Measuring Imprints Outside

Early Years (Age 3 – 6)

Curriculum Goal

Kindergarten: Demonstrating Literacy and Mathematics Behaviour

• Retell experiences, events, and familiar stories in proper sequence (e.g., orally; in new and creative ways; using drama, visual arts, non-verbal communication, and representations; in a conversation) (1.10)
• Select an attribute to measure (e.g., capacity), determine an appropriate non-standard unit of measure, and measure and compare two or more objects (16.1)
• Investigate strategies and materials used when measuring with non-standard units of measure (16.2)

Kindergarten: Belonging and Contributing

• Develop an awareness of the ways in which people adapt to the places in which they live (28.3)
• Identify similarities and differences between local environments (29.1)
• Describe what would happen if something in the local environment changes (e.g., if trees in a park were cut down, if the pond dried up) (29.2)

Context

• Introduce the idea of imprints around us — in the snow, sand, grass, or mud.
• The educator should point out that impressions are human or animal footprints on the grounds surface.

Materials

• Imprint to measure (human or animal) \
• Yarn
• Unifix cubes
• Measuring tapes

Lesson

Introduction:

• Have a full-class discussion about human and animal imprints
• What do the students know about imprints?
• What can imprints look like?
• Where do you see animal imprints? Where do you see human imprints?
• What type of animal imprints have you seen?
• Take the class outside to search for imprints in the snow, sand, or mud.
• Once an imprint has been found:
• Talk about the shape of the imprint
• Discuss if students think it is a human or animal imprint.
• What animal do students think made that shape in the ground?
• Draw students’ attention to the direction of the imprint.
• Ask which direction they believe the imprint is going. How are they making this determination?
• Guide students to measure the imprint using yarn, unifix cubes, or measuring tapes.
• Have students observe and record the shape, size, depth, and width of each imprint.

Look Fors

• What prior knowledge are students bringing to the class discussion that can aid in our understanding of imprints?
• Are students able to measure accurately (e.g., measure the entire length or circumference of the imprint)?
• Do students see a correlation between the size of an imprint and the animal or human that created it?