Unit title: From Handspans to Meters: How Measurement Systems Shape Our World
Key concepts:- Systems
Related concept:- Interaction
Global context:- Scientific and technical innovation
Statement of Inquiry:-
Systems of measurements are innovated to meet needs in our daily life.
Inquiry questions:-
Factual • Why do I measure? How do we measure length, mass and time? What is the SI system?
Conceptual • How does what I measure influence how we measure? What can you say and what can’t you say with confidence? How sure are you?
Debatable • Why do I need standardized units of measurement?
Learning outcomes:-
5E Inquiry Model
Week 1: Introduction & Exploration (Combined Engage & Explore)
Activity: Students brainstorm situations where they use measurement (cooking, sports, clothes shopping).
Discussion: Facilitate a discussion about the purpose of measurement and the challenges of using different systems. Content Integration: Introduce measurement as assigning a numerical value to a property (length, mass, time) using a unit.
Exploration: Students research historical and non-standardized measurement systems (e.g., cubits, feet, teaspoons) and explore different ways of measuring length (handspans, paces), mass (handfuls), and time (heartbeats). Content Integration: Teacher guides students to recognize limitations of these methods (inconsistency, subjectivity).
Formulating Questions: Students formulate questions about limitations of non-standardized systems, focusing on precision (repeatability) and accuracy (closeness to true value).
Hook: Pose the inquiry question: Why do we need standardized units of measurement?
Week 2: The SI System & Applications (Combined Explain & Elaborate)
Presentation: Introduce the SI system (International System of Units) and its benefits (universality, precision, ease of communication). Content Integration: Explain the historical development of the SI system and its core principles. Emphasize the advantages of a single, standardized system for science.
Demonstration & Activity: Demonstrate the use of common SI units for length (meter), mass (gram), and time (second) with appropriate tools (meter sticks, balances, stopwatches). Content Integration: Explain proper tool use (reading scales, recording measurements). Students participate in a short activity measuring objects using SI units, practicing estimation and rounding.
Graphic Organizer: Students use a graphic organizer to compare and contrast SI units with non-standardized systems. Content Integration: The organizer includes columns for unit name, symbol, and real-world examples.
Lab Activity: Students participate in a lab activity focusing on both length and mass measurement using SI units. They practice estimating, measuring, recording data, and differentiating between precision and accuracy. Content Integration: Teacher guides students through the lab, emphasizing proper measurement techniques and data recording.
Week 3: Data Representation & Experiment Design (Combined Elaborate & Evaluate)
Data Representation: Students represent their data from the Week 2 lab using tables, pictures, and different types of graphs (bar charts, line graphs). Content Integration: Teacher guides students in choosing appropriate graph types based on the data type (categorical vs quantitative).
Experiment Design: Students design an experiment to test a hypothesis related to measurement. The experiment should involve using the SI system to collect data on a single variable (length, mass, or time). Content Integration: Students develop a research question and design with teacher guidance, ensuring it incorporates appropriate measurement techniques and data collection methods.
Week 4: Conducting the Experiment, Analysis & Reflection (Combined Evaluate)
Conducting the Experiment: Students carry out their experiments, collecting and recording data using SI units. Content Integration: Teacher monitors student progress and ensures proper use of measuring tools and data recording techniques.
Data Analysis: Students analyze their data using calculations or graphs (depending on the experiment). Content Integration: Teacher guides students in interpreting data, performing calculations (e.g., averages), and identifying trends or patterns.
Reflection & Project Presentation: Students present their projects, explaining their experiment, data analysis, and conclusions. They reflect on the importance of standardized units in science and daily life. Content Integration: Students consider the limitations of using a single variable and the impact of measurement accuracy on scientific findings. A rubric highlights expectations for clear communication, data analysis, and a well-supported conclusion.
Unit Quiz: A summative assessment quiz can test students' understanding of measurement concepts, SI units, and their ability to apply these concepts to solve problems related to length, mass, and time.
