| How Long, How Short? Comparing Bears |
Grade:
Kinder |
Content Area:
Technology |
Time Frame:
90 minutes (two class periods) |
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Unit/Lesson Overview:
Students will use stuffed bears that either they or their teacher has brought to the classroom to compare attributes, sort, and develop a way that they can tell which bear is taller without putting the bears side by side. They will use a Word document to represent the length of their bear by dragging squares in a row.
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
K.8(B)
K.8(C)
K.13(B) |
| Social Studies: |
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| Science: |
K.2(B)
K.2(C)
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| Technology: |
B6
W1
W2 |
| Technology: |
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| Additional TEKS: |
Math: K.8A, K.13C, K.13D, K.14A, K.15 |
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I Can....
...find different units to measure my bear....sort bears according to attributes. ...solve the problem of which bear is longer/taller without putting them side by side. |
Assessment(s):
Can objects be measured using any kind of tool if we want to compare them? Can you figure out how long two things are without holding them up against each other? Can you show an object's length using the same tool as the rest of the class?: |
TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
Objective 6 |
| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Yes |
Synthesis |
| Yes |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
Literature Connections
The Line Up Book by Marisabina Russo How Big is a Foot? by Rolf Myller Much Bigger Than Martin by Stephen Kellogg How Much, How Many, How Far, How Heavy, How Long, How Tall is 1000? by Helen Nolan and Tracy Walker.
File: k_measure_bears.doc
File: comparing_height_k.kid
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Internet Links:
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Accommodations:
To be determined by the teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
After teaching Investigation 3, Comparing Towers, from the Collecting, Counting, and Measuring book, the teacher will ask the kids to bring stuffed bears to school so they can figure out which bears are longer or shorter than other bears. Read at least the first part of the book, How Tall, How Short, How Far Away by David A. Adler, to the children. It might be best to stop halfway through the book, as the last part deals with metric vs. customary units and the students might not understand this concept. Or you can read How Big is a Foot?, or How Much, How Many, How Far, How Heavy, How Long, How Tall is 1000? Have discussions on using different kinds of things to measure with. |
Lesson:
Step 1: Ask students if they can tell whose bear is tallest without holding them side by side. Generate discussion on this issue.Step 2: Demonstrate with two bears of similar size using two different types of measuring tools (I.E. small bear counters and interlocking cubes or color tiles). Generate discussion as to how you can tell which bear is longer. (Vocabulary: length, longest, shorter, shortest, taller, tallest, evaluate, identify, observation, reasonable, strategy) Make sure they understand they need to line up the tools on top of each other to measure correctly. Step 3: Tell students that they are to work in partners to figure out which bear is taller in their pair using any sort of measuring tool they choose. Step 4: Students will work together to find their bears lengths. Step 5: Have a class discussion as to the length of the bears in the classroom. Ask which tool might be the best for everyone to use. Step 6: Students will all now use the same tool (snap cubes or whatever your class chooses) to measure their bears. In the computer lab or at a center they will then use the k_measure_bears.doc Word template(file 1) to show how long their bears are. (Template will be saved in the student shared directory, in the kindergarten folder. Students will then Save As to their own directories or to the Student Work Folder) Step 7: Sort bears by attributes of length, and other attributes if there is time. Step 8: Make a class chart using Excel and coloring in the blocks within Excel to show everyone's bears' length. Step 9: Discuss how we all need to use the same measurement tool to tell exactly how long or short things are.
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Reteach:
To be determined by the teacher based on the student needs
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Extension:
Use the Kidspiration 2 template called comparing_height_k.kia (file 2) for extension using the math vocabulary. (Vocabulary: length, longest, shorter, shortest, taller, tallest, evaluate, identify, observation, reasonable, strategy) This would be best utilized after a class discussion using real objects as to which things are taller or longer than the student.The Web site Measuring Bears has an extension activity that uses interactive rulers and bears for students to work with measuring the heigth of different bears.
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Guiding Questions:
Can you use a different measurement tool to compare your bears?Can you talk to another group in the room and see who has the longest bear even if you are not near them?
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Summary Questions:
What would happen if we had two bears in two different rooms and we could not see both bears at the same time? Could we compare their length?How could we tell which one is longer? How is measuring bears the same as other things we measure in the world? Can you give me an example of something where you always use the same measurement tool for to see how long or tall it is?
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Reflection:
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