Assessment Plan and Instructional Sequence

Unit Plan Part 3

Overview of the Assignment
In the previous assignments you a) identified a unit topic, as well as appropriate content NGSS/GLCEs.; b) crafted a driving question
for your unit; c) began framing your unit in alignment with the NGSS/GLCEs. and the Experiences, Patterns and Explanations model
of science teaching; and d) identified your students prior ideas and experiences in relation to the science content you will be
teaching. In this assignment, you will outline a ten-day unit intended to teach your NGSS/GLCEs.. Your unit will be aligned with the
Inquiry-Application Instructional Model (an expansion of the Experiences, Patterns and Explanations model of science teaching). To
plan your unit, you will draw upon the thinking and analysis from the previous two assignments.

Preparing for the Assignment

To design your assessment plan and instructional sequence, you will need to have access to the thinking and analysis from your
previous course assignments. You will need to draw upon the feedback you received on your previous assignments and any
additional resources (such as curriculum materials) or ideas you want to incorporate into your teaching.

Assignment Template. In order to complete this assignment, please fill in the template below. (You can simply save this
document to your computer, remove the directions above, and replace the italicized text below with your own text to complete
each section.)

Name:

Brittani Havenaar

Unit Topic:

States of Matter

Dates you will Teach this Unit: February 17th through End of March.
Grade Level:

4th

Driving Question: Why does ice cream melt when you hold it in your hand?
Learning Standards: (NGSS or GLCEs)

GLCES:

K-7 Standard P.CM: Develop an understanding of changes in the state of matter in terms of heating and
cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the
differences between physical and chemical changes.

4-P.CM.E.1 Changes in StateMatter can be changed from one state (liquid, solid, gas) to another and then
back again. Heating and cooling may cause changes in state.
4-P.CM.04.11 Explain how matter can change from one state (liquid, solid, gas) to another by heating and
cooling.

NGSS:

5-PS1-1.Develop a model to describe that matter is made of particles too small to be seen.

Assessment Plan:
Your assessment plan will consist of a minimum of three carefully planned assessment tasks: one given early in the unit (preassessment/science discussion conducted in UPPt2), one towards the middle of the unit(formative), and one at end of your
unit(summative). In this section, you will provide a detailed description of the formative and summative assessment tasks and
describe the features you will look for in your students responses. Assessment tasks should meet the requirements discussed in
our seminar sessions and course readings.

FORMATIVE Assessment Task: The Three States of Matter

Assessment Task Rationale:

GLCE/Learning Goal this task addresses:

This assessment will allow me to see not only

if my students understand what the three
states of matter are, but also see if they grasp
how the ice cube changes states in their final
explanation. I would like to see them explain
the particles movement and formation as the
states change. I did not specifically ask this as
I hope that my students have an
understanding that will allow them to describe
this in their essay without being prompted. I
am looking for any confusion as to how the ice
may change from state to state as well as the
unseen particle movement notion to be

K-7 Standard P.CM: Develop an understanding of changes in

the state of matter in terms of heating and cooling, and in
terms of arrangement and relative motion of atoms and
molecules. Understand the differences between physical and
chemical changes.

addressed. This will allow me the ability to see

if I need to readdress particles as well as if I
need to revisit the reasons in which the ice
changes states. I am curious as to how my
students will describe the changes, as I would
like them to address heat but also the
absence of heat. This will allow me to see
where they may need help grasping such
details.
Task Detailed Description:
The students will be given an item in which they will need to draw in
the three different states of Matter. They will then be asked below to
explain how the item would change states and what is happening with
the item. In this case an Ice Cube. (IMAGE OF ASSESSMENT ATTACHED
BELOW)

Exemplary Assessment Response

Features:
Images: Solid (Square) , Liquid (Pool of water)
, Gas (Empty or particles drawn spaced
apart).
Explanation: I have drawn my 3 states above.
Its a solid because of the freezer as it has no
heat. Ice can also form outside with no heat.
Really its the absence of heat. When heat is
added, by my hands or the sun, or other ways
it changes. First into a liquid then into a gas.
You can change a gas into a liquid by fog or
water condensation or rain from a cloud. Then
you can freeze this. You take away more heat!
The particles move as the states change. As
the heat is added the particles change from
close together and vibrating as a solid to a bit
more vibration movement and bouncing off
each other as a liquid. Once more heat is
added it changes into a gas where the
particles are even more spaced out and really
bounce off of each other.

