Lesson Plan #: AELP-MEA0009
An Educator's Reference Desk Lesson Plan
Submitted by: Michael Anderson
Date: December 6, 1996
Unit Plan Outline
I.
Cover page
II.
Outline
III.
Introduction, Rationale and Objectives
IV.
Outline for Thematic Unit
V.
Unit Lessons a.
Lesson: Introduction to Metrics (Including homework handout) b.
Lesson: Boomerang Toss c.
Lesson: Apple Estimation
VI.
Self evaluation on lesson #1 "Introduction to Metrics"
Unit Introduction and Rationale
This unit is designed to help 7th and/or 8th grade students develop an understanding of the metric system. Its' purpose is to help them discover the need for a universal measurement system as well as the basic fundamentals of one such system that is already in place within most of the counties around the world.
Unit Objectives
By the end of this unit the students will have:
1.
Been introduced to the basics of the metric system.
2.
Practiced using basic metric units in measuring distance and weight.
3.
Participated in estimating activities involving the metric system in both distance and weight.
Unit Content Outline

I.
Pre-assessment
1.
Students prior knowledge will be assessed in order to determine what, if any, remedial teaching needs to occur in order to bring all the students up to the class norm.
II.
Introduction to metrics and estimation
1.
Students will learn the basics of the metric system.
III.
Boomerang toss (ties in with social studies unit on Australia)
1.
Students will learn to apply basic metric distance measurements and estimations.
IV.
Apple Estimation
1.
Students will use estimation and metric units of weight.
V.
Unit assessment
1.
Though assessment will be done during the various activities, a final comprehensive test will be given in order to assess student assimilation of the information presented.
Lesson Plan
Apple Estimation
Grade Level(s): 7
Subject(s):
 Mathematics/Measurement
Preparation
Objective: The student will use estimation, calculation of percentages and metric system forms of weight measurement.
Materials: One apple and napkin per student, one or more scales with metric units of measurement.
Introduction
Set: Have a class discussion about percentage and what students consider to be the edible part of the fruit.
Communication of purpose: Divide class into cooperative learning groups. Handout apples and napkins. Have students estimate what part or percentage of the apple is edible.
Body of Lesson
Presentation: Instruct students to weigh apples with napkins and record the results on paper.
Students then eat their apples, saving all the uneaten parts on their napkins. Instruct the students to then weigh the uneaten portion with their napkins and record that weight. Processing: Students

will subtract the weight of the uneaten part from the whole weight to find the weight of the edible part. Students will then divide the edible weight be the whole weight to find a percentage.
Monitoring: Continuous observation will be done to monitor the students participation and accuracy throughout the activity.
Closing
Have one person from each group record the data from each person; then have them repeat their findings to their group. The groups then compare the results with the estimations and one group member presents the data to the rest of the class.
Assessment
Assessment will be made based on observation made during the activities and the results of the group assignments.
Content and Application: A Self-Evaluation
The lesson that I'm going to evaluate was the one I did on November 14, 1996 for Ms. Kelley's
7th grade class at Frontier Junior High. The lesson was an "Introduction to Metrics" and all in all it went pretty well. I used a method of presenting the material that I saw in a "stem system" book. It started the lesson with an activity that allowed the students to see the need for a universal form of measurement. I have always been a big fan of teacher directed self-discovery.
Also, I feel as though I went over the metric units enough as to provide the students ample opportunities to "catch on". We went forwards, backwards, center out and outside in; as well as students providing answers to questions. At the end of the unit I actually let them do the 1st section on their homework sheet and then we corrected it as a class; I think this too helped some of the students that might have resisted asking or answering questions.
The main point of the lesson? Not enough time. I hurried over benchmarks and estimation; basically just putting it off for another day. If I could do anything different it would be to have an additional day, or days specifically set aside for these other areas.
It was too much "new" information for one day.

Measurements In The Metric System
Christine Fair Farragut Career Academy
1842 South Kildare Ave. 2345 South Christiana
Chicago, Il. 60623 Chicago, Il. 60623
312-762-5091 312-542-3000
Objectives :
Given teacher guidance the third grade students should be able to:
1. Estimate, then measure to the nearest inch.
2. Estimate, then measure to the nearest centimeter.
Materials :
A worksheet on unmarked rulers
Meter sticks
Scissors
Stapler
Tape measures
Items to be measured
Strategy :
This mini teach is directed toward 3rd grade students who will learn about centimeters, decimeters, and meters. They will learn a centimeter is smaller than a meter. It is used to measure small things. They will understand that another name for 100 centimeters is one meter. One decimeter is equal to ten centimeters. One meter is equal to 100 centimeters. The student will understand that each number line marks off one centimeter. The teacher will emphasize the fact that before reading a ruler, make sure that they measure from left to right. Students will use the meter stick to demonstrate that 100 centimeters equal 1 meter. The students will measure their hands, feet, the width of a desk, the height of a textbook and the length of a pencil. They will walk around the classroom to list items and estimate their length. Then the students will measure and record the exact length of each object.
Return to Mathematics Index

