Grade 3
Science
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Science Grade 03 Unit 02 Exemplar Lesson 01: A Matter of Degrees
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students will investigate temperature as a property of matter. Students will become more familiar with the Celsius scale and have
the opportunity to measure, read, and record temperatures in real-world settings.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required
by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
3.5
Matter and energy. The student knows that matter has measurable physical properties and those properties
determine how matter is classified, changed, and used. The student is expected to:
3.5A Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float.
Scientific Process TEKS
3.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following
school and home safety procedures and environmentally appropriate practices. The student is expected to:
3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor
investigations, including observing a schoolyard habitat.
3.1B Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum
cans, and plastics.
3.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor
investigations. The student is expected to:
3.2B Collect data by observing and measuring using the metric system and recognize differences between
observed and measured data.
3.2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and
evaluate measured data.
3.2E Demonstrate that repeated investigations may increase the reliability of results.
3.3
Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem
solving, and the contributions of scientists are used in making decisions. The student is expected to:
3.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
3.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct
science inquiry. The student is expected to:
3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius
thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks,
compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including
clocks and stopwatches; materials to support observation of habitats of organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 04/23/13
page 1 of 16 Grade 3
Science
Unit: 02
Lesson: 01
Suggested Duration: 4 days
Grade 03 Science Unit 02 PI 01
Use a thermometer to appropriately measure and record air temperature in both degrees Fahrenheit and degrees Celsius. Construct a simple data table in the
science notebook to record the temperatures.
Standard(s): 3.2B , 3.2C , 3.4A , 3.5A
ELPS ELPS.c.1C , ELPS.c.4J , ELPS.c.5F
Key Understandings
Matter has physical properties that can be observed and measured.
— What is temperature?
— How is temperature measured?
— Why is it important to be able to read a thermometer correctly?
Vocabulary of Instruction
temperature
degrees
Fahrenheit
thermometer
Celsius
stopwatch
scale
data table
Materials
°F/°C thermometers (1 per group)
cup of hot water (1 per group)
cup of ice water (1 per group)
graduated cylinder or beaker (plastic, for demonstration, 1 per teacher)
immersion dual­scale (°F/°C) thermometers (1 per student or 2 per group)
index cards (1 per student)
meter or yard sticks (1 per group)
permanent marker (for demonstration, 1 per teacher)
pet water dish (for demonstration, 1 per teacher)
red crayon or pencil (1 per student)
red transparency film or plastic report cover (strip, 1 per teacher)
small rubber bands and/or masking tape (see Advance Preparation, per group)
sticky note (3” x 5”, 1 per group)
stopwatches (1 per group)
sturdy mug to hold cup with hot water (to prevent tipping or spilling, 1 per group)
thermometers (variety such as cooking, candy, medical, outdoor, per teacher) – Optional
tray (1 per group)
water (for demonstration, per class)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not
accessible on the public website.
Teacher Resource: Dual-scale Classroom Thermometer (1 for projection)
Optional Teacher Resource: Dual-scale Classroom Thermometer Extension (1 for projection)
Optional Handout: Reading Scales (1 per student)
Teacher Resource: Reading Scales KEY
Handout: Reading and Recording Temperatures (1 per student and 1 for projection)
Handout: A Matter of Degrees (1 per student and 1 for projection)
Handout: Daily Air Temperature Bar Graph (1 per student and 1 for projection)
Optional Teacher Resource: Air Temperature Checklist Performance Indicator
Teacher Resource: Instructions for Performance Indicator
Resources
None Identified
Advance Preparation
Last Updated 04/23/13
page 2 of 16 Grade 3
Science
Unit: 02
Lesson: 01
Suggested Duration: 4 days
1. For the Explore/Explain activity, you will need to prepare a hot pot of water (< 55°C) and pitcher of ice. Prepare trays for each group. Each
tray should have a 3” x 5” sticky note and three Styrofoam cups: one for holding the thermometer, one labeled ice water, and one labeled
hot water. It is helpful to include a sturdy plastic mug, cup, or beaker to hold the cup with hot water so it does not tip and spill. These cups
can be reused.
2. (Optional) Two attachments (Dual-Scale Classroom Thermometer and Dual-Scale Classroom Thermometer Extension) can be
enlarged and glued to poster board to make a classroom demonstration thermometer. A strip of ribbon (half red and half white) can be
threaded through slits in the top and bottom to make a movable indicator.
