Math Activities (implemented in the classroom):

Measure each other!

Materials: -butcher block paper -measuring -marker Intro: -A measuring tape is used to figure out the size of an object or person. -An inch is represented by numbers and an inch is a unit of measurement about (demonstrate with thumb and pointer finger) this much in size. -Ask students what they think height is (how tall someone is). Procedures: -Students will be grouped in 2 and trace one another on the butcher block paper. -They will then use the measuring tape to measure their body in inches. -Students will record their height in inches and use a marker to write it on their traced paper.

Predicting Measurements and Measuring Objects

Materials: -Ruler with inches and centimeters -Handout -Pencil Intro: -Discuss measurement (why do we measure things? How do we measure things?) -Talk about how to use a ruler and ask the students if they have ever used one and what they used it for -Discuss making predictions -Introduce the handout and explain what we need the children to do

Procedures: -Give each student a handout -Encourage the students to make predictions about objects around the room, and then record their predictions -Then, have the students use their rulers to actually measure the objects length and then record their findings -Repeat this procedure until all children are finished -Be sure to encourage the children to write on their own, but assist them if they are struggling (they may also draw pictures to accompany their words)

Name:____________________________

Lets Measure!

1. My object is a/n: _______________________________. 2. This is what my object looks like!

3. I predict my object is ______________ inches long.

4. When I measured my object using a ruler, I found out that

my object is ________________________ inches long.

Science Activities (implemented in STEM Lab) Wednesday:

Science Activity: Roller Coaster Track Materials:

5 Quercetti pre-constructed roller coaster track Bag of marbles: 2 big, 2 small Stopwatch

Activity:

Explain materials Students will make predictions about whether the large marble or small marble will travel fastest. As a large group, we will test the large marble and the small marble. The teacher will start and stop the stopwatch for these trials. Review the amount of time for each marble run and determine which marble traveled faster. Encourage students to share why the small or large marble traveled faster.

Student Inquiry

Ask students: What do you think will happen if we start the marble at a different spot on the track? Each student will get the opportunity to pick a different starting point and observe how far and fast the marble travels. Ask the group after each trial: What happened and why?

If time allows

Discuss what would happen if the track was constructed differently. What could we add to make the marble go faster? What would happen if the track was flat? Etc.

STEM Lab Thursday Activity Creating My Own Rollercoaster! Materials: Computers

http://www.fossweb.com/modulesK-2/BalanceandMotion/index.html
1.) The teacher will explain the rules of the game 2.) In pairs the students will construct their own roller coasters 3.) The students will test their rollercoaster 4.) The students and teacher will participate in a discussion about their roller coasters -Did your marble make it to the end of your rollercoaster? Why or why not? -Where did it stop? Why do you think it stopped there? -How are you going to change your rollercoaster to make the marble make it to the end? 5.) Create a new rollercoaster so that the marble makes it to the end. If their marble already did on the first try, have the students create another rollercoaster that gives the marble enough momentum to reach the end.