End-of-Unit SUMMATIVE Assessment Task: States of Matter

Test
GLCE/Learning Goal this task addresses:
GLCES:
K-7 Standard P.CM: Develop an understanding of changes in
the state of matter in terms of heating and cooling, and in
terms of arrangement and relative motion of atoms and
molecules. Understand the differences between physical and
chemical changes.
4-P.CM.E.1 Changes in StateMatter can be changed from one
state (liquid, solid, gas) to another and then back again.
Heating and cooling may cause changes in state.
4-P.CM.04.11 Explain how matter can change from one state
(liquid, solid, gas) to another by heating and cooling.
NGSS: 5-PS1-1.Develop a model to describe that matter is
made of particles too small to be seen.

Task Detailed Description:

See document below:

Assessment Task Rationale:

This assessment will allow me to understand if
any misconceptions will need to be addressed
in order to fully and completely end the unit
having gained a good understanding of the
three states of matter. This will also allow the
student to reflect on whether or not they
understand how the states occur and the
processes that are involved in such a change.
Using Ice Cream as an example allows the
students to make genuine connections to
every day life as they will have already made
the ice cream in class as well. Within the
image the students are asked to draw, they
will be able to develop a model of the changes
the ice cream is going through and within the
written explanation the students will explain
the changes and how they occur, whether it
be the addition of heat or the absence there
of.
Exemplary Assessment Response
Features:
Its changing from a solid to a liquid. My hand
applying heat to my chunk of cold hard ice
cream causes this change. My ice creams
particles are speeding up. They were tightly
packed with very little vibrations and
movements between them. When the heat is
added it causes my ice cream to change
states. The change in state happens when my
particles speed up so that they are no longer
with little movement but fast movement. The
liquid state is when the particles move apart
from each other more than in a solid, but less
than in a gas. If I continue to add heat to my

ice cream, it would begin to melt and even

evaporate from the particles speeding up so
much that they become a gas.

Instructional Sequence:
The table below should lay out at least one complete I-AIM instructional sequence. Use the I-AIM handout and
instructional sequence examples as a guide. Remember that activities are not one days worth of science. A typical
science class session is comprised of 2- 3 activities, depending on their function. You will need to add more rows to the
table below in order to create your complete unit plan. Add rows as needed to represent a complete I-AIM
Sequence typically about 10 days worth of science teaching, or six total lessons spread across ten days.
Date
or
Lesso
n
Numb
er
(a way
to
show
which
activiti
es
happe
n on
which
days)

Activity Description
Descriptions for each activity should be extremely detailed, and should include
question prompts and probes you plan to use during the lesson activities as
well as how you plan to scaffold small and large group discussions to enable
students to share and respond to one anothers thinking and ideas. Your
instructional sequence chart should represent approximately 10 days worth of science
lessons. Remember that for each lesson, or day of teaching, you may have several
activities planned experiences and collecting data and/or observations,
comparing/contrasting and discussing data in small and whole group to identify largescale patterns, discussing possible explanations for patterns, testing explanations or
ideas, etc.

Activity
Function

Activity
Modifications

What I-AIM function

is this? Functions
should be taken
from the I-AIM chart
and should match
the function
descriptions and
order in the chart.

Explain how you

modified or created
this activity to best
fit:

your
learning goals

the IAIM/EPE
model of
science
teaching

your
students
nave or
misconceptio
ns about the
topic

your
students
previous
experiences

your
students
funds of
knowledge

the
cognitive,

physical,
linguistic, or
social needs
of specific
students

Februar
y 17th

I will pose the question Why does Ice cream melt when you hold it in your hand?
This discussion will be open ended; it will be driven by what the students do and say.
I will ask appropriate probing questions such as:

#1

How did the solid turn into a liquid?

Question

Where was the source of heat? What else could be a source of heat?
What is happening to the ice creams particles?

