Measuring+Penny

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Measuring Penny



Measuring Penny

Melissa Gerbrandt, DeeDee Bivins, Samantha Christian, Tina Shanks READ 4023 Spring 2010 May 5, 2010

Have you ever wondered how many different ways you can measure a dog? [|Measuring Penny] by Loreen Leedy offers a great way to introduce students to measurement while discovering 14 different ways to measure a pet. At the beginning of //Measuring Penny//, Mr. Jayson gives his students a homework assignment: “Choose something to measure and measure it in as many ways as you can…Use your imagination.” Lisa chooses to measure her dog, Penny. She and Penny go to the park, where they find plenty of other dogs to measure as well. Although the only “real” measurement tool that Lisa has brought to the park is a ruler, she finds many other creative ways to measure the dogs. Lisa’s measurements of Penny and the other dogs include:
 * the length of their noses, measured in inches
 * the length of their tails, measured in dog biscuits
 * the length of their ears, measured with cotton swabs
 * the width of their paw prints, measured in centimeters
 * their height, measured in inches
 * how high they can jump, measured with Lisa’s body
 * their comparative weights, measured with seesaws – “The seesaw is down on Penny’s end, so she is heavier than the pug. Now Penny’s end is up because she is lighter than the cocker spaniel.”

Measuring Penny – Unit Overview || Measuring Penny || ||  ||   || ||   ||   || (30 minutes) Monday : Book walk- Read aloud Tuesday: Retell Wednesday: Group Reading Thursday: Readers Theater Friday: Small Group Reading
 * 9:00 – 9:30 Shared Reading

9:35 – 10:15 Guided Reading/Centers (40 minutes) Center Activities: Visuword Center – using visuword to words, definitions, and related words. www.visuwords.com Reading Center –Have text set available to read-(sustained silent reading) Journaling Center – Measuring and charting the growth of 5 bean plants. Writing in logs the details of the plants as it changes with each day.

10:20 – 10:50 Writing Block (30 minutes) Monday : Open Minded Portrait Tuesday : Journal Writing(prompt) Wednesday: Write own book. Thursday : Finish book. Friday: Acrostic (provide words from word wall)

10:55 – 11:15 Working With Word Blocks (20 minutes) Monday : Tuesday Wednesday Thursday Friday

11:20 – 12:10 LUNCH || 12:15-12:55 **MATHMATICS** (40 minutes) **Monday -** Look How I Measure Up! 1:00 – 1:45 SCIENCE (45 minutes) Monday Tuesday Wednesday Thursday Friday
 * Tuesday** - Measuring different Dog Biscuits
 * Wednesday** - How Big Is A Foot
 * Thursday** - Measurement in Standard Units
 * Friday** - Bubble Mania

1:50 – 2:30 ART (40 minutes) Monday : Measure Me Tuesday: Weather Chart Wednesday: Creature Feature Thursday:Yarn Collages Friday: Patterns using shapes. Connected with the book "The Greedy Triangle. ||

Oklahoma State Department of Education
 * //Priority Academic Student Skills//**

a. Choose an appropriate measurement instrument and measure the length of objects to the nearest inch or half-inch and the weight of objects to the nearest pound or ounce. c. Develop and use the concept of perimeter of different shapes to solve problems. d. Develop and use strategies to choose an appropriate unit and measurement instrument to estimate measurements (e.g., use parts of the body as benchmarks for measuring length). 2. Time and Temperature a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). b. Tell time on a digital and analog clock to the nearest 5 minute. c. Read a thermometer and solve for temperature change.
 * Mathematics Grade 3 **
 * Standard 4: Measurement - The student will use appropriate units of measure to solve problems.** 1. Measurement
 * b. Choose an appropriate measurement instrument and measure the length of objects to the nearest meter or centimeter and the weight of objects to the nearest gram or kilogram.

Monday: Title - How Big Is A Foot? Primary Subject - Math Grade Level -
 * __Math Mini-Lesson:__**

Objective: To introduce or reinforce the concepts of longer and shorter Materials: Day 1: Have students trace their right foot on a piece of construction paper. Cut it out and have them write their names on them. Discuss the terms longer and shorter. Using two randomly selected feet, have them decide which are the longer and shorter ones. Keep comparing each additional one to the ones you have done, keeping the longest and shortest of each. As a class, determine which is the longest and shortest. Day 2: I usually retell the story //How Big Is A Foot?// Substituting the children's names for the longest (the King or Queen) and the shortest (the royal carpenter). I tell them that the King or Queen wants to build a doghouse. Using the wide roll of paper, they measure, using the cutout feet from the day before of the king (longest) and the carpenter (shortest), four feet by six feet. They cut out the dimensions measured and then compare the two. A discussion follows as to why the two are different sizes. Extension: This leads into a unit on standard measurement and tools depending on the grade. I use inch-lined ruler.
 * Book //How Big Is A Foot?// (or be familiar with the story)
 * construction paper
 * crayons or pencils
 * roll of wide paper
 * Tuesday:**

