Understanding by Design

Title: All About Matter

Designer: Dottie Barrow
Audience: Fifth Grade
Time 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 one
topic 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 are
analyzing 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 below
65%.

Title of Physical Science/Locate, Grade 5th Grade

Unit Process, Analyze Level
Information
Curriculum Information Literacy and Time 3 weeks
Area Science Frame
Stage 1 – Desired Results
Content Standards
S5P2 – Students will explain the difference between a physical change and
a 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 gather
meaning.
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 guide
own inquiry process.
2.2.4 Demonstrate personal productivity by completing products to
express learning.
3.1.4 Use technology and other information tools to organize and display
knowledge and understanding in ways that others can view, use, and
assess.
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: Topical Questions:

• What makes up our world?
• What causes change in our physical • Why does water boil?
world? • What makes objects rust?
• How do interactions of matter affect • How does temperature create a
your life? physical or chemical change?
• How does technology affect our daily • What is the difference between a
lives? physical and chemical change?
• How is technology affecting the
learning process?
• How does sharing information increase
our learning experiences?
• How can I become an expert on a topic

Knowledge and Skills

Knowledge Skills
Students will know: Students will be able to:

• The difference between a physical • Demonstrate teamwork

and chemical change
• What matter is made of
• Signs of a chemical change
• Signs of a physical change
• How to work in groups
• 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 will
research 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 the
drawing, 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 will
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 the
assigned topic. The drawing will be included in the Photo Story.
Role: 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. Demonstrate
knowledge about chemical and physical change.
Role: 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 that
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 with
your 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 during
the 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: Physical
and 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 the
finished 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 the
KWL chart.

Week Two
Students 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 learn
how 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
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 did
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 Acceptable Target Score

(1 point) (2 points) (3 points)
Explanation Student does not Student includes Student includes all of /3
include the some of the the required content
required content required content information –
information- information – Drawing covers all of
Drawing does not Drawing covers the parts of the
cover any of the some of the parts assigned topic (ie.
parts of the of the assigned Matter, elements and
assigned topic. topic. Text is atoms). Text is
Text is missing. included but does included and gives a
not give clarity to clear explanation of the
the drawing. drawing.

Interpretation Paragraph shows Paragraph shows Paragraph shows clear /3

little some understanding of the
understanding of understanding of topic.
the topic. the topic.

Application Drawing does not Drawing shows Drawing shows a high /3

communicate some ability to ability to effectively
clearly their effectively share share information about
topic. information about their topic.
their topic.
Perspective Student does not Student works Student works /3
share in with others, but cooperatively with their
responsibilities or has difficulty group. Is able to clearly
decisions with communicating communicate and listen
 their group. and listening to to different points of
different points view.
of view.
Empathy Student does not Student includes Student includes a wide /3
include a variety some variety of variety of information
of information on information on on their topic and is
their topic and is their topic and is able to share the
not able to share able to share the information from the
the information information from perspective of a teacher
from the the perspective of trying to communicate
perspective of a a teacher trying the information to their
teacher trying to to communicate students.
communicate the the information
information to to their students.
their students.
Self- Student does not Student writes a Student writes a /3
Knowledge write a reflective reflective reflective paragraph
paragraph of the paragraph of the explaining how
assignment. assignment but creating a drawing has
explains very or has not increased
little of how the their understanding of
drawing has or their topic.
has not increased
their
understanding of
their topic.

TOTAL /
18

Rating Scale:
Score Rating
10 or less Unacceptable
11-14 Acceptable
15-18 Target
Performance Task #2 – Photo Story

Unacceptable Acceptable Target Score

(1 point) (2 points) (3 points)
Explanation Student includes Student includes Student includes all of /3
less than 5 facts less than 5 facts the required content
gathered from gathered from information –
their research and their research or 8 pictures, 5 facts
is missing any of is missing any gathered from their
the following: 8 one of the research, a title slide, a
pictures, a title following: 8 credits slide,
slide, a credits pictures, a title text on at least 2
slide, text on at slide, a credits pictures, and narration
least 2 pictures, slide, text on at on at least 5 pictures.
or narration on at least 2 pictures,
least 5 pictures. or narration on at
least 5 pictures.
Interpretation Images do not Images show Photos chosen for the /3
show a clear some connection Photo Story help
connection to the to the content. convey the story.
content. Images show a clear
connection to the
content.

Application Photo Story does Photo Story Photo Story shows a /3

not communicate shows some high ability to
clearly their ability to effectively share
topic. effectively share information about their
information about topic.
their topic.
Perspective Student does not Student works Student works /3
share in with others, but cooperatively with their
responsibilities or has difficulty group. Is able to clearly
decisions with communicating communicate and listen
their group. and listening to to different points of
different points view.
of view.
Empathy Student does not Student includes Student includes a wide /3
include a variety some variety of variety of information
of information on information on on their topic and is
their topic and is their topic and is able to share the
not able to share able to share the information from the
the information information from perspective of a teacher
from the the perspective of trying to communicate
perspective of a a teacher trying the information to their
 teacher trying to to communicate students.
communicate the the information
information to to their students.
their students.
Self- Student does not Student writes a Student writes a /3
Knowledge write a reflective reflective reflective paragraph
paragraph of the paragraph of the explaining how
assignment. assignment but creating a photo story
explains very has or has not increased
little of how the their understanding of
photo story has or their topic about
has not increased physical science.
their
understanding of
their topic.

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 display
knowledge 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 use
Photo 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 the
learning 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 during
their research to create a drawing of their topic that includes text
to 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 a
story 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 the
teacher 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.
 How will the students be hooked and held in this unit?
H 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 new
information to the KWL chart.

What activities, instruction, and guidance will be provided to

E enable and equip students to explore and experience the
important ideas in this unit?
The following learning activities and guided instructions will equip
students for their Performance Task.

Students will complete the research worksheets individually by going to

selected websites that are included on the following wiki:

http://physicalchemicalchange.pbworks.com/

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 include
factual 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. In
addition, 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 seated
next 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

What activities, products and performances will be designed

R 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 will
receive 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 to
ask 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.
 What self-assessments and self-evaluations will students
E 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 requires
students to address this topic.

• Drawing of assigned topic – the teacher will lead a discussion on

how 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 use
a 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.

How will learning experiences be

O 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 sharing
information, 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 and
analyze 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 a

teacher and give clear and detailed explanation of their topic.

Self-Knowledge - Students are able to clearly reflect and share how

these 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 molecule
c. An atom
d. A solution

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

a. Proton
b. Neutron
c. Electron
d. Element

5. Elements are classified in the ________________________-.

a. Book
b. Atmosphere
c. Periodic table
d. Chart of molecules

6. When two or more atoms that are alike or different combine, they can form a
_________________.
a. Compound
b. Element
c. Molecule
d. Atom
7. A substance that forms when two or more different kinds of atoms combine.
a. Molecule
b. Solution
c. Mixture
d. Compound

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

a. Physical property
b. Chemical property
c. 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 reaction
d. Chemical change

10. A change that produces new substances with new properties is called a
_______________.
a. Nucleus
b. Physical change
c. Chemical change
d. Solution