Measurement - Science Museum of MinnesotaExplorations—Measurement provides length, weight and volume challenges for students to estimate and use measurement tools in four galleries

Measurement Grades 4-6

Measurement at the Science Museum• Museum Activities for

Grades 4-6

• Teacher and Chaperone Guide

• Connections the Minnesota Science Standards

1 you-nit

16 cm

1 you-nit

24 inches

2

In This GuideExplorations—Measurement provides length, weight and volume challenges for students to estimate and use

measurement tools in four galleries of the Science Museum and in the Mississippi River Visitor Center, a National

Park Service facility, just off the Lobby on Level 5.

TABLE OF CONTENTS

About this Topic . . . . . . . . . . . . . . . . . . . . . . . . 3

Connecting with the Classroom . . . . . . . . . . . . . 3

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Minnesota Academic Standards . . . . . . . . . . . . 5

Chaperone Guide: Tips, Notes, Activities . . . . . . 6

Student Activities . . . . . . . . . . . . . . . . . . . . . . . 7

Teacher Key . . . . . . . . . . . . . . . . . . . . . . . . . . 11

How to Use this Explorations Guide• Give chaperones copies of Explorations student

pages and the chaperone page.

• Add your own page(s). Connect with your own

special unit. You can use just one page or all.

Choose the ones which meet your needs best.

• Components are not sequential. You can start

anywhere in the exhibit.

• If your time in the exhibits is limited, choose just a

few stops. Don’t try to rush your students to finish

the Explorations suggestions. Some questions may

leave students with more questions. Use these as

the basis for after-trip discussions or group

research.

3

About this topicObserving and describing the natural world is a goal of

science. Measurements of the world and its objects,

organisms and phenomena can communicate those

observations with precision to other people. Measuring

and comparing observations can also lead to surprising

patterns leading to new questions to investigate.

Skillful measurements require practice with the tools

of measurement, understanding of standard and

non-standard units and the ability to evaluate accuracy

of measurements through estimation.

This Exploration will give your students practical,

problem-solving applications in:

• practice with tools of measurement

• using a tape measure or ruler in a variety of

exhibits and choosing the appropriate tools and

units

• understanding of standard and non-standard

units

• comparing standard measurements of centimeters

to “you”-nits, measurements based on personal

body parts, such as feet, fingers and hands

• evaluate accuracy of measurements through

estimation. “Does it make sense?” Lots of practice

in estimating, then measuring.

Scientists worldwide use the SI (International Systems of

Units, the modern metric system). Since this is a deci-

mal system, it is easy to make calculations, dividing or

multiplying by powers of 10. Students living in the USA

may have more personal familiarity with the US standard

system, since it is in use in almost all areas of daily life,

but they will increasingly need to be capable in the met-

ric system. This guide includes real-world application

challenges in both systems.

Connecting with the classroomBefore you visitLook for the measurement opportunities in daily life.

These will be a foundation for the museum activities.

SIMPLE MEASUREMENTS: Discuss measurements students have experienced

in families, e.g. using a hand span for measuring length

or a thumb for about an inch.

ARE YOU AVERAGE? • Use a measuring tape to measure the distance

between your fingertips when your arms are

stretched out at shoulder height. Measure your

height. Are the measurements the same?

• Measure the distance between your elbow and

shoulder and elbows and wrist. Are they the same?

• Measure the length of you foot and the distance

between your wrist and elbow. Are the measure-

ments the same?

• Put your arm by your side. Does your elbow almost

line up with your belly button?

• If you answered yes to all, you are AVERAGE in

proportion.

• Add up all class totals for each measurement and

take the average. Draw an AVERAGE person on

the board or a large sheet of newsprint or wrap-

ping paper. Try the measurements listed above

on the drawing. Does the class average match the

AVERAGE?

MEASURE IN “YOU-NITS”: Students measure the classroom in “you”-nits.

“You-nits” are non-standard measurements, based

on “you”. They could be a foot, 3 forearms, 2 thumb-

widths, etc. Compare the student measurements and

chart the results. What is the range? Where would this

type of measurement be a problem? Where would it be

useful?