3. Cut a strip of red transparency film that can be moved up and down the indicator bar on the dual-scale classroom thermometer
transparency. A strip of cardstock can be colored and used, but it will not appear red on the overhead.
4. You may want to prepare a poster or chart with the Celsius mnemonic device poem prior to the lesson (30 is warm, 20 is nice, 10 is chilly,
and 0 is ice.).
5. Preview the schoolyard during the time of day that students will be taking sun and shade temperature readings. Determine a location
where students can take appropriate Sun and shade temperatures safely. Select a sunny spot away from the building, but not too far
away from an area of shade.
6. Prior to the Elaborate activity, use small rubber bands or masking tape to secure the thermometers to the ends of the meter sticks.
7. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations related to temperature, changes in state, and the Sun as a source of energy for the water cycle. Students will use appropriate
tools and safe practices to continue their investigation of the physical properties of matter.
By Grade 3, students will have used a thermometer to measure the relative temperature of a variety of substances. In this unit, they will become more familiar with the
Celsius scale and have the opportunity to develop personal referents for familiar benchmark temperatures, including temperature points related to changes in the state
of water. In Unit 03, students will have more opportunities to use a thermometer to measure air temperature, as they focus on day-to-day weather changes.
In order to successfully measure temperature, students must not only read and interpret the scale, but follow certain procedures when using a thermometer. These
procedures are introduced and modeled throughout the lesson and should be monitored and assessed as well. Based on the needs of your students, you may want
to provide additional practice in reading and interpreting a variety of scales (number lines) with different increments or intervals. A handout has been provided for that
purpose.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Mystery of the Disappearing Water
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Show the pet water dish to the students.
Materials:
2. Set up activity.
Tell students that you went on vacation this summer and put your pet in the
kennel. When you returned, you discovered that the water level or volume of
water in the bowl was much lower. Since your pet wasn’t there to drink the
water, you are wondering what happened to it. Suggest that students help you
set up an investigation to find out.
3. With the students’ help, use a graduated cylinder or beaker to measure out
enough mL of water to fill the pet water dish about ¾ full. Mark the level of water
on the inside of the bowl with a permanent marker and set the bowl in an area
that will not be disturbed.
4. Instruct students to use one page in their science notebooks to draw the bowl,
record the date and the volume of water (mL). They can record the question to
be investigated as well and any prediction or explanation related to the question.
Last Updated 04/23/13
pet water dish (for demonstration, 1 per teacher)
permanent marker (for demonstration, 1 per
teacher)
graduated cylinder or beaker (plastic, for
demonstration, 1 per teacher)
water (for demonstration, per class)
Instructional Notes:
This set up must be done at the beginning of this unit. It will be
completed in the Evaporation activity.
Science Notebooks:
Instruct students to use one page in their science notebooks to
page 3 of 16 Grade 3
Science
Unit: 02
Lesson: 01
Suggested Duration: 4 days
draw the bowl, record the date and the volume of water (mL).
Leave the rest of the page blank for later.
They can record the question to be investigated as well and any
prediction or explanation related to the question. Leave the rest
of the page blank for later.
EXPLORE/EXPLAIN – Reading and Recording Temperatures
Suggested Day 1 (continued)
1. If possible, display a variety of thermometers.
Ask:
Materials:
Where have you seen thermometers used before? Answers will vary, but
students may refer to those used to measure body temperature, outdoor
temperature, etc. For each type you have available, briefly elaborate on its
use and why it is important.
2. Remind students that they have been using tools to measure properties of
matter.
Ask:
What tool is used to measure the temperature of a liquid, the air, your
body, etc.? Thermometer
3. Explain that scientists use temperature and changes in temperature to describe
and learn more about matter. In this lesson, they will learn more about this
property and how to measure it.
4. Instruct students to Think/Pair/Share what they think the room temperature might
be at this moment. Elicit student responses, quickly reach a consensus as to a
class estimate, and record that estimate on the board. If students use the words
“degrees”, “Fahrenheit”, or “Celsius”, add those words and symbols to their
estimate.
5. Display a large dual-scale classroom demonstration thermometer, or use the
Teacher Resource: Dual-scale Classroom Thermometer and a movable red
plastic indicator.