Februar
y 18th
#2

Warmup- I will ask my students to turn to page 3 in their student journals. (I will create.)
Within this page there is a chart that asks for the student to find 10 solids and 10 liquids
they can Identify in the room. After about 5 minutes of brainstorming and observing
around the room I will ask for students to share their findings. If another student agrees
with this statement they will show a thumbs up while another student is sharing. Once
all students have shared some ideas for about 5 minutes, I will ask them what makes
something a solid, liquid or a gas? This will be an open ended discussion led with some
probing questions in order to get my students thinking about the upcoming
demonstration.
Once the discussion is complete I will ask the students to brainstorm with a partner
some solids that they believe will melt when heat is added. This again will be filled out in
their journals with a chart.

Experience

Most of my students
have enjoyed ice
cream at some point
in their lives. This
real world example
will allow my
students to become
familiar with a
situation where an
object changes
states of matter.
As students
experience cooking
at home, this is a
good experience for
our students to
make the connection
with seeing melted
butter, chocolate and
even ice. Students
have prior
experience seeing
snow melt outside as

After 5 minutes I will have the students instead of sharing observe a demonstration of
specific objects melting on a burner in the front of the classroom. I will begin by asking,
Can we make a liquid from a solid using heat The students will hypothesize if this can
happen or not. I will begin with a stick of butter. I will place it in a beaker on the burner.
As the butter changes, I will ask the students again, Can we make a liquid from a
solid? What are you noticing?
I will demonstrate this with two other objects, ice and chocolate. I will ask the same
questions. We will then revisit the chart of solids they thought would melt with heat and
first look over them again and make changes where necessary. We will then share some
ideas. This will allow me to check for understanding on if students understand solids that
melt into liquids and where clarification is needed.

the weather
fluctuates and this
will allow them to
understand why and
how it changes
states.

At the end I will wrap up with an exit question I ask they complete in their journals.
(These will be typed and inserted into journal with space for a drawing.)
1. Can we make a liquid from a solid using heat? Draw a picture and explain what is
happening in your picture on the lines below.
2. What is another solid that would melt on the burner and a solid that would not melt on
the burner? Explain why each would or wouldnt melt on the burner.
Feb.
19th

Warm up- I will begin by asking what my students know about ice, water and steam. In
their notebooks they will brainstorm how water changes states from an ice cube, to
liquid water, then to steam. We will then engage in an open discussion about the states
of matter in regards to water. I will use probing questions such as:
How does water change states?
If we know heat causes a solid to form into a liquid, what causes a liquid to change in to
a gas?
How does a liquid then turn into a solid?
After some discussion we will check and see if our hypotheses were correct after our
demonstration. We will begin by having each student hold a chunk of frozen snow. The
students will hold their snow over a plastic plate. I will ask them again how they know
that the snow is melting, where the heat is coming from. Once their snow is melted I will
take their plates and add the water to a beaker sitting on top of the burner. I will ask the
students again to think about what will happen to the water in a liquid form when heat is
added. How do they know it will turn to steam? Where is the heat source coming from
this time? What would change if we were instead of adding heat, cooling down the liquid

Experience

Students will be
conducting
investigations to try
out and test ideas
behind the states of
matter for water.
This will provide
opportunities for
students to share
their ideas about
patterns and
experience for the
patterns they see in
the changes behind
states of matter.

water? How do we know that?

I will end the lesson by asking the students to fill up ice cube trays (using the melted
snow) to place in the freezer (or outside on the window sill depending on the weather).
We will investigate the changes to the water on the 24th.
The students will have another journal page to reflect on.
1. Draw a picture of the three states of matter for water (H 2O).
2. Explain how the changes occur from one state of matter to another within your image
above.

Feb.
24th

Warmup- We will begin by having the students look at the changes the water had
undergone by being placed in a freezer or outside in below freezing temperatures. We
will do this by conducting an open-ended discussion about what changes they see
compared to its liquid form. What causes these changes? Was heat applied or taken
away? How is heat taken away?

Then I will have the students write down how the absence of heat affects the water vs.
the presence of heat.
The students will draw out their ideas in their journals.

Experience

1. When you add heat to water what happens? (Draw and label)
2. What happens when heat is taken away from water? (Draw and label.)

4-P.CM.E.1
Changes in State
Matter can be
changed from one
state (liquid, solid,
gas) to another
and then back
again. Heating and
cooling may cause
changes in state.

