Backward Design Lesson Plan Matter Ashley McDowell Azusa Pacific University

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The UbD Template, Version 2.0

Stage 1Desired Results
The Und er stan d i ng b y De si gn G ui de to Cre ati n g Hi gh-Q ual i t y U ni t s

Established Goals What content standards and program- or mission-related goal(s) will this unit address? What habits of mind and crossdisciplinary goal(s)for example, 21st century skills, core competencieswill this unit address?

Transfer
Students will be able to independently use their learning to . . .

What kinds of long-term independent accomplishments are desired?

Discover why matter matters and see how it applies to just about everything in the world around them including when and how it changes form.

Identify practical uses for mixtures and changes in matter (both physical and chemical). Be able to identify means of identifying properties of matter.

M od ul e B: Th e UbD Te m pl ate

Meaning
UNDERSTANDINGS Students will understand that . . . ESSENTIAL QUESTIONS Students will keep considering . . .

Physical properties of solids, liquids, and gasses. Physical changes (the original matter and the new matter have the same properties) Chemical changes (the original and the Common Core Math Standards: new matter have different properties). Mixing various types 2011 by Grant Wiggins and Jay McTighe and forms of matter will result in something new being 3.MD.2 - Solve problems produced. involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.4 - Generate measurement data by measuring lengths using rulers.

Idaho State Science Standards: 3.S.2.1.2 - Identify the physical properties of solids, liquids, and gases. 3.S.1.3.1 - Measure in standard and non-standard units. 3.S.1.2.1 - Make observations, collect data, and evaluate it. 3.S.1.3.2 - Measure in both US Customary and International System of Measurement 3.S.1.6.3 - Use appropriate tools and techniques to gather and display data. 3.S.2.1.1 - Use instruments to measure properties. 3.S.2.1.3 - Explain that heating and cooling can cause changes of state in common materials. 3.S.1.6.2 - Conduct scientific tests.

Everything in the world is made of matter and that the properties make up the piece of matter.
What specically do you want students to understand? What inferences should they make?

Why does matter matter? How can people use what they know about matter to decisions about every day events?
What thought-provoking questions will foster inquiry, meaningmaking, and transfer?

Through scientific experimentation students will discover What do the physical and chemical properties of an object that matter has an impact on all things in our world. Given tell us about its uses? properties of matter a student will be able to make Acquisition conclusions about its use and state.
Students will know . . . Students will be skilled at . . .

Matter changes states both through chemical and physical changes. They will also describe what takes place during each type of change.
What facts and basic concepts should students know and be able to recall?

Identifying properties of matter using their five senses along with man made tools. Collecting data. Measuring in both US Customary and International Systems of What discrete skills and processes should students be able to measurement. Conducting scientific tests.
use?

Students will use sight, touch, taste, smell and hearing to measure properties of matter. They will also correctly identify and use tools to measure weight, mass, and volume of matter. Properties measured will include texture, temperature, hardness, sound, flavor (when safe), and size. How to classify an object based on its physical properties.

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Stage 2Evidence
The Und er stan d i ng b y De si gn G ui de to Cre ati n g Hi gh-Q ual i t y U ni t s

Code
Are all desired results being appropriately assessed?

Evaluative Criteria
What criteria will be used in each assessment to evaluate attainment of the desired results? PERFORMANCE TASK(S): Students will show that they really understand by evidence of . . .

Transfer and meaning goals.

Sorting various types of matter based off of properties with 85% accuracy or higher. Take water through the three states of matter with the help of various tools with success in all three states. Correctly illustrate the molecules in each of the three states. Given a selection of tools, students will select an appropriate tool to measure matter in various states.
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

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Definitive sorting criteria.

Acquisition goals.

Clear explanation. Accurate Regardless measurements

of the format of the assessFollowing the ment, what scientific qualities method in are most experiments. important?

Through an interview style assessment the student will instruct the teacher how to make mushberry pancakes. While the student will complete all of the mixing and describing of the changes taking place the teacher will be responsible for pouring the pancake batter onto the hot griddle (for safety reasons) while the student describes the impact of heat of the batter. Trough the interview and mixing process the student demonstrate understanding of physical and chemical changes.
OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by . . .

Transfer, meaning, and acquisition goals.

Abilities to See attached determine why rubric for the states of portfolio matter matter. grading. Able to create circumstances in which matter will change form via chemical or physical change.

Passing the 3rd grade matter test with a score of 75% or higher. Successfully responding to writing prompts to show understanding of scientific tasks in science journal. Through this they will convey understanding through their development of the topic in their writing. Science journal will be assessed using a rubric at the end of the unit. Students must score a minimum of 9/12 possible points.
What other evidence will you collect to determine whether Stage 1 goals were achieved?

Students will submit a matter portfolio to show evidence of learning activities completed throughout the unit. This portfolio will be assessed using a rubric and students must have 90% or more of completed.

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Stage 3Learning Plan

The Und er stan d i ng b y De si gn G ui de to Cre ati n g Hi gh-Q ual i t y U ni t s

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What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?

-Provide various objects in various states of matter, ask students to identify their state. -Ask students to identify different ways of measuring objects using tools as well as their senses.

Pre-Assessment

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Whats the goal for (or type of) each learning event?

Learning Events Student success at transfer, meaning, and acquisition depends upon . . .

Progress Monitoring How will you monitor students progress toward acquisition, meaning, and transfer, during lesson events?

For students to understand why matter matters. Through this they will have success at transfer, meaning, and acquisition in this area.

The students ability to transfer their learning from one experiment to another. Many of the experiments are designed to build upon one another so if they can successfully move between them it will show success in those areas. For example, they will start with an activity of using your senses to examine the area around you and then transfer that to using their senses to examine a given piece of matter. Students will then move into sorting matter based on properties. This will then lead into the labeling of matter in the various states. From there they can look at mixtures and physical and chemical changes. Understanding definitely comes in Are ability to successfully (acquisition, meaning,move on to new activities. learning plan? their all three types of goals and independently and transfer) addressed in the
Does the learning plan reect principles of learning and best practices? Is there tight alignment with Stages 1 and 2? Is the plan likely to be engaging and effective for all students?

Through questioning/discussions with students I will be able to see if they are grasping the concepts being covered. Students will also be able to follow given directions to complete new What are potential rough spots and experiments and tasks independently.
student misunderstandings?

I feel this plan does address all three types of learning goals as well as principles of learning and best practices. The plan includes activities and assignments that are aligned with stages 1 & 2. I believe that with the inquiry based activities and reflections the students will be engaged and in turn their learning will be successful.

What particles look like in each state of matter. Since this is something students can't really see, it can be very abstract. Also the difference in physical and chemical changes. While the rule How will students get the feedback they for chemical changes is typically you need?change it back, you also can't can't change smashed berries back, but that I will provide responses to their journal is a physical change. Just getting entries as well as during experiments though those things that might get in class. I will ask questions to cause confusion. them thinking more critically on the concept. Journals may be submitted electronically for both teacher and peer feedback.

Matter Portfolio Rubric Appearance: Portfolio is neat and organized. 2 possible points Completeness: Portfolio includes all handouts and activities. Matter Journal Matter Takes Up Space Worksheet What is Matter Minibook How Do You Find Out About Matter? Worksheet Read and Understance Science: Properties handouts What is Matter? worksheet Take to Your Seat Science Centers: Solid, Liquid, or Gas? Handouts Mysterious Matter worksheet Solid, Liquid, and Gas Particles popcorn art Read and Understand Science: States of Matter handouts 18 possible points Total Points Possible: 100 Grade for Each __________ __________ __________ __________ __________ __________ __________ __________ __________ __________