We cannot touch time, or even see it.
Long ago, people marked time passing in the way natural things change: how day turns to night, how seasons turn, how stars appear to move across the sky, the lunar phases.
They measured daily time using sundials, water clocks and hour glasses, until mechanical clocks were invented.
Today all countries measure time using the same standard units of seconds, hours, days, months and years. We use the Gregorian calendar, first introduced about 500 years ago.
Will we adopt a new calendar in the future? A Universal or World calendar has been suggested, but no changes have yet been made.
I just thought you might like to know.
I just thought you might like to know people use measurement systems to communicate and describe the world around them.
Measurement is essential to our lives.
To build things we need to measure lengths. To cook, we need to weigh ingredients and measure both temperature and time. All forms of science depend on measurement.
A day probably never passes without you asking how big, how far, how heavy, how hot or how long something is.
I just thought you might like to know.
TIMELINE OF TIME MEASUREMENT
PAST
Early people measured time by movements of objects in the sky.
(Farmers marked seasons.)
3500 ---------- Mesopotamians: lunar phase calendar, sundial: used base 60
60 seconds=1minute 60 minutes=1hour
2637 ---------- Chinese: calendar of 60 year cycles
2600 ---------- Egyptians: solar calendar, obelisks
1800 ---------- Greeks & Romans: water clocks, hours, weeks
600 ---------- Mayans: Sacred Round calendar: shaman= “Day keepers”
46 ---------- Romans: Julius Caesar creates Julian calendar, months
0 ---------- Common Era begins or A. D. “Anno domini” year of our Lord
1200 ---------- Europeans: oil lamp clocks, candle clocks, hourglass, water wheel clocks
(Note: a century has passed)
1300 ---------- Europeans: all-mechanical clocks (gears), large bell clocks
1440 --------- Europeans: spring-powered clocks and watches
1582 ---------- Roman Catholic countries: Pope Gregory XII establishes Gregorian
Calendar
1752 ---------- Britain & America colonies adopt Gregorian calendar
1840 ---------- England: electric clock invented, clock face or digital display
1929 ---------- Quartz clocks and watches: accurate to fractions of seconds
1952 ---------- Atomic clocks: microseconds, nanoseconds, picoseconds
2008 ---------- PRESENT YEAR: most world uses Gregorian calendar: transportation, communication, computers, scientific research depend on accurate and
common standards of time measurement
(add current dates daily during unit, label with TODAY, YESTERDAY, TOMORROW)
FUTURE
World Map / Time Line Input Chart
Teaching Notes
❑ World Map
o “People all over the world use measurement to communicate.”
o 7 Continents (black)
o 4 Oceans (blue)
o Equator (red) N/S hemisphere (green)
o Compass Rose –(brown)
o “In our world today we use two standard systems of measurement; the English system (customary), and the Metric System.”
• English system (orange, key on side)
▪ Originated in England: (orange) (graphic)
▪ Myanmar (orange)
▪ Liberia (orange)
▪ USA (orange)
• Metric System (purple, key on side)
▪ Originated in France (purple) (graphic)
▪ England now used the Metric system (trace over in purple)
▪ Whole world uses the Metric System (purple dot world).
“People all over the world use the language of measurement.”
❑ Timeline (black)
o “A time line is used to plot events in chronological order, in the order that they happened.” “A graphic representation of the passage of time.”
▪ Label and talk about past, present, future (brown)
▪ Mark 0 on timeline
• Long ago before the birth of Christ, scientists and people call this time period, BC “before Christ” or people call it today BCE “before common era” (green)
• This time period after the 0 is called AD for Anno Domini meaning “year of our Lord”. It is also known as CE meaning “common era” (blue)
❑ While presenting timeline refer to places on the world map (greens BC events)
o Mesopotamia- 3500 BC ( measured time by movements of sun, moon)
▪ Lunar phase calendar
▪ Sundial: based on 60
o Chinese – 2637 BC
▪ Calendar of 60 year cycles
o Egyptians – 2600 BC
▪ Solar Calendar
▪ Obelisks
o Greeks and Romans – 1800 BC
▪ Water clocks
▪ Hours and weeks
o Mayans – 600 BC
▪ Sacred Round Calendar – Shaman= “Day Keepers”
o Romans – 46 BC
▪ Julius Caesar creates Julian Calendar, months
*SWITCH TO BLUES on timeline to show AD
o Europeans – 1200 “One century later after Julius Cesar”
▪ Oil lamp clocks, candle clocks, hourglass, water wheel clocks
o Europeans – 1300
▪ All mechanical clocks (gears), large bell clocks
o Europeans – 1440
▪ Spring powered clocks and watches
o Roman Catholic Countries – 1582
▪ Pope Gregory XII was the leader of the catholic church and had great influence all around the world. He established the Gregorian Calendars
o Britain and American colonies – 1752
▪ adopt Gregorian Calendar
o England – 1840
▪ Electric clock invented, clock face or digital display
❑ SUMMARIZE: For many years (point to timeline) people all around the world (point to map) used various methods to measure time.
o In Mesopotamia they used sundials and the lunar calendar
o In Egypt they used the solar calendar.
o As time went on people began to use mechanical clocks
❑ In the 1900s countries became more interdependent and needed to communicate with one another for information and trading. Since everyone needed to communicate, they started using the same tools to measure time.
o United States of America – 1920s (blues)
▪ Warren Marrison invented quartz clocks and watches – these tools were accurate to fractions of a second
o United States of America – 1952
▪ According to Encarta Encyclopedia
• American Physicist Charles Townes invented Atomic clock
• Microseconds, nanoseconds, picoseconds
❑ 2008 – Present Year (brown)
o Most of the world uses Gregorian Calendar: transportation, communication, computers, scientific research depend on accurate and common standards of time measurement
❑ What will be used in the future?
