Lesson Title: ______________________SI System and Conversion_______________________

Date: __9/22/14_ Class: _______Regular Chemistry_________________________________

Instructional Objective(s): Students will learn how to convert from one unit to another using
dimensional analysis.
CCSO/HS or District Objective(s): C1.1
Behavior Management Procedures: Talk to the student. If necessary, move students location
in the room. If taken too far, student will be sent to the proper administrator.
Anticipatory Set: I will ask the students if they felt as though they felt comfortable with the
English system. I will then ask them how tall they think I am. Im 511. How tall is that in
inches? 71 How about yards? 1.97 How about a furlong? Okay, how much do you think Mr. Van
Faasen weighs? 220lbs what is that in ounces? What about grains? So the English system isnt
going ideally. Now the metric system. Roughly how many meters tall am I? Now I can quickly
tell you how many cm and km that is. Thats why we use it in Chemistry because its easy to
change between amounts.
Objective: The students will be able to set up and calculate a dimensional analysis problem
with a T chart in order to convert between metric systems.
Input: I will show them the list of SI conversions and remind them that they have seen most of
these before. Tell them what a quantity is and what a unit is. Then mention that in the English
System, we have to change units to change amount. But in the metric system, you just add a
prefix to change the amount. Then start going through how to convert from one prefix to
another.
Modeling: I will be walking through the approach to change from one prefix of
measurement to another.
Checking for Understanding: I will be continuously asking the students if they understand. I will
ask for a thumbs up to check for comprehension as well. During the guided practice and
independent practice, this will be done as well.
Guided Practice: After modeling a couple of example by myself, I will ask for student
involvement with more examples. They will step me through the problems.
Independent Practice: After the students convey that they understand the concept, I will
let them know where to find their homework and they will be able to do their homework on
their iPad. At that time, I will be able to walk around and ensure that the students are
understanding it and answering questions if they have them.
Closure: I will remind them the homework that is due and mention that if they have any
questions, they can come and ask during lunch.
Evaluation of the Objective: Throughout the guided and independent practice, I will be
evaluating students understanding of the subject. I will look at their homework and have the
student step me through one of the problems so I can see if they understand and can do it on
their own.
Plans for Differentiation: I will have paper copies available for the students that are not
able to use their iPads.
Materials Needed for Teaching: Notes (pg 17-18), iPads