Infographic Planning Page

Whitney Patterson

Assessment Plan

June 19th, 2017

Client Information:

The name of my client is Jessica Dodson. She is an 8th grade, physical science teacher

at Temple Middle School which is affiliated with Carroll County School System.

Jessicas email address is Jessica.mcleod@carrollcountyschools.com as she recently

got married and her email has not been updated yet with her new last name. Her

Georgia certification Identification number is

Performance Task Title:

The Structure of Matter Infographic

Grade Level:

8th Grade; Physical Science

Designer:

Whitney Patterson

Performance Task Annotation:

Subjects:

Physical Science, General Science, Physics

Approximate Duration of Performance Task:

This project for students takes approximately 2-3 (55 min) class periods. Students

should have a well-planned outline or rough draft before compiling their finished product.

Focus Standards:

S8P1: Students will examine the scientific view of the nature of matter.

Element c: Describe the movement of particles in solids, liquids, gases, and

plasma states.
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ISTE Standards (NETS-T):

1. Facilitate and inspire student learning and creativity:

a. Promote support and model creative and innovative thinking and inventiveness.

2. More digital age work:

a. Demonstrate fluency in technology systems and the transfer of current

knowledge to new technologies and situations.

Description and Teacher Training Directions:

Before students complete the project, they must be exposed to these concepts:

1. How the molecules behave in solids, liquids, gases, and plasmas. (Solids-

particles are vibrating slightly, liquids- particles can slide past one another,

gases- particles move freely, plasmas- particles move freely, but the particles

are charged).

2. The processes involved when matter changes from one state to the next

(melting point, freezing point, vaporization point, condensing point).

3. The effect of the temperature if a substance changes from a solid to a liquid

and then to a gas. (The temperature increases as they go from solid to liquid

to gas).

4. The effect of the energy involved if a substance changes from a solid, to a

liquid, then to a gas. (The energy involved increases as it goes from a solid

to a liquid, then to a gas).

Directions:

1. Students will create an infographic using the program www.Piktochart.com that

demonstrates the following information:

a. The behavior of particles found in solids, liquids, and gasses

b. The processes that occur as states of matter changes (include all possibilities)

c. How the temperature of the particles changes as the state of matter changes
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d. How the energy of the particles changes as the state of matter changes

2. The first step is to have students plan-out the items that their infographic must contain.

The Infographic Plan page will help students identify exactly what needs to be included

when they complete their infographic. They may use this page as their rough draft.

3. Once the rough draft, or planning is complete, students may use a device to then create

a free account at www.piktochart.com

4. Teachers, make sure you familiarize yourself with the features of Piktochart. It may be

helpful to give a mini lesson on how to format and use the tools found within the program

so students can familiarize themselves with the creation process.

5. Students will then use the information from their rough draft to create an effective piece

of visual literacy that shows concepts on the structure of matter.

6. Students will need to export their final product into a .pdf or .jpeg file format. They then

may be able to turn in their project through Google Classroom if the teacher has that set

up, or they may email their final product to their teacher to turn it in. There are various

ways in which the teacher can decide how students should submit their projects.

Rubric Title:

Assessing the Structure of Matter Infographic

Rubric Description:

The included rubric called Assessing the Structure of Matter Infographic is included.

Use this rubric to assess your students final product. Go over the rubric at the

beginning of the project so students know exactly what to expect and how they will be

assessed. Score students based on the criteria inside each point value box. Total the

points after scoring each field to obtain their final point value.
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Student Name__________________________________

Assessing the Structure of Matter Infographic

4 3 2 1 0
Particle motion Particle Particle Particle Particle The particle
movement movement movement is movement is movement for
Solids- vibrate description is description is incorrect for one incorrect for two the states of
correct for all correct for all of the states of of the states of matter is
Liquids- slide past states of matter states of matter matter and is matter is incorrect in
one another and but not visually represented represented description or
represented represented in visually in the visually in the visually for all
Gasses- move visually in the the infographic infographic. infographic. the states of
freely infographic matter.
Phase changes All phase Three phase Two phase One phase None of the
changes are changes are changes are change is phase changes
Melting Point described described described described are described
Vaporization Point completely and completely and completely and completely and completely nor
Freezing Point accurately. accurately. accurately. accurately. accurately.
Condensing point

