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INVITATION TO TENSION
Feeling the Tension: What were confused about & want to know
Denzil: CIS [Denzils old school] is bigger than ISS because it has more oors. Ms. Alison: ISS has 3 oors. Do you know how many oors CIS has? Denzil: 100 Ms. Alison: So, is ISS taller or shorter than CIS? Denzil & Zoe: Shorter Ms. Alison: Does everyone agree? Everyone: Yes. Ms. Alison: How tall do you think ISS is? We showed each other our ideas using our words and bodies. Ms. Alison: Great ideas. How do you think we could nd out, though, exactly how tall the school is? Zoe: Maybe its as high as a rainbow. Denzil: Maybe its as high as the fridge. Daniel: Maybe its taller than the purple [face hanging in the classroom]. Aziz: Maybe its taller than the mailbox. Denzil: Maybe its taller than cookie monster. Ms. Alison: But how can we nd out? Zoe: Maybe its taller than a dragon! Denzil: Maybe its as tall as a giraffe. Emma: And that is as tall as a hippopotamus. Zoe: And its also like a dinosaur! Rawrrr!
This. (Wilma)
This. (Axel)
Page 2!
TENSION TO INVESTIGATION
Ms. Alison: If I wanted to nd out how tall this lamp is what could I do? Aziz & Denzil: Its this tall! [hop up and put their bodies next to it, raising hands to point to the top] Ms. Alison: So youre showing us with your bodies. Can you show us how tall the school is using your bodies? Daniel: We cant see right now because were inside the school!
So . . . we went outside!
Page 3!
INVESTIGATION
INVESTIGATION
We need to go to the roof through a hole. The grass makes you jump high. (Lea)
We go up the stairs so we can see the school better. We can also go up in an elevator. (Emma)
#1
INVESTIGATION
Everyone got one tissue and we piled them on top of each other. Then we tried to step on top. Zoe: Its too low!! Daniel: We need bigger. These are very small tissues. We need lots of tissues! We need one hundred. Ten hundred! Ms. Alison: Thats a lot of tissues! I dont know if we have that many. Can we use the tissues in a different way? Zoe: We can make a ladder! So we started to build ladders. Zoe: Thats not a ladder! That is a toy ladder! You need to stick it together like this. Denzil: No I dont want to make a ladder. It will fall. It will break. Ms. Alison: So you dont think the tissues will be very useful then? Denzil: Yeah they will but you need to tape them together. Aziz: But they are still even coming apart like that!
Page 6!
But there were not enough tissues. So, we had to keep searching for ways to discover how tall the school was. We went back to our class chart which showed our original theories.
#2
INVESTIGATION
Ms. Alison: Where can we get a map or how can we make a map? Lea: With paper. Zoe: Maps are old and big. We can draw. Lea: With pencils. Denzil: And markers. So we collected those materials and went to the table to get started. Some of us started drawing right away and some of us were stuck. Violett was the rst to say something: Violett: Wait, I dont know how to draw a map! Ms. Alison: Would you like to see some examples? Everyone: YES!! So Ms. Alison pulled out her map box and we explored some maps from around the world. We then combined our prior knowledge and what we saw on the world maps to create our own map to go up the school.
#2
INVESTIGATION
...continued...
In summary: What Our Maps Are Telling Us & What We Need To Try
Emmas map: Denzil: They look like scribble scrabble! Go around the school Ms. Alison: What do you mean? Denzil: Some of these look like scribble Lea & Axels maps: scrabble, like when you dont colour something Go up the stairs and you draw something messy. Emma: I drew dots. Zoes map: Ms. Alison: Lets turn to Emmas map in our Go to a shop to get a ladder map booklets. Tell us about your map Emma. Emma: The lines are for going to see how big the school is. If you go over here, then you go over here and then you go like this. We need to walk all around the school. Ms. Alison: Lea you also have dots on your map like Emma. Tell us about your map. Lea: This is our classroom and we to go up, down, and around. And this is the top of the school. You just go outside and up like this. Ms. Alison: How are we going up? Lea: Were going up the stairs. Ms. Alison: Thats an interesting idea because it connects to some of the other ideas we have. Lets look back at our theories. Two people said that we can go up the steps or climb the stairs. Axel explained his map too. He also showed us going up the stairs! Then Zoe explained her map: Zoe: We need to go out of the school and over to a shop and get a ladder. Ms. Alison: Thats another interesting idea which is also connected to our rst theories.
So Violetts idea of making a map has connected back to our other ideas of climbing up a ladder and climbing up the stairs!
Page 8!
