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8/9/2019 UbDliteracyweakness

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Understanding by Design

Title: All About Matter

Designer: Dottie Barrow

Audience: Fifth GradeTime Frame: 3 Lessons

Resource Link: http://physicalchemicalchange.pbworks.com

Summary of the Unit: Students will learn about atoms, elements, periodic table,

molecules, compounds, mixtures, physical and chemical properties, and physical and

chemical changes. They will view a video on the subject, navigate websites to evaluate

and analyze information, and they will work in groups to create a photo story on onetopic of this unit.

Learner Analysis: The class consists of twenty-eight 5th grade students. There are 13 boys

and 15 girls in the group. Of this group, 25 are above grade level, 2 are on grade level and

1 is below grade level. The areas of weakness on the ITBS identified for this group areanalyzing information and physical science. In the area of analyzing information, 14

students scored below 70% and in the area of physical science, 17 students scored below65%.

Title of

Unit

Physical Science/Locate,

Process, Analyze

Information

Grade

Level

5th Grade

Curriculum

Area

Information Literacy and

Science

Time

Frame

3 weeks

Stage 1 – Desired ResultsContent Standards

S5P2 – Students will explain the difference between a physical change anda chemical change.

Information Literacy Standards

Standard 2 The student who is information literate evaluates information critically and

competently.

AALS Standards for 21st Century Learners

1.1.6 Read, view, and listen for information presented in any format (e.g.,textual, visual, media, digital) in order to make inferences and gathermeaning.1.1.9 Collaborate with others to broaden and deepen understanding.1.2.3 Demonstrate creativity by using multiple resources and formats.1.3.5 Use information technology responsibly.1.4.2 Use interaction with and feedback from teachers and peers to guideown inquiry process.

http://physicalchemicalchange.pbworks.com/




2.2.4 Demonstrate personal productivity by completing products toexpress learning.3.1.4 Use technology and other information tools to organize and displayknowledge and understanding in ways that others can view, use, andassess.

3.2.3 Demonstrate teamwork by working productively with others.

Established Goals:

Students will:

• Explain what matter is made of

• Describe chemical and physical properties

• Compare molecules and compounds

• Explain the difference between mixtures and solutions

• Research to answer questions from selected websites

• Use technology to display knowledge

Students will understand that:

• A substance has its own set of properties which allows it to be distinguished from

other substances

• Matter is everything around you

• Physical changes are about energy and states of matter

• Chemical changes happen at a molecular level

• Using technology tools helps to analyze and organize information

• Using technology to communicate and share information is a part of everyday life



Essential Questions

Overarching Questions:

• What makes up our world?

• What causes change in our physicalworld?

• How do interactions of matter affect

your life?

• How does technology affect our daily

lives?

• How is technology affecting thelearning process?

• How does sharing information increase

our learning experiences?

• How can I become an expert on a topic

Topical Questions:

• Why does water boil?• What makes objects rust?

• How does temperature create a

physical or chemical change?

• What is the difference between a

physical and chemical change?

Knowledge and Skills



KnowledgeStudents will know:

• The difference between a physicaland chemical change

• What matter is made of • Signs of a chemical change

• Signs of a physical change

• How to work in groups

SkillsStudents will be able to:

• Demonstrate teamwork

• Contribute positively to the learning

environment• Gather and analyze information

• Use technology to create an end product to share information

Stage 2 – Assessment Evidence

Performance Tasks

Students will be responsible for two authentic performance tasks during this unit. Students willresearch from sites chosen by the media specialist to gather information about matter and chemical

and physical changes. Students will be given a worksheet with questions to answer as they gather information.Authentic Task #1 - They will be divided into groups and will create at least one drawing that

describes their topic (Matter, Elements, Atoms; Molecule, Compound; Mixture, Solution; Physical

properties; States of Matter; Physical Change; Chemical Properties; Chemical Change). This drawing

will be scanned and used in the Photo Story or created using the Paint program. In addition to thedrawing, students will write a short paragraph summarizing their assigned topic.

Authentic Task #2 - Students will then create an end product using Photo Story 3 by inserting photos

that helps explain their topic and narrating their scripted information gathered from their research.Their drawing and summary paragraph will be included in the Photo Story.

Week One Research and Drawing Task

Assessment will be completion of the research question sheets and the drawing.

Week Two

Photo Story Performance Task

Students will use the information that they have recorded during the research to create a photo story

that they will share with the class. This will take four days and students will present their photo story



on the last day.