Math Mini-, Lesson: Title - Measuring Different Dog Biscuits Primary Subject - Math Grade Level – 3rd

Goal: Measurement. A) Estimate and measure length, capacity, and weight of objects using nonstandard units. Learning Objectives: List of Materials Needed:  Pre-Activity Preparation: Put a measurement scale on student's desk; 1 per group, and a measuring tape; 1 per group. Transition: The students will work with their table in groups of four Establishing Set/Motivation/Introduction: Ask what kind of foods do dogs eat, and then show them the dog biscuits and emphasize the different sizes of each one. Learning Experiences/Presentation/Procedure:  Closure: Ask questions about their data. Ask each group which one was the heaviest, the longest and vice-versa: which dog biscuit was the lightest and smallest. Give each student a bag so they can take the biscuits to their dogs.
 * Use a measurement scale
 * Make an adequate estimate of either the weight or the length
 * Record the data on a sheet of paper (provide worksheet)
 * Measurement Scale
 * Dog Biscuits
 * Worksheet
 * Measuring Tape
 * Ask about the kind of foods dog eat. (Go in detail: How many of you have a dog? Do you give your dog treats? Make sure they understand what dog biscuits are for.)
 * Show them the dog biscuits.
 * Emphasize that they are different sizes and their weight varies.
 * Tell students that today we are going to find out the weight and the length of 8 different dog biscuits and their size.
 * When everything is clear about the activity, establish some rules like: take turns using the equipment among their groups.
 * Give each student a worksheet so they can record the data they are gathering. (Ask a student to help you pass out the papers.)
 * Do an example of measuring and weighing a biscuit.
 * Go to the front of the room and show them how to record the data on their paper on the white board. But before you let them on their own, make sure they understand where to begin to measure the dog biscuit.
 * After everything is set and crystal clear, let them begin with the activity.
 * Once they have begun, go around and check on them to see if they need help.

Title - Look How I Measure Up! Subject - Math Grade Level – 3rd
 * Wednesday:**
 * Math Mini-Lesson:**

Behavioral Objectives: 1. to be able to measure using non-standard forms of measurement. 2. To be able to estimate measurements.

Materials: -- The Littlest Dinosaurs by Bernard Most -- Paper clips (non-standard measurement tool) -- 12" x 18" sheet of paper -- 24" piece of string -- Glue -- Scissors

Teaching/Learning Process:

Motivation: Introduce the terms of length, estimation and the unit of a foot. Once the children have this background knowledge, read the book The Littlest Dinosaurs by Bernard Most. During the reading ask the students the various questions that appear in the book. Discuss the difference between the various dinosaurs, and ask how many questions (such as how many Mussaurus would it take to make a Saltopus?)

Instructional Procedure: 1. Give each student a paper clip, and introduce it as a non-standard measurement tool. 2. Demonstrate to the students how the paper clip can be used to measure items (such as it takes 8 paper clips to equal the top of a standard sheet of paper. 3. Ask the students to use their paper clips to measure various items around their desk (books, pencils, crayon boxes). Explain to them that they may need to estimate, or round up. Ask the students to record their answers on a sheet of paper. 4. When the students have completed the task, record their answers on the chalkboard and ask for students to demonstrate how they came up with their answers. 6. Explain why the answers varied among students (due to the estimations) and explain why some answers are more correct than others are.

Closure Tell the students that now they are going to measure themselves. Give each student the 12" x 18" sheet of paper and the 24" piece of string. Have them use the string to measure around their wrist, neck and thumb. After each measurement they should cut the string at the measured point and glue the string to the paper. Clearly label each piece of string. They should notice that the wrist is about twice the circumference of the thumb, and the neck is two times that of the wrist.

Evaluation the students will be evaluated based on the completion of the closure activity. Title - Measurement in Standard Units Primary Subject - Math Grade Level K-3
 * Thursday:**
 * Math Mini-Lesson:**

Objective: The student will be able to choose the proper measurement unit and the corresponding measurement tool needed for a particular measurement in length, volume, and weight/mass.

