Ask students to share their points and counterpoints.
You may want to use the Reading to Learn Science strategy, Argument Lines, to discover students who are on the pro and con sides of this debate. Argument lines are a tool for improving discussion of a scientific question with two plausible answers. The two answers are posted at opposite ends of the room, and students line up between them, standing close to one answer if they believe it’s correct, or in the middle if they aren’t sure. You can then prompt adjacent students to talk with each other, explain and justify their positioning, and redistribute themselves along the line if their ideas have changed. You can also expand these discussions to the whole class, asking students to explain and justify where they are standing individually (“Explain why you are standing close to Choice B, but not all the way there.”) and relative to each other (“Explain why you are close to Choice B, but not as close as your classmate who just spoke.”) As discussion continues, students can keep repositioning themselves on the argument line to reflect their changing views.
End this lesson with a general discussion during which students share their own comments and raise their own questions.
Students may prefer to take one side of the debate or the other. If you expect students will not divide evenly, you may consider randomly assigning them roles or sides in the debate.
It may be useful to refer to this activity and discussion if you teach the next unit, U2: Measuring Up Metric.
The PDF linked below shows the history of the metrication movement in the U.S.