How Tall

How Tall, How Short, How Far Away?

An Exploration of Measurement Through Two Ancient Civilizations

Created by: Cheri Shinpaugh and Elizabeth Stinchfield

Introduction Task Sources Process Evaluation Conclusion

Introduction

How tall? How short? How far away? These are all questions that have been asked for thousands of years. Long before the sophisticated methods of modern civilization, fingers, hands, and arms were used by ancient peoples when dealing with measurement. This WebQuest will guide your exploration of the measurement systems used by the Ancient Greeks and Egyptians. You will learn how to measure different lengths using these ancient methods.

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Task

This WebQuest is designed for grades 6-8. It meets many of the standards listed on the NCTM Web site for the Measurement Standard.

Instructional programs from prekindergarten through grade 12 should enable all students to—

In grades 6–8 all students should—

Understand measurable attributes of objects and the units, systems, and processes of measurement

•	understand both metric and customary systems of measurement;
•	understand relationships among units and convert from one unit to another within the same system;
•	understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume.

Apply appropriate techniques, tools, and formulas to determine measurements

•	use common benchmarks to select appropriate methods for estimating measurements;
•	select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision;
•	develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes;
•	develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders;
•	solve problems involving scale factors, using ratio and proportion;
•	solve simple problems involving rates and derived measurements for such attributes as velocity and density.

The purpose of this WebQuest is to familiarize students with ancient measurements. They will learn how to measure with these methods and compare them to modern day methods.

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Sources

The following sources were used in creating this WebQuest:

Adler, D. A., & Tobin, N. (1999). How tall, how short, how far

away? New York: Holiday House.

http://www.onlineconversion.com/length_all.htm

http://uk.cambridge.org/

www.merriam-webster.com

http://www.teach-nology.com/web_tools/rubrics/

Graphics are from:

www.sparcweb.net/news.htm

www.acsd.k12.pa.us/.../ pages/Hand_01.htm

dir.nvtech.com/People/ Body_Parts/Hands/

http://www.openschool.bc.ca/courses/ss7/egypt/lesson6.html

http://www.i-claudius.com/cartoons/scrapbook01.html

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Process

The book How Tall, How Short, How Far Away? introduces measurement through ancient techniques. It then discusses which units are appropriate for measuring different things.

The students will explore the various types of measurement and use them to find lengths in the classroom. They will convert these lengths into modern units of measure. Then, they will find their own distance or object to measure and share their findings with the class.

You must begin your WebQuest by printing the Measurement Question Sheet.

Click on Claudius to begin:

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Evaluation

Criteria

Points

	4	3	2	1
Introduction	All questions were answered completely and rationales for the answers were clearly stated.	All questions were answered completely, but rationales for the all the answers were not clearly stated.	Not all questions were answered completely, or more than two rationales for the all answers were not clearly stated.	All questions were not answered completely.	____
Task	All areas of the task were addressed and handled with a high degree of sophistication. The plan followed by the team demonstrated a great deal of thought.	At least one area of the task was not addressed. The plan followed by the team demonstrated a great deal of thought.	At least two areas of the task were not addressed. The plan followed by the team demonstrated a moderate level of thought.	The task is incomplete and/or it is apparent that little effort went into the development of the task.	____
Process: Teamwork	It is evident that a mutual effort and cohesive unit created the final product.	The team worked well together, but could have utilized each other's skills to a better degree.	The team had problems working together. Little collaboration occurred.	The final product is not the result of a collaborative effort. The group showed no evidence of collaboration.	____
Process: Originality	The ideas expressed by the body of work demonstrate a high degree of originality.	The ideas expressed by the body of work are mostly original. The group may have improved upon a previous idea.	The ideas expressed by the body of work demonstrate a low degree of originality.	There were no original ideas expressed in this project.
Grammar, Format , and Spelling	The final body of work was free of grammar, spelling, and formatting errors.	The final body of work had one error related to either grammar, spelling, and formatting errors.	The final body of work had three to five grammar, spelling, and formatting errors.	The final body of work had major grammar, spelling, and formatting errors.
				Total---->	____

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Conclustion

This WebQuest was designed for you to learn more about measurement through its beginnings in Ancient Egypt and Rome. Now you have a better idea of how our modern- day measurements began and developed! Go wisely into the world and impress your friends with your new-found knowledge!!

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WebQuest: Ancient Egyptian and Roman Measurement

Ancient Egypt

1. What is a digit?

hand/finger clip art

2. What is a palm?

Hand clipart

3. What is a span?

hand/five clipart

4. What is a cubit?

Ancient Rome

1. What is a pace?

2a. Here are some other methods of measurement using parts of the body.

b. Here is a conversion chart. Take a minute to check out the many different ways of

measuring and explore some that you have never before known!

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Measurement Question Sheet (to be completed with partner)

Use while exploring WebQuest

Ancient Egypt

1. How long, in digits, is your pencil? What other objects would you measure using digits?

2. How wide, in palms, is your desk? What are some other objects that you could measure using your palm?

3. How tall, in cubits, is your chair? Are there other things that you could measure using cubits?

4. How wide, using span, is the classroom door? For what measurements is span appropriate?

5. Using all four methods of measurement, find a more approximate measurement of your height.

6. Convert each of these into standard units of measure (you can use a ruler or yard stick): digit, palm, cubit, and span.

Ancient Rome

1. How wide, in paces, is the classroom? Measure your pace and find the length of the room in feet and meters. What types of distances would pace be used to measure?

2a. Now, check out some other ways that the body can be used to measure distances/lengths! Take notes; you will need them later!

b. Using two or more of the new methods you have learned, find a distance in the classroom, hallway, outside, or other available area. Convert the measurement into feet and meters. Be sure to be accurate; you will share your findings with the class!

If you've printed the sheet, begin your WEBQUEST!!!

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