6. Point out the symbols, °F and °C. Explain that these are two different
symbols/abbreviations related to measuring temperature (just as cm and in. are
for measuring length). These symbols stand for two commonly used temperature
scales: Fahrenheit and Celsius. Scientists typically measure temperature in °C.
7. Draw attention to the Fahrenheit and Celsius scales (the numbers and tic marks)
on either side of the indicator. Ask students if these scales remind them of
anything they have seen or worked with in math. Turning the Fahrenheit scale
sideways may help them visualize it as a number line.
8. Explain that both scales are really just vertical number lines, each with different
intervals or increments. Instruct students to verbalize what each tic mark
represents and then chorally read the corresponding temperatures on a
representative segment of each scale.
thermometers (variety such as cooking, candy,
medical, outdoor, per teacher) – Optional
red transparency film or plastic report cover
(strip, 1 per teacher)
immersion dual­scale (°F/°C) thermometers (1
per student or 2 per group)
tray (1 per group)
cup of ice water (1 per group)
cup of hot water (1 per group)
sturdy mug to hold cup with hot water (to prevent
tipping or spilling, 1 per group)
sticky note (3”x5”, 1 per group)
stopwatches (1 per group)
index cards (1 per student)
red crayon or pencil (1 per student)
Attachments:
Teacher Resource: Dual-scale Classroom
Thermometer (1 for projection)
Optional Teacher Resource: Dual-scale
Classroom ThermometerExtension (1 for
projection)
Optional Handout: Reading Scales (1 per
student)
Optional Teacher Resource: Reading Scales
KEY
Handout: Reading and Recording
Temperatures (1 per student and for projection)
Safety Notes:
Thermometers are delicate instruments and should be handled
carefully. They can shatter if dropped. Notify the teacher of any
spills or accidents. The temperature of hot liquids should be
less than 55 °C (131 °F). Do not use mercury thermometers;
mercury is toxic.
9. (Optional) Use Handout: Reading Scales if students need additional practice in
reading number lines with various increments.
10. Show students the indicator bar, clarifying that it represents the tube that holds
the liquid in a real thermometer. Select a student to move a red plastic strip up
the indicator bar to the position on the Fahrenheit scale that matches the class’s
room temperature estimate.
Ask :
If the room temperature is __°F, what would the corresponding
temperature be on the Celsius scale? Record the answer on the board
next to the °F temperature.
If the temperature in the classroom is warmer than predicted, how
should the indicator strip move? It should move up the scale. How
should it move if the temperature is colder? It should move down.
11. Have student volunteers practice moving the indicator strip to both higher and
lower selected temperatures. With the class’s help, find, read, and record these
temperatures (°F and °C) on the board.
Last Updated 04/23/13
Instructional Notes:
Students may have prior experiences in reading and recording
temperatures in °F and °C. Modify and adapt this section to the
needs of your students.
Because temperatures in the U.S are reported in degrees
Fahrenheit, students will be asked to transfer their knowledge of
this more familiar measure to the less familiar Celsius scale as
the lesson progresses.
For demonstration purposes, a strip of red transparency or
plastic report cover can be moved up and down the scale by the
students. This will eliminate having to mark on the scale and will
allow students to adjust their answers if they miscalculate.
page 4 of 16 Grade 3
Science
Unit: 02
Lesson: 01
Suggested Duration: 4 days
12. Say:
I have some real thermometers you can use to measure the actual
room temperature.
Remember that it takes 2–4 minutes for a thermometer to indicate an
accurate room temperature.
Emphasize that the temperature of an object or material does
not change just because a different scale is used. Similarly, the
length of a piece of string does not change just because it is
recorded in both inches and centimeters.
13. Show students how to use a stopwatch, as needed.
Clocks and stopwatches are required tools in Student
14. Distribute the immersion dual-scale thermometers, discuss safety issues, and
examine and identify the parts (bulb, tube, scales, and liquid).
Ask:
Why should you not hold or touch the bulb or indicator tube with the
liquid? Answers may vary.
15. Inform students that in order to make an accurate reading, their eyes should be
level with the top of the liquid in the tube. You may want them to compare the
position of the liquid when looking at the tube from above or below versus straight
on.
16. Elicit the actual room temperature in both °F and °C, and compare it with the
class estimate.
