Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

FORMATIVE Assessment Task: Name those properties!

Assessment Task Rationale:

GLCE/Learning Goal this task addresses:

Students will be using the skills that they have

learned how objects are different and similar
when identifying their properties.

P.PM.02.12 Describe objects and substances

according to their properties (color, size, shape, texture,
hardness, liquid or solid, sinking or floating)
S.IP.02.16 Construct simple charts and graphs
from data and observations.

Task Detailed Description:

Set up objects around the room and label them A, B, C, D, E and
possibly F. Rulers, meter sticks, scales, etc. will be available for
students to use.
A. Play-doh

B. Tennis Ball

D. Rock
Liquid Soap

C. Marble
E. Abalone Shell

F.

Each of you is going to get a table to fill out. Around the room are
different objects and measurement tools. Take your time and observe
these items. On your table youll tell me what the properties are of
each of these items. You can use any of these tools, too. (show
students where tools will be accessible). Think back to the properties
weve been learning about the last few weeks. Youre doing this on
your own, so dont worry about hurrying through, but make sure you
observe each object and jot down your thoughts.
Object
A
B

Shape

Size

Color

Texture

Sink/Float

Solid/Liquid

Students have the opportunity to use

measurement tools, as well. Through this
assessment, I will be able to see how many
properties and measuring skills they will
remember from the unit.
Exemplary Assessment Response
Features:
Students will be able to identify the given
properties of an object by filling in a table.
Students have the ability to write in complete
sentences, should they choose to do so.
The properties that I would aim for all
students to be able to fill in would be shape,
size, color, and texture. Sink/Float and
Solid/Liquid might cause students some
trouble if they arent able to test it, and if the
object isnt hard which may challenge some
students misunderstandings of what makes
an object solid.
If students attempt to label Sink/Float and
Solid/Liquid it shows me that they are thinking
critically and maybe doing some creative
observations to decide what to say.
6/6 high level of understanding/willing to
make predictions/guess
5/6 high level of understanding, might be

Sarah Hundt

C
D
E

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

confused by an object that isnt definitively

solid in their eyes.
4/6 understands properties, may be
confused by some
3/6 not confident in all properties
2/6 can name only the obvious properties
(color, texture, etc.)
1/6 doesnt understand what the properties
mean
0/6 lacks understanding of what properties
are.
Object

Shape

Size

Color

Texture

Sink/Float

Solid/Liqu
id

Playdoh

It can
be
anythin
g, but
right
now it
looks
like a
cylinder.

Small
because it
one of the
small
containers

Red

Smooth,
can be
made
rough

Float?

Solid, but
you can
make it
change
its shape
to fit
what its
in.

Tennis
Ball

Sphere

Small- 3
inches

Green/
Yellow/
Lime

Soft,
fluffy

Float

Solid

Marble

Sphere

Small - 1
inch

White

smooth

Sink

Solid

Small

Blue

Rough

Sink

Solid

Rock
Abalone
Shell

Half a
sphere,
looks
like it
was
carved
out

Big - 7
inches

Grey,
blue,
purple,
silver,
brown

rough,
but
smooth

Sink

Solid

F. Liquid
Soap

Change
s shape
to
whateve
r its in

Theres a
small
amount of
soap, its in
a small
pump.

Blue

Slippery,
Smooth

Float
soap
bubbles
are
always on
top of
water

Liquid

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

End-of-Unit SUMMATIVE Assessment Task: How are these

objects similar/different?
GLCE/Learning Goal this task addresses:
P.PM.02.12 Describe objects and substances
according to their properties (color, size, shape, texture,
hardness, liquid or solid, sinking or floating)
S.IP.02.12 Generate questions based on
observations.
S.IP.02.13 Plan and conduct simple
investigations.
S.IP.02.11 Make purposeful observations of the
natural world using the appropriate senses.
S.IP.02.16 Construct simple charts and
graphs from data and observations.
S.IA.02.12 Share ideas about science through
purposeful conversation.
S.RS.02.15 Use evidence when communicating
scientific ideas.
Task Detailed Description:
Start out in a class circle on the floor. Tell students that they will be
practicing their new observation skills. Have the same two objects
that were used during the first lesson of the unit.
Right now were not going to have one of our discussions. Im going
to pass two objects around the circle and I need you to stay quiet and
not make any comments because youre going to be scientists and
make some observations and record your thoughts. (Hold up one of
the Venn Diagram worksheets) What is this called? (Venn Diagram)
What does it help us do? (compare things) That is what youll be

Unit Plan,

Assessment Task Rationale:

This assessment will provide me with data
that shows if students are able to answer my
driving question from the beginning of the
unit.
Through this unit surrounding properties,
students have learned what they can be
applied to (solids, liquids, gasses) and what
these properties actually are (color, shape,
size, texture, etc.) They should be able to put
their observations into words (either a list or
short sentences) to tell me what properties
each item has that makes them similar and
different.

Exemplary Assessment Response

Features:
Students write in complete sentences to
practice putting their thoughts into words.
Comparisons are clearly made.
Observations include most, if not all, of the
properties theyve learned.
Students will try making predictions about
why these objects have these properties.
While students dont need to know why

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

doing today.