There is a group of people who belong to the “World Calendar Association” that would like to make a new world calendar. They want a calendar that’s easy to understand and use.
[pic]
[pic]
[pic]
Measuring Lady Liberty
Narrative Input Story for Measurement
By: C. Foote 2007
On a warm autumn day in October, October 28, 2007 CE to be exact, Kelvin and his sister Junie relaxed on a waterside bench in Battery Park of New York City. They watched visitors from all over the world line up for the ferry boat ride to see the Statue of Liberty, the famous United States’ landmark. Kelvin wondered what he would wear to the costume party they were having in a few days.
“There’s a great idea for a costume,” said Junie pointing to someone dressed as a space visitor walking towards them. “Hi,” said Junie. “Where did you buy your costume? It’s so realistic!”
“Costume?” questioned the stranger. “Why this is the suit I needed for travel to your planet. My name is Toof and I am from the planet Cirtem outside of your galaxy. My mission is to gather information about a famous lady who lives in New York City and is also a great American symbol. I can’t seem to find her. Could you be this lady?”
“No!” laughed Junie. “But we know who you’re looking for….Lady Liberty! The Statue of Liberty in New York Harbor. If you’d like we’ll take you to see her.”
Kelvin bought tickets and they lined up for the ferry to Liberty Island.
“We leave at two o’clock. We’ll have to wait 20 minutes,” said Kelvin.
“What is “two o’clock, and this thing you call minutes?” questioned Toof.
Kelvin realized Toof did not measure time with the same units we do on earth. He explained that clocks and watches are tools we use to measure time passing. A second is a very small unit, a minute 60 times longer, and an hour is 60 minutes. The sun rises every 24 hours marking each new day.
“I think I’m melting!” said Junie pointing to a thermometer on a nearby wall. “It must be at least 87 degrees Fahrenheit today!”
“Degrees? Fahrenheit?...Are these also ways to measure?” asked Toof.
Kelvin explained that degrees Fahrenheit or Celsius are units we use to measure heat. The tool we use is a thermometer. The red liquid inside the tube had expanded to reach the 80 degree line.
The ferry whistle blew and the children led Toof aboard.
“So, where does this famous lady live? Will I meet her soon?” Toof asked.
“There she is…Lady Liberty!” Junie pointed toward Liberty Island. “She is a not a living lady. She is a statue made of copper and steel.”
Junie explained that the statue was a gift of friendship from France to the United States of America. The sculptor, Fredieric-Auguste Bartholdi, designed it, placed its 350 pieces of copper in crates, and sent them on a boat to America, a trip of almost 4,000 miles! It was rebuilt on Liberty Island in this safe harbor because that was where many immigrants from other countries first arrived in America by boat. It was a symbol of welcome and freedom for them. The statue was dedicated on October 28, 1886, over a century ago.
“Miles…century??? Are these more units of measurement?” asked Toof.
“Miles are units which measure long distances and a century marks 100 years of time.” added Kelvin. “I guess we do use a language of measurement to describe our world!”
The boat docked and the group walked to the pedestal of the statue and gazed up.
“How will I ever describe this majestic lady to my friends at home?” wondered Toof. “Kelvin, can you describe her using more of your language of measurement?”
Kelvin began with her height: 151 feet and 1 inch to be exact. Junie used a ruler from her backpack to show Toof that one foot is separated into 12 inches by unit lines. She also explained that 3 feet make one yard….so the statue is also about 50 yards tall, about half the length of a soccer field!
Her tablet, on which is written July 4, 1776, the date of American independence, covers more area than the floor of a large living room, 303 square feet.
Her eyes are each 2 feet 6 inches wide. Her mouth is one yard wide. Her nose is 4 feet 6 inches long….as tall as Kelvin!
When it is windy the golden torch she is holding sways up to 6 inches back and forth. You can’t visit the torch , but you can climb the stairs to go inside her crown. The rays on the crown stand for the seven seas and seven continents on earth.
She is a very heavy statue supported inside by 250,000 pounds of steel. Pounds are measurement units to measure weight or the pull of gravity on an object. The copper on her outside weighs 62,000 pounds. Junie weighs about 62 pounds, so the statue’s copper weighs 1,000 times more than Junie!
Toof picked Junie up to see how heavy she was.
“Hey. Put me down,” giggled Junie.
BEEP. BEEP! “Oh my watch’s alarm is going off. It’s already 4:00 pm. I can’t believe how quickly time flies when you’re having fun,” said Kelvin .