Students will discuss/reflect upon this assignment sharing how the research and drawing did or did

not give them a better understanding of the process of accessing and analyzing information. They wil

record information on the KWL chart.

Authentic Performance Task #1

Goal: Use websites and images to create a drawing and write a short paragraph that sums up theassigned topic. The drawing will be included in the Photo Story.

R ole: Your role is to act as an artist by designing a drawing that will be shared with your classmates.

Audience: The target audience is your 5th grade classmates. You will present your drawing in the

Photo Story.

Situation: The challenge will be working with a group to design and create a drawing that describes

your topic. If you do not use the Paint program, will scan our drawing to get it into a digital format so

that it can be included in the Photo Story.

Product Performance and Purpose: You will create a drawing that will be descriptive of your topic

by including written explanations when necessary.Standards and Criteria for Success: You will be given a rubric that will be used to grade your drawing. Your group will receive the same grade.

Authentic Performance Task #2

Goal: Use suggested websites to analyze information and answer questions on the worksheets.

Students will then use Photo Story 3 to organize their findings into a presentation format. The goal is

to use technology to display knowledge and share the information with the class . Demonstrateknowledge about chemical and physical change.

R ole: Your role is to act as an instructor to your classmates. Your job is to gather information from a

variety of sources and create a Photo Story that you will present to the class.Audience: The target audience is your 5th grade classmates. You will present your Photo Story so tha

they will learn about matter and chemical and physical changes.

Situation: The challenge will be working with a group to create a photo story that you will share wityour classmates.

Product Performance and Purpose: You will create a Photo Story that will include examples of

physical and chemical changes and a narrated explanation with factual information gathered duringthe research process that will explain in detail your topic assigned.

Standards and Criteria for Success: You will be given a rubric that will be used to grade your

Photo Story. Your group will receive the same grade.

Other Evidence



Week One

Monday – Students will view a 30 minute video titles “Changes in the Properties of Matter: Physicaand Chemical” on Discovery Education and discuss the video as a class.

Tuesday – The teacher will use a PowerPoint to go over matter, elements, atoms, molecules,

compounds, mixtures, solutions, physical properties, chemical properties, states of matter, and

chemical and physical change.Wednesday – Students will research using the sites on the following wiki and answering questions

on a research worksheet.

Wiki - http://physicalchemicalchange.pbworks.com/

Worksheet included below

Thursday – Students will be divided into groups with different topics. Students will use the

information from their research to draw a descriptive picture with labels of their assigned topic.Students will write a paragraph with a brief summary of their topic.

Friday – Students will view a photo story created by the teacher that will serve as an example of thefinished product. The video is embedded at the bottom of the research wiki:

http://physicalchemicalchange.pbworks.com

Students will script their story using the information gathered during the research process. The paragraph written for the first task should be used to introduce their story. Students will

discuss/reflect upon this assignment sharing how the research using worksheets did or did not give

them a better understanding of how to analyze information. They will record information on theKWL chart.

Week TwoStudents will meet in the computer lab and learn how to use PhotoStory 3 for windows. The teacher

will go through the steps of importing pictures, customizing motion, narrating, importing music,

creating a credits slide, and saving the photo story. Each student will go through the steps to learnhow to use the program. The following tutorial will be available for review:

http://www.screencast.com/users/dottiebarrow/folders/Default/media/718c24a9-ab87-4200-a777-

31e6f14fc76d

Students will create a photo story on their assigned topic.

Assigned topics:

•

Matter, Elements and Atoms• Molecules and Compounds

• Mixtures and Solutions

• Physical Properties

• States of Matter

• Physical Change

• Chemical Properties

• Chemical Change



http://www.screencast.com/users/dottiebarrow/folders/Default/media/718c24a9-ab87-4200-a777-31e6f14fc76d








Skills Check

Students will show an understanding of how to access and analyze information as they gather

information using links on the wiki and answer questions on the worksheets. Skills that will be

assessed are ability to access and analyze information. This will be observed as students work through the worksheets and it will be integrated into the Photo Story rubrics.

Students will discuss/reflect upon this assignment sharing how the research and photo story did or di

not give them a better understanding of how to access and analyze information. They will record

information on the KWL chart



Name___________________________________

Work Sheet

1. Write a detailed definition of matter. Include at least 3 sentences in your answer.

2. List three facts that describe elements.

3. Write a paragraph (at least 3 sentences) explaining who created the first periodic table and how it

was arranged.