Kath Murdoch's Inquiry Cycle
Tuning In (Week 1):
Brainstorming Activity: Students brainstorm situations where they use measurement in daily life.
Discussion: Facilitate a class discussion about the purpose of measurement and the challenges of using different measurement systems.
Exploration: Students research historical and non-standardized measurement systems (e.g., cubits, feet, teaspoons) and explore different ways of measuring length (handspans, paces), mass (handfuls), and time (heartbeats).
Formulating Questions: Students formulate questions about the limitations of non-standardized measurement systems, focusing on precision (repeatability) and accuracy (closeness to true value).
Hook: Pose the inquiry question: Why do we need standardized units of measurement?
Questioning and Planning (Week 2):
Presentation: Introduce the SI system (International System of Units) and its benefits (universality, precision, ease of communication). Highlight the historical development of the SI system and its core principles. Emphasize the advantages of a single, standardized system for scientific communication and collaboration.
Demonstration & Activity: Demonstrate the use of common SI units for length (meter), mass (gram), and time (second) with appropriate tools (meter sticks, balances, stopwatches). Explain proper tool use (reading scales, recording measurements). Students participate in a short activity measuring objects using SI units, practicing estimation and rounding.
Graphic Organizer: Students use a graphic organizer to compare and contrast SI units with non-standardized systems. The organizer includes columns for unit name, symbol, and real-world examples.
Lab Activity: Students participate in a lab activity focusing on both length and mass measurement using SI units. They practice estimating, measuring, recording data, and differentiating between precision and accuracy. Teacher as Guide: The teacher guides students through the lab, emphasizing proper measurement techniques and data recording.
Investigating (Week 3):
Lab Activity (Continued): Students continue their lab activity, collecting and analyzing data.
Data Representation: Students represent their data from the lab using tables, pictures, and different types of graphs (bar charts, line graphs). Teacher as Facilitator: The teacher guides students in choosing appropriate graph types based on the data type (categorical vs quantitative).
Experiment Design: Students design an experiment to test a hypothesis related to measurement. The experiment should involve using the SI system to collect data on a single variable (length, mass, or time). Teacher as Supporter: Students develop a research question and design with teacher guidance, ensuring it incorporates appropriate measurement techniques and data collection methods.
Analyzing and Evaluating (Week 4):
Conducting the Experiment: Students carry out their experiments, collecting and recording data using SI units. Teacher as Monitor: The teacher monitors student progress and ensures proper use of measuring tools and data recording techniques.
Data Analysis: Students analyze their data using calculations or graphs (depending on the experiment). Teacher as Guide: The teacher guides students in interpreting data, performing calculations (e.g., averages), and identifying trends or patterns.
Reflection & Project Presentation: Students present their projects, explaining their experiment, data analysis, and conclusions. They reflect on the importance of standardized units in science and daily life. Teacher as Prompter: Students consider the limitations of using a single variable and the impact of measurement accuracy on scientific findings. A rubric highlights expectations for clear communication, data analysis, and a well-supported conclusion.
Unit Quiz: A summative assessment quiz can test students' understanding of measurement concepts, SI units, and their ability to apply these concepts to solve problems related to length, mass, and time.
Taking Action (Ongoing):
Students can use their understanding of measurement to participate in citizen science projects or design solutions to real-world problems that involve measurement.
Encourage students to reflect on the importance of measurement accuracy in different fields (e.g., engineering, medicine).
Strengths of Kath Murdoch's Model:
Student-centered: Encourages student inquiry and active learning.
Teacher as Guide: Promotes a supportive learning environment.
Iterative Process: Allows for continuous reflection and improvement.
Assessment:-
Criteria A:- Test on measurements
Criteria C- Processing and evaluating graphs
Books used for reference are as follows-
READING ESSENTIALS - An Interactive Student Workbook ips.msscience.com
Key concepts:- Systems
Related concept:- Interaction
Global context:- Scientific and technical innovation
- how humans use their understanding of scientific principles
Statement of Inquiry:-
Systems of measurements are innovated to meet needs in our daily life.
