UbD Unit PlanTitleUnit

Everyday Matter Grade Level 8th GradeCurriculum

Area Science Time Frame 3 days

Science Performance Standards

Georgia Performance Standards: http://www.georgiastandards.org

S8P1. Students will examine the scientific view of the nature of matter.a. Distinguish between atoms and molecules.

b. Describe the difference between pure substances (elements and compounds) and mixtures.

c. Describe the movement of particles in solids, liquids, gases, and plasmas states.

d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color)

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

Technology Performance Standards

ISTE formally NETS: https://www.iste.org/standards/standards-for-students

1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. create original works as a means of personal or group expression.

2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and

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contribute to the learning of others.a. interact, collaborate, and publish with peers, experts, or others employing a

variety of digital environments and media.

5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. d. Exhibit leadership for digital citizenship

Understandings

Students will understand:

The everyday experiences of matter.

How to create a visual presentation using a web 2.0 tool of their choice.

The benefits of curation tools.

Related Misconceptions: Visual presentations are simple to create.

Curation tools have no purpose.

Matter does not relate to every person.

Essential Questions:

Overarching Questions: How does matter affect our everyday

life? What is the purpose of using

curation tools? Why use technology tools to present

information?

Topical Questions: Why is it important to learn about

matter? How does physical and chemical

changes affect our daily life? What is the Law of Conservation of

Matter?

How can I effectively created an online visual practicing good digital citizenship?

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Knowledge and Skills

KnowledgeStudents will know:

Vocabulary- matter, atoms, elements, molecules, physical changes, physical properties, chemical changes, chemical properties, Law of Conservation of Matter, solids, liquids, gases, and plasma.

The relationship between atoms and molecules.

The arrangement of the Periodic Table.

The movement of each phase of matter.

Skills Students will be able to:

Recognize daily task as being physical or chemical changes.

Recognize the Law of Conservation of Matter in everyday experiences.

Discuss matter on a deeper level.

Plan and create a summary of matter in everyday life.

Utilize technology tools, Web 2.0 tools, to create visual presentations.

Recognize the purpose of curated list.

Performance Task(s)

Students will be able to: Understand the benefits of using a curation tools. Use one of the following web 2.0 tools to create a visual presentation: prezi,

canvas, thinglink, padlet, bitstrips, and smore. Practice good digital citizenship. Explain and describe everyday life experiences relating to matter.

Goal: The students is to create a web 2.0 presentation explaining how everyday life experiences relate to matter.

Role: You are the designer working for Mrs. Hyers.

Audience: Your job is to convince other students the importance of learning about matter and its changes.

Product: You are to create a visually appealing presentation, or flyer, for middle school

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students to view. The product must be visually please and the content must be correct. You are to get students excited about matter using one of the following web 2.0 tools, which are located in Appendix A: smore, thinglink, padlet, prezi, canvas, or bitstrips. You are to present the visual to an eighth grade class.

Criteria: Your presentation should include: A clear understanding of how matter affects our daily life. A clear understanding of the Law of Conservation of Matter. A correlation of images and text. A visually appealing presentation.

Other Evidence(e.g. tests, quizzes, work samples, observations)

Teacher observations Class Discussions Completion of assignment

Student Self-Assessment and Reflection

Self-assess the examples as being interesting to the audience.

Reflect on the visual aspect of the presentation.

Reflect on the verbal presentation.

Reflect: How has your opinion changed about everyday matter?

Reflect on the importance of visually pleasing presentations.

Reflect on the purpose of curation tools.

Learning Experiences

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Day 1: Introduction to Assignment

1. Students will access and explore the content-focused resources provided by the teacher in either the symbaloo or blendspace, depending on the needs of the students. Students will write a brief summary of the top four websites they choose from the symbaloo (Appendix C) or blendspace (Appendix B). The symbaloo was created for higher achieving students who can cipher through information easily. The content-focused blendspace was created for students who need a little more guidance when researching. **The students’ summaries will be submitted through Google Classroom.

2. Class Discussion in Google Classroom What is the overall topic of the content-focused resources? (Matter) Why is it important that we study matter on such a small scale? Give examples. (We come in contact with elements, compounds, and molecules every day. We create physical and chemical changes on a daily basis and demonstrate the Law of Conservation of Matter everyday.)

3. The teacher will present a quick overview of the technology tool resources for the students to get a better understanding of each tool. (Appendix A) There will be a class discussion for each type.

Day 2: Planning and Designing

1. Students, working with a partner, will begin to plan their own visual presentation of everyday matter experiences using one of the technology tools resources found in Appendix A. Students will discuss the pros and cons of each tool.

2. Once a technology tool has been chosen, the students will begin creating their presentation. The teacher will monitor the students and offer assistances with needed. The students will search through the content-focused resources (Appendix B and C) to find supporting information for their presentation.

3. Day two will end with a comprehensive review of the content.

Day 3: Final Touch

1. Students will submit the url of their completed presentation to the Google Classroom discussion board for all classmates to view.

2. Students will present their completed visual presentation of Everyday Matter

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their peers in presentation format. The teacher will graded the students according to the rubric (Appendix D).

Notes to the Instructor

Students with an IEP, 504, or ESOL will receive the accommodations /modifications stated in their plan. Extended time, small group, read aloud, peer assistance, and guided notes will be given if required.

The two inclusion classes, Block 2 and 3) will use Appendix A and B as resources. Blocks 1 and 4 will use Appendix A and C as resources.

Laptop carts will be reserved for the three days of the lesson. Wi-Fi tends to be slower towards lunch time affecting Blocks 3 and 4. Computers labs may be used if available.

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Appendix A (Technology Tools Resources)

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Appendix B (Blendspace Content-focused Resources)

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Appendix C (Symbaloo Content-focused Resources)

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Appendix D (Rubric)

Multimedia Project : Everyday Matter

         

Teacher Name: Mrs. Hyers

Student Name:     ________________________________________

CATEGORY 4 3 2 1Content Covers topic in-

depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Sources Source information collected for all graphics, facts and quotes. All documented in desired format.

Source information collected for all graphics, facts and quotes. Most documented in desired format.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Very little or no source information was collected.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentaion content.

Presentation Well-rehearsed with smooth delivery that holds audience attention.

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Date Created: Oct 07, 2015