4. Define atom. Be sure to include nucleus, proton, neutron and electron in your definition.



5. Compare a molecule and a compound. Give one example of each.

6. Define mixture and give 3 examples of a mixture.

7. Define solution and give 3 examples of a solution.

8. How do physical properties describe matter? List 5 physical properties of matter.



9. Define physical change. Name 3 examples of physical change.

10. Describe three signs of a chemical change?

11. Define chemical change. Name 3 examples of chemical change.



12. Describe the states of matter and use water as an example to help in your explanation.



Student Self-Assessment and Reflection

Six Facet Rubric

Performance Task #1 - Drawing

Unacceptable(1 point) Acceptable(2 points) Target(3 points) Score

Explanation Student does not

include therequired content

information-

Drawing does not

cover any of the parts of the

assigned topic.

Text is missing.

Student includes

some of therequired content

information –

Drawing covers

some of the partsof the assigned

topic. Text is

included but does

not give clarity tothe drawing.

Student includes all of

the required contentinformation –

Drawing covers all of

the parts of the

assigned topic (ie.Matter, elements and

atoms). Text is

included and gives a

clear explanation of thedrawing.

/3

Interpretation Paragraph shows

littleunderstanding of

the topic.

Paragraph shows

someunderstanding of

the topic.

Paragraph shows clear

understanding of thetopic.

/3

Application Drawing does not

communicateclearly their

topic.

Drawing shows

some ability toeffectively share

information about

their topic.

Drawing shows a high

ability to effectivelyshare information about

their topic.

/3

Perspective Student does not

share inresponsibilities or

decisions with

Student works

with others, buthas difficulty

communicating

Student works

cooperatively with their group. Is able to clearly

communicate and listen

/3



their group. and listening todifferent points

of view.

to different points of view.

Empathy Student does not

include a variety

of information ontheir topic and is

not able to share

the information

from the perspective of a

teacher trying to

communicate theinformation to

their students.

Student includes

some variety of

information ontheir topic and is

able to share the

information from

the perspective of a teacher trying

to communicate

the informationto their students.

Student includes a wide

variety of information

on their topic and isable to share the

information from the

perspective of a teacher

trying to communicatethe information to their

students.

/3

Self-

Knowledge

Student does not

write a reflective paragraph of theassignment.

Student writes a

reflective paragraph of theassignment but

explains very

little of how the

drawing has or has not increased

their

understanding of their topic.

Student writes a

reflective paragraphexplaining howcreating a drawing has

or has not increased

their understanding of

their topic.

/3

TOTAL /18

Rating Scale:

Score Rating

10 or less Unacceptable

11-14 Acceptable

15-18 Target



Performance Task #2 – Photo Story

Unacceptable

(1 point)

Acceptable

(2 points)

Target

(3 points)

Score

Explanation Student includes

less than 5 factsgathered from

their research and

is missing any of the following: 8

pictures, a title

slide, a creditsslide, text on at

least 2 pictures,

or narration on at

least 5 pictures.

Student includes

less than 5 factsgathered from

their research or

is missing anyone of the

following: 8

pictures, a titleslide, a credits

slide, text on at

least 2 pictures,

or narration on atleast 5 pictures.

Student includes all of

the required contentinformation –

8 pictures, 5 facts

gathered from their research, a title slide, a

credits slide,

text on at least 2 pictures, and narration

on at least 5 pictures.

/3

Interpretation Images do notshow a clear

connection to the

content.

Images showsome connection

to the content.

Photos chosen for thePhoto Story help

convey the story.

Images show a clear connection to the

content.

/3

Application Photo Story does

not communicate

clearly their topic.

Photo Story

shows some

ability toeffectively share

information about

their topic.

Photo Story shows a

high ability to

effectively shareinformation about their

topic.

/3

Perspective Student does not

share inresponsibilities or

decisions with

their group.

Student works

with others, buthas difficulty

communicating

and listening to

different pointsof view.

Student works

cooperatively with their group. Is able to clearly

communicate and listen

to different points of

view.

/3

Empathy Student does notinclude a variety

of information on

their topic and isnot able to share

the information

from the

perspective of a

Student includessome variety of

information on

their topic and isable to share the

information from

the perspective of

a teacher trying

Student includes a widevariety of information

on their topic and is

able to share theinformation from the

perspective of a teacher

trying to communicate

the information to their

/3



teacher trying tocommunicate the

information to

their students.

to communicatethe information

to their students.

students.