Inquiry questions:-
Factual • Why do I measure? How do we measure length, mass and time? What is the SI system?
Conceptual • How does what I measure influence how we measure? What can you say and what can’t you say with confidence? How sure are you?
Debatable • Why do I need standardized units of measurement?
Learning outcomes:-
- estimate measurements
- round a number
- differentiate between precision and accuracy
- define SI is and why it is used
- list the SI units of length, volume, mass, temperature, time, and rate
- use pictures and tables
- draw and use three types of graph
5E Inquiry Model
Week 1: Introduction & Exploration (Combined Engage & Explore)
Activity: Students brainstorm situations where they use measurement (cooking, sports, clothes shopping).
Discussion: Facilitate a discussion about the purpose of measurement and the challenges of using different systems. Content Integration: Introduce measurement as assigning a numerical value to a property (length, mass, time) using a unit.
Exploration: Students research historical and non-standardized measurement systems (e.g., cubits, feet, teaspoons) and explore different ways of measuring length (handspans, paces), mass (handfuls), and time (heartbeats). Content Integration: Teacher guides students to recognize limitations of these methods (inconsistency, subjectivity).
Formulating Questions: Students formulate questions about limitations of non-standardized systems, focusing on precision (repeatability) and accuracy (closeness to true value).
Hook: Pose the inquiry question: Why do we need standardized units of measurement?
Week 2: The SI System & Applications (Combined Explain & Elaborate)
Presentation: Introduce the SI system (International System of Units) and its benefits (universality, precision, ease of communication). Content Integration: Explain the historical development of the SI system and its core principles. Emphasize the advantages of a single, standardized system for science.
Demonstration & Activity: Demonstrate the use of common SI units for length (meter), mass (gram), and time (second) with appropriate tools (meter sticks, balances, stopwatches). Content Integration: Explain proper tool use (reading scales, recording measurements). Students participate in a short activity measuring objects using SI units, practicing estimation and rounding.
Graphic Organizer: Students use a graphic organizer to compare and contrast SI units with non-standardized systems. Content Integration: The organizer includes columns for unit name, symbol, and real-world examples.
Lab Activity: Students participate in a lab activity focusing on both length and mass measurement using SI units. They practice estimating, measuring, recording data, and differentiating between precision and accuracy. Content Integration: Teacher guides students through the lab, emphasizing proper measurement techniques and data recording.
Week 3: Data Representation & Experiment Design (Combined Elaborate & Evaluate)
Data Representation: Students represent their data from the Week 2 lab using tables, pictures, and different types of graphs (bar charts, line graphs). Content Integration: Teacher guides students in choosing appropriate graph types based on the data type (categorical vs quantitative).
Experiment Design: Students design an experiment to test a hypothesis related to measurement. The experiment should involve using the SI system to collect data on a single variable (length, mass, or time). Content Integration: Students develop a research question and design with teacher guidance, ensuring it incorporates appropriate measurement techniques and data collection methods.
Week 4: Conducting the Experiment, Analysis & Reflection (Combined Evaluate)
Conducting the Experiment: Students carry out their experiments, collecting and recording data using SI units. Content Integration: Teacher monitors student progress and ensures proper use of measuring tools and data recording techniques.
Data Analysis: Students analyze their data using calculations or graphs (depending on the experiment). Content Integration: Teacher guides students in interpreting data, performing calculations (e.g., averages), and identifying trends or patterns.
Reflection & Project Presentation: Students present their projects, explaining their experiment, data analysis, and conclusions. They reflect on the importance of standardized units in science and daily life. Content Integration: Students consider the limitations of using a single variable and the impact of measurement accuracy on scientific findings. A rubric highlights expectations for clear communication, data analysis, and a well-supported conclusion.
Unit Quiz: A summative assessment quiz can test students' understanding of measurement concepts, SI units, and their ability to apply these concepts to solve problems related to length, mass, and time.
