• Quick retrieval from earlier learning (Observing with our senses). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which sense would you use to notice thunder in a storm? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → hearing (ears)Prompt: Which part of your body would notice it?
2. Which of these would you notice using hearing (ears)? (rain tapping on the window / bread baking in the oven / how rough tree bark is / whether it is dark outside) → rain tapping on the windowPrompt: Imagine doing each one. Which body part would you use?
3. Which of these is an observation (something you noticed), not a guess? (I think it will rain tomorrow. / The ice cube got smaller in the sun. / The snail might like lettuce best. / Maybe the cat is hungry.) → The ice cube got smaller in the sun.Prompt: An observation is something you saw, heard, smelled or felt happen.

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

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which tool would you use to measure how tall a sunflower has grown?
• Step 1: A ruler or tape measure measures length (how long, wide or tall).
• Step 2: So the answer is: a ruler or tape measure
• Answer: a ruler or tape measure
• 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. Which tool would you use to measure how long it takes to run 50 metres? (a stopwatch or timer / weighing scales / a thermometer / a measuring jug or cylinder) → 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 weighing scales? (how hot a cup of tea is / how heavy a pet hamster is / how much milk is in a glass / how warm the classroom is) → how heavy a pet hamster isPrompt: What does this tool measure: length, temperature, mass, time or volume?

• 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. Zara wants to know if her bean plant grows taller each day. What should she use? (a thermometer / weighing scales / a stopwatch / a ruler) → a rulerPrompt: She wants to know how tall it is.
2. What could you measure with a thermometer? (how long an ice cube takes to melt / the temperature outside / how long a toy car takes to roll down a ramp / how much water a plant is given) → the temperature outsidePrompt: What does this tool measure: length, temperature, mass, time or volume?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.