UbD Unit Plan

Title
Unit
Curriculu
m Area

Everyday Matter

Grade Level

8th Grade

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-forstudents

Lauren Sinclair Hyers |2

1. Creativity and Innovation
Students 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 Collaboration
Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual
learning and 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 Citizenship
Students 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:

Lauren Sinclair Hyers |3

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?

Knowledge and Skills

Knowledge

Skills

Students will know:

Students will be able to:

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.

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.

Lauren Sinclair Hyers |4

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 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

Lauren Sinclair Hyers |5

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
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.

Lauren Sinclair Hyers |6

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 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.

Lauren Sinclair Hyers |7

Appendix A (Technology Tools Resources)

Lauren Sinclair Hyers |8

Appendix B (Blendspace Content-focused Resources)

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Appendix C (Symbaloo Content-focused Resources)

L a u r e n S i n c l a i r H y e r s | 10
Appendix D (Rubric)

Multimedia Project : Everyday Matter

Teacher Name: Mrs. Hyers

Student Name:

________________________________________

CATEGORY
Content

4
Covers topic indepth with
details and
examples.
Subject
knowledge is
excellent.

Sources

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

Attractiveness

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

Presentation

Well-rehearsed
with smooth
delivery that
holds audience
attention.

Date Created: Oct 07, 2015

3
Includes
essential
knowledge
about the
topic. Subject
knowledge
appears to be
good.
Source
information
collected for all
graphics, facts
and quotes.
Most
documented in
desired format.
Makes good
use of font,
color, graphics,
effects, etc. to
enhance to
presentation.

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

2
Includes
essential
information
about the topic
but there are 12 factual
errors.

1
Content is
minimal OR
there are
several factual
errors.

Source
information
collected for
graphics, facts
and quotes, but
not
documented in
desired format.
Makes use of
font, color,
graphics,
effects, etc. but
occasionally
these detract
from the
presentation
content.
Delivery not
smooth, but
able to
maintain
interest of the
audience most
of the time.

Very little or no
source
information
was collected.

Use of font,
color, graphics,
effects etc. but
these often
distract from
the presentaion
content.
Delivery not
smooth and
audience
attention often
lost.

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