• 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 rain tapping on the window? (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 smell (nose)? (whether a stone is smooth / a bird singing / smoke from a bonfire / the shape of a cloud) → smoke from a bonfirePrompt: Imagine doing each one. Which body part would you use?
3. Which sense tells you that a bell is ringing? (taste / smell / hearing / sight) → hearingPrompt: A bell makes a sound.

• 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 an ice cube takes to melt? (weighing scales / a ruler or tape measure / a thermometer / a stopwatch or timer) → 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 mass of a pumpkin / how long it takes to run 50 metres / how far a paper plane flew / how warm the classroom is) → the mass of a pumpkinPrompt: 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. Kofi wants to find out which ball bounces highest. Which tool helps most? (a measuring jug / a thermometer / a metre stick (long ruler) / weighing scales) → a metre stick (long ruler)Prompt: Bounce height is a length.
2. What could you measure with weighing scales? (how tall a sunflower has grown / how long an ice cube takes to melt / how heavy an apple is / how long a toy car takes to roll down a ramp) → how heavy an apple isPrompt: 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.