Often, I start the class with a review prompt in order to get students thinking about what we have done so far. Today, for the first five minutes of class, I ask the students to list the types of measurement we have done (density, mass, length, volume) and explain how we measure it. They record these answers in their Notes Sheet.
After about 3-4 minutes, I ask a few students to share their responses with the class. As they share, I write their responses on the whiteboard.
Now, the students will practice measurement skills they've learned so far in the metric unit. I spend the next two minutes explaining the directions at each station so when the students arrive at any particular station they will know what to do. I put a timer on the white board and give the students seven minutes to complete the task at each station. Student groups move from table to table in a clockwise manner bringing their notes sheet with them. Why stations for review?
For station 1, students measure the volume of three different objects. The set up materials are: a graduated cylinder with water, a waste cup, a paper towel, a metric ruler, a calculator, and three objects (I used two pennies, one rock and a wooden cube). The students need to determine which method of finding volume they will use and why. After taking the measurements, students calculate the volume and record it on their notes sheet.
Station 2 requires the following materials: a triple beam balance, a wooden block, a nail, a calculator, a metric ruler, a graduated cylinder with water and a waste cup. Students find the density of the nail and the block by calculating the mass and the volume using the tools available to them and the formula mass/volume=density. They record their responses in the notes sheet.
Station 3 doesn't require any materials, but has a reminder that the density of water is 1.0 g/cm. They complete a chart in their notes sheet, predicting whether something will float or sink in water based upon its given density. They then explain the reasoning that informed their prediction on their notes sheet.
Station 4 students need: a blank sheet of paper, markers and their notes. They create a foldable by folding the paper lengthwise and cutting 5 slits to make 6 total flaps. On the outside of each flap they write the kind of measurement we have done. On the inside, they write the tool we use to find it and the unit. They follow the directions given in the notes sheet.
At the end of the lesson, I ask the students to share any difficulties they had completing any of the stations or if they have any questions. The information from the lesson, especially the foldable, should be used to prepare them for the quiz that will follow. If any student expresses difficulty, I will go into further detail about how to solve their problem.