1. Begin lesson by reading //There Was an Old Lady Who Swallowed a Pie// by Alison Jackson. This story is a silly spin on the rhyming song //I Know an Old Lady Who Swallowed a Fly//. The story stars a voraciously hungry relative who comes to Thanksgiving dinner with a pie. She eats the pie before she even gets in the house so she has to swallow some cider "that 'rumbled and mumbled and grumbled inside her." The reason for drinking all the cider was because "She swallowed the cider to moisten the pie, / The Thanksgiving pie, which was really too dry, /Perhaps she'll die." The story continues in this manner and we see the hosts grow visibly alarmed by the old lady's unrealistic appetite and unnaturally increasing size.
 * Hook 10 minutes**

2. After reading the book, discuss the food that the lady swallowed. Also discuss the amount of food that the lady swallowed and how we could measure how much food she ate. 1. Demonstrate some different uses for measurement by showing the students various items (a book, a glass of water, and a tree outside the window). Ask the students "How would we measure__?"(Insert one of these items)
 * Guided Practice 15 minutes **

2. Talk about choosing the appropriate tool for measuring each item. For example, tell the students "If I wanted to know the height of the classroom door, I would not measure the door's height in inches; I would measure it in feet."__ 1. The students will be given a pencil, a notebook and paired off by the teacher and sent to one of four centers that are set up throughout the classroom. The centers are set up for the students to explore different measurement tools. At each center, there will be an item and several measuring tools. Students will be instructed not to do anything at the center until told to begin.
 * Independent Practice 20 minutes **

2. The students will be instructed that they will have 4 minutes at each center. They will be instructed to choose the best measuring tool for each item and write its name in their notebook. The students will then use the tool to measure the item and record their measurements in their notebooks. Students will also be instructed to write in their notebook why they chose that particular measurement tool.

3. The teacher will set a timer for 4 minutes and tell the students to begin. The teacher will walk around the classroom from group to group to observe their work. When the timer goes off, the teacher will ask the students to stop work at their center and move quietly to the next center.

4. Students will continue their way around the classroom in this manner until they have visited each center. When students have visited each center, the teacher will ask the students to return to their desks. The teacher will lead a class discussion about the activity. Ask the students: "What else could we measure using a __?" (insert type of measurement tool) "Why is it important that we have and use standard measurement tools?" "What kinds of problems could we have if everyone used a different measurement tool for measuring ?" (Insert type of measurement tool)__ Materials: - //There Was an Old Lady Who Swallowed a Pie// by Alison Jackson, et.al. - pencils - Math notebook for each student - measuring tools (measuring cups, rulers, scale, tape measure, measuring spoons, etc.) - objects to measure (glass of water, toy truck, box of pencils, canister of salt, etc.)
 * Closing 5 minutes **

Title - Bubble Mania Primary Subject - Math Grade Level – 3rd grades
 * Friday:**
 * Math Mini-Lesson:**

Bubble Trouble! Using Bubbles to learn about Circumference, Diameter, & Radius

Grade Level: 3rd Number of Students: 16 Time Needed: 50 minutes

Brief Summary of Lesson:

After an introductory story and discussion, students are given opportunities to practice measurement skills as they create and examine a soap bubble print. Students find the diameter, circumference, and radius of the bubble print. The students will also take part in a bubble-blowing contest.

Key Generalizations:

All circles have a circumference, diameter, and radius that can be measured or calculated.

Objectives: > > **Materials Needed:** Sir Conference & the Round Table book 12 Bottles of Bubbles with wands Round items to practice measurements Nametags Yarn Rulers Construction Paper 16 Bubble Mania Experiment Sheets Poster board diagram of Circumference, Diameter, and Radius Prizes for the Bubble Blowing Contest
 * the students will be able to create a soap bubble print.
 * The students will be able to measure the circumference in cm. of their bubble print.
 * The students will be able to measure the diameter in cm. of their bubble print.
 * The students will be able to measure the radius in cm. of their bubble print.


 * Introduction: ** Ask the students if they have ever heard of the words Circumference, Diameter, and Radius. Tell the students that today they will be using bubbles to learn about those concepts. Read the students the book titled, "Sir Conference and The Round Table." Discuss the above concepts in greater detail using the poster board diagram. Ask students of any objects they can see that we could measure. Explain to the students that it is hard to use a ruler to measure round things. Ask the students if they can think of any ways to measure something round using yarn and a ruler. Model how to measure to the students. Be sure to tell students that for measurement's sake we will be rounding the centimeters up. Have the students practice measuring their objects.