Self-

Knowledge

Student does not

write a reflective paragraph of the

assignment.

Student writes a

reflective paragraph of the

assignment but

explains very

little of how the photo story has or

has not increased

their understanding of

their topic.

Student writes a

reflective paragraphexplaining how

creating a photo story

has or has not increased

their understanding of their topic about

physical science.

/3

TOTAL /18

Rating Scale:

Score Rating

10 or less Unacceptable

11-14 Acceptable

15-18 Target



Stage 3

Learning Plan

W Where are your students headed?

• The teacher will introduce the unit by explaining to the students

the big ideas. We will be learning about some ways that you can

access and analyze information and use technology to displayknowledge and share information. This could be done in any

subject, but for this unit we will focus on matter and the physical

and chemical properties of matter. We will learn how to usePhoto Story 3 to share information.

Why?• Using technology to communicate and share information is a

part of every day life. This is a great way to contribute to thelearning community. Learning about matter helps me to

understand what makes up the world and how these things

change.

What is required of them?• Students will be responsible for two authentic performance

tasks during this unit. One will be a drawing of their topic (ie

physical change). Students will use information gathered duringtheir research to create a drawing of their topic that includes textto explain their image where necessary. In addition to the

drawing, students will write one paragraph giving an overview

of their topic. A second performance task will be to create astory of their topic from the perspective of a teacher trying to

teach this lesson. This story will be created using Photo Story 3.

The drawing of their topic will be used in this story.

• No prior understanding of Photo Story 3 is required.

• Students will complete a KWL chart at the beginning of the

unit.

K – Identifies what they know or think they know. This helps theteacher by letting her know where the students are in the learning

process and also reveals some possible misconceptions.

W – Identifies what the students want to learn about the topic.This is helpful to know what their interests are.

L – The key learning is recorded as the unit unfolds.



HHow will the students be hooked and held in this unit?

Students will be hooked by viewing an entertaining video that explains

matter and chemical and physical change.

Student attention will be held by engaging them in authentic learning

through the research process knowing that they will be creating a video

themselves.

Students will be working in groups to create an end product.

Students will be creating a photo story that they will take pride in because they will be sharing their project with their peers.

Reflect - The class will be given the opportunity to add any newinformation to the KWL chart.

EWhat activities, instruction, and guidance will be provided to

enable and equip students to explore and experience the

important ideas in this unit?

The following learning activities and guided instructions will equipstudents for their Performance Task.

Students will complete the research worksheets individually by going toselected websites that are included on the following wiki:


Students will be assigned to groups and assigned a topic:





• Matter, Elements and Atoms

• Molecules and Compounds

• Mixtures and Solutions

• Physical Properties

• States of Matter

• Physical Change• Chemical Properties

• Chemical Change

Students will create a drawing of their topic and write a paragraph that

gives an overview of their assigned topic.

Students will storyboard their topic that will be used to create a story

using Photo Story 3. They will use their research worksheets to includefactual information about their topic. Photos will be provided by the

teacher (stored in a folder on a public server).

Students will be guided through the steps to create a photo story using

Photo Story 3. All students will create the same sample story following

the teacher’s instructions to become familiar with the software. Inaddition, each student will have a handout to follow as they create their

practice story. The teacher will check for understanding and skills for

this task. Students who are proficient in the skills needed will be seatednext to students who might need help as they begin to create their photo

story on their assigned topic.

PhotoStory Handout Instructions

Students will be able to access a Photo Story 3 tutorial to review any

steps that they may miss during the teacher lead instructions.

http://www.screencast.com/users/dottiebarrow

R What activities, products and performances will be designed

to provide students with the opportunity to reflect, rethink,

and revise?• Students will be responsible for two authentic performance tasks

during this unit. Both will be completed while working in groups





of three. One will be a drawing and paragraph describing their

assigned topic. This drawing will be created with the purpose of using in a story that you will create to inform your classmates

about the one part of this physical science unit. Students will be

given a rubric and instructions on the requirements for the

performance task. Students will be able to ask questions and willreceive teacher feedback as they create their drawing.

• The second authentic performance task will be to create a story

using Photo Story 3. The story will be created with the purpose

of sharing information with their classmates matter and the properties of matter. The drawing will be used in the photo story.

• Students will be given rubrics and instructions on the

requirements for each performance task. Students will be able toask questions and will receive teacher feedback as they create

their drawings and photo story.

• Reflect - The class will be given the opportunity to add any new

information to the KWL chart.



