Introducing and using conversions and the factor label system in the science classroom are traditionally done through lecture based activities.  Student engagement in this topic is usually limited to checks for understanding via homework and assessment on quizzes and tests.  Utilizing Marzano’s kinesthetic technique, our goal was to physically engage students in groups while simultaneously performing a formative assessment of understanding of these topics.

I did this by drafting a problem set of traditional factor label problems involving conversions between the standard measure system, the metric system, and between the two systems.  Then I printed up full sized sheets of each appropriate conversion along with a few distractors.  Conversions were color coded according to type [standard to standard, metric to metric, standard to metric, metric to standard, or time].  Students were then assigned into teams and handed a problem to solve together at the board by choosing the appropriate conversion and hanging it up on the board, and then solving the problems.  Ringing a desk bell to note the end of the calculation added an auditory component to the experience.  Three groups of students completed problems at once, with each student having the opportunity to participate in the activity at least twice.  Students seated in the audience were able to double check calculations of the problems while they waited for their turn at the board.

Student feedback on this experience was positive overall.  I composed an open ended response in Nearpod to gather informal opinions regarding the activity.  Students comments included a range from the activity was not helpful as they already had a mastery of the method, to that the activity “helped to visualize it better,” “made me understand that its actually easier than I made it out to be,” “it helped because I got hands on experience,” and “it was nice to have a partner to work through the problems with.”  Others liked the idea of board work to reinforce a concept.

This activity is transferrable for use between any science course.  Because of this, and the fact that it is an engaging activity, I plan to use it again in my own classroom.

InTASC standards were heavily utilized in this activity as standards 4-6-7-8 were employed via planning for and implementing the activity and using it to achieve informal assessment of student understanding.  HLPs 2-3-5-10-11-13-14 were covered in choosing a modifying assignments to model a concept while working with individual students to check for their understanding.