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 a rotten egg? (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 smell (nose)? (how soft a feather is / the shape of a cloud / bread baking in the oven / whether water is warm or cold) → bread baking in the ovenPrompt: Imagine doing each one. Which body part would you use?
- Why should you never taste things in a science lesson unless an adult says it is safe? (They could be harmful. / Your tongue cannot tell anything. / Tasting is not a sense. / Food always tastes the same.) → They could be harmful.Prompt: Think about keeping yourself safe.
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 how long a candle burns? (a thermometer / a measuring jug or cylinder / weighing scales / a stopwatch or timer) → a stopwatch or timerPrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?
- What could you measure with a ruler or tape measure? (how long an ice cube takes to melt / how much juice is in a carton / how heavy a pet hamster is / the width of a leaf) → the width of a leafPrompt: 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.
- What could you measure with a ruler or tape measure? (how much rainwater was collected / how heavy an apple is / how long an ice cube takes to melt / the width of a leaf) → the width of a leafPrompt: What does this tool measure: length, temperature, mass, time or volume?
- Which tool would you use to measure how much rainwater was collected? (a ruler or tape measure / weighing scales / a measuring jug or cylinder / a stopwatch or timer) → a measuring jug or cylinderPrompt: Is it a length, a temperature, a mass, a time or an amount of liquid?
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