“I thought time passes on a clock. Does it fly too?” wondered Toof. “Do all the people of the Earth use the same language of measurement?”
“Actually, another system of measurement is used in the world today. It is called the metric system. We could describe everything today using the metric units of meter, gram and Celsius. And look at this water bottle,” said Kelvin pulling it out of his backpack. “The label shows two different units of volume, describing how much water it holds, both pints and milliliters. Learning the vocabulary for measurement helps us communicate around the world.”
“Right. And now I’m taking this measurement language out of your world and back to mine!” said Toof enthusiastically. “Thank you for introducing me to Lady Liberty, the Statue of Liberty, who symbolizes freedom and friendship to the world. You both have been examples of friendship to me and I could not have completed my mission without you. I’ll leave you now to return home.”
“Aren’t you taking the ferry back with us?” asked Junie.
“I have my own way of travel,” smiled Toof. “Ever heard of wormholes?” He waved goodbye.
“BEEP BEEP!” buzzed Kelvin’s watch alarm.
“Let’s get on the ferry,” shouted Kelvin. “I’ve got an idea for my costume that will be out of this world!”
******************************************************************
(Teacher note on wormholes: Einstein showed that time is just another dimension and runs at different speeds in different places. Ever since, scientists have wondered whether we could travel through time to the past or future. In the 1930’s, the American mathematician Kurt Godel showed it might be done by bending spacetime. Spacetime is bent very powerfully by regions in space called black holes. Black holes have such strong gravity they suck everything in, including light. Some scientists think tiny black holes may be linked to reverse black holes called white holes by a tunnel through spacetime called a wormhole. It might be possible to time-travel by opening up a wormhole and slipping through it!)
Measurement Poetry
Name ______________________________________________________
Clocks Here, Clocks There
Clocks here, clocks there,
Clocks, clocks everywhere!
Sun clocks casting shadows regularly,
Water clocks dripping steadily,
Mechanical clocks ticking loudly,
And atomic clocks vibrating atomically.
Clocks in public places,
Clocks on our wrists,
Clocks at the finish line,
And clocks around the world.
Clocks here, clocks there.
Clocks, clocks everywhere!
CLOCKS! CLOCKS! CLOCKS!
By: C. Foote 2007
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Measurement March Sound Off
We just know what we’ve been told,
Measurement’s worth its weight in gold.
How long, how far, how much, how tall?
Measurement will describe it all.
Sound off – Metric
Sound off – Customary
Sound off – Around the world…MEASURE!
Liters for liquids, grams for weight,
Metric units are really great!
Centimeters measure your height.
Choose the unit that fits just right!
Sound off – Metric
Sound off – Customary
Sound off – Around the world…MEASURE!
Inches, feet, yards, and miles,
Customary units have been here awhile.
Pounds to weigh you, quarts to pour,
You must know what each unit’s for!
Sound off – Metric
Sound off – Customary
Sound off – Around the world…MEASURE!
C. Foote 2007
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Measurement Bugaloo
I’m a meteorologist and I’m here to say,
I use measurement in many ways.
Reading a thermometer, Celsius or Fahrenheit,
I’ll forecast the weather and you’ll see if I’m right!
Time, length, temperature, and volume too.
Doing the measurement Bugaloo!
I’m a pilot and I’m here to say,
I use measurement in many ways,
Staying on schedule, knowing time zones,
Calculating the distance to fly you home.
Time, length, temperature, and volume too.
Doing the measurement Bugaloo!
I’m a pharmacist and I’m here to say,
I use measurement in many ways,
Weighing out powders, and checking volume,
The exact dose of medicine you must consume.
Time, length, temperature, and volume too.
Doing the measurement Bugaloo!
I’m a student and I’m here to say,
I use measurement in many ways,
Describing matter when I experiment.
The metric system’s easy with the powers of ten!
Time, length temperature, and volume too.
Doing the measurement Bugaloo!
By C. Foote 2007
Measurement Yes Ma’am
Is this time? Yes Ma’am
Is this time? Yes Ma’am
How do you know? Sundial and hourglass
How do you know? Clocks and calendars
Name some units. Seconds, minutes, hours
Name some units. Months, years, decades
Is this linear measure? Yes Ma’am!
Is this linear measure? Yes Ma’am!
How do you know? We use a ruler and a yardstick
How do you know? We use a meter stick
Name some units. Centimeter, meter
Name some units. Inch, foot, yard, mile
Is this volume? Yes Ma’am!
Is this volume? Yes Ma’am!
How do you know? Graduated cylinder
How do you know? Matter takes up space
Name some units. Liter, cubic meter
Name some units. Cup, pint, quart, gallon
Is this mass? Yes Ma’am!
Is this mass? Yes Ma’am!
How do you know? We use a balance
How do you know? Quantity of matter
Name some units. Gram, kilogram
Name some units. Ounce, pound, ton
Is this temperature? Yes Ma’am!
Is this temperature? Yes Ma’am!
How do you know? We read a thermometer
How do you know? Measures heat
Name the unit. Degrees Celsius
Name the unit. Degrees Fahrenheit
And are you through? Yes Ma’am!