An Introduction to Estimation and Measurements
Christeen Brown Robert Fulton Elementary
1704 W. Marquette Rd 5300 S. Hermitage St
Chicago IL 60636 Chicago IL 60609
(312) 471-2627 (312) 535-9000
Objectives :
This lesson is designed for grade levels 3-5
Upon completion of the lesson, the students should be able to:
L Convert ounces to pounds
L Measure liquids
L Describe measurements in sizes
L Measure volumes
L Understand the importance of knowing and using the measurements
L Observe shapes and sizes in measurements
L Discover and apply rules for measuring liquids
Materials :
L Several containers of various sizes and shapes (vases, bottles, bowls or cups)
L Measuring utensils (teaspoon, tablespoon, measuring cups)
L Pancake mix
L Spatula
L Hot plate
L Funnel
L Liquid (water)
L Syrup (optional)
Recommended Strategy :
L Estimate the arrangement of containers in order from least to greatest.
L Use the 1 cup measurement tool to fill each container. Count the amount of
full 1 cup measurements each container will hold without any of the liquid
spilling over.
L Record the amount of cups each container will hold.
L Discuss whether the original arrangement was accurate.
L Introduce the known measurements.
L Order the containers from smallest to largest (If original estimate was out of
order).
L Compare estimated answer to actual answers.
L Demonstrate the use of measurements by reading directions on a pancake box.
L Compare a pancake made of mix and water being measured accurately versus one
with mix and water just estimated.
Performance Assessment :
Demonstrate your use of measurements by cooking the mixture. Observe the surface of the pancakes and taste the pancakes. Discuss any differences discovered between the two types of mixes. Record the consistency of both mixes. Discuss any changes in the two pancakes after they are cooked. Enjoy the project!
This project is best used first thing in the morning.

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Name ____________________________
Hypothesis: What do you think will happen to a gummy bear when you put it in water over night?
Part A: Choose one gummy bear from the container on your table. Use the equipment available to measure your gummy bear and record the data in the chart for Day 1.
Measurements:
• The length of your gummy bear should be measured from the top of its head to the bottom of its feet to the nearest tenth of a centimeter.
• Measure the width at the widest point across the back of the bear to the nearest tenth of a centimeter.
• Measure the thickness from the front to the back at the thickest point to the nearest tenth of a centimeter.
• Calculate the volume by multiplying the length, width, and thickness. Round to the nearest hundredth.
• Measure the mass using a triple-beam balance or other scale to the nearest tenth of a gram.
• Calculate the density by dividing the mass by the volume. Round answer to the nearest hundredth.
Part B: Put the bear in a cup labeled with your name and class period. Add 50 ml of water to the cup and allow it to sit overnight. On Day 2, remove the gummy bear from the cup of water and use a towel to dry it off to prevent it from dripping all over the place. Repeat the measurements from Part A and record your data in the correct portion of the chart. Determine the amount of change for each measurement and record in the chart.
Experiment Data:
Day Bear Color Length Width Thickness Volume Mass Density
1
2
Amount of change
Questions:
1. Was your hypothesis correct? Why or why not?
2. Which change is greater - volume or mass? Explain.
3. Was there a change in density? Why?
4. How do your results compare to those of your classmates?
T. Trimpe 2002 http://sciencespot.net/
Teacher Notes:
This lab worksheet was created based on a gummy bear lab I found on the internet; however, the website with the original lab is no longer available. I use the lab during my Metric Mania unit when we are studying volume

and mass. I did find another gummy bear lab that explores diffusion with gummy bears and describes the lab in terms of polymers. Go to http://www.psrc.usm.edu/macrog/proposal/dreyfus/outcome/gelatin/bearlab.html to view this lab and get ideas for extension lessons.
Materials - Each student will need:
1 gummy bear (may want extra for the students to eat after they have completed the lab)
1 small cup of water (4 oz.)
Measuring tools - metric ruler and scale
Calculator (optional)
1 worksheet
NOTE : I have had good luck with Brachs brand of gummy bears, but be sure to test your gummy bears before trying the lab with your students. Some gummy bears do not absorb water well as others. If you find some that don’t work for the lab, save them for treats after the lab!
Extra time?
Challenge your students to create an experiment with gummy bears. My students have asked if they will
“grow” larger if left for another day. Others wondered if the temperature of the water had an effect on the rate of absorption. Some students wanted to experiment with colored water and other liquids to see what would happen to the gummy bears. Buy some extra and experiment!