 * Preparing for Activity:** After the students have gotten the hang of measuring and finding circumference, diameter, and radius organize the students into pairs using the "Radius & Diameter Activity." On 8 of the nametags, mark them "Radius" and list one of the following numbers: 2, 3, 4, 5, 6, 7, 8,or 9. On the other nametags mark them "Diameter and list" these numbers: 4, 6, 8, 10, 12, 14, 16, and 18. The students will then after understanding that Diameter is the radius plus itself find their corresponding partner. For easier understanding we will have the "Radius" students find their corresponding diameter.


 * Start of Activity:** Explain the bubble blowing activity. Hand out each pair a Bubble Mania Experiment worksheet. The students are to take turns blowing bubbles onto a piece of dark construction paper until the bubble pops and leaves a circular soap bubble print (This can also be modeled for the students.) The students will blow five bubbles and measure the circumference, diameter, and radius and list the measurements in centimeters on their experiment sheet.


 * Bubble Blowing & Discussion:** After the students have experimented with blowing bubbles and measuring them have a class discussion on their findings. Ask them what did you find most difficult? What was easy? Do you notice any patterns?


 * Bubble Blowing Contest:** Tell the students that now that they have an understanding of the concepts of circumference, diameter, and radius they are going to have a Bubble Blowing Contest! Tell the students that they will have 5-10 minutes to blow a bubble with the biggest circumference. After they have done this each pair will bring their biggest bubble to the front of the room and we will hang them up. As a class we will decide who has the 1st, 2nd, and 3rd largest circumference. Each pair of winners will come to the front of the room and pick a prize.


 * Conclusion & Assessment:** Ask the students what was their favorite part of the activity and why? Ask them why is it important to know how to measure things. The teacher will also go around and view experiment sheets and make sure that the concepts taught have been understood.

Have you ever wondered how many different ways you can measure a dog? [|Measuring Penny] by Loreen Leedy offers a great way to introduce students to measurement while discovering 14 different ways to measure a pet. At the beginning of //Measuring Penny//, Mr. Jayson gives his students a homework assignment: “Choose something to measure and measure it in as many ways as you can…Use your imagination.” Lisa chooses to measure her dog, Penny. She and Penny go to the park, where they find plenty of other dogs to measure as well. Although the only “real” measurement tool that Lisa has brought to the park is a ruler, she finds many other creative ways to measure the dogs. Lisa’s measurements of Penny and the other dogs include:
 * Hand out treats:** The teacher congratulates students and hand out Little Debbie Oatmeal pies. Before the students can eat them they have to all agree on the measurements of circumference, diameter and radius of the treats.
 * the length of their noses, measured in inches
 * the length of their tails, measured in dog biscuits
 * the length of their ears, measured with cotton swabs
 * the width of their paw prints, measured in centimeters
 * their height, measured in inches
 * how high they can jump, measured with Lisa’s body
 * their comparative weights, measured with seesaws – “The seesaw is down on Penny’s end, so she is heavier than the pug. Now Penny’s end is up because she is lighter than the cocker spaniel.”

Measuring Penny – Unit Overview (30 minutes) Monday : Book walk- Read aloud Tuesday: Retell Wednesday: Group Reading Thursday: Readers Theater Friday: Small Group Reading
 * 9:00 – 9:30 Shared Reading

9:35 – 10:15 Guided Reading/Centers (40 minutes) Center Activities: Visuword Center – using visuword to words, definitions, and related words. www.visuwords.com Reading Center –Have text set available to read-(sustained silent reading) Journaling Center – Measuring and charting the growth of 5 bean plants. Writing in logs the details of the plants as it changes with each day.

10:20 – 10:50 Writing Block (30 minutes) Monday : Open Minded Portrait Tuesday : Journal Writing(prompt) Wednesday: Write own book. Thursday : Finish book. Friday: Acrostic (provide words from word wall)

10:55 – 11:15 Working With Word Blocks (20 minutes) Monday : Tuesday Wednesday Thursday Friday

11:20 – 12:10 LUNCH || 12:15-12:55 **MATHMATICS** (40 minutes) **Monday -** Look How I Measure Up! 1:00 – 1:45 SCIENCE (45 minutes) Monday Tuesday Wednesday Thursday Friday
 * Tuesday** - Measuring different Dog Biscuits
 * Wednesday** - How Big Is A Foot
 * Thursday** - Measurement in Standard Units
 * Friday** - Bubble Mania

1:50 – 2:30 ART (40 minutes) Monday : Measure Me Tuesday: Weather Chart Wednesday: Creature Feature Thursday:Yarn Collages Friday: Patterns using shapes. ||