Did you tell me true? Yes Ma’am!
What did you chant? Measurement, Measurement! Foote & Gonzales
Sky Calendar (I’m a Nut)
We are people of the Earth.
The sky has shown us from our birth,
Time never stops. We know it “flies,”
By watching objects in the sky.
Our calendar, sky calendar, time flies!
I’m an object in the sky.
I orbit Earth and that is why,
You see my phases wax and wane.
When my cycle ends a month you gain.
Moon calendar, sky calendar, time flies!
Your closest star, I shine so bright.
I rise by day and set at night.
I seem to move across the sky,
But Earth’s rotation is really why.
Sun calendar, sky calendar, time flies!
The Earth spins on its axis tilt,
Orbits the sun, one year is built.
Summer, spring, winter and fall,
Four seasons change, we love them all!
Earth calendar, sky calendar, time flies!
By: C. Foote 08/07
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I Know a System
I know a measurement system.
The metric measurement system.
The metric measurement system,
Based on powers of ten.
Used by scientists in experimentation
To describe length, area, volume, mass.
Meter, liter, and gram,
Are standard units around the world.
I know a measurement system.
The metric measurement system.
The metric measurement system.
Also called the International System.
By: Carol Foote 2007
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Scientists Here, Scientists There
Scientists here, scientists there,
Scientists, scientists everywhere!
Careful scientists measuring expertly,
Persistent scientists converting units accurately,
Skillful scientists predicting volume closely,
And educated scientists recording time exactly.
Scientists inside the laboratory.
Scientists outside in nature.
Scientists at the space shuttle.
And scientists around our classroom.
Scientists here, scientists there.
Scientists, scientists, everywhere!
SCIENTISTS! SCIENTISTS! SCIENTISTS!
By: C. Foote 2007
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I Know a Famous Lady
I know a famous lady.
A majestic, famous lady,
A majestic, famous lady,
Who holds a torch of liberty.
Towering, copper body,
Graceful, robed statue,
Expression of friendship,
And symbol of freedom.
I know a famous lady.
A majestic, famous lady,
A majestic, famous lady,
Who welcomes all people.
S. Westin-Barajas
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Conversion March
(Ants Go Marching)
Twelve inches make one foot. (Convert, convert)
Twelve inches make one foot. (Convert, convert)
Twelve inches make one foot.
A ruler is where you should look.
As we convert units.
12, 24, 36,…48, 60
Three feet make one yard. (Convert, convert)
Three feet make one yard. (Convert, convert)
Three feet make one yard.
One hundred yards is very far.
As we convert units.
3, 6, 9, 12, …15, 18, 21
60 minutes make one hour. (Convert, convert)
60 minutes make one hour. (Convert, convert)
60 minutes make one hour.
Converting units gives us power.
As we convert units.
60, 120, …180
16 ounces make one pound. (Convert, convert)
16 ounces make one pound. (Convert, convert)
16 ounces make one pound.
Step on the scale, your weight is found.
As we convert units.
16, 32, 48, … 64, 80
By: Carol Foote 2007
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Day, Month, Year Song
(Tune of Farmer in the Dell)
The Earth rotates.
The Earth rotates.
Once a day, every day,
The Earth rotates.
The moon orbits the Earth.
The moon orbits the Earth.
Once a month, every month,
The moon orbits the Earth.
The Earth orbits the Sun.
The Earth orbits the Sun.
Once a year, every year,
The Earth orbits the Sun.
C. Foote 2007
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Metric Prefixes
(Sung to Frere Jaques- Are You Sleeping?)
Milli, centi,
Milli, centi,
Deci, too!
Deci, too!
Deka, hecto, kilo
Deka, hecto, kilo
Ten times grew!
Ten times grew!
Add a root word,
Add a root word,
The right one,
The right one,
Meter, gram, or liter,
Meter, gram or liter,
Measurement’s done.
Measurement’s done. By: Carol Foote 2007
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Perimeter, Area, Volume Song
(Tune of “The Wheels on the Bus”)
To find the perimeter add the sides,
Add the sides
All the sides.
To find the perimeter add the sides,
Of a polygon.
To find the area count the squares,
Count the squares,
The inside squares,
Or multiply the length times width,
Of a polygon.
To find the volume count the cubes,
Count the cubes,
The cubic cubes.
Or multiply length, width, and height,
Of a solid figure.
By: Carol Foote 2007
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Volume of Liquids (English System)
(Tune of London Bridge)
Two cups make a pint
Make a pint, make a pint,
Two pints make a quart,
Four quarts make a gallon.
C. Foote 2007
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Project GLAD
Measurement Unit
HOME/SCHOOL CONNECTION #1
Today you learned about measurement. Discuss with your family about how they use measurement every day. Sketch and write about your conversation.
Student Name:____________________ Parent Signature________________________
Project GLAD 11/07
Project GLAD
Measurement Unit
HOME/SCHOOL CONNECTION #2
Today we talked about seasonal changes. People do different activities during each season. Discuss with your family the different activities you do during a particular season. Sketch and write about your conversation.
Student’s Name: Parent Signature
Project GLAD 11/07
Project GLAD
Measurement Unit
CONEXION ENTRE CASA Y ESCUELA #1
Hoy tu aprendistes como medir. Habla con tu familia de como medimos cada dia. Dibuja y escribe tu conversacion.
Firma del estudiante___________________ Firma del padre: __________________________
Project GLAD 07
Project GLAD
Measurement Unit
CONEXION ENTRE CASA Y ESCUELA #2
Platicamos de los cambios de clima. Personas hacen cosas diferentes durante cada estacion. Habla con tu familia de las actividades diferentes que tu haces en una estacion particular. Dibuja y escribe tu conversacion.
Firma del estudiante: ______________________ Firma del padre: ________________________
Project GLAD 07
Project GLAD
Measurement Unit
HOME/SCHOOL CONNECTION #3
People use different measurement tools to measure objects. Discuss with your family the measurement tools in your home and what they are used to measure. Sketch and write about your conversation.
Student’s Name: ________________________ Parent Signature:_________________________
Project GLAD 07
Project GLAD
Measurement Unit
HOME/SCHOOL CONNECTION #4
Retell the narrative to your family. Sketch and write about your favorite part. Tell them at least one fact you learned from the narrative about Toof and his measurement adventure.
Student’s Name: ______________________ Parent Signature: __________________________
GLAD 07
Project GLAD
Measurement Unit
CONEXION ENTRE CASA Y ESCUELA #3
Personas usan diferentes instrumentos de medidas para medir cosas. Habla con tu familia de los instumentos de medida en tu casa y como se usan para medir. Dibuja y escribe tu conversacion.
Firma del estudiante;_______________________ Firma del padre:________________________
Project GLAD 07
Project GLAD
Measurement Unit
CONEXION ENTRE CASA Y ESCUELA #4
Cuenta la historia de Toof a tu familia. Dibuja y escribe tu parte favorite. Comparte con tu familia algo que aprendistes sobre las medidas en la aventura de Toof.
Firma del estudiante: _____________________ Firma del padre: _________________________
Project GLAD 07
Volume
Expert Group – Measurement
Why do people measure volume? Volume is the amount of space that matter takes up. For example, people measure volume to find out how much cereal can fit in a box or how much water can fill a bottle. The units we use to measure the volume of rectangular prisms are cubes. People call these cubic units. English or customary system units might be cubic inches, cubic feet, or cubic yards. Metric system units would be cubic centimeters or cubic meters. One way to measure the volume is to count the cubes inside the space. To measure the volume of liquids and things that can be poured, like milk or sugar, the English system uses the units of cups, pints, quarts and gallons. We also use tablespoons and teaspoons. The metric system uses the liter as the base unit for the volume of liquids.
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What tools do we use to measure volume ? If we are measuring the volume of a rectangular prism we use tools to measure its length, width, and height such as tape measures and rulers. Then we multiply the three measurements. For liquid measurement we use containers that are marked with units and fractions of units such as measuring cups or spoons. A graduated cylinder is a tool scientists use to measure milliliters.
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Who measures volume? Construction workers and architects measure the sides and bottom of a pool to find how much water it will hold. Scientists measure the volume of liquids and gases in experiments to find out how they change in different conditions. Their tools for measurement are graduated cylinders or beakers. They check the meniscus, or the lowest point of the liquid, at their eye level to get an accurate measurement. A chef measures liquids and dry goods to use in recipes.
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It is interesting that long ago people based units of volume on how much their baskets or clay pots would hold. This is called the capacity of a container. Gallons, quarts and pints were English measurements. There even was a measurement called a hogshead! When England colonized America, the people who came to America brought their dry and liquid volume measurements with them, and we still use many today.
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Temperature
Expert Group: Measurement
Why do people measure temperature? People measure temperature to tell the amount of hot or cold in a substance. For example, measuring our body temperature helps us know if we may be sick. Measuring the air temperature helps us predict the weather. The unit we use to measure temperature is called a degree. Degrees are the lines marked on thermometers. In the United States, most people use degrees Fahrenheit. Scientists and people in many other countries use degrees Celsius .
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The tool we use to measure temperature is the thermometer. The invention of the thermometer began with the scientist Galileo. He discovered that when most matter is heated it expands, or gets bigger. In 1714, Gabriel Fahrenheit, a German scientist, created a long thin tube of glass. He filled it with mercury, liquid metal that expands in a regular way. When the air around the tube was hot, the mercury in the tube would expand, and move up the tube. This was the first thermometer! He put a scale of units, called degrees, on the tube to mark how high the mercury went. We read a glass thermometer by noting the degree line that the liquid stops at inside the thermometer.
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Who measures temperature? Doctors use thermometers to measure a body’s internal temperature which is about 98.6 degrees. Meteorologists use thermometers to measure the temperature of the atmosphere. Their weather forecast predicts the high and low temperatures for the day. Astronomers calculate the temperature of other planets in our solar system. Chefs use thermometers to measure the temperature of food. Understanding temperature helps us in our daily lives.