17. Distribute index cards and copies of Handout: Reading and Recording
Temperatures. Project a copy of the handout as well. Note any differences
between the scales and intervals on the students’ thermometers and those
pictured on the page. Show students how to correctly mark the room temperature
on the first blank thermometer, using the edge of the index card to draw a straight
red line across the indicator bar before coloring it in. Model how to accurately
record and say both °F and °C temperatures.
18. Each group will need a stopwatch and tray with a cup of ice water and hot water.
After estimating the temperature for each cup of water, students can immerse
their thermometers (one in each cup), wait two minutes, and then read (eye level)
and record the actual temperatures on the handout.
19. Conclude the activity by asking:
Expectation 3.4A. Take this opportunity to reinforce or introduce
the use and operation of each timing device. Students will likely
need hands-on instruction before they can independently use a
stopwatch.
Take this opportunity to address TEKS 3.2E (repeated trials).
Discuss the fact that taking multiple readings for the same
temperature can provide better information or data. Likewise, if
any group’s reading is not close to the others, it may indicate the
thermometer is not working, the temperature reading was taken
incorrectly, etc.
If you only have immersion Celsius thermometers, students can
find the corresponding Fahrenheit temperature on the handout:
Reading and Recording Temperatures.
Students often use the terms heat and temperature
interchangeably. However, heat and temperature describe two
different things. Heat is a form of energy, whereas temperature
is an estimate of the average heat energy in a material. This
difference is not emphasized nor delineated at this level,
although students will observe the relationship between
changes in temperature and the addition or removal of heat. In
the next lesson, students will relate temperature changes to
changes in the state of water. Later in their science education,
What tool have we used today that can help us gather more
information about matter? Thermometer
What property are we measuring when we use a thermometer?
Temperature – how hot or cold something is
What are two different scales and units used to measure
temperature? °F and °C
Why is it important to be able to read a thermometer correctly? Answers
will vary. Prompt students by asking why it would be important for
nurses/doctors, farmers, cooks, pilots, their parents, etc.
students will see the utility of measuring temperature when they
use this numerical information to identify substances based on
boiling points and melting points.
Check For Understanding:
Monitor students’ use of thermometers and accuracy in reading
and recording temperatures.
Science Notebooks:
Students should have the opportunity to add the vocabulary:
temperature, degrees, scale, Celsius, Fahrenheit to their
glossary and mark off the tools: thermometer and stopwatch on
the “Tools I Will Learn How To Use” page.
EXPLAIN – A Matter of Degrees
Suggested Day 2
1. Distribute the Handout: A Matter of Degrees, and project a copy to use as
reference.
Attachments:
2. Remind students that there are two commonly used temperature scales in the US.
Relate a brief history of the development of thermometers.
A German scientist, named Daniel Gabriel Fahrenheit, invented the first
alcohol and mercury thermometers and developed the Fahrenheit scale
(named after him) in 1724. On this scale, water freezes at 32°F and boils at
212°F. A comfortable room temperature on this scale is around 72°F.
The Celsius Scale was designed by Anders Celsius, a Swedish scientist, in
Last Updated 04/23/13
Handout: A Matter of Degrees (1 per student
and 1 for projection)
Instructional Notes:
The mnemonic device poem has been modified. The original
poem lists 30° as “hot” and 10°C as “cold”.
page 5 of 16 Grade 3
Science
Unit: 02
Lesson: 01
Suggested Duration: 4 days
1742. For many years, it was known as the centigrade scale because there
Science Notebooks:
are 100 (centi-) degrees between freezing and boiling water. In 1948, after
Celsius’s death, the scale was named in his honor. On the Celsius scale, water
Students can copy the poem in their notebooks.
freezes at 0 °C and boils at 100 °C. A comfortable room temperature is around
30 is warm,
20 °C.
20 is nice,
10 is chilly,
3. Model for students how to mark and label each of the benchmark temperatures
(freezing point, boiling point, and room temperature) on their handout.
Ask:
And 0 is ice
How do these three benchmark temperatures compare with the
temperatures of the water that you measured in the last activity?
Answers will vary, but discuss the differences.
4. Together, add additional benchmark temperatures to the thermometer on the
handout. Draw on students’ prior knowledge as much as possible. Facilitate a
class discussion using the following statements and questions as a guide.
A person’s normal body temperature is about 98.6°F.
What Celsius temperature would describe a person’s normal body
temperature? About 37°C.
What types of activities might be good to do when it is 37°C outside?