Oklahoma State Department of Education
 * //Priority Academic Student Skills//**

a. Choose an appropriate measurement instrument and measure the length of objects to the nearest inch or half-inch and the weight of objects to the nearest pound or ounce. c. Develop and use the concept of perimeter of different shapes to solve problems. d. Develop and use strategies to choose an appropriate unit and measurement instrument to estimate measurements (e.g., use parts of the body as benchmarks for measuring length). 2. Time and Temperature a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). b. Tell time on a digital and analog clock to the nearest 5 minute. c. Read a thermometer and solve for temperature change.
 * Mathematics Grade 3 **
 * Standard 4: Measurement - The student will use appropriate units of measure to solve problems.** 1. Measurement
 * b. Choose an appropriate measurement instrument and measure the length of objects to the nearest meter or centimeter and the weight of objects to the nearest gram or kilogram.

Monday: Title - How Big Is A Foot? Primary Subject - Math Grade Level -
 * Math Mini-Lesson:**

Objective: To introduce or reinforce the concepts of longer and shorter Materials: Day 1: Have students trace their right foot on a piece of construction paper. Cut it out and have them write their names on them. Discuss the terms longer and shorter. Using two randomly selected feet, have them decide which are the longer and shorter ones. Keep comparing each additional one to the ones you have done, keeping the longest and shortest of each. As a class, determine which is the longest and shortest. Day 2: I usually retell the story //How Big Is A Foot?// Substituting the children's names for the longest (the King or Queen) and the shortest (the royal carpenter). I tell them that the King or Queen wants to build a doghouse. Using the wide roll of paper, they measure, using the cutout feet from the day before of the king (longest) and the carpenter (shortest), four feet by six feet. They cut out the dimensions measured and then compare the two. A discussion follows as to why the two are different sizes. Extension: This leads into a unit on standard measurement and tools depending on the grade. I use inch-lined ruler.
 * Book //How Big Is A Foot?// (or be familiar with the story)
 * construction paper
 * crayons or pencils
 * roll of wide paper
 * Tuesday:**

Math Mini-, Lesson: Title - Measuring Different Dog Biscuits Primary Subject - Math Grade Level – 3rd

Goal: Measurement. A) Estimate and measure length, capacity, and weight of objects using nonstandard units. Learning Objectives: List of Materials Needed:  Pre-Activity Preparation: Put a measurement scale on student's desk; 1 per group, and a measuring tape; 1 per group. Transition: The students will work with their table in groups of four Establishing Set/Motivation/Introduction: Ask what kind of foods do dogs eat, and then show them the dog biscuits and emphasize the different sizes of each one. Learning Experiences/Presentation/Procedure:  Closure: Ask questions about their data. Ask each group which one was the heaviest, the longest and vice-versa: which dog biscuit was the lightest and smallest. Give each student a bag so they can take the biscuits to their dogs.
 * Use a measurement scale
 * Make an adequate estimate of either the weight or the length
 * Record the data on a sheet of paper (provide worksheet)
 * Measurement Scale
 * Dog Biscuits
 * Worksheet
 * Measuring Tape
 * Ask about the kind of foods dog eat. (Go in detail: How many of you have a dog? Do you give your dog treats? Make sure they understand what dog biscuits are for.)
 * Show them the dog biscuits.
 * Emphasize that they are different sizes and their weight varies.
 * Tell students that today we are going to find out the weight and the length of 8 different dog biscuits and their size.
 * When everything is clear about the activity, establish some rules like: take turns using the equipment among their groups.
 * Give each student a worksheet so they can record the data they are gathering. (Ask a student to help you pass out the papers.)
 * Do an example of measuring and weighing a biscuit.
 * Go to the front of the room and show them how to record the data on their paper on the white board. But before you let them on their own, make sure they understand where to begin to measure the dog biscuit.
 * After everything is set and crystal clear, let them begin with the activity.
 * Once they have begun, go around and check on them to see if they need help.

Title - Look How I Measure Up! Subject - Math Grade Level – 3rd
 * Wednesday:**
 * Math Mini-Lesson:**

Behavioral Objectives: 1. to be able to measure using non-standard forms of measurement. 2. To be able to estimate measurements.

Materials: -- The Littlest Dinosaurs by Bernard Most -- Paper clips (non-standard measurement tool) -- 12" x 18" sheet of paper -- 24" piece of string -- Glue -- Scissors

Teaching/Learning Process:

Motivation: Introduce the terms of length, estimation and the unit of a foot. Once the children have this background knowledge, read the book The Littlest Dinosaurs by Bernard Most. During the reading ask the students the various questions that appear in the book. Discuss the difference between the various dinosaurs, and ask how many questions (such as how many Mussaurus would it take to make a Saltopus?)

