Dawn C.

Johnson
FRIT 7430: Instructional Design
Stage 3 Understanding by Design
Fall 2012

Title of Unit

Matter

Grade Level

8th

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

Matter is anything that has mass and takes up space (volume).

Matter has observable properties ( physical and chemical)

Properties are used to identify substances

Difference between mass and weight

Essential Questions:
Overarching Questions:
1.What are the most important
scientific strategies used to
identify matter?
2.Why is it important to have
properties (characteristics of
matter)

Topical Questions:
1.
What is the difference
between mass and weight?
2.
What is the difference
between chemical and physical
properties?
3.
How can popping popcorn
be a physical and chemical
change?
4.
Which is the most important
factor if I want to travel to Mars,
my mass or my weight?

Stage 3: Plan Learning Experiences ( 50 minute

class)
Week 1
1. Begin with showing a Graduated Cylinder, Triple Beam Balance,
Meter stick, and a scale and ask students when do we use
these tools and why do we use them? Hook
2. Ask the Question What are the most important strategies we

use to identify something? Open up for discussion and explain

to students the flow of this unit. Where
3.What do I know Chart: Everyone will receive a sheet with four
blocks with the terms Density, Mass, Weight, Volume and must write
down as many facts as they can think of about the terms with a
minimum of 3. ( Pretest)
4.Lab Mania: Discover terms ,Mass, Weight, Volume and Density by
performing Labs each group will perform different labs during
centers this lab will take 4 days with a class of 30. Explore and
Organize
Center 1: Mass: Learning to use Graduated Cylinder, taking accurate
and precise measurements, learning the basic unit is grams.
Center 2: Weight students will perform a virtual lab manipulating a
scale at a grocery store to measure fruit and to manipulate the
weight of a traveling astronaut.
Center 3: Students will take the L*W*H by measuring the length of a
regular shaped object ( tubberware, table, cube and one irregular
shaped object) and multiplying the 3 numbers together. Students
will take the measurement of a liquid in a graduated cylinder.
Students will go back to irregular shaped object ( apple) and
discover they cant take the l*w*h and must figure out a way to take
the volume of the apple. This will lead them to volume displacement.
Center 4: Density lab students will take the mass of objects and
then the volume of an object and use the density formula. The object
is a square tubberware with 100 pennies inside The TubberBank,
Each time they take the density of the tubberbank they will deduct
10 pennies from the bank until they are down to just taking the
density of the tubberware. Students will discover as the mass
decrease the density decreases and from here can come up with a
way to explain density.
5.All centers are complete student will meet with their group and
come up with a definition for the four terms and we will meet as a
whole group to explain what each term means. Rethink and Revise
6. Practice activity #1 students will receive notes from the
Promethean Board (students will receive notes to better explain
the terms from this students must create a product using the choice
board with your group examples of products creating a prezi, create
a video, create a collage, your choice board must equal 100 points
total.) the choice board is created from activates suggested by the
multiple intelligence activity ideas were found on Renzulii.
Examples of activities Music people created a song and music video,
Logic People created a debate. These assignment students will do
different things based on their interest and multiple intelligence
results. Evaluate Understanding and Tailor
7. Students will work in class from Blue Workbook pages 11-12 in

class. Rethink and Revise

Week 2
1. Students will take a quiz using response eggs ( activates) and
the Promethean Board. Instant feedback will be given to
students to see their grade. Students who score a 70 and below
will be invited to tutorial after school where the information
will be retaught to them. Students who scored 75 or higher will
receive an extension assignment from scilinks.org predicting
and calculating their own weights on different planets
Evaluate Understanding and Tailor
2. On Edmodo.com students will post on the class wall and answer
the following question Are Light, Air and Sound matter? Be
prepared to defend your answers. Hook
3. Students will perform a lab called space-case where they will
discover Air is matter because it has mass and takes up space
Light and Sound do not have mass or take up space therefore
are not considered matter. Explore
4. Students will receive a bag of random goodies their task is to
put the items in categories from here we will ask the
overarching question Why is it important to have properties
(characteristics of matter)? Where
5. Students will take notes from PowerPoint using Cornell notes
title of notes is physical and chemical properties and changes.
6. Students will watch Brain pop cartoon on subject and take quiz
at the end. Evaluate
7. Present examples and ask students to identify the physical
and chemical changes in each event. Each event contains
examples of both Explore
Boiling an egg (Water boiling is a physical change and the
change in the egg protein is a chemical change.)

Burning a candle (Melting wax is a physical change and

the burning of the wax is a chemical change.)
Making vinegar from apples (Cutting up or mashing the
apples to get the juice is physical; the change from apple juice
to vinegar is chemical.)
Making cheese, yogurt, or buttermilk (The change in
thickness or texture is physical; the change in flavor is the
result of various chemical changes.)
Baking bread (The liquid batter or semi-liquid dough
becomes solid, which is a physical change. The bread rises as a
result of carbon dioxide being produced by a chemical change
in the dough.)

Week 3
1.
Quia Physical or Chemical Changes quiz at Evaluate
http://www.quia.cll,om/quiz/303980.html or
http://www.fordhamprep.org/gcurran/sho/sho/worksheets/worksht15
c.htm
2.
Class Assignment Practice from blue workbook Rethink and
revise
3. Prepared packet of practice worksheets to help determine
physical, chemical changes which will be self-graded in class.
Students will get the opportunity to correct any incorrect
information. Rethink and revise
4. Performance Task: help Chef Cool-Mo-D figure out which
ingredients are what by applying your physical and chemical
properties and then determine which planet Mrs. Johnson wants to
celebrate her birthday party on due to calculating her estimated
weight on different planets Evaluate