3. How are the processes similar and different from one another? How is heat different
than the absence of heat to water?
We will go over these journal responses in class in order to ensure understanding of heat
vs. the absence of heat.
Feb.
25th

Warm up-I will begin by having marked a 3 x 3 meter area of the floor. I will ask a few
students to stand within this area. I will gradually have a few more students add in. As
the ares of movement within the 3 by 3 taped off area become harder and harder the
students will begin to feel as though they can no longer move as much and have instead
small vibrating movements.

EP

The students will

conduct a model to
show the causes of
changes in matter of
real life examples.

The students then sit back down and discuss the changes that they noticed as the
particles (People) became closer and closer. This will be an open discussion based on the
responses of the students. Probing will be done by asking: How might this particle
movement be related to the states of matter? When heat is applied to an object what
does that cause the particles to do? When heat is taken away and replaced with cool
air, what does that cause the particles to do? We will continue with this until all states
of matter have been discussed as well as how to change from one back to another.
(The students have already learned about particles from a recent Impression 5 visit and
they will be able to engage in a discussion about the particles movement.)
Within their science notebook there is a page that they will be able to reference as well
to help them to understand the particle movement.

Students who do
better by learning
kinesthetically will
also be able to see
how the change
happens in a hands
on method even
though particles are
unable to be seen to
the human eye.

Once we have discussed I would like to have my students work in a group of 4 to 5 to

come up with a skit on how the particles change formation (In all 3 states) and a story to
explain how this is happening.
Example: My mom brought home apple juice. We accidentally placed it into the freezer
and the particles became very close. (Acting it out as a reader reads this aloud). We then
thought it would be a great idea to warm it up on the stove. It changed from a slushy
solid to a liquid. If we kept heating up the apple juice too long it would have turned into a
gas as it continued to create steam.
The skit options will include:
1. Snow
2. Orange Juice
3. Water
4. Coffee
5. Cheese
6. Soda Pop
Feb.
26th

Warmup- We will begin the day by splitting into 5 groups of 5 or 6. Within each group
the students will weigh a piece of butter, an ice cube, and a chocolate chip. They will
record their findings on chart. (Bar graph with columns for the weight before and after it
melts.)

EP

The students will

explore ideas about
patterns of mass
conservation. They
will collect data as

(Draw Chart below in Journal)

Matter

Weighs before melting (solid)

Weighs after melting (liquid)

Butter
Ice Cube
Chocolate
Chip
We will hypothesize whether or not the changes in states will change the volume or
mass of the item. We will discuss what volume and mass are and then go into detail
about what they believe will happen by adding heat. Will the mass change? Will the
volume change? Why or why not?

the conduct
observations and
begin to explain
patters that they
see.

Once we engage in a discussion we will split into our 5 groups and review safety. We
will need to make sure we have extension cords as the only two outlets in the room at
the front and back of the room. We will have two groups working at a time to warm up
their pan or cup of ingredients. They will need to be sure to weigh the object as soon as
it is melted and has completely changed state.
Two groups will use hairdryers, another group will use a heating pad, another group with
use a candle warmer and the fifth group will use the burner. (The burners and candle
warmer will go last to ensure safety and have hot pads nearby.)

March
3rd

We will begin by reviewing the data we found from our previous class. The students will
then work together to post their findings. They will have recorded the data in their
individual journals but now as a group they will use the meter sticks and a piece of large
anchor chart paper to show their groups findings. They will need to record the
differences in both matter (if any) and volume depending on if the shape changed or
not.
We will then post the findings and engage in a gallery walk. The students will have 5-9
minutes to walk around and see others findings.
We will conclude with a discussion about the findings and how they relate to a change in
mass/volume or not.
Journal Questions:

E P

The students will

graph their findings
in order to compare
student and
scientific ideas about
the conservation of
mass through the
changes in states of
matter.

1. When heat is added how does the mass or volume change? How do you know this?
2. Draw a picture of how you would check the mass of an object before and after it
changes states. How does object changes in properties?
March
4th

Formative Assessment (At the end of the Condensation and evaporation

discussion.)
Condensation and Evaporation Day!!!!
Here the students will be working on demonstrating condensation through a hands on
experiment of adding water to a plate. This water will have food coloring and be lightly
poured on a plate. The students will demonstrate the experiment shown here in the
video. https://www.youtube.com/watch?v=LrkGR1edXp4
This will be done in the STEAM lab of our school in order to be done in an open area as
to provide safety as well as group work with tables rather than uneven desks.
This will be done in groups and will also be followed with a discussion on what was
observed. How do they know evaporation was at play? When have we already seen
evaporation in our classroom besides this experiment?