4

PRACTICE ESTIMATION: Students may estimate the amount of time they spend

on an activity such as watching TV, eating, sports,

homework. Ask them to keep a diary to find out the ac-

tual amount of time. What size paper would cover their

math or science book? Ask students to cut out the right

size from a paper bag. Compare to the actual book.

OTHER MEASURING ACTIVITIES: • Students roll an object or fly a paper airplane down

the hallway. Estimate how far each item went, then

measure in both centimeters and inches. Were

estimates closer in metric or U.S. standard

systems?

• Students bring their favorite recipe and double or

triple the recipe.

• Record the temperature for a week and find the

average.

STUDENT ACTIVITY PAGES: Review the Student Activity Pages with the students.

Discuss expectations. Gather measuring tools to bring to

the museum, e.g. individual rulers or measuring tapes.

Back in the classroomReview Student Pages with class. Further extensions are

also mentioned in the Teacher Key, page 13.

MEASURING IN CUBITS: • Ask students to find out what a cubit is. The length

from an adult’s elbow to the tip of the middle fin-

ger. (17–22 inches or 43–56 cm)

• Choose four objects in the classroom to measure.

Predict the length in cubits and cm. Then find the

actual measurement in cubits and cm. Compare

the results. Discuss why we no longer use cubits

(or why we can’t use “you”-nits).

HOW MANY FRIENDS FIT?

• Estimate how many friends will fit within a square

meter or a cubic meter.

• Create a square meter with 12 1-meter tubes of

rolled newspaper. Staple the 4 tubes or tape them

to make a square. Create a cube with the

remaining tubes. Check to see how many friends

fit inside!

ResourcesBOOK The Math Book for Girls and Other Beings Who Count

Valerie Wyatt, Kids Can Press, 2000,

ISBN 1-55074-584-0

Although focused on girls, this book contains many

engaging math activities for everyone. Using“you-nits”,

showing real life applications, and solving practical

math-based problems in a hands-on way characterizes

this useful book.

WEBSITEIlluminations

http://illuminations.nctm.org/

Resource with both digital interactives and lesson plans

for all kinds of math activities. Includes search capabili-

ties and standards connections.

5

Minnesota Academic StandardsThe Science Museum of Minnesota provides a field trip destination that allows teachers and students to reinforce

Minnesota Academic Standards. Use of the materials in this Measurement Exploration will help you link learning

experiences to the following content standards.

MATHEMATICSGrade 4Number and Operation4.1.1.1 Demonstrate fluency with multiplication and division facts.4.1.1.4 Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results.4.1.1.5 Solve multi-step real-world and mathematicalproblems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers.4.1.1.6 Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers.

Geometry and Measurement 4.3.2.3 Understand that the area of a two-dimensionalfigure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps.4.3.2.4 Find the area of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area measurements.

Data Analysis4.4.1.1 Use tables, bar graphs, time lines, and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data.

Grade 5Number and Operation5.1.1.1 Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms.5.1.1.2 Consider the context in which a problem is situated to select most useful form of quotient for the solution.5.1.1.3 Estimate solutions to arithmetic to assess reasonableness of results5.1.1.4 Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers.

Algebra5.2.1.1 Create and use rules, tables, spreadsheet and graphs to describe patterns of change and solve problems.

Grade 6Number and Operation6.1.3.4 Solve real-world and mathematical problems requiring arithmetic with decimals, fractions and mixed numbers.6.1.3.5 Estimate solutions to problems with decimals, fractions and mixed numbers.

Geometry and Measurement6.3.1.1 Calculate the surface area and volume of prisms and use appropriate units, such as cm2 and cm3.6.3.3.1 Solve problems in various contexts involving conversion of weights, capacities, geometric measurements and times within measurement systems using appropriate units. 6.3.3.2 Estimate weights, capacities and geometric measurements using benchmarks in measurement systems with appropriate units.

SCIENCEGrade 4Physical Science4.2.1.1.1 Measure temperature, volume, weight and length using appropriate tools and units.

Grade 5Natures of Science and Engineering5.1.1.1.4 Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain.5.1.3.4.1 Use appropriate tools and techniques in gathering, analyzing and interpreting data. 5.1.3.4.2 Create and analyze different kinds of maps of the student’s community and of Minnesota.

Grade 6Natures of Science and Engineering6.1.3.4.2 Demonstrate the conversion of units within the International System of Units (SI, or metric) and estimate the magnitude of common objects and quantities using metric units.