Instructional Procedure: 1. Give each student a paper clip, and introduce it as a non-standard measurement tool. 2. Demonstrate to the students how the paper clip can be used to measure items (such as it takes 8 paper clips to equal the top of a standard sheet of paper. 3. Ask the students to use their paper clips to measure various items around their desk (books, pencils, crayon boxes). Explain to them that they may need to estimate, or round up. Ask the students to record their answers on a sheet of paper. 4. When the students have completed the task, record their answers on the chalkboard and ask for students to demonstrate how they came up with their answers. 6. Explain why the answers varied among students (due to the estimations) and explain why some answers are more correct than others are.

Closure Tell the students that now they are going to measure themselves. Give each student the 12" x 18" sheet of paper and the 24" piece of string. Have them use the string to measure around their wrist, neck and thumb. After each measurement they should cut the string at the measured point and glue the string to the paper. Clearly label each piece of string. They should notice that the wrist is about twice the circumference of the thumb, and the neck is two times that of the wrist.

Evaluation the students will be evaluated based on the completion of the closure activity. Title - Measurement in Standard Units Primary Subject - Math Grade Level K-3
 * Thursday:**
 * Math Mini-Lesson:**

Objective: The student will be able to choose the proper measurement unit and the corresponding measurement tool needed for a particular measurement in length, volume, and weight/mass.

1. Begin lesson by reading //There Was an Old Lady Who Swallowed a Pie// by Alison Jackson. This story is a silly spin on the rhyming song //I Know an Old Lady Who Swallowed a Fly//. The story stars a voraciously hungry relative who comes to Thanksgiving dinner with a pie. She eats the pie before she even gets in the house so she has to swallow some cider "that 'rumbled and mumbled and grumbled inside her." The reason for drinking all the cider was because "She swallowed the cider to moisten the pie, / The Thanksgiving pie, which was really too dry, /Perhaps she'll die." The story continues in this manner and we see the hosts grow visibly alarmed by the old lady's unrealistic appetite and unnaturally increasing size.
 * Hook 10 minutes**

2. After reading the book, discuss the food that the lady swallowed. Also discuss the amount of food that the lady swallowed and how we could measure how much food she ate. 1. Demonstrate some different uses for measurement by showing the students various items (a book, a glass of water, and a tree outside the window). Ask the students "How would we measure ?"(Insert one of these items)
 * Guided Practice 15 minutes **

2. Talk about choosing the appropriate tool for measuring each item. For example, tell the students "If I wanted to know the height of the classroom door, I would not measure the door's height in inches; I would measure it in feet." 1. The students will be given a pencil, a notebook and paired off by the teacher and sent to one of four centers that are set up throughout the classroom. The centers are set up for the students to explore different measurement tools. At each center, there will be an item and several measuring tools. Students will be instructed not to do anything at the center until told to begin.
 * Independent Practice 20 minutes **

2. The students will be instructed that they will have 4 minutes at each center. They will be instructed to choose the best measuring tool for each item and write its name in their notebook. The students will then use the tool to measure the item and record their measurements in their notebooks. Students will also be instructed to write in their notebook why they chose that particular measurement tool.

3. The teacher will set a timer for 4 minutes and tell the students to begin. The teacher will walk around the classroom from group to group to observe their work. When the timer goes off, the teacher will ask the students to stop work at their center and move quietly to the next center.

4. Students will continue their way around the classroom in this manner until they have visited each center. When students have visited each center, the teacher will ask the students to return to their desks. The teacher will lead a class discussion about the activity. Ask the students: "What else could we measure using a ?" (insert type of measurement tool) "Why is it important that we have and use standard measurement tools?" "What kinds of problems could we have if everyone used a different measurement tool for measuring ?" (Insert type of measurement tool) Materials: - //There Was an Old Lady Who Swallowed a Pie// by Alison Jackson, et.al. - pencils - Math notebook for each student - measuring tools (measuring cups, rulers, scale, tape measure, measuring spoons, etc.) - objects to measure (glass of water, toy truck, box of pencils, canister of salt, etc.)
 * Closing 5 minutes **

Title - Bubble Mania Primary Subject - Math Grade Level – 3rd grades
 * Friday:**
 * Math Mini-Lesson:**

Bubble Trouble! Using Bubbles to learn about Circumference, Diameter, & Radius

Grade Level: 3rd Number of Students: 16 Time Needed: 50 minutes

Brief Summary of Lesson:

After an introductory story and discussion, students are given opportunities to practice measurement skills as they create and examine a soap bubble print. Students find the diameter, circumference, and radius of the bubble print. The students will also take part in a bubble-blowing contest.

