Science lesson plan · 1st grade (Year 2 in England) · 45 minutes
Choosing a measuring tool
Working scientifically
CCSS NGSS.SEP 3England: KS1 Working scientifically
Objective and success criteria
Students will: Choosing a measuring tool.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Observing with our senses
Leads to: Units of measurement; Planning a fair test
Materials: Simple equipment for a fair test, Results table template, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- 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.
- Which sense would you use to notice smoke from a bonfire? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → smell (nose)Prompt: Which part of your body would notice it?
- Which of these would you notice using hearing (ears)? (how many legs a beetle has / whether it is dark outside / a rotten egg / a bird singing) → a bird singingPrompt: Imagine doing each one. Which body part would you use?
- Which of these is an observation (something you noticed), not a guess? (Maybe the cat is hungry. / The ice cube got smaller in the sun. / I think it will rain tomorrow. / The snail might like lettuce best.) → The ice cube got smaller in the sun.Prompt: An observation is something you saw, heard, smelled or felt happen.
Hook · 5 min
- 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.
I do: model it · 10 min
- 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.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which tool would you use to measure the mass of a bag of flour? (a ruler or tape measure / a measuring jug or cylinder / a stopwatch or timer / weighing scales) → weighing scalesPrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?
- What could you measure with a thermometer? (the mass of a bag of flour / how much water a plant is given / how long it takes to run 50 metres / how cold the water in a pond is) → how cold the water in a pond isPrompt: What does this tool measure: length, temperature, mass, time or volume?
You do: independent practice · 10 min
- 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which tool would you use to measure how much milk is in a glass? (a stopwatch or timer / a thermometer / weighing scales / a measuring jug or cylinder) → a measuring jug or cylinderPrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?
- Which tool would show that the water in a bowl is getting colder? (a magnifying glass / a thermometer / a measuring jug / a ruler) → a thermometerPrompt: Colder means the temperature is going down.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Observing with our senses.
- Use concrete materials: simple equipment for a fair test.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Units of measurement; Planning a fair test.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder