Students should select an appropriate measurement unit (feet, yards, or meters) and measure the length and width of their study area. Add a place for students to record their plant height, along with a place for the students to identify the units they used to measure the height.
When students are in the field, direct them to record the time to the nearest 5-minute increment using both analog and digital clocks. Teachers should not provide this information as this will serve as practice for the students in telling and writing time. Students might begin by attempting to use only analog clocks and then confirm their time by referencing a digital clock.
Deletion of the inch ruler on the data sheet allows the students the opportunity to measure the height using appropriate tools. Allow students to decide if they think they need a meter stick, a ruler, etc. Then, have students measure the height of the plant (or other object) twice, using two different units of measure and allow them to describe how the two measurements relate to the size of the units that they chose to measure the plant with.
Have students estimate the heights of the plants using inches, feet, centimeters, and meters prior to measurement.
Have students compile the measurements of all students’ plant heights. Teachers can provide a giant line plot, marked off in whole number units, displayed in the classroom. Students can then plot the height of their individual plant. (2.MD.D.9) Discourse on the set of class data should ensue.
Extending instruction to address 3rd grade content: