Select and use appropriate tools to measure the length of an object, the volume of liquid within a beaker and temperature.
Instruction focuses on identifying measurement on a linear scale, making the connection to the number line.
| Name |
Description |
| Representing Symbols Using Perimeter and Area | In this integrated lesson, students will create Uncle Sam cards encouraging responsible citizenship, find the dimensions of their card, and then use measurement, addition, and multiplication to solve a real-world task requiring calculation of perimeter and area of a larger space to display all of the student-created Uncle Sam cards. |
| Physical Science Unit: Water Beach Vacation Lesson 1 Observations | Students learn that making observations is an important aspect of scientific study. Students will review concepts about water by making observations based on different properties and states of matter of water. Students will also review how to measure volume, mass and temperature as they will use these skills throughout the unit.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 12 Engineering Design Problem: Beat the Heat Part 3: Testing a Cooler | In this engineering design problem, students will have the opportunity to apply what they
learned about the changes water undergoes when it changes state through heating and
cooling by designing their own cooler. Students will be asked to use the engineering design
process to design a cooler that will reduce the melting of frozen water in hot temperatures
at the beach. Students will need to design and build their cooler, test their materials, and
justify their design decisions. In this lesson students will test their cooler’s effectiveness in
keeping ice from melting. In subsequent lessons students will improve their designs.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
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| Physical Science Unit: Water Beach Vacation Lesson 10 Engineering Design Problem: Beat the Heat Part 1: Design a Cooler | In this engineering design problem, students will have the opportunity to apply what they learned about the changes water undergoes when it changes state through heating and cooling by designing their own cooler. Students will be asked to use the engineering design process to design a cooler that will reduce the melting of frozen water in hot temperatures at the beach. Students will need to design and build their cooler, test their materials, and justify their design decisions. This lesson is the first of several lessons based on engineering design; in subsequent lessons, students will build and test their designs with ice.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
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| Physical Science Unit: Water Beach Vacation Lesson 5 Evaporation Experiment | Students set up an experiment and gather data to investigate the evaporation of water.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
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| Physical Science Unit: Water Beach Vacation Lesson 4 Melting Experiment | Students set up an experiment and gather data to investigate the melting of solid water.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
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| Marshmallow Mania | After experiencing measuring objects to the nearest one-fourth inch, students are given diagrams of the results from using different colors of paper to cook marshmallows in a solar oven. Students measure diagrams' lengths to the nearest quarter inch and record the data on a line plot. Next students determine which color showed evidence of the melted marshmallows' lengths closest to the ideal 2 inches and use this information to make a proposal to a fictional company for the best color to use in their solar ovens for s'more making. |
| Watch Me Sprout...Watch Me Grow, Grow! | During this engineering design challenge, students will create a container to help a local nursery grow sunflowers efficiently. Students will use their knowledge of plant growth to develop a strategy and choose which materials would be best for their sunflower's growth. |
| Terrarium | In this lesson plan students are challenged with building a self-sufficient terrarium. |
| Response to the Cues | This is a design challenge that requires students to cooperatively create a plant terrarium through the process of asking questions, imagining what the design would look like, planning the design, creating the design, testing the design, improving the design, and finally testing their redesign. |
| Zoom, Zoom, Vroom Vroom! | In this lesson, students will explore forces, mechanical energy by engineering their own vehicles utilizing via the engineering design process. |
| Let's Go, H2O! | This STEM challenge will engage 3rd grade students in thinking about the ways that a drought can affect a region or nation and how to find a solution to this problem. Students will construct a pipeline to transport water from point A to point B while overcoming gravity and will measure the volume of liquid before and after it travels through the pipeline. This STEM challenge combines architectural engineering with life science and mathematical measurement skills. |
| Is that Estimate Correct? | In this lesson, students will estimate water volume in three containers and record observations. Following estimations, students will directly measure the volumes using an appropriate method. After comparing those measurements to the estimates, students will be given a known volume of water and will be asked to divide the water into three predetermined volumes, again using estimation skills. A following measurement will be used to determine the difference between their volume estimate and the actual measured volume as distributed across three vessels. |
| Measuring Matters! | This lesson allows students to generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. The lesson promotes the understanding of units of measure that will provide the foundation for further study in math and science. |
| How Far Does It Roll? | In this lesson, students will roll ping pong balls down a ramp and record whole-number measurements for the roll distance. Students will represent this data by creating a line plot. |
| Magnified Inches | This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring length with a ruler past one inch including quarters. This lesson is the follow-up to The Magnified Inch, Resource ID 46593. |
| The Magnified Inch | This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring with a ruler up to an inch including quarters. |
| Name |
Description |
| Physical Science Unit: Water Beach Vacation Lesson 15 Beat the Heat MEA Part 2: Cooler Experiment | In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will use ice to test
the coolers they designed in Beat the Heat Engineering Design Lessons. Students will take
measurements and collect data on their cooler. In part 3, students will analyze the data
they collected. Finally, in part 4 they will develop a procedure for selecting the most
effective cooler to keep water frozen the longest at the beach. In the optional twist,
students will need to take the mass of the cooler into account.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 16 Beat the Heat MEA Part 3: Analyzing Cooler Data | In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will be asked to use
ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
Students will take measurements and collect data on their cooler. In Part 3 of this activity,
students will analyze the data they collected in Part 2 by drawing and interpreting a scaled
bar graph and line graph. Students will participate in a discussion about how to interpret the
data that was collected. Finally, in part 4 they will develop a procedure for selecting the best
cooler to keep water frozen the longest at the beach. In the optional twist, students will
need to take the mass of the cooler into account.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 17 Beat the Heat MEA Part 4: Ranking Procedure | In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will be asked to use
ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
Students will take measurements and collect data on their cooler. In part 3, students will
analyze the data they collected. Finally, in part 4 they will develop a procedure for selecting
the best cooler to keep water frozen the longest at the beach. They will communicate their
findings and procedure via a letter to next year’s class. In the optional twist, students will
need to take the mass of the cooler into account.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 9 Cool Cooler Design Model-Eliciting Activity (MEA) | In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. Students
will be asked to rank coolers based on data to solve an open-ended, realistic problem, while
considering constraints and tradeoffs. In the optional twist, students will need to take the
mass of the cooler into account.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
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| Name |
Description |
| Devin in the Bakery Part 3: Chef-tastrophy | Practice measuring the mass of solids and liquids using a pan balance and triple beam balance as Devin helps Chef Kyle in the bakery with this interactive tutorial. |
| Maxine in the Lab Part 3: Mystery Mix-Up | Help Maxine and Dr Felix solve the mystery of the mixed-up samples using their color observations and volume measurements from Parts 1 and 2 in this interactive tutorial.