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It is interesting to compare the two scales of measurement used on thermometers. On a Fahrenheit scale, the freezing point of water is 32 degrees and boiling point of water is 212 degrees. On a Celsius thermometer, the freezing point of water is 0 degrees and, the boiling point of water, is 100 degrees. Which scale do you think is easier to use?
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Weight/Mass
Expert Group – Measurement
Why do people measure weight? They want to know how heavy something is. For example, when you weigh yourself you find out how heavy you are. In the English or customary system we use units called pounds and ounces to measure weight. In the metric system people use the units of gram and kilogram to measure weight or mass.
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One tool we use to measure weight and mass is a balance scale. To work a balance scale, you compare the object being weighed on one side to a standard unit such as pounds or grams on the other side. When it is balanced or equal, you will know the weight of the object. This is called equilibrium.
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Who measures weight every day? A physicist measures the mass of a rocket in kilograms. A biologist measures the mass of a living thing in grams or kilograms, or even nanograms for very small living things like bacteria. A doctor checks your weight as you grow. The meat and fruit you buy at the grocery store is often weighed using a type of scale. We use weight and mass measurements daily.
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It is interesting that measuring mass and weight started when ancient people began trading goods. Traders were interested in the weight of the goods they sold. The Romans developed a balance scale shaped like the letter “T”. Their word “libra” is why we use the abbreviation “lb.” for pound. The first spring scale was developed in England as a fisherman’s scale. Most bathroom scales we use today are spring scales.
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Linear Measures
Expert Group- Measurement
Why do people measure length, height, width, depth and distance? People want to know how long, how high, how wide, how deep or how far something is. These measurements are called linear measures. The units people use in the English or customary system are inches, feet, yards, and miles. In the metric system, the units are millimeters, centimeters, meters and kilometers.
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Tape measures and rulers are common tools for measuring the length of objects and distances. It is important to make sure you place your ruler at the start of the object you want to measure.
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Who uses linear measurements? Architects measure out walls, floors and ceilings in their plans and construction workers follow their measurements exactly when they build. Interior designers must figure out the area of floors to buy enough square feet of carpeting for a house. Police officers use a rollatape to measure the distance of objects at a crime scene or traffic accident. A doctor measures your height as you grow. Biologists measure the size of various living organisms. Carpenters use rulers to measure wood as they build furniture. Your parents know how many miles it is to drive to the store. People use linear measurements every day.
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It is interesting that long ago people used their hands, arms, legs and feet to measure length. The cubit may be the earliest unit of length developed by the Ancient Egyptians in 3,000 BCE. The cubit was the length of an arm. A cubit could be very different depending on a person’s size. Later, European kings standardized units of measurement. It is believed that in 1100 CE, King Henry I decided a yard should be the distance from the tip of his nose to the end of his outstretched thumb. He wanted the yard to be a standard size. Through the years, the English units of inches, feet, yards and miles became standard as laws were passed determining their exact unit measurement.
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|Types of Measurement |Why |Units |Tools |Who |Interesting Facts |
|Time | | | | | |
|Weight/Mass | | | | | |
|Volume | | | | | |
|Linear Measures | | | | | |
|Temperature | | | | | |
Shadow Experiment
While working in teams the teacher will direct students in using the scientific process to discover that the angle of the sun determines the length and direction of a shadow. This is how a sundial works.
Group materials: sun position paper, toothpick, clay or play-dough to hold up toothpick, colored pencils, flashlight, cm ruler
• Introduction: What do you know about shadows? What do you know about how the sun moves across the sky each day?
(It rises in the east and sets in the west.)
• Question: What will happen to the shadow as the sun moves across the sky from east to west? (teams share out)
• Hypothesis/Prediction: (teams share out)
• Test & Record Observations: Teacher demonstrates how to move the flashlight to the different sun positions (point flashlight straight down on diagram for summer shadows and tilt slightly for winter shadows), draw the shadow of the toothpick, and use a ruler to measure. Teams test, record observations on the sun position paper. (teams share out)
• Conclusion: Analyze your observations and determine what your team learned about shadows. The conclusion should be about the hypothesis your team made. (Teams share out)
Teacher input: The angle and position of the sun determines the length and direction of the shadow. In summer, because our part of the Earth is tilted toward the Sun, the Sun’s path appears highest in the sky. (shorter shadows, flashlight straight down). The Sun’s path in the summer is also the longest so there are more daylight hours in the summer months.
During the winter, the Sun’s path appears lowest in the sky. (longer shadows, flashlight tilted) This results in fewer daylight hours.
Relate experiment to early obelisks, and sundials used for timekeeping.
Experiment resources: Houghton Mifflin Science, Discovery Works p. B66,
, Dirtmeister’s Science Lab, “The Shadow Knows”
Measurement Unit
Background Notes on Time
WHY
Time is a way of measuring how long it takes for something to happen. It is measured by a regular or standard interval- a second, a minute, an hour, for example, that is displayed by a time-measuring tool, called a clock. Calendars mark the passing of time with days, months, and years. The ability to measure time organizes our daily lives and makes our way of life possible. Most activities we do involve groups of people getting together in the same place and the same time. We could not do these activities if we did not all measure time and communicate about it in the same way. Time is sometimes called the “fourth dimension.”