Temperature The student The student The student

completely somewhat does not
Solids have the describes what describes what completely
coolest
temperature
happens to the
particles X happens to the
particles X describe what
happens to the
temperature as temperature as particles
Then liquids the state of the phase of temperature as
matter changes. matter changes the phase of
Gasses have the matter changes.
warmest
temperature
Energy The student The student The student
completely somewhat does not
Solids have the describes what describes what completely
least amount of
energy
happens to the
particles energy X happens to the
particles energy X describe what
happens to the
as the state of as the phase of particles energy
Then Liquids matter changes matter changes as the phase of
matter changes.
Gasses have the
most amount of
energy
Visual Literacy The student The student The student The student The student did
uses 4 or more uses 3 images, uses 2 images, uses one image, not use any
Visual images, graphics, or graphics, or graphic, or visual
representations graphics, or representations representations representation representations
must be used to representations in their in their in their in the creation
help communicate in their infographic infographic infographic of their
the content of the infographic infographic.
project.

Total Score __________________ / 20 pts

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Example of Student Work (What the teacher should expect):

A quality project will use visual representations of the required content of the project.

Students may use visuals from Google Images, but their project must include visual

representations. Review the rubric for the four point criteria. This criterion is what an

exceptional project should include.

Materials and Equipment:

Classroom set of Chromebooks, desktop computers, or iPads

Internet Access

Firewall or county fitler permission to access www.Piktochart.com

21st Technology:

This project is taking the poster project from the past and allowing students to create

pieces of visual literacy using technology. Students will complete the entire project

through the program Piktochart. They will also be using innovative formatting skills while

creating their infographic.

Ideas to Differentiate:

Special Education Students: the rubric may be modified by decreasing the number of

visual artifacts presented on the final product. Also, Areas of the rubric may be

eliminated completely to give a less extensive project and focus on the basics. I would

recommend taking off the temperature and energy sections of the rubric and just focus

on particle movement and phase changes.

Gifted and Accelerated Students: I would suggest these students to add a greater

amount of visually sound images or graphics that support each area of the rubric. The

rubric may be adjusted to fit the needs of special education or gifted/accelerated

students. I would also have these students include real world examples of phase

changes for each different type. This will help them take the content a few steps further.
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Web Resources:

www.piktochart.com

Setting:

The setting will take place in Temple, Georgia. Temple Middle School is where the trial

for this project will take place. In general, this project plan will work best in an 8th grade,

physical science classroom. Students could potentially work on this project in partners

or individually. Centers or large groups would not work effectively with this kind of

project.

Learners:

In this project plan, the learners in Ms. Dodsons classroom are gifted and accelerated

students. However, it can be adapted to fit all kinds of students in the differentiation

section of this plan. Ms. Dodsons students are developmentally accelerated and

advanced. The students prefer learning styles that allow them to use their own creativity

and style. I think that this project will allow them to do so. Most Mrs. Dodsons class

speak English and their primary language is English. With the help of an ELL teacher, it

could be modified to fit students who need assistance.

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1. First begin by brainstorming how the particles move in each state of
matter Draw a picture of the particles for each type then write the
description in the blank.

Solids Liquids Gasses

_____________ _______________ ______________

2. Fill in the correct phase change for each state of matter change:
a. A solid changes to a liquid _____________________________
b. A liquid changes to a gas ______________________________
c. A gas changes to a liquid ______________________________
d. A liquid changes to a vapor_____________________________

3. How does the temperature change of the substances particles if it changes

from a solid to a liquid?
_________________________________________________.

4. How does the temperature change of the substances particles if it changes

from a liquid to a
gas?___________________________________________________.

5. How does the particle energy change if the substance changes from a liquid
to a gas?
________________________________________________________.

6. How does the particle energy change if the substance changes from a solid to
a liquid?
________________________________________________________.

7. Draw a visual representation that shows patterns involving temperature and

energy of the particles when the state of matter changes for a substance?
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