This is part three in a 3-part series.
|
| Maxine in the Lab Part 2: Volume of Solids | Help Maxine and Dr Felix measure and compare the volume of solids using the displacement method with a graduated cylinder in this interactive tutorial.
This is part two in a 3-part series.
|
| Maxine in the Lab Part 1: Volume of Liquids | Help Maxine and Dr Felix measure the volume of liquids with this interactive tutorial.
This is part one in a 3-part series.
|
| Devin in the Bakery Part 2: Measuring Mass of Liquids | Learn how to measure the mass of liquids (and some solids) using containers while Devin helps Chef Kyle in the bakery with this interactive tutorial. |
| Physical Science Unit: Water Beach Vacation Lesson 17 Video | This SaM-1 video provides the students with the optional "twist" for Lesson 17 and the Model Eliciting Activity (MEA) they have been working on in the Grade 3 Physical Science Unit: Water Beach Vacation.
To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Lesson 21 Video: MEA Entertaining Animals Part 2 | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. This first video provides background information on why and how animals need to be entertained. |
| Lesson 21 Video: MEA Entertaining Animals | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides background information on why and how animals need to be entertained. Students will have the opportunity to apply what they learned about physical properties and measuring linear lengths as they are asked to design a prototype toy for Florida panthers housed at the CPALMS Rehabilitation and Conservation Center.
In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 20 Video MEA Animal Habitats Part 2 | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla. |
| Lesson 20 Video: MEA Animal Habitats | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 11 Video: Introduction to Volume | In this SaM-1 video, students will learn how to use a graduated cylinder to make observations based on the volume of liquids. |
| Lesson 3 Video: Introduction to Length | In this video, students will make observations based on the property of size, specifically length. Students will learn about the metric and customary measurement systems and use line plots to organize and sort data. |
| Name |
Description |
| Devin in the Bakery Part 3: Chef-tastrophy: | Practice measuring the mass of solids and liquids using a pan balance and triple beam balance as Devin helps Chef Kyle in the bakery with this interactive tutorial. |
| Maxine in the Lab Part 3: Mystery Mix-Up: | Help Maxine and Dr Felix solve the mystery of the mixed-up samples using their color observations and volume measurements from Parts 1 and 2 in this interactive tutorial.
This is part three in a 3-part series.
|
| Maxine in the Lab Part 2: Volume of Solids: | Help Maxine and Dr Felix measure and compare the volume of solids using the displacement method with a graduated cylinder in this interactive tutorial.
This is part two in a 3-part series.
|
| Maxine in the Lab Part 1: Volume of Liquids: | Help Maxine and Dr Felix measure the volume of liquids with this interactive tutorial.
This is part one in a 3-part series.
|
| Devin in the Bakery Part 2: Measuring Mass of Liquids: | Learn how to measure the mass of liquids (and some solids) using containers while Devin helps Chef Kyle in the bakery with this interactive tutorial. |
| Physical Science Unit: Water Beach Vacation Lesson 17 Video: | This SaM-1 video provides the students with the optional "twist" for Lesson 17 and the Model Eliciting Activity (MEA) they have been working on in the Grade 3 Physical Science Unit: Water Beach Vacation.
To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Lesson 21 Video: MEA Entertaining Animals Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. This first video provides background information on why and how animals need to be entertained. |
| Lesson 21 Video: MEA Entertaining Animals: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides background information on why and how animals need to be entertained. Students will have the opportunity to apply what they learned about physical properties and measuring linear lengths as they are asked to design a prototype toy for Florida panthers housed at the CPALMS Rehabilitation and Conservation Center.
In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 20 Video MEA Animal Habitats Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla. |
| Lesson 20 Video: MEA Animal Habitats: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 11 Video: Introduction to Volume: | In this SaM-1 video, students will learn how to use a graduated cylinder to make observations based on the volume of liquids. |
| Lesson 3 Video: Introduction to Length: | In this video, students will make observations based on the property of size, specifically length. Students will learn about the metric and customary measurement systems and use line plots to organize and sort data. |