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The Great Fish ChallengeLOCATION:Mississippi River Gallery—Level 5

Fish Tale section near windows

Lake Sturgeon

Cruising the River ChallengeLOCATION:Mississippi River Visitor Center—

Lobby (near entrance)

The Visitor Center, a National Park

Service facility is free to the public.

Staff here have NPS name badges and are happy to

assist if there are questions.

The Hand ChallengeLOCATION:Human Body Gallery—Level 4

The large hand is near the Cell Lab.

Chaperone guide

The Wave Tank ChallengeLOCATION:Experiment Gallery—Level 3

The Wave Tank is in the Atrium near

the small stage area.

The Backpack ChallengeLOCATION:Dinosaurs and Fossils Gallery—Level 3

The Ancient Swamp area in the back

of the gallery.

Questions are designed to allow exploration.

Finding the right answer is not as important at

looking for the right answer. It’s OK for your group

to work to together to decide how to answer the

questions.

If students are stuck or can’t find something, ask

any staff member in a blue vest or apron.

IMPORTANTRemind your group they must stay with you as

they move from level to level.

Explorations—Measurement provides length, weight and volume challenges for students to estimate and use mea-

surement tools in four galleries of the Science Museum and in the Mississippi River Visitor Center, a National Park

Service facility, just off the Lobby on

Level 5.

TipsStudent pages have small rulers printed on the side of the page, in inches and in centimeters. Directions tell

which scale to use. Student pages also have all of the challenges in detail. Below are the locations for the various

challenges. They do not need to be done in sequence.

7

The Great Fish ChallengeMISSISSIPPI RIVER GALLERY—LEVEL 5

Student pagesYOUR NAME: _____________________________

The aunt of one of your classmates loves to fish.

She recently caught (and released) a huge Lake Sturgeon in a Canadian lake. She wants to know if she would have been the new record holder if she had caught her fish in Minnesota. Her fish was 46 kg and 1.8 m.

Weigh the Lake Sturgeon using the rope and scale. What is the weight of the lake sturgeon in pounds?

Would you award her the Minnesota record for Lake Sturgeon? (hint: 1 pound = 0.45 kg.) Why or why

not?

Did her fish weigh more than the one you just weighed?

109

87

65

43

21

INC

HES

8

Cruising the River ChallengeMISSISSIPPI RIVER VISITOR CENTER—LEVEL 5 LOBBY

Student pagesYOUR NAME: ___________________________

Use your foot to measure the Mississippi River between Saint Paul and Minneapolis in the floor photo.

____________________________ miles

Compare your total with others in your group. Were your measurements the same?

109

87

65

43

21

INC

HES

9

The Hand ChallengeHUMAN BODY GALLERY—LEVEL 4

Student pagesYOUR NAME: ______________________________

Locate the large hand. Find the length and width of the fingernails using standard measurements.

Length Width

cm in cm in

Thumb

Forefinger

Middle finger

Ring finger

Pinkie

Which nail would need the most nail polish?

109

87

65

43

21

INC

HES

10

The Wave Tank ChallengeEXPERIMENT GALLERY—LEVEL 3

Student pagesYOUR NAME: ___________________________

Measure the tank and calculate the volume of this tank. How much water can it hold in gallons?

(Hint: the trash bins near the Wave Tank hold

about 40 gallons.)

After tank cleaning day, how many trips would Shari need to make with a 2-gallon bucket to refill it?

The Backpack ChallengeDINOSAURS AND FOSSILS GALLERY—LEVEL 3

(The Ancient Swamp area in the back of the gallery.)

If you were a scientist going on a dig and you could only take five tools that would fit in a school backpack, what would you choose? Make sure you have tools that would help you do the work!

Look at the display in the equipment area and list

your five tools.

Tool Estimated weight Estimated size

1.

2.

3.

4.

5.

Total weight

109

87

65

43

21

INC

HES

11

The Great Fish ChallengeMISSISSIPPI RIVER GALLERY—LEVEL 5 (Fish Tales section near the windows)

The aunt of one of your classmates loves to fish. She recently caught (and released) a huge Lake Sturgeon in a Canadian lake. She wants to know if she would have been the new record holder if she had caught her fish in Minnesota. Her fish was 46 kg and 1.8 m. Weigh the Lake Sturgeon using the rope and scale. What is the weight of the lake sturgeon in pounds? May vary depending on the student, should be around 100 lb.

