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Title
(or focus) of the Lesson: __Converting The
Metric System and Using Conversion Factors__

Grade
Level(s):
___7th________ Time
Required
for Lesson Delivery: _____40 minutes_________

** Objective(s)**: The learner will measure using the metric
system and
convert within that system. Also, they will discuss the unit of
measurement
most appropriate for a given situation and why.

** Materials**: Inch
rulers, Centimeter rulers, Millimeter
rulers, pencil, calculator

__Instructional
Strategies__**: Teach to the
Objectives (TTO)**

** Opener**: I will
begin the lesson with a discussion
about the metric system. I will have students list different systems of
measurement that they know and have heard of, as well as where they
would use
these systems of measurement. Following the discussion about systems of
measurement, I will introduce students to the book

** Body**: after
students come up with their own
theories about how you would convert between the systems, I will
discuss with
them the activity planned for the day. The students will be broken into
pairs
and each pair will be given an inch ruler, a centimeter ruler and a
millimeter
ruler, and each student will be expected to have brought their
calculator to class
this day. Students will then be given a list of things in throughout
the room
that need to be measured. Each object measured will be measured 3
times: once
with the inch ruler, once with the centimeter ruler and once with the
millimeter ruler. They will record each measurement in the table on the
worksheet provided. After all the measurements have been taken and each
group
is done, I will bring the class back together and we will discuss our
findings,
and I will have students come and write their findings in the table on
the
board. After this has been done I will have students complete another
think
pair share activity in which they will brainstorm with the person next
to them
about any relationships they may have noticed about the measurements.
This will
lead them into discovering the conversion factors of the metric system
themselves. After the discovery has been made, students are expected to
record
their findings and essential ideas in their Quad Entry diaries.

** Closing**: Since the
activity planned for the day will
be a very time consuming activity, the conclusion on the class will be
brief. I
will close the class with a student based conclusion in which I will
ask
students to tell me 4 things they learned about converting the metric
system
and using conversion factors. I will briefly discuss the homework
assignment
with the students to check for understanding of the directions. Then in
the
last 5 minutes of the class I will have students write an exit slip
about the
class that day in which they reflect on how the lesson went and make
any
suggestions they may have. This will be collected on their way out of
class.

** Assessment**:

** Tools for Assessment (and
Evaluation, if applicable)**: Students
will
be given a worksheet to complete in class and will be collected the
next day in
class to check for understanding of the material. Also, students will
be given
homework to practice converting the metric system and using conversion
factors.
Worksheets and class discussions will be used in combination with the
quad-entry
diary, think-pair-share, and exit slips to assess the students on their
abilities to convert within the metric system, use conversion factors
and their
understanding of the material.

** Assessment and Evaluation** Formative assessment will
be used to check for the students understanding of the material. The
formative
assessment methods used will be the think-pair-share, the class
discussions,
and the class worksheet. This information will be used to check the
student’s
skills at using the metric system (and using conversion factors) and
check for
their understanding of the essential questions and enduring
understandings.
Summative assessment will be used but sparingly throughout the unit to
avoid
discouraging students from the material. I want to make sure students
understand the material before using much summative assessment. The
summative
assessment used will be the homework assignment (Ch 4-2 #’s 33,35,36 ;
Ch 4-3
#’s 23,24,27,30). Homework will be collected the following class period
and
graded. The grading system for this homework assignment will be the
same as
with other homework assignments, on a scale of 0-5, according to the
following
scale:

0=Nothing completed or
handed in

1=some completed but many
are not correct, and little effort is expended

2=some completed and some
are correct, but still shows little effort.

3=some completed and is
correct, some effort is shown

4=most completed and
correct, effort is shown

5=all are completed and most
are correct, evidence of effort is shown.

** Self-assessment/reflection**: I will
look at the exit slips the students
hand in at the end of the class period and check to see if students
understand
the material. Also I will read through the exit slips for comments on
the
lesson and the class discussions. When homework and class work sheets
are
handed in, I will check for problems students are having and see if
there are
any common problems throughout the class, and if there is, I will
discuss with
the class how I may be able to explain the information more precisely.
Also, I
will keep a record in a journal of the outcome of the lesson and how
the lesson
could be changed to reach optimal understanding. I will answer
questions in the
journal such as: how did the students understand the material? Were
there any
common problems among the students? Did students enjoy being able to
find the
conversions themselves? Should I use a different activity next time?
Did
students enjoy the activities as a whole and were they interested? Or
did they
seem bored and show little enthusiasm? What could I change for next
time to
reach optimal understanding?

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