Key Generalizations:

All circles have a circumference, diameter, and radius that can be measured or calculated.

Objectives: > > **Materials Needed:** Sir Conference & the Round Table book 12 Bottles of Bubbles with wands Round items to practice measurements Nametags Yarn Rulers Construction Paper 16 Bubble Mania Experiment Sheets Poster board diagram of Circumference, Diameter, and Radius Prizes for the Bubble Blowing Contest
 * the students will be able to create a soap bubble print.
 * The students will be able to measure the circumference in cm. of their bubble print.
 * The students will be able to measure the diameter in cm. of their bubble print.
 * The students will be able to measure the radius in cm. of their bubble print.


 * Introduction: ** Ask the students if they have ever heard of the words Circumference, Diameter, and Radius. Tell the students that today they will be using bubbles to learn about those concepts. Read the students the book titled, "Sir Conference and The Round Table." Discuss the above concepts in greater detail using the poster board diagram. Ask students of any objects they can see that we could measure. Explain to the students that it is hard to use a ruler to measure round things. Ask the students if they can think of any ways to measure something round using yarn and a ruler. Model how to measure to the students. Be sure to tell students that for measurement's sake we will be rounding the centimeters up. Have the students practice measuring their objects.


 * Preparing for Activity:** After the students have gotten the hang of measuring and finding circumference, diameter, and radius organize the students into pairs using the "Radius & Diameter Activity." On 8 of the nametags, mark them "Radius" and list one of the following numbers: 2, 3, 4, 5, 6, 7, 8,or 9. On the other nametags mark them "Diameter and list" these numbers: 4, 6, 8, 10, 12, 14, 16, and 18. The students will then after understanding that Diameter is the radius plus itself find their corresponding partner. For easier understanding we will have the "Radius" students find their corresponding diameter.


 * Start of Activity:** Explain the bubble blowing activity. Hand out each pair a Bubble Mania Experiment worksheet. The students are to take turns blowing bubbles onto a piece of dark construction paper until the bubble pops and leaves a circular soap bubble print (This can also be modeled for the students.) The students will blow five bubbles and measure the circumference, diameter, and radius and list the measurements in centimeters on their experiment sheet.


 * Bubble Blowing & Discussion:** After the students have experimented with blowing bubbles and measuring them have a class discussion on their findings. Ask them what did you find most difficult? What was easy? Do you notice any patterns?


 * Bubble Blowing Contest:** Tell the students that now that they have an understanding of the concepts of circumference, diameter, and radius they are going to have a Bubble Blowing Contest! Tell the students that they will have 5-10 minutes to blow a bubble with the biggest circumference. After they have done this each pair will bring their biggest bubble to the front of the room and we will hang them up. As a class we will decide who has the 1st, 2nd, and 3rd largest circumference. Each pair of winners will come to the front of the room and pick a prize.


 * Conclusion & Assessment:** Ask the students what was their favorite part of the activity and why? Ask them why is it important to know how to measure things. The teacher will also go around and view experiment sheets and make sure that the concepts taught have been understood.


 * Hand out treats:** The teacher congratulates students and hand out Little Debbie Oatmeal pies. Before the students can eat them they have to all agree on the measurements of circumference, diameter and radius of the treats.

**__MEASURE ME__**
 * Art Lesson**: Measuring Me (Monday)

· Teacher will review the story Measuring Penny and will discuss how the main character chose to measure dogs in the park. · Teacher will distribute 8×11 drawing paper to each child and instruct them to draw an accurate picture of themselves from head to toe. Students may color the picture at the completion of the lesson. · After the pictures are completed, the class will be divided into groups of three. One student will be measured while either lying on the floor or standing against the wall. The other two students will work together to measure that person. Every person in the group should be measured. · Students will record their height in inches on their drawing. · The class will come back as a whole group to arrange their heights in order from shortest to tallest with their pictures. · Teacher will then use the pictures to create an interactive bulletin board. This bulletin board may be used in a future math center. The teacher could formulate questions for the students to answer based on their results.


