1. What Matters Most!!! Big Ideas in Properties of Matter

2. Our Project: What Matters Most: The Big Ideas in Properties of Matter Scenarios Marilyn Winter  Harrisburg M.S.  7 th & 8 th Grades  10 42min daily lessons  70 students  Conventional lessons  5 lab activities (see slide)  Student made wiki.  Student made Glogster. Jim Sampson  Wy’east M.S.  6th Grade  7 74 min daily lessons  90 students  Conventional lessons  5 lab activities (see slide)  Student made wiki.  Student made Glogster.

3. Unit Plan Summary  Goal: Investigate the make up of the Universe that we call Home.  What are the properties of our material environment?  We will investigate the physical stuff, i.e. MATTER.  Create a closing student product (project) to highlight our new understanding of one of the unique properties of matter, Density, and its Real World Applications.

4. Unit Summary: The subject focuses on investigating Matter.  Its measurable properties,  Distance, Mass, Volume, Density  Weight, Color, Hardness, Ductility, Maleability, Luster, State, Temperature, Conductivity.  With 5 lab activities for: Distance(length), Volume, Mass, Density, and Density of Water.  Changes (physical and chemical),  Hierarchy of complexity  Atom>Molecule>Substances(pure, compound,Homogenous- Heterogenous Mixtures, etc.) > Objects.

5. Unit Summary: (cont.)  Understand and be able to calculate derived measures & units ( Volume & Mass)  Conclude with a project using Density, as an opportunity to practice measurement, observation, prediction, application to real world situations, while reinforcing 21 st Century skills and IT (Web 2.0) literacy

6. Curriculum Framing Questions:  Essential Question: What composes the objects of the physical universe? What composes the objects of the physical universe?  Unit Question: What are the properties of matter? What are the properties of matter?

7. CFQ’s (cont.)  Content Questions: What are at least 8 characteristics of matter that can be described & measured? What are at least 8 characteristics of matter that can be described & measured? What are two different ways to find the volume of matter? What are two different ways to find the volume of matter? What is the order of complexity for matter? (From simplest to most complex.) What is the order of complexity for matter? (From simplest to most complex.) What is the difference between matter, mass, & weight? What is the difference between matter, mass, & weight?

8. CFQ’s (cont.)  Content Questions: How does temperature affect density? How does temperature affect density? What are 3 (or more) uses of density measures in real life? What are 3 (or more) uses of density measures in real life? How do you measure the density of an object? (of a solid?, liquid? gas?) How do you measure the density of an object? (of a solid?, liquid? gas?) (Advanced/Gifted/(next unit) Questions) (Advanced/Gifted/(next unit) Questions) How does density of an object and density of a surrounding fluid affect buoyancy of the object? How does density of an object and density of a surrounding fluid affect buoyancy of the object? How does temperature affect buoyancy? How does temperature affect buoyancy?

9. Benefits of Using Project Approaches, Ongoing Assessments and CFQ in my unit.  Students encourage and support each other.  Students peer assess.  Students can self reflect and self monitor their progress.  Assessment is timely and remediation is timely.  CFQ’s will keep the learning and teaching on track.

10. What Matters? Essential Skills This project will help our students develop 21 st century skills by:   Collaborating with peers   Math Literacy   Solving problems and making decisions about their experiment   Communication Skills

11. http://www.google.com/imgres?imgurl=http://web.njit.edu/~ Lab Activity: Temperature & Pressure Probes: Vernier SS Temp. Probe Vernier Gas Press. Sensor

12. Assessment Timeline

13. Pre-assessment  Short vocabulary pre-assessment. Using clickers.  Pre-assessment by ‘Concept Attainment’ & Brain storming. (What do you know about the properties of matter?)  Survey student access to hardware and technology skills. With clickers or poll daddy.  Survey of student access to out of class support.

14. Formative Assessment  Create a wiki page on ‘measuring matter’, and have a peer review.  Check list for students to keep track of where they are and what they need to put in their project to be successful.  Lab report check list.  Individual lab checks on length, mass, volume, and density

15. Summative Assessment  Student and teacher rubric of Glog.  Post vocabulary test.  Lab report rubric  Written reflection

16. Lab Activity: Hot & Cold Mixing Create a Convection Cell Wouldn’t a Temperature Probe be good right now? http://www.doitscience.com/2009/09/pie- pan-convection/

17. Lab Activity: Temperature Affects Mass & Volume  Using a Temp. Probe and Force Sensor to demostrate changes in Volume (& Mass)  http://www.google.com/imgres?imgurl=http://www.andrews.edu/services/physicsenterprises/pro ducts/ http://www.google.com/imgres?imgurl=http://www.andrews.edu/services/physicsenterprises/pro ducts/ http://www.google.com/imgres?imgurl=http://www.andrews.edu/services/physicsenterprises/pro ducts/  http://www.google.com/imgres?imgurl= http://www.inds.co.uk/education/education_images/ http://www.google.com/imgres?imgurl

18. Density in the Real World!! Students will work in groups of four to create a Glogster to demonstrate that they understand how the occupation that they are given uses density. They will also give a brief description of the occupation and what are the requirements for that career path. They will also, demonstrate that they understand how to measure matter and how to calculate density, which is an important property of matter. Finally, they will include a section on what other science skills are needed in their profession.

19. Ongoing Checklist to Evaluate Our Glogster Poster  Complete: Has everything we wanted to include.  Accuracy: All statements & info are correct.  Credits: Copyrights & Citations noted.  Viewer Friendly: Easy to read and easy to understand.  Language: Spelling and Grammar is professional.  Schedule: We are where we should be at this time.  __Yes ?(maybe) No__

20. Final Evaluation Project Rubric Yes?(maybe)No Complete Has all the parts that are needed that were on the check list. 80% complete Has some of the parts that were on the checklist. 0 -50% complete Has a few of the checklist parts. Accuracy All statements and information are correct. 80% accurate 0-50% accurate Credit (Copy write & Citations Noted) Proper format 80% proper format 0-50% proper format Viewer Friendly (Visually Appealing) Easy to read and easy to understand Sort of viewer friendly Not viewer friendly Language Conventions Spelling and Grammar is professional A few mistakes Lots of mistakes Schedule Schedule Turned in on time 1 day late More than 1 day late

21. Student Self Monitoring

22. Other Student Support Resourses  Teacher Prepared Guides & Checklists  Checklist “Ten Tips for Graphing”  Instruction Sheet “Step by Step Guide to msExcel Chart Wizard Graphs”

23. Now What? Connecting to the Next Step  Extend w/ Buoyancy investigation.  And, the integration of Forces & Motion (gravity, displacement,etc.)  Activities with Probeware,  Massing hot air balloons with the Dual Range Force sensor  Finding the Buoyant Force of hot air balloons with the Dual Range Force sensor