Kath Murdoch's Inquiry Cycle
Tuning In (Week 1):
Brainstorming Activity: Students brainstorm situations where they use measurement in daily life.
Discussion: Facilitate a class discussion about the purpose of measurement and the challenges of using different measurement systems.
Exploration: Students research historical and non-standardized measurement systems (e.g., cubits, feet, teaspoons) and explore different ways of measuring length (handspans, paces), mass (handfuls), and time (heartbeats).
Formulating Questions: Students formulate questions about the limitations of non-standardized measurement systems, focusing on precision (repeatability) and accuracy (closeness to true value).
Hook: Pose the inquiry question: Why do we need standardized units of measurement?
Questioning and Planning (Week 2):
Presentation: Introduce the SI system (International System of Units) and its benefits (universality, precision, ease of communication). Highlight the historical development of the SI system and its core principles. Emphasize the advantages of a single, standardized system for scientific communication and collaboration.
Demonstration & Activity: Demonstrate the use of common SI units for length (meter), mass (gram), and time (second) with appropriate tools (meter sticks, balances, stopwatches). Explain proper tool use (reading scales, recording measurements). Students participate in a short activity measuring objects using SI units, practicing estimation and rounding.
Graphic Organizer: Students use a graphic organizer to compare and contrast SI units with non-standardized systems. The organizer includes columns for unit name, symbol, and real-world examples.
Lab Activity: Students participate in a lab activity focusing on both length and mass measurement using SI units. They practice estimating, measuring, recording data, and differentiating between precision and accuracy. Teacher as Guide: The teacher guides students through the lab, emphasizing proper measurement techniques and data recording.
Investigating (Week 3):
Lab Activity (Continued): Students continue their lab activity, collecting and analyzing data.
Data Representation: Students represent their data from the lab using tables, pictures, and different types of graphs (bar charts, line graphs). Teacher as Facilitator: The teacher guides students in choosing appropriate graph types based on the data type (categorical vs quantitative).
Experiment Design: Students design an experiment to test a hypothesis related to measurement. The experiment should involve using the SI system to collect data on a single variable (length, mass, or time). Teacher as Supporter: Students develop a research question and design with teacher guidance, ensuring it incorporates appropriate measurement techniques and data collection methods.
Analyzing and Evaluating (Week 4):
Conducting the Experiment: Students carry out their experiments, collecting and recording data using SI units. Teacher as Monitor: The teacher monitors student progress and ensures proper use of measuring tools and data recording techniques.
Data Analysis: Students analyze their data using calculations or graphs (depending on the experiment). Teacher as Guide: The teacher guides students in interpreting data, performing calculations (e.g., averages), and identifying trends or patterns.
Reflection & Project Presentation: Students present their projects, explaining their experiment, data analysis, and conclusions. They reflect on the importance of standardized units in science and daily life. Teacher as Prompter: Students consider the limitations of using a single variable and the impact of measurement accuracy on scientific findings. A rubric highlights expectations for clear communication, data analysis, and a well-supported conclusion.
Unit Quiz: A summative assessment quiz can test students' understanding of measurement concepts, SI units, and their ability to apply these concepts to solve problems related to length, mass, and time.
Taking Action (Ongoing):
Students can use their understanding of measurement to participate in citizen science projects or design solutions to real-world problems that involve measurement.
Encourage students to reflect on the importance of measurement accuracy in different fields (e.g., engineering, medicine).
Strengths of Kath Murdoch's Model:
Student-centered: Encourages student inquiry and active learning.
Teacher as Guide: Promotes a supportive learning environment.
Iterative Process: Allows for continuous reflection and improvement.
Assessment:-
Criteria A:- Test on measurements
Criteria C- Processing and evaluating graphs
Books used for reference are as follows-
READING ESSENTIALS - An Interactive Student Workbook ips.msscience.com
measurements_textbook.pdf | |
File Size: | 565 kb |
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lab_instruments_(2).pdf | |
File Size: | 4600 kb |
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