• 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 the size of a puddle? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → sight (eyes)Prompt: Which part of your body would notice it?
2. Which of these would you notice using sight (eyes)? (thunder in a storm / the size of a puddle / how soft a feather is / how rough tree bark is) → the size of a puddlePrompt: Imagine doing each one. Which body part would you use?
3. Which tool helps you look at a tiny bug more closely? (a magnifying glass / a thermometer / a ruler / a clock) → a magnifying glassPrompt: Which tool makes things look bigger?

• 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? (weighing scales / a stopwatch or timer / a measuring jug or cylinder / 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 weighing scales? (the width of a leaf / the mass of a bag of flour / how long a toy car takes to roll down a ramp / how much rainwater was collected) → the mass of a bag of flourPrompt: 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. What could you measure with a measuring jug or cylinder? (how long a worm is / how long a toy car takes to roll down a ramp / how hot a cup of tea is / how much water a plant is given) → how much water a plant is givenPrompt: What does this tool measure: length, temperature, mass, time or volume?
2. Which tool would you use to measure how heavy an apple is? (a thermometer / weighing scales / a ruler or tape measure / a stopwatch or timer) → weighing scalesPrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?

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