Swimming, water skiing, etc.
A very cold day might be about 15°F.
What Celsius temperature might represent a very cold day? 10° below
0 or ­10°C.
How would you dress on a day when the temperature is 10° below 0
Celsius outside? What types of activities might you do? If there had
been precipitation you might build a snowman, go sledding, etc.
Cakes are often baked at 350°F.
Would this thermometer be useful in measuring the temperature
needed to bake a cake? No, you’ll need a kitchen or cooking thermometer.
5. Post or provide the following poem as a mnemonic device for students to help
them remember some benchmark Celsius temperatures. Students can copy the
poem in their notebooks.
30 is warm,
20 is nice,
10 is chilly,
And 0 is ice.
ELABORATE – Daily Outdoor Temperature Readings
Suggested Day 3
1. On a sunny day, visit the schoolyard to investigate the key question: How does
shade affect outdoor air temperature? Students can record the question and a
prediction in their notebooks. Student groups will need science notebooks, a
thermometer attached to the end of a meter stick with tape or rubber bands, and
a stopwatch. Review outdoor safety procedures.
Materials:
°F/°C thermometers (1 per group)
meter or yard sticks (1 per group)
small rubber bands and/or masking tape (see
Advance Preparation, per group)
stopwatch (1 per group)
2. Select a sunny spot away from the building (but not too far away from an area of
shade). Instruct students to hold the meter stick with the thermometer suspended
about eye level in the air for three minutes. They can record the locations and the
temperatures (°F/°C). Monitor to see that students don’t inadvertently shadow the
thermometers while taking this “sunny” temperature.
Attachments:
3. Repeat the procedure by measuring and recording the air temperature in the
nearby shaded area.
Handout: Daily Air Temperature Bar Graph (1
per student and 1 for projection)
4. Discuss their results with the following questions, as needed.
Ask:
What heats the surface of our Earth? The Sun
What did you discover about temperatures taken in direct sunlight
and in the shade? Those taken in the Sun are hotter than those in the
shade. Students should be able to provide evidence based on their
measurements.
Safety Notes:
Thermometers are delicate instruments and should be handled
carefully. They can shatter if dropped.
Remind students not to look at the Sun.
Last Updated 04/23/13
page 6 of 16 Grade 3
Science
Unit: 02
Lesson: 01
Suggested Duration: 4 days
5. Explain that air temperature varies depending on the location of the reading. The
Sun does not directly heat the air, but the air is heated by the land or water
beneath it. Because different surfaces and locations affect the temperature,
people who study and report the weather have agreed that air temperature
should be measured off of the ground and in the shade. In the United States,
these temperatures are generally reported in degrees Fahrenheit.
Instructional Notes:
Preview the schoolyard during the time of day that students will
be taking Sun and shade temperature readings. Determine a
location where students can take appropriate Sun and shade
6. Tell students that they will have the opportunity to measure and record the
outdoor air temperature over the next few weeks. However, they will be reporting
it in degrees Fahrenheit and Celsius.
temperatures safely.
7. Return to the classroom and instruct students to set up a simple data table in
their notebooks. They will need to record the day and date, time, and
temperature each day.
The outdoor air temperature should be taken in the shade about
8. Devise a management system that will give every student the opportunity to
measure the outside temperature at least once during the next 5 days. Set aside
5-10 minutes each day for student groups to return to the shaded area to take
their readings. Monitor students’ use of thermometers as well as accuracy in
reading and recording temperatures.
9. At the end of the recording week, use Handout/and projected Handout: Daily Air
Temperature Bar Graph or 1” grid paper to design a bar graph that will allow
students to more easily compare and evaluate the data they have collected. Use
the range of collected temperatures (°F or °C) to label the vertical axis (axes),
and the dates of each reading to label the horizontal axis.
Ask:
4 feet off the ground and at about the same time(s) of the day.
Wait 2-3 minutes before taking a reading. This is an opportunity
to address TEKS 3.2E (repeated trials) and compare the results
to the real-time local temperature as reported by the NOAA or
other weather site. The remaining components of the weather
station will be set up in Unit 03.
Science Notebooks:
Students can record the question “How does shade affect
outdoor air temperature?” and write a prediction in their science
notebook.
What can you tell me about the data by looking at the graph? Answers
will vary, but students may point out the high or low temperature for the week,
the difference in temperatures for any two days, etc.