INTERESTING FACTS
From early times, people have measured time by noting changes that occur around them. This allowed them to separate time into periods of “now” and “before,” or the present and the past. The most noticeable changes were the predictable patterns of objects in the sky as they moved, the sun, moon and stars. Early people first measured time by days and nights, sun time and moon time. They also noticed how the moon changed shapes (called lunar phases) for 29-30 days before starting over the same cycle. Early people began to keep “moon time” or mark “months” as the length of the moon cycles, about 30 days. The early people also observed that the sun’s position in the sky changed during the seasons and then repeated over time. A year was the passing of four seasons. Seasons were important to farmers to help them predict when the right time was to plant seeds, harvest, and when the frost would come. Seasons of the year were marked on early calendars that developed all over the world. Later the clock was invented for daily timekeeping.
Time Line Background Information
3,500 B.C.: The Sumerians and Babylonians of Mesopotamia (now modern day Iraq) are thought to be the first people to widely use a calendar. Their year was divided into 12 months of 30 days based on the lunar phases. (360 days not 365). Their day was 24 hours; 12 daytime and 12 nighttime hours.
They used a sundial for daily timekeeping. This was an upright stick in the ground with marks around it. The stick would cast shadows on the different marks as the sun moved across the sky each day. The Sumerians also counted by 60s, not by 10s. This may explain why we have 60 minutes in an hour and 60 seconds in a minute.
2,637 B.C: Chinese legend says their calendar was invented. It consists of cycles of 60 “years”. The “years” have names and recycle in this order year of the rat, ox, tiger, hare, dragon, snake, horse, sheep, monkey, rooster, dog, pig.
2,600 B.C.: The Egyptians used a sun-based calendar with 12 months of 30 days. Their chief god was Ra, the sun god. Five extra days were added to their year and they were given by Thoth, the god of time measurement. They believed that Thoth would also weigh souls and make judgments about which ones were able to live in the timeless afterworld. The Egyptians began their year with the rising in the east of Sirius, the “Dog Star,” which coincided with the annual flooding of the Nile River. Days and nights were 12 hours each.
1,500 B.C.: The Egyptians used obelisks placed in city centers for daily timekeeping. An obelisk was a monumental decorated spire that cast a shadow on the ground. The point of the obelisk was often covered in gold. It was like a huge, decorated sundial for the whole city.
1,800 B.C. Greeks and Romans used sundials as well as water clocks, or clepsydra or “water thieves”. Time was measured as water dripped and filled a container with marks. This worked well for cloudy days when a sundial did not work. The Greeks believed time was cyclical and that everything was recycled over and over. Greeks and Romans divided the day and night into 12 equal parts or “hours” which means “one-twelfth part” , however their hours were of flexible length, not standard. Both societies set the length of their weeks. The Greeks had a week of 10 days. The Romans had an 8 day week which later changed to a 7 day week in A.D. 200.
46 B.C. Julius Caesar (in Rome) began a 365 day calendar based on the Egyptian model. It was called the Julian calendar. He consulted an astronomer named Sosigenes to help him match the calendar to the solar year. The Julian calendar began on January 1 and it had 12 months of 30 or 31 days, except for February which had 29 days. Every 4th year a leap year added one day to February. The months were named January, February, Martius, Aprilis, Maius, Junius, Quintilis, Sextilis, September, October, November, and December. To bring the calendar back in line with the seasons, Caesar ordered the year 46 B.C. to last 445 days! The word “calendar” comes from the Roman word meaning “first of the month.” The Julian year was good, but still about 11 minutes and 14 seconds longer than the actual sun year. As the centuries passed, the calendar and the seasons began to shift again. Because the calendar did not match the sun year, it confused farmers.
5 A.D.: St. Augustine declared that the world and time had one beginning and that time does not repeat once it passes.
524 A.D.: A monk named Dionysius Exiguus started marking years as B.C. or “before Christ” ( sometimes written as B.C.E. or “before common era”) and A.D. or “anno domini” which means “in the year of our Lord.”
1200 A.D.: In Europe many types of clocks were being used. Oil lamp clocks and candle clocks measured time passing as they were burned. The hourglass measured time by tipping over a glass container of sand each hour. A water wheel clock was invented that rang a bell to remind the monks to go to their religious duties.
1275 A.D. In France and all-mechanical clock was invented that used gears for a “check and release” system. Weights on chains pulled and that provided the power for the gears to move.
1335 A.D. Across Europe large mechanical bell clocks were built into chapel towers or castle turrets. The clock had no “face” but large wood or metal figures would move and strike a loud bell each hour. This public clock united towns and cities and provided entertainment. The word “clock” probably comes from the German word “Glocke” which means bell.
1344 A.D. In Italy a clock “face” was introduced. It only had an hour hand and the numerals used were Roman numerals (I,II, III, IV etc,) because people weren’t familiar with Arabic numbers (1,2,3 etc.)
1440 A.D.: A spring-powered clock was invented. The tightly wound spring provided power for the gears to move. This allowed for the first small, portable watches to be made. “Watches” were so named because in Germany guards or “watchmen” carried small clocks to keep track of how long to stay at their duty post.