 * Tuesday Art Lesson**

1. Use a 12- by 18-inch sheet of construction paper. Write your name and Weather Chart at the top with Crayola® Construction Paper™ Crayons. Draw a line under your title. 2. With a ruler, measure the paper into five columns. Draw lines to make your columns. 3. At the top of each column, write the names of days, Monday through Friday. Draw another line under them. 4. On each day of the week, talk with your friends about the weather. What is the temperature? Wind? Clouds? Precipitation? Use words and pictures to record observations.
 * * **Directions**
 * Variations**

Discovering El Nino: How Fable and Fact Together Help Explain Weather. by Patricia Seibert Experiment With Weather. by Miranda Bower How Artists See the Weather : Sun, Wind, Snow, Rain by Colleen Carroll Kate Shelley and the Midnight Express (On My Own Books) by Margaret K. Wetterer Eyewitness:Weather. Tell Me Why: Water and Weather. Smithsonian SmartLabs: Weather Center. by N.S.I. Wild Wacky Weather by Wild Goose ||
 * One child volunteers to record the weather each week. Display charts each week, and look for weather patterns and seasonal changes. Compare charts to weather forecasts.
 * Make a word wall of weather words, so children can copy words they need to complete their charts.
 * Discover how the weather affects jobs: construction workers, farmers, grocery sales, clothing stores, safety workers, transportation. Read the heroic story of Kate Shelley. ||
 * **Related Resources**
 * Books:**
 * Videos:**
 * Games:**
 * Art Lesson- Wednesday**

DAY 4

 * 1) The teacher introduces the activity “Creature Features” to the class. The teacher will tell the children that they will work together in a group to create an animal of their choice using aluminum foil. In this activity the teacher will model how to make an animal out of aluminum foil. The teacher will take two sheets of 20×12 aluminum foil and lay one sheet over the other to form an “X”. The teacher will lay the third sheet of foil down the middle of the “X”. The teacher will then demonstrate how to crumple the foil to form the body and four legs.
 * 2) Teacher will divide the class into groups of three children. Students will decide on an animal to create. Each group will get three sheets of aluminum foil to work with.
 * 3) Each group makes a model of the selected animal from the foil.
 * 4) The students will measure the height and length of their animal using standard units (inches).
 * 5) The group of students will write a descriptive paragraph about their animal, including their measurements. Additional information could include name of animal, habitat, eating habits, etc.
 * 6) The students will then display their animals and share their paragraphs with the class.

Assessment
The teacher will use anecdotal records, observation and written work to measure success during this lesson.

Supplemental information
Teacher should practice making a model of an animal with aluminum foil prior to the lesson.


 * Art Lesson-Thursday** - Gallon Man/Girl

TIME REQUIRED FOR LESSON
90 minutes

MATERIALS/RESOURCES

 * Access to water
 * 3 one gallon containers
 * 4 one quart containers
 * 8 one pint containers
 * 16 one cup containers
 * Chalk, Board, Overhead etc…
 * Pencil/Paper

Pre-activities

 * Students should brainstorm and list all of the standard units of liquid measure.
 * After students have listed cups, pints, quarts, and gallons they should list them in order from least to greatest if they can.
 * Estimate how many cups in a pint, pints in a quart, quarts in a gallon etc.
 * Read supplemental resources / Information for teachers ahead of time.

Activities

 * 1) The class should be divided into three groups. One group should have the 16 cups, one group should have the 8 pints, one group should have the 4 quarts.
 * 2) After they have their particular measuring unit, you should give each group a one gallon container filled with water.
 * 3) Allow the students to pour the water from the gallon into their particular measuring unit. As the students discover the different amounts, have the students record their findings.
 * 4) Allow students to see how many cups are in a pint, pints are in a quart, quarts are in a gallon.
 * 5) After they have “discovered” the correct equivalent measures, show them the Gallon Man organizer.

Assessment
Students should be able to draw the gallon man. Students should be able to make simple conversions with ease. Use a worksheet with conversions from cups to gallons etc. (The students will be surprised at how easy the Gallon Man makes these conversions.)

Supplemental information
The “Gallon Man” is a large capital G. You draw four capital Q’s inside the “G”. You draw two capital P’s inside the of each Q. You place two lower case c’s inside each capital P. After you have drawn your “gallon man”, you can simply look at it an

4. Use the elements of art and principals of design to express original ideas. 4. Use art media and tools in a safe and responsible manner. 3. Demonstrate thoughtfulness and care in completion of artworks.
 * Standard 1: Language of Visual Art - The student will identify visual art terms (e.g., **
 * collage, design, original, portrait, paint, subject). **
 * Standard 3: Visual Art Expression - The student will observe, select, and utilize a variety **
 * of ideas and subject matter in creating original works of visual art. **
 * Standard 4: Visual Art Appreciation - The student will appreciate visual art as a vehicle **
 * of human expression. **