UbD & 5E Lesson Planning Guide

LESSON
TITLE
Author
Grade Level

The States of Matter

Bianca Becker
3rd Grade Dual Language Classroom

1 - DESIRED RESULTS
ACQUISITION GOAL(S)
Students will know key facts,
terms, etc
Science
English
o Matter
o Solid
o Liquid
o Gas
o Heat
o Melting
o Evaporation
o Condensation
o Freezing
Espaol
Materia
Slido
Lquido
Gas
Calor
Derretir
Evaporacin
Condensacin
Congelar
Technology
Silhouette Studio Software
Silhouette Cameo Hardware
Mathematics
English
o Measure
o Parallel
o Line
o Right angle
Espaol
o Medir
o Paralela
o Lnea
o ngulo recto

Students will be skilled at processes pertaining

to the lesson
TEKS
3.5 - Matter and energy. The student knows that
matter has measurable physical properties and
those properties determine how matter is
classified, changed, and used
3.5.B - describe and classify samples of matter
as solids, liquids, and gases and demonstrate
that solids have a definite shape and that liquids
and gases take the shape of their container
3.5.C - predict, observe, and record changes in
the state of matter caused by heating or cooling
Technology: ISTE NETS-S
1A: Apply existing knowledge to generate new
ideas, products, or processes
1C: Use models and simulations to explore
complex systems and issues.
6A: Understand and use technology systems
6C: Troubleshoot systems and applications
Engineering: NSTA- Disciplinary Core Ideas in
Physical Science
PS1.A: Structure and Properties of Matter
Math: NCTM Standards (grades 3-5)
Measurement
o Understand the need for measuring
with standard units and become
familiar with standard units in the
customary and metric systems
o Understand that measurements are

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McTighe & Wiggins

UbD & 5E Lesson Planning Guide

approximations and how differences in

units affect precision
Connections
o Recognize and apply mathematics in
contexts outside of mathematics

Arts: NAEA (grades K-4)

1: Understanding and applying media,
techniques, and processes
2: Using knowledge of structures and functions
3: Choosing and evaluating a range of subject
matter, symbols, and ideas

MEANING GOAL(S)
Understandings
Students will understand big ideas and
core processes

Essential Questions
Students will keep considering
Content Specific

Content Specific
The different attributes and
identifying characteristics of the
states of matter.
How do the state of matter change
with the addition or removal of
heat.
States of matter change on a
continuum from solid to liquid to
gas or vice versa. Matter moves on
its own continuum when
temperatures are changed.
Making Connections Between
Disciplines:
Connections between visual arts
and other disciplines (NAEA-4)
Recognize and apply mathematics
in contexts outside of mathematics
(NCTM-Connections)

Howarethepropertiesofeachtypeofmatter
alike/different?

Whathappenswhenyouaddheattoor
removeheatfrommatter?

Whatevidencedeterminesaparticularstate
ofmatterofasubstance?

Whatarereallifeexamplesofthese
transformationsofmatter?

Other

Howcanyouchallengestructuralintegrityof
thepapermediathroughexperimentingwith
theplacementofcutsandperforationswhile
simultaneouslymaintainingfunctionality?
Howdomathematicalconceptsfoundinthe
creationofpopupsrelatetononmath
concepts?

Transdisciplinary Abilities
Optimism- The ability to confidently
use the software to design a
functioning pop-up.
Integrative thinking- The ability to
engage in convergent and divergent
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UbD & 5E Lesson Planning Guide

thinking as students create a
functional design in the Silhouette
software.
Visual-Reasoning Abilities
Spatial perception- Students ability
to determine spatial relationships
between the design in the software
and the end product.
Spatial visualization- Students will
be able to visualize how the
perforations and edges they create
on the software will translate onto
the final product.

TRANSFER GOAL(S)
Students will be able to independently use their learning to apply their learning
from this lesson to future experiences

How are the structure and the properties of matter transformed as heat is added or
removed (NSTA).
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at
different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity
affect a systems structure or performance (NSTA).

2 - EVIDENCE
EVALUATIVE CRITERIA

Functioning Artifact
Informative
Connections to VisualReasoning Abilities
Reflective Awareness of
Process
Description/Explanation
of science concepts

Students will show their learning by

Performance Task(s):

Software Use- Students will use the

Silhouette software to develop their
design and use visual reasoning to
ensure that the design displayed on the
screen transfers appropriately onto the
final product.
Parallel Pop-up -Students will create a
functioning artifact that demonstrates
their application of pop-up mechanics
and reflects/represents the different
stages of matter and their
transformations.
Reflective Blog Post on KidBlog- Students

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McTighe & Wiggins

UbD & 5E Lesson Planning Guide

will explain and interpret the process of
creating a pop-up artifact, and embed a
video of them describing the properties
of the different stages of matter, and
how the addition or removal of heat can
transform matter using their artifact.

Active Participation

Other Evidence:

Classroom Observation- Teacher will

evaluate students processes as they
engage and collaborate in hands-on
design, digital design using 2D
fabrication software and hardware, and
the manipulation of materials to ensure
functionality of completed artifact.
Classroom Discussion- Students will
explain:
o

Howarethepropertiesofeachtypeofmatter
alike/different?

Whathappenswhenyouaddheattoorremove
heatfrommatter?

Whatevidencedeterminesaparticularstateof
matterofasubstance?

3 5E INSTRUCTIONAL PLAN
EXPLORE ENGAGE

Instructional Activities

Student Science Theatre

o Tape will be placed on the carpet
to represent a beaker.
o Using their knowledge about the
Tier1:states
Students
help teacher
and properties
of matter,
create a parallel Pop-up using
Silhouette Studio.
o Print 1 Pop-up as class

Materials

Colored Duct Tape

Interactive thermometer
projected onto whiteboard
Students
Silhouette Software and
Hardware
Parallel Pop-up printed on
cardstock

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McTighe & Wiggins

E EVALUAT
ATE ELABOR EXPLAIN

UbD & 5E Lesson Planning Guide

Discussion:
o What information is displayed?
Explain.
o What is happening to the matter
Students
will use
the iPad to record
as heat
is being
videos of them using their artifact to
explain the process of transforming
matter. They will provide their own
Discussion Answers:
o What information is displayed?
Explain.
o What is happening to the matter
as heat is being

Resource or Inspiration
(include title, page #, or URL)
Robert Sabuda
Make Your Own Pop-ups
http://wp.robertsabuda.com/make-yourown-pop-ups/

Paul Johnson
Pop-Up Paper Engineering: CrossCurricular Activities in Design
Technology English and Art

Pflguerville ISD Curriculum Bundles

Completed Artifact

iPad
Silhouette Studio
Cardstock
Silhouette Cameo machine
Completed Artifact
Personal Blog entry with
images of artifact and
video of student
Brief Description

Robert Sabuda has created dozens of

pop-up books that involve a mixture of
both simplistic and complex paper
engineering mechanisms. Notably, his
website provides examples and templates
for budding paper engineers of all ages to
explore creative concepts.
Paul Johnson explains the techniques of
creating pop-up forms and demonstrates
them in a series of practical lessons. The
book also suggests ways in which pop-up
forms can be used to enrich the study of
English and art, and contains illustrations
of childrens work.
The science curriculum bundle 3 outlines
the readiness standards and concepts
that students need to know. The focus is
on matter and energy.

Page 5 - Created by Dr. Shaunna Smith, sfs36@txstate.edu ; Adapted from Understanding by Design by
McTighe & Wiggins