Lesson+Plan



** Lesson Plan  **
Title of Lesson: Metric System Conversion Between Units  || Date: October 2008 Timeframe of Lesson: about 2 class periods  || Author(s):Katie Martin ||   School District: Slinger School District Campus: Slinger Middle School  || Subject Area(s): Science  || Grade Level(s)/Course: 6  || State Standards ||||   Subject Specific: Wisconsin Model Academic Standards Mathematics, Standard D: Measurement  8.4 Determine measurements indirectly* using  ·  estimation  ·  conversion of units within a system (e.g., quarts to cups, millimeters to centimeters)  ·  ratio and proportion (e.g., similarity*, scale drawings*)  ·  geometric formulas to derive lengths, areas, volumes of common figures (e.g., perimeter, circumference, surface area)  ·  the Pythagorean* relationship  ·  geometric relationships and properties for angle size (e.g., parallel lines and transversals; sum of angles of a triangle; vertical angles*) Wisconsin Model Academic Standards for Technology A. Media and Technology A.8.5 Use media and technology to create and present information use draw, paint, or graphics software to create visuals that will enhance a     class project or report · design and produce a multimedia program · plan and deliver a presentation using media and technology appropriate to     topic, audience, purpose, or content ||  Stated Objective(s) ||||   Students will be able to convert metric measurements between units by moving the decimal point. Students will be able to explain that the metric system is based on the number 10. ||  Procedures for Lesson ||||   1. Anticipatory Set – Brainpop on Metric vs. Imperial 2. Spiral Question on Smartboard. Write the Metric Rap in your spiral and fill in the meaning of each letter. Then, write the meaning of each prefix (what number it represents). The kids have already learned a chant: “K, H, DK, meter, liter, gram, D, C, M, let’s say it again”. This helps them remember the prefixes and the base units for the metric system. 3. Discuss what should be written in spirals and add the correct information to the Smartboard. 4. Do a think, pair, share comparing the metric rap to what students just saw in the Brainpop. 5. Model moving the decimal point on the smartboard with the preset numbers. 6. Using the length lab from the previous day, students will use their measurements that they made in centimeters or millimeters and convert them into millimeters or centimeters, and meters. While students are doing this, they will take turns at the smartboard practicing conversions. ||  Assessment or Evaluation ||||   I will informally assess the students by checking the first few length lab conversions for accuracy before they are turned in. After the labs are turned in, students will get a grade for the accuracy and completion of the entire lab. ||  Enrichment ||||   The following day, students will practice converting between metric units in small groups using number paddle manipulatives. ||  Materials   |||| Student made Metric Books, Length labs, computer with internet access, Smartboard ||    ||||   **__ Technology Resources __**** : **// www.brainpop.com, Smartboard Notebook  // **__ Other Resources __**** : **// Book Titles, Art Supplies, Manipulatives, etc…. //      ||

Technology Websites Assignment

http://msjensen.cehd.umn.edu/webanatomy/Default.htm I would use this online resource when I teach about the human body systems. It has self tests that students can use to label different parts of the body. I would also use it to print off diagrams of different systems.

http://sciencespot.net/Pages/classmetric.html These lessons don't really use much technology, but I found a lot of useful printables to teach the metric system. I will be using Metric Mania in my classroom.

http://www.cellsalive.com/ I use this site in my classroom. I designed a webquest that takes my students to this site. It helps them learn the parts of a cell and has anchor activities for them to do if they finish before everybody else.

http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+States/Secondary/7-9/Chemistry/Which+Gum+Makes+the+Biggest+Bubble.htm I used this lesson with my class to teach the scientific method. I made a lab report for my students to write on which matched the smartboard lesson. We used the timer tool in the lesson.

http://www.cientec.or.cr/ciencias/trivia/index.htmlThis site is in Spanish, but it focuses on Science. I think it would be a good tool for ELL.