• Quick retrieval from earlier learning (Choosing a measuring tool). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which tool would you use to measure how long a candle burns? (a stopwatch or timer / weighing scales / a ruler or tape measure / a thermometer) → a stopwatch or timerPrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?
2. What could you measure with a measuring jug or cylinder? (how much rainwater was collected / how cold the water in a pond is / how heavy a pet hamster is / how long it takes to run 50 metres) → how much rainwater was collectedPrompt: What does this tool measure: length, temperature, mass, time or volume?
3. Zara wants to know if her bean plant grows taller each day. What should she use? (weighing scales / a thermometer / a ruler / a stopwatch) → a rulerPrompt: She wants to know how tall it is.

• Show a simple experiment with one thing changed and ask what makes it a fair test.
• Share the objective: Units of measurement. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What do degrees Celsius (°C) measure?
• Step 1: Degrees Celsius (°C) measure temperature.
• Step 2: So the answer is: temperature
• Answer: temperature
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What do grams (g) measure? (temperature / time / mass / length) → massPrompt: Think of something you would measure in this unit.
2. Which unit is best for the water in a bath? (litres (L) / kilograms (kg) / millilitres (mL) / centimetres (cm)) → litres (L)Prompt: A bath holds a lot of water.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. A bottle of water holds 500 ___. (kilograms (kg) / metres (m) / litres (L) / millilitres (mL)) → millilitres (mL)Prompt: 500 litres would fill a small paddling pool.
2. What do kilograms (kg) measure? (length / temperature / mass / volume) → massPrompt: Think of something you would measure in this unit.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-2.