Science lesson plan · 6th grade (Year 7 in England) · 30 minutes
Converting units
Working scientifically
CCSS NGSS.SEP 5England: KS3 Working scientifically
Objective and success criteria
Students will: Converting units.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Units of measurement
Leads to: Accuracy, precision, errors and significant figures; Measure tiny things in mm, µm and nm; Concentration in grams per dm³
Materials: Simple equipment for a fair test, Results table template, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Units of measurement). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What do kilometres (km) measure? (mass / length / time / volume) → lengthPrompt: Think of something you would measure in this unit.
- Which unit is best for a spoonful of medicine? (kilometres (km) / millilitres (mL) / litres (L) / degrees Celsius (°C)) → millilitres (mL)Prompt: It is a very small amount of liquid.
- A runner's time for a race is written as 14.2. Which unit makes sense? (seconds (s) / hours (h) / kilograms (kg) / metres (m)) → seconds (s)Prompt: A short race is over quickly.
Hook · 3 min
- Show a simple experiment with one thing changed and ask what makes it a fair test.
- Share the objective: Converting units. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Convert 4 kg into g.
- Step 1: 1 kg = 1000 g
- Step 2: 4 × 1000 = 4000
- Step 3: So the answer is: 4000 g
- Answer: 4000 g
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Convert 4 cm into mm. → 40 mmPrompt: How many mm are in 1 cm?
- Convert 47 mm into cm. → 4.7 cmPrompt: How many mm are in 1 cm?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A cyclist travels at 90 km/h. What is this in m/s? → 25 m/sPrompt: 1 km = 1000 m and 1 h = 3600 s.
- Convert 4 cm into mm. → 40 mmPrompt: How many mm are in 1 cm?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Units of measurement.
- Use concrete materials: simple equipment for a fair test.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Accuracy, precision, errors and significant figures; Measure tiny things in mm, µm and nm; Concentration in grams per dm³.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.
Free lesson plan from eurekami.com/lesson-plan-builder