#3
INVESTIGATION
. . . Climbing up a ladder
Zoe: We need to go to a store to get a ladder. Ms. Alison: Where else could we get a ladder? Denzil: Maybe at home. Zoe: At the grocery store. Daniel: I know! We can make a ladder. Ms. Alison: How can we make a ladder? Lea: With cardboard. Ms. Alison: Do you think there might be a ladder somewhere in the school? Everyone: No. Denzil: I think we need a ladder that has a crank to make the ladder go higher and higher and higher and higher! We agreed to wait for a few days to see if anyone could see a ladder around the school. Nobody saw one, except for Ms. Alison. She asked Mrs. Mano if she could bring the ladder to our classroom: Daniel: Make sure its very super tall! Denzil: And it should even have a crank!
Page 9!
Zoe: This is not so tall, lets see. Zoe & Emma: 1, 2, 3, 4, 5, 6, 7! [counting the steps of the ladder] Someone else there were actually 8, so we counted all together and found that if you include the top step of the ladder there are 8 steps of the ladder. Ms. Alison: Thats a really interesting strategy to use because you just found out how many steps tall the ladder is! What strategy did they use? Denzil: Counting!
An Ah-ha! Moment Emma and Zoe used counting as a strategy to nd out how tall the ladder was. This was the rst time that something other than comparison had been used to describe height. After we pursued the ladder theory, I would return to this strategy with the children.
#3
INVESTIGATION
Page 10!
INVESTIGATION
Superman can y up. (Axel) Emma: We dont know him. Denzil: That would mean magic.
We kept track of our theories and whether they worked using a piece of chart paper. We crossed out that ones that we had tried and didnt help us.
Page 11!
DEMONSTRATION
We watched 3 videos about measurement that are stored on our Symbaloo account. We were introduced to 2 big ideas: 1. Using different tools for different types of measurement 2. Using all sorts of different objects to measure height.
Trash or Treasure?
We had time to freely explore measurement tools & demonstrate our knowledge & theories about their different purposes.
Page 12!
Now equipped with new knowledge from the measurement videos, we returned to the measurement tools from our free exploration time. We used a thinking routine called Trash or Treasure to sort out which tools we thought would be useful for nding out how tall the school is from those we thought would not be useful.
TRASH TREASURE
#4
INVESTIGATION/ REVISION
Dont forget Emma & Zoes Ah-ha! Moment! Remember when Emma and Zoe used counting as a strategy to nd out how tall the ladder was? It was now time to return to that strategy and see if we could apply it to our theory of climbing up the steps to see how tall the school is.
#5
INVESTIGATION/ REVISION
Somebody noticed that there were so many numbers on the measuring string. More than maybe we could even count! Ms. Alison: At this end of the string it says 148. At the other end it says 1 and theres a little 0 before that. Where do you think is the best place to start counting from. Everyone: 0 and 1! So we taped the measuring strings to the wall very straight and when we nished with the rst string, we got another to keep measuring, but it was getting to tall for us. Everyone: We need the ladder again! So we got the ladder and kept taping, but soon the string got to tall for us again and we had to give up. There was no way of getting any taller.
TREASURE
Daniel: I think the string is too short. Denzil: We can tape or glue them all together. Daniel: But we are not very high [tall]! Ms. Alison: Well lets try it out. Lets bring the measuring strings and some tape? Do you remember how we taped our height chart to the wall? Do you think we can use the same strategy now?
Everyone: Yes. Ms. Alison: Should we also bring the big ruler? Denzil: No, its too short. Daniel: And we only have one of them. Aziz: Lets count it to see if its enough. So Aziz and Denzil read the numbers that they saw and knew on the big ruler, but they decided it was still too short. We went outside of the classroom and found a wall space to start measuring. We agreed that we would start with the rst oor of the school. Ms. Alison explained that when we measure for how tall something is (height), we need to line up our measuring tool straight and start at the very bottom of the object and go to the very top. So we lined up the measuring tape on the school wall, starting at the oor.
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VALUATION
Mr. Chan took this photo of us from the second oor of the school as he was walking by one day.
Time to
DEMONSTRATION
Back to Demonstration
Our Valuation discussion and dialogue during other measurement activities we were involved in showed that the specic vocabulary we knew to compare the height and length of objects was still developing. It was time to review these words, keeping them in the context of our measurement of the school. We went outside to the parking lot to look at the school so we could see it clearly and compare it to other things around. We focused on 3 main words: tall (or taller) short (or shorter) long (or longer)
We observed the school and the objects around it and made comparisons. We made a list to keep track of our ideas. When we came back inside we worked together as a group to review the things that were taller, shorter and longer than the school and the things that the school was taller, shorter and longer than. We each completed our own page of work with drawings representing our ideas.
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ACTION
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