Which one is heavier or lighter sho

Which one is heavier or lighter should be the primary focus. Balances provide good measuring tools for comparisons ("We know this rock is heavier than that rock because the balance goes down on this side"). Scales allow children to put a numerical value to a weight ("Amir weighs 65 pounds because the scale shows that number").

Time
Because time concepts and measurement are very difficult for young children, teachers do not emphasize time measurement in the early years. The Animal Watering Hole activity (pp. 127-130) is an example of a planned learning experience that engages children in exploring aspects of time, such as the relationship of time, distance, and speed. Activities like this, planned and led by teachers, are helpful in introducing concepts and extending children's thinking; children then explore these ideas further in their play.
For the most part, however, young children learn about time in everyday routines and conversation with adults and other children. Teachers use time vocabulary, as Charlesworth and Lind.(1998) describe:
• general words: time, age
• specific words: morning, afternoon, evening, night, day, noon
• relational words: soon, tomorrow, yesterday, early, late, a long time ago, once upon a time, new, old, now, when, sometimes, then, before, present, while, never, once, next, always, fast, slow, speed, first, second, third, and so on
• specific duration words: clock and watch (minutes, seconds, hours); cal¬endar (date, days of the week names, names of the month, names of the sea¬sons, year)
• special days: birthday, Passover, Juneteenth, Cinco de Mayo, Easter, Christ¬mas, Thanksgiving, vacation, holiday, school day, weekend (p. 216)
Concrete representations of time passing, such as sand running through an egg timer, help children get a sense of how long a given period of time is. For example, the teacher might tell the children that they have five minutes to clean up and that the sand will all be at the bottom when five minutes are up.
Working with the calendar gives children the opportunity to understand yesterday, today, tomorrow, next week, and so on as they discuss recent and upcoming events. At first, young children use only general terms of comparison, describing one event as taking longer than another, for instance, or perhaps as taking longer than a minute, an hour, or a day.
Adults frequently use time words inaccurately or in a casual, nonmathematical manner. For example, many adults tell children they will "be back in a minute" to help them with a particular activity. When that minute unfortunately stretches to 20 minutes or an even longer time, the child may form an idea of a minute that is quite inaccurate.