P E

The students are

able to see a
connection between
their experiences to
patterns and develop
an explanation.

Then we will move onto condensation. With this we will have a conversation about how
the condensation was in play in the experiment as well as how it is found in nature
through dew, and also seen in fog.
At the end of the experiment we will give the formative assessment as this will allow for
plenty of time to work on the assessment and the lesson will allow for a small review
before hand.

March
5th

Computer Models
This is an ipad day! I will allow my students to select from a list of approved websites:

http://www.sciencekids.co.nz/gamesactivities/gases.html
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_m
atter/index.htm
http://www.harcourtschool.com/activity/states_of_matter/
The students will work with a partner to explore how the particles move as heat is added

Explanation
s

This experience will

allow students to see
real world
applications of heat
used to shape things
such as glass as well
as computer models
of particles moving
within changes of
states. This allows

or taken away in the computer models. We will discuss as a class if there is anything
that they learned from these, that they didnt know before as well as any confusion that
may have arose from this.

Next we will show this video to get them thinking about what heat does
to an array of objects such as glass:
https://www.pinterest.com/pin/108860515969258853/
Once this video is completed, ask for specific examples of when heat was
applied or taken away from the glass and the implications it played on the glass
itself.

March
10th

Be sure to ask, Why do you think that they were able to adjust or shape the
glass and have it stay that shape?

What was causing the glass to cool?

Was the cooled glass as flexible or stretchy as the hot glass? How do you know
this?

Liquid Gas (chemical change)

Begin with a discussion about pop. Give each student a small cup of soda pop. Have the
students look at the pop in the cup first before doing anything with it. Ask, What do you
notice about the pop in your cup? What are the bubbles from? Have any of you ever
heard of carbonation in drinks? What do you know about carbon in a drink? This will
continue into a conversation about gases such as carbon used in liquids that changes.
I will then ask the students to drink their pop. Once the pop is gone, the students will
engage in a discussion about the carbon they felt on their tongue as they were drinking
it.

the students to see

how their ideas of
heat changing the
molecules to be
displayed in another
format.

Explanation
s

Students have a
fund of knowledge
that when they drink
soda pop
carbonation is
needed in order to
make it fizzy. When
a drink is left open it
becomes flat, or
absent of carbon.
This demonstrates

Demonstrate how not all gases are seen. Open up a bottle of soda pop and quickly put a
balloon on the top of the bottle. The carbon from within the bottle is released into the
balloon?
Engage students in an active discussion about what is being filled into the balloon.
Discuss how all gasses have different weights but how they are not seen. This gas
carbon is what carbonates your drinks. As we open up the soda can or bottle it allows
for the gas to escape.
how the carbon is a
gas within the liquid
that then escapes to
fill the balloon.

Journal Questions
1. What is a gas that is found in soda pop and what is its purpose?
2. Does this become as gas due to heat being applied? Why or why not?

March
11th

Ice Cream in a Bag .A Liquid to a solid!

Students will begin by clearing off their desks except for their student journals and a
pencil. We will begin by opening their journals to a sheet titled: Notebook sheet: Lets
make a solid! ICE CREAM! The students will make predictions for the problems given.
The problem is: Can we turn milk into frozen ice cream without a freezer?
The question to be filled out before the ice cream can be made include:
1. Hypothesis: I think_____________________________.
Once this completed the students will put away their journals and pencils etc. into their
desks.
We will pass out quart size zip-lock bags. The students are to put his or her name on a
bag. Students will then be given a set of instructions on the ELMO as well as read aloud.
1. By rows the students will be dismissed to the back round table. There they will put in,
cup of half and half, cup of whole milk and 1 tbsp. Sugar.
2. Once all students have this done, they will sit down and we will call rows up again. This

Applications

The students work to

apply new contexts
with fading support.
They are working to
identify what is
needed to change
liquid to a solid as
well as observing a
real world example
for the kinesthetic
and visual learners.

