Introduction
The purpose of this curriculum plan is for students to be able to name the states of matter, explain how matter changes states and be able to analyze the differences between a physical change and a chemical change.
Curriculum Standard(s)
The following standards are covered in this webquest:
S5P2a Physical Changes: Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
S5P2b States of Matter (Water): Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change
S5P2c Chemical Changes: Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
Aim/Purpose Statement
This webquest will provide an introduction into matter and extend the students’ learning by having them use higher order thinking skills to explain a process, analyze the difference between physical and chemical changes and finally applying what they have learned to give examples of these things from their daily lives.
Rationale
It would be fairly simple to have students define the vocabulary from the matter unit. They could then do a simple fill in the blank or matching quiz and you could call the unit complete. However, if we want the students to be able to use their higher order thinking skills we have to allow them to construct their own knowledge. This webquest allows them the freedom to look up the definitions to the new vocabulary, explain the differences in the concepts and then apply that to finding examples of the different concepts they will be learning about. They will begin with lower order thinking skills and gradually increase the level.
Strength- 5th graders are comfortable with computers
Weakness- New students may need some extra help getting acclimated to the digital way of learning.
Classrooms- Regular ed classroom, computer lab, media center
Strength- There are many available options for rooms.
Weakness- You have to be careful that the kids are supervised at all times.
Computers- Computer Lab, three classroom desktops, laptop cart, media center (4 students at a time)
There are many available computers.
Our class gets the computer lab for a scheduled time every other week. You can email to see if someone isn’t using there time.
Connectivity-No issues most of the time
Strength- We have a pretty reliable internet service
Weakness- It’s technology, and things happen. Be prepared with a back-up plan.
Software- Most programs that will be used are internet based, but you will need PowerPoint and you will need to have an account and be familiar with edmodo and on Glogster.
Strength- Because most of the programs that will be used are internet based, some of the work could be done at home.
Weakness- Because most of the programs being used are internet based, you have to make sure the students are the ones doing the work and not someone at home. You also run the risk of having internet issues.
Student Grouping- Students will do curriculum web independently, but will do the webquest with a partner.
Strength- Students will be responsible for their own learning.
Weakness- Since the students are not working together, there is a need for more computers.
Compensate for technology failure- print out all quizzes in the event that one of the interactive elements doesn’t work. Have text book available in the event that the internet or computers are not available.
Strength- This will allow for learning to continue even if technology fails you.
Weakness- The learners will not be as engaged if the technology component is not available.
The Curriculum Web (CW) will be conducted from the regular education classroom.
All 5th grade students will be using the CW.
There will be a computer lab that will be used to get the students started and then a portable laptop cart as well as three classroom desktops and the media center desktops. When the lab and cart are not being used, student will be able to use the other computers listed to use when they have time during the day.
The computer to student ratio will change based on the plans for the day. A laptop cart is available at least twice a week and the lab is available once a week. The other computers are available for small groups of students.
My homeroom class will test my curriculum web.
I will walk the students through the CW in a whole group before we ever go to the computer lab.
I will have them take notes so they are not overwhelmed when they begin.
I will have them experiment with the different programs well before beginning the CW.
I will have all assessments and activities printed in case technology is not available.
I have many interactive elements that I will be able to monitor from my computer to see where the students are in their CW’s.
When students misbehave, they will be required to use the print outs and the text book to complete some of the assignments.
The students will have to perform some experiments that will go with each of the concepts.
I will be able to ask other teachers to let me use the computer lab if they are not going to use their time. I will also be able to check each morning to see if there is an available laptop cart.
The student’s textbook is online and can be accessed as well as a companion site that has some activities that go with the text.
Each activity will be used for assessment. I will also use the iRespond system as well and a unit test.
I have a google doc that will give the students the opportunity to give me feedback on the Curriculum Web.
1. Prior to students using this curriculum web, they need to have the opportunity to experiment with Glogster in order to be able to complete one of the activities. They will also need to have completed and assignment in edmodo so they will be familiar with it when they need to complete an assignment in there.
All of the activities are designed to help the student become familiar with states of matter and changes in state. As they move along in the web, the assignments will become more about applying the knowledge they have constructed. The cluminating activity will be a place where they will take all of their new knowledge and apply it to one single project. Each of the activities in the curriculm web will be completed independently until they get to the culminating activity which is the WebQuest which will be done in groups.
Intro- Read information and take a pretest that is there from Google docs.
Vocabulary- Read the definitions and then do the interactive crossword puzzle.
Changes in State- Watch the video from BrainPOP and take the google doc quiz at the end.
Physical Changes- Read the information and then log into edmodo to make a list of things you see everyday that are physical changes. AFter you do that, take the poll on edmodo about physical changes.
Chemical Changes- Read the information on chemical changes and then log into edmodo and make a list ofchemical changes you see frequesntly. After you have don that, take the online quiz about physical and chemical changes.
Before students can moveon to the webquest, they will have to answer yes or no questions about completing the activities int he curriculum web. The purpose of this is to give them a list of activities they have to complete.
Students will need to choose a partner and decide who is responsible for the different research topics.
The three states of matter.
How matter changes states.
Physical changes
Chemical changes
3. Once they have decided who is researching the different topics, they must decide which two projects they will complete. They will need to think about how much time each project will take. They won't want to choose two projects that will take a long time to complete. They must create two projects. One will be explaining the states of matter and the other will be explaining the difference between a physical and chemical change. They must complete one project by hand and one with the computer programs available.
Brochure
Powerpoint
Digital Poster on Glogster
Make a movie using Movie Maker
Make a poster
Do an experiment
3. After they have made those decisions, they must decide who is the director for each project. That person will decide who is responsible for which portions of the project.
4. They will then begin researching your topics, making sure to take notes and save links to the websites that they might need to complete your projects.
They will need to use the following links to help you with your research...
States of Matter
Each section of the curriculum web has a different assessment.
Introduction-Matter pretest in Google Docs. At the bottom of each Google Quiz there is a a box to put a teacher's name in. If you email Megan Huss, I can share the document with you so you can get your students' answers from the spreadsheet.
Vocabulary- Practice and assessment on Quizlet. The testing page can be printed at the end.
Changes in State- Quiz with pop-up answers. This one is interactive for the kids, but not trackable for the teacher.
Physical Changes- An edmodo activity and a Google Quiz. At the bottom of each Google Quiz there is a a box to put a teacher's name in. If you email Megan Huss, I can share the document with you so you can get your students' answers from the spreadsheet.
Chemical Changes- An edmodo activity and a quiz that is also printable after they are finished.
The rubric available is for the webquest project.
Students will need to have their projects completed by the due date or points will be deducted.
Students will need to demonstrate their understanding of the matter concepts through presentation of their projects.
They will need to include the required vocabulary words and concepts in order to receive full credit.
Multimedia Project :Brochure,
Digital Poster, Movie, or Powerpoint
