Quality Core Curriculum Objectives:

Science                       (Inquiry)

            #1 – Asks questions, makes/records observations, sorts objects, makes

predictions, communicates with others

            #4 – Actively engages in learning via hands-on/minds-on science activities

#14 – Recognizes characteristics, similarities & differences

                                    (Life Science)

            #14 – Recognizes characteristics, similarities & differences

Math                           (Geometric Relationships)

            #5 – Compares and describes sizes and size relationships (larger than, smaller than, etc.)

(Measurement)

#12 – Compares and describes lengths (longer than, longest, shorter than, shortest, etc.

Activity 1 “Teacup Test”

Materials:  A teacup, clip boards (optional), sheets of paper folded in thirds lengthwise. 

At the top of the middle column on each sheet of paper, draw a picture of a teacup.   The sheets of paper should look like the one below:

Make enough so that every student or pair of students gets a sheet of paper.  Next, take the students on a nature walk around the school or assemble a bunch of natural items to have around the classroom.  The students are to go exploring to see how many “live” things they can find (plant or animal).  They are not to take anything, but to record their observations by drawing what they see. 

Ask them to estimate if an object is “smaller or larger than” a teacup.  If they decide that the object appears smaller than a teacup, they are to draw that item on the left side of the paper.  If an item appears larger than a teacup, they are to draw it on the right side of the paper.  If they cannot decide or believe the item to be the “same size” as a teacup, they are to draw it in the middle section of the paper.  Following this activity, go over the students’ papers as a group.  Test any items that were logged incorrectly by seeing if they fit into the teacup. 

Activity 2  “Animal Parts”

Materials:  Pictures of various animals.  The pictures should not differ greatly in size or scale.

Have the students compare groups of two and three pictures showing animals with different tails.  The students are to sequence the pictures in order of shortest-to-longest tail, fattest-to-thinnest tail, etc.  (Good examples of animals to use are: squirrel, rabbit, mouse, dog, cat, raccoon, bobcat, various fish and birds).  You can also have the students compare the lengths of animals’ snouts and ears.