1582 A.D. Because the Julian calendar did not line up with the seasons after 1,500 years, Pope Gregory XIII introduced a new calendar. He consulted the scientists Luigi Ghiraldi (Italy)and Chrisopher Clavius(Germany) to alter the calendar. To start, the year 1582 had to lose 10 days! From then on no century years, like 1700, would be leap years unless they could be equally divided by 400. We call this calendar the Gregorian calendar and it is the calendar most of the world uses today. All Roman Catholic countries adopted this calendar immediately, but other countries did not adopt it until later. The 7 day week we now use came from the Jewish custom of observing a Sabbath, “day of rest,” every 7th day.
1657 A.D.: Dutch mathematician Christian Huygens invents the first pendulum clock. The pendulum powers the clock.He added minute hands to the clock face.
1752 A.D. Britain and the American colonies adopted the Gregorian calendar.
1840 A.D. The electric clock is invented in England. It used the power of electricity, battery and then line-current to move the dial displays on the clock face.
1844 A.D. At an international conference in Washington D.C. 24 time zones around the world are established, each having one hour difference. The United States uses 4 time zones: Pacific Time, (Rocky) Mountain Time , Central Time, and Eastern Time. “Local” time is the time where you are “located.” An international date line runs from the North to the South Pole in the Pacific Ocean.
1873 A.D.: Japan adopts Gregorian calendar.
1905 A.D.: Albert Einstein publishes the Theory of Relativity tying together ideas about space, time, and motion.
1915 A.D.: Daylight Savings Time helps Americans save fuel and enjoy more daylight hours. (Spring forward)
1918 A.D. Russia adopts the Gregorian calendar.
1923: Big Ben clock tower: clock’s first broadcast although tower built earlier
1924 A.D. Greek Orthodox Church adopts the Gregorian calendar.
1929 A.D.: Quartz clocks and watches are invented. A battery causes a piece of crystal to vibrate in a pulse 100,000 cycles per second. Circuits count and reduce the number of vibrations to use to move the clock dial. Watches and clocks are more accurate and can measure small increments of time such as .1 of a second.
1949 A.D.: China switches to the Gregorian calendar.
1952 A.D.: Atomic clocks are made. The vibrations of atoms produce a pulse of billions of cycles per second. Circuits slow them down. Now even smaller amounts of time can be measured: microseconds (millionths or a second), nanoseconds (billionths), picoseconds(trillionths)!
TODAY A.D.: For radios and satellites to work, time must be measured to within less than a second a century so that there is no buildup of errors. We are still using the Gregorian calendar and are nearly 3 hours ahead of true sun time. Each year gains nearly 26 more seconds.
Will we adopt a new calendar in the future? A Universal or World calendar had been suggested, but no changes have yet been made.
MEASUREMENT UNITS: microseconds (millionths), nanoseconds(billionths), picoseconds(trillionths), seconds, minutes, hours, days, months, years, decades, centuries, millennium
MEASUREMENT TOOLS: (most explained in origins)
Daily timekeeping tools: Sundial, obelisk, water clock, hourglass, oil lamp clock, candle clock, horologium, water wheel bell clock, mechanical clock, spring-powered clock, pendulum clock, electric clock, quartz clocks, atomic clocks, watches, stopwatches, timers
Chronometer: early ship’s clock, used for navigation
Tools to show the date: Calendar: Gregorian calendar used by most people
Almanac: book of calendars and info for farmers (Poor Richard’s Almanac)
Tools to record dates/times
Daily Planner: place to write daily meetings
Time Line: a graphic organizer that plots events on a line of time showing past, present, and extending into the future (chronological). (used by historians, scientists, etc.)
Diary/Journal: records daily events (Diary of Anne Frank) (Journals of Lewis & Clark exploration, Cabrillo (CA explorer )
Log: record events on ship (Log of Christopher Columbus)
WHO
All people in the modern world measure time and communicate about time with each other in the same ways. Most of the world uses the Gregorian calendar and records time according to their international time zone using 24 hour clocks and watches. The time can be shown on a clock face or with digital numbers. In a world of jet travel and Internet commerce, it makes sense to use the same system.
Farmers of past and present have always need a calendar whose months matched the solar year to help them plan when to plant and harvest their crops.
Religious groups of past and present use calendars to set their festivals and ceremonies.
Historians plot events in history in the past and present. They often use time lines.
In the past sailors used chronometers or ship’s clocks to help them navigate the oceans. (1735)
Transportation workers: pilots, bus drivers, trains etc. make schedules for transporting people and goods.
Astronomers use light-years to measure distance in space.
For radios and satellites to work, time must be measured to within less than a second so there is no build-up of errors.
Geologists measure geological time when they estimate the age of rocks using radiocarbon dating. They measure the radioactive material caught inside when rocks formed and can estimate the rocks age.
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Phases of the Moon
The Moon goes through all of its phases in about 29 days. Did you know that the same side of the moon always faces Earth?
VOLUME
1 L of sports drink is a little more than 1 qt.
Decade - A period of 10 years.
Day - A 24 hour period of time.
Degree - One of the divisions marked on a measuring instrument (like a thermometer).
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Sundial
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