Is it easier to compare the data by looking at the table or at the graph?
Answers will vary, but graphs often allow for easier comparison of data than a
table.
EVALUATE – Performance Indicator
Suggested Day 4
Attachment:
Grade 03 Science Unit 02 PI 01
Use a thermometer to appropriately measure and record air temperature in both degrees
Fahrenheit and degrees Celsius. Construct a simple data table in the science notebook to
record the temperatures.
Standard(s): 3.2B , 3.2C , 3.4A , 3.5A
ELPS ELPS.c.1C , ELPS.c.4J , ELPS.c.5F
Optional Teacher Resource: Air Temperature
Checklist Performance Indicator
Teacher Resource: Instructions for
Performance Indicator
1. Refer to the Teacher Resource: Instructions for Performance Indicator for
information on administering the performance assessment.
Last Updated 04/23/13
page 7 of 16 Grade 3
Science
Unit: 02 Lesson: 01
Dual-Scale Classroom Thermometer
°F
50
120
110
°C
40
100
90
30
80
70
20
60
10
50
40
0
30
20
-10
10
0
©2012, TESCCC
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06/13/12
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 01
Dual-Scale Classroom Thermometer Extension
°F
°C
110
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100
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90
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120
©2012, TESCCC
06/13/12
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 01
Reading Scales
Scales are number lines. Many measuring tools like rulers and thermometers use scales.
•
•
•
How many different measuring tools can you find that use scales?
What do the tic marks represent on each scale?
What unit of measure does each scale represent?
Fill in the boxes on the scales below with the correct numbers.
80
120
90
70
60
80
100
60
70
80
40
60
50
50
20
60
40
40
40
30
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©2012, TESCCC
06/13/12
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 01
Reading Scales KEY
Scales are number lines. Many measuring tools like rulers and thermometers use scales.
•
•
•
How many different measuring tools can you find that use scales?
What do the tic marks represent on each scale?
What unit of measure does each scale represent?
Fill in the boxes on the scales below with the correct numbers.
80
70
60
120
115
90
70
84
80
100
90
70
65
60
80
40
60
50
50
20
10
48
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30
35
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12
©2012, TESCCC
06/13/12
25
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 01
Reading and Recording Temperatures
°F 120
50
°C
110
100
90
110
40
30
80
70
20
40
30
0
0
90
30
-10
-20
°F 120
50
°C
100
90
40
30
80
70
20
70
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60
10
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0
30
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Room Temperature ________
©2012, TESCCC
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°C
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50
50
°F 120
30
0
20
-10
10
0
-20
Ice Water ________
06/13/12
10
0
-10
-20
Hot Water ________
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Grade 3
Science
Unit: 02 Lesson: 01
A Matter of Degrees
©2012, TESCCC
06/13/12
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 01
Daily Air Temperature Bar Graph
©2012, TESCCC
06/13/12
page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 01
Air Temperature Checklist Performance Indicator
Student
Names
Performance Level
+ Proficient
 Making Progress
- Not Yet
Safely uses the
thermometer
Avoids touching
the bulb or tube
Waits 2-4
minutes
Reads the
thermometer at
eye level
Temperature
reading is
accurate( +/- __ °)
Accurately
records the
temperature
©2012, TESCCC
04/19/13
Page 1 of 1
Grade 3
Science
Unit: 02 Lesson: 01
Instructions for Performance Indicator
Performance Indicator
Use a thermometer to appropriately measure and record air temperature in both degrees Fahrenheit and degrees
Celsius. Construct a simple data table in the science notebook to record the temperatures.
(3.2B, 3.2C; 3.4A; 3.5A)
1C; 4J; 5F
1. (Optional) Use the Teacher Resource: Air Temperature Checklist Performance Indicator to assess students’ ability
to appropriately measure and record air temperature.
2. As a review before the Performance Indicator,
Ask:
What is temperature?
How is temperature measured?
Why is it important to be able to read a thermometer correctly?
3. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment.
4. Answer any questions students may have regarding the assessment.
Instructional Notes:
The skills assessed by this performance task will be applied to a real-world setting as students set up and operate a
simple weather station in Unit 03.
Assessment Note:
The Performance Indicator is designed to assess the procedures and skills exhibited by students during the 5–day data
collection activity noted above.
©2012, TESCCC
04/19/13
page 1 of 1