E What self-assessments and self-evaluations will students

participate in to allow for reflection and transfer of learning?

• Students will be required to reflect on their Drawing and Photo

Story Performance Task. Part of the scoring rubric requiresstudents to address this topic.

• Drawing of assigned topic – the teacher will lead a discussion onhow analyzing written information to draw and label a picture

has or has not given students a better understanding of their

topic.

• Photo Story Reflection – students will write a reflective

paragraph explaining how completing research process,answering questions on a worksheet, and creating an informative

photo story on their topic has or has not helped them to better

understand matter.

Questions for the teacher to use in the classroom discussion and as a

prompt for the paragraph as students reflect on the learning:

1. How has this assignment influenced your understanding of

accessing and analyzing information?

2. Did you like working in groups for this project? Why?

3. Did you enjoy sharing your project with your classmates? Why?

4. In what ways did you gain a better understanding of matter and

the properties of matter?

T How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of

students?

Because students learn in different ways, variety of activities will be

designed to meet the needs, styles, knowledge and interests of each

individual.



Gardner’s Multiple Intelligences (Entry Points) and

Activities

A Narrational Entry Point – The teacher will present a video on

chemical and physical properties and changes. The teacher will also usea PowerPoint with facts and pictures further explaining the details about

matter.

A Logical-Quantitative Entry Point – Students will compare changes

of matter and determine if the changes are chemical or physical.Interactive online quizzes to test the student’s understanding are listed

on the wiki: http://physicalchemicalchange.pbworks.com/

A Foundational Entry Point – The teacher will ask students some of

the Overarching Questions:

• What makes up our world?

• What causes changes in our physical world?

• How do interactions of matter affect your life?

• How does technology affect our daily lives?

• How is technology affecting the learning process?

• How does sharing information increase our learning

experiences?

An Aesthetic Entry Point – As students view the websites listed on the

wiki, they will see the pictures of atoms, elements, compounds,molecules, mixtures, solutions, chemical and physical changes, etc.

An Experiential Entry Point – Students will go work in groups to

create an end product (photo story) that will showcase their creativity

and understanding of the topic.

OHow will learning experiences be

organized/sequenced to provide for greatest

acquisition/understanding






Pre-assessments:

• Complete a KWL chart to determine what students know and

want to know about accessing, analyzing and sharinginformation, as well as the chemical and physical properties

of matter.Hook:

• Students will view a video on chemical and physical properties and changes.

Explain – Demonstrate an understanding of accessing and analyzing

information by going to the listed websites and completing the

worksheets.

Interpretation – Demonstrates an understanding of accessing and

analyzing information by drawing a picture of their topic.

Application – Demonstrates understanding by using the technology

Photo Story 3 to create a product and apply what they have learned.

Perspective - Students work cooperatively with their partner. They

are able to clearly communicate and listen to different points of

view. Students show understanding that it is necessary to access andanalyze information in order to better understand the subject and

create a product that they can share.

Empathy - Students are able to put themselves in the shoes of ateacher and give clear and detailed explanation of their topic.

Self-Knowledge - Students are able to clearly reflect and share howthese projects have or have not given them a better understanding of

accessing and analyzing information and the chemical and physical

properties of matter.



Storyboard

Title of Your Project

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Pretest

Name______________________________

1. Matter is __________________________.

a. Everything that takes up space b. Has mass

c. Made up of elements

d. All of the above

2. The basic substances that make up all matter are __________________.

a. Particles b. Elements

c. Compounds

d. Molecules

3. The smallest particle of an element is _______________________.

a. A compound

b. A moleculec. An atom

d. A solution

4. A ______________is a particle in an atom that has a positive charge.

a. Proton

b. Neutronc. Electron

d. Element

5. Elements are classified in the ________________________-.a. Book

b. Atmosphere

c. Periodic tabled. Chart of molecules

6. When two or more atoms that are alike or different combine, they can form a

_________________.a. Compound

b. Element

c. Moleculed. Atom



7. A substance that forms when two or more different kinds of atoms combine.

a. Molecule

b. Solutionc. Mixture

d. Compound

8. You can use your senses to observe a ___________________of a substance.

a. Physical property

b. Chemical propertyc. Chemical reaction

d. Chemical change

9. A ____________________of a substance indicates how it reacts with other substances.

a. Chemical property

b. Physical property

c. Chemical reactiond. Chemical change

10. A change that produces new substances with new properties is called a

_______________.

a. Nucleus

b. Physical changec. Chemical change

d. Solution

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