time it will be for a gallon size baggie. This bag will be filled with about 3 cups of slightly
crushed ice, and 1/3 cup rock salt.
3. Once the student has this gallon bag they will check the seal of the small bag. Making
sure it is closed completely, as any leaks will cause salty ice cream. They will then place
the smaller bag into the big bag and seal tight. (We will be sure to get the Baggies with
the zipper pull seal to ensure closure.)
4. They will shake this for about 4 or 5 minutes or until the ice cream turns solid.
5. If there is a leak or spill of any kind the students know to get an adult. Once they are
completely done with the big gallon bag they are to take out the smaller bag (over a
bucket of water to pour extra ice in) and pour into a bowl.
Be sure to walk through all the steps a few times and have designated areas for each
step.
Once all students are seated and eating we will begin review of follow up questions.
What is not completed in class, will be homework and reviewed before jeopardy.
These include:
What happened to your milk?
What do you think the salt did to the ice?
Why do you think you need to shake the bag?
Did the ice get colder as you shook the bag?
What do you think made the ice get colder?
March
12th

Review (Jeopardy)/ Study Guide

In this lesson we will be working to complete a study guide review. We will do this
through group jeopardy. I plan to split the room into 3 groups. Each group cannot
answer the problem until they have the opinion of all group members. Each student will
have the chance to talk as group spokesperson. We will have January birthdays goes
first then work through the rest of the students based on birthdays. While answering the
questions the students will need to draw out problems on white boards or write out
paragraphs as responses. We will not have single word answers.

Application

The students will be

able to apply the
new contexts with
fading support as
well as reflect on
changes in their
thinking and
understanding based
on other groups
answers.

March
17th
Summative Assessment (Described above in assessment portion)

Application

The students will be

able to apply the
material learned
from the unit of
states of matter to a
real world example.

Grading Criteria:
Desired Features

Point
s

Each activity is clearly and accurately associated with a component of the Inquiry
Application Instruction Model of science teaching. Taken as a whole, the set of activities is consistent
with this model. The set of activities represents at least one complete I-AIM cycle.

Procedures for each activity are clear and detailed.

Question prompts and probes are included for each activity and are likely to scaffold and
support students science sense-making and conceptual understanding.

Student discussions (EP and PE activities) are carefully planned to scaffold and support
students in sharing their observations and ideas, identifying patterns, and hypothesizing possible
explanations.
Question Activities:
Establishes a relevant (real world context), interesting, and understandable question that addresses the
learning goals.
Elicits student ideas and helps the teacher to understand the students ideas about the learning goals.
Explore & Investigate Activities:

Activity Description Includes opportunities for students to collect data or use available data to look for patterns related to the
learning goal.
and Function
Includes opportunities for students to explore and share their ideas.
Several experiences are described and clear supports are provided to help students to observe and
identify patterns based upon those experiences (E P).
Experiences and Patterns come before explanations.
Patterns are made explicit.

Explain Activities:
Clear supports are provided to help students to generalize patterns to form Explanations (P E).
Includes opportunities to build on student ideas and challenge student ideas when necessary; includes
opportunities for students to revise their ideas.
Presents scientific ideas related to the learning goal.
Represents scientific ideas correctly and effectively.
Provides students with opportunities to compare their ideas to the scientific ideas.
Apply Activities:
Allows students to apply their knowledge to new situations, in both near and far contexts, related to the
learning goal.

/7

Activity
Modifications

Assessment Plan

Thoughtful modifications and accommodations are specified for students with special
needs.

Students resources for learning have been thoughtfully incorporated into the instructional
sequence.

Taken as a whole, the set of activities is likely to support meaningful learning for the
students in the intended classroom.

Each assessment task permits evaluation with respect to the identified NGSS/GLCEs.

Each assessment task engages students in meaningful and thoughtful science work and
provides opportunities for elaborated responses.

Each assessment task is accessible to students with a range of abilities and mastery of the
unit learning goals.

Each assessment task is likely to elicit rich information that will allow evaluation with
respect to the learning goal.

The assessment task rationale and list of exemplary response features reflects a clear plan
for learning about students thinking and reasoning, based upon their responses to the assessment
task. This should not be whether students get it or dont get it. Rather, it should be clear what
the task will indicate about the strengths and weaknesses of students reasoning and thinking
processes.

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