Would you award her the Minnesota record for Lake Sturgeon? (hint: 1 pound = 0.45 kg.)

Why or why not? Did her fish weigh more than the one you just weighed?

According to the information card for the Lake Sturgeon, the MN record is 94 lb. 4 oz, length was 70” This would convert to 42.6 kg. and 1.77 m. So yes, the aunt could brag about having a record-breaking catch in MN.

Teacher key

12

Cruising the River ChallengeMISSISSIPPI RIVER VISITOR CENTER—LEVEL 5 LOBBY

Use your foot to measure the Mississippi River between Saint Paul and Minneapolis in the floor photo.

___________________________________ miles

Compare your total with others in your group. Were your measurements the same?

Totals probably were not the same. Discuss reasons why this measurement might vary.

Measurements often depend on standard units. The scale on the floor is not very precise, and foot size may fall between the marked ¼ mile indicators. The River twists and turns and all of the turns are very hard to measure.

There needs to be agreement on where the measured distance begins and where it ends. Choosing a shared landmark in Saint Paul and another in Minneapolis for endpoints would ensure more similar measurements. Navigation charts for the River have mile markers: 854 for St. Anthony Falls to 840 for Harriet Island, so 14 miles from one to the other.

River length is a difficult measurement to pin down because the river channel is constantly changing. For example, staff at Itasca State Park, the Mississippi’s headwaters, say the Mississippi is 2,552 miles long. The US Geologic Survey has published a number of 2,300 miles (3,705 kilometers), the EPA says it is 2,320 miles long, and the Mississippi National River and Recreation Area maintains its length at 2,350 miles. The stretch of the River in the Twin Cities may not change much at this point, because of all the human-made structures along its banks.

Teacher key

13

The Hand ChallengeHUMAN BODY GALLERY—LEVEL 4

Teacher key

Locate the large hand. Find the length and width of the fingernails using standard measurements.

Length Width

cm in cm in

Thumb

Forefinger

Middle finger

Ring finger

Pinkie

Which nail would need the most nail polish?

The thumb.

Ask students how they figured this out? One way wouldbe to put the same 2-dimensional object (piece of paper,outstretched hand), over each nail to compare the areawith a standard object. You could also calculate eachnail’s area with the base x height formula.

Extra challenge:One .5 fl. oz. bottle of nail polish covers 3.125 sq. ft.(How many sq. cm?) How many bottles of nail polish willit take to cover all of the fingernails?

14

The Wave Tank ChallengeEXPERIMENT GALLERY—LEVEL 3

Teacher key

Measure the tank and calculate the volume of this tank. How much water can it hold in gallons?

(Hint: the trash bins near the Wave Tank hold

about 40 gallons.)

Wave tank is 12” wide, 28.5” deep, and 352.5” long. This leads to a volume of 120555 cubic inches. The end result is 521.88 gallons. (1 gallon = 231 cubic inches) These measurements reflect the amount of water in the tank. Air space is needed in the tank to demonstrate wave action.After tank cleaning day, how many trips would Shari need to make with a 2-gallon bucket to refill it?

Shari would need to walk from the faucet to the tank 261 times with her bucket.

The Backpack ChallengeDINOSAURS AND FOSSILS GALLERY—LEVEL 3

(The Ancient Swamp area in the back of the gallery.)

If you were a scientist going on a dig and you could only take five tools that would fit in a school backpack, what would you choose? Make sure you have tools that would help you do the work!

Look at the display in the equipment area and list your five tools.

In small groups discuss the choices students made regarding tools to take on a dig. Students defend their choices. Come up with a group list. Be sure to consider size and weight. Do some research with catalogs listing size and weight of various items or bring in actual objects to weigh and measure.

Tool Estimated weight Estimated size

1.

2.

3.

4.

5.

Total weightSome of the tools on display are:Dental pickGlueToilet paper

PlasterBurlapTape

ShellacPaint brushChisel

Rock hammerField notebook and penRuler

Use a scale to have each student weigh their own backpack. How does it compare with the dig kit youestimated at the museum?