Unit Plan,

objects have certain properties, that would be

the next step in scientific thinking and show
me that they are building on their
understanding of science what is the
purpose of the property?
As in previous assessments, an understanding of
what causes an object to sink or float, or be a solid
or a liquid would be shown in their ability to
compare the two objects using those properties.
Comparing these properties would show me that
they are understanding more than just the
physical properties they can see or feel and I think
would show me that they are building their
science comprehension.

Youre going to take a look at these objects. I want you to think about
how these objects are similar and how they are different. Remember
to think about what properties each object has.

Different properties align across the diagram

(ie. If they talk about object 1s size, they talk
about object 2s size in comparison and so
forth; see example below.)

Pass the two objects around the circle, each student can have 5
seconds or so to feel, look, smell the object.
When students have observed both objects they can QUIETLY stand
up, collect a worksheet, go back to their seats, and get started.
Remind them that their student name, number and date need to go
on to the top of the page.
Show the two objects on the ELMO to remind students what they look
like during their writing.
If you need another chance to observe these items you can quietly
come up again and then go back to your seats.

Some exemplary examples of a students work

may be as follows:
All rocks are solid and would sink if you put them
in water because they are heavy. A rock from the

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

bottom of a river is small and smooth because the

water has worn it smooth. But this rock from the
forest is large and heavier than the river rock, and
its rough because nothing is rubbing against it
like a rock in the river. There is some soft moss on
the rock that is a green color and some gritty dirt
that hasnt been washed or brushed off like the
river rock.
Or:
Both a marble and a tennis ball are spheres. But a
marble is small and smooth so that you can shoot
it across a surface. While a tennis ball is slightly
bigger and is fuzzy or soft. I think the tennis ball
has a different texture so when you hit it with a
racket it doesnt go flying wherever it wants, it
maybe sticks the racket a little bit before bouncing
off. If it was smooth, it might bounce wherever
and be harder to stop.

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

Instructional Sequence:
Date
or
Lesso
n
Numb
er

Activity Description

Activity Function

Activity Modifications

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.

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.

Preassessment
During read-to-self time in the mornings/snack time in the afternoons
preceding the main lesson (Monday and Tuesday), call students
individually over to my desk and ask: How would you describe this
object? Take note of responses on anecdotal record (grid with date,
student name, and a blank space.)
On Wednesday before the main science lesson, pass out an exit slip
to students with several pictures of objects and ask students to circle
the object they feel does not belong and write why they think that.

Question: Elicit Students

Initial Ideas

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
misconceptions about
the topic

your
students previous
experiences

your
students funds of
knowledge

the
cognitive, physical,
linguistic, or social needs
of specific students
I wanted to have this
preassessment for my students
because one of my students
that I interviewed couldnt name
any solids. Whether she didnt
know any or was just to shy to
answer (like she usually is)
remains to be answered. During
my assessment discussion I
could also tell that this same
student was intimidated by
talking in front of her peers. I
think taking away that pressure
will allow students time to think

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

and respond accordingly.

Allowing students to tell me
their thoughts while I write
down what they say, lessens
some anxiety for some students
whose writing skills/fine motor
skills arent ask strong as their
peers. This will also take away
the worry of incorrect spelling if
students havent experienced
writing some of the words
theyre using vocally.
This activity is done individually
because I feel that the group
activity to follow (later in the
day) will be a good assessment,
but wont give me an accurate
understanding of individual
understanding of an objects
properties.

Box Sort (Table Groups)

Give each table a box of objects. These objects need to have varying
properties.
Give students little instruction: I want you to work together with your
table and sort these objects.
Give students 3-7 minutes to complete this task.
Have each table share their sorts while listing the properties students
used on the board (can write the same one more than once.)
Take photographs of the sorts (pre-assessment of student knowledge)
Discuss what those words all mean/do/tell us about objects: We call
these things properties some properties we noticed today were
color, size, shape, texture, etc.
States of Matter
All things are made of something we call matter. The things you just

Question: Experience
Phenomena

This experience will show me

how students sort objects, do
they even know how to sort
things?
Do they sort the objects by
color, size, shape, or weight? Or
do they focus on the objects
daily use? (ex. put all the
writing utensils together, etc.)
What are their misconceptions
about sorting things? Do they
know how these objects are

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

similar/different?

sorted, the chairs we sit on, us, even the air that we breathe are all
made of matter. And matter has three forms. Does anyone know
what they might be?

Elicit Students Initial Ideas

Write solid, liquid, and gas on the board.

Working together in groups will

take away some pressure on
students that dont like to be
singled out. It will build their
personal skills with their peers
and help them grow confident in
their thinking.

What makes these three things different?

After students have shared their ideas and experiences, explain that
solids have a shape of its own. This doesnt mean that its hard.
Play-doh is a solid but it isnt hard unless you leave it out of its
container for a while. Liquids flow and do not have its own shape,
like juice or milk. Or it can be a gas that fills all the space inside a
container like the air in a bike tire.

The misconception of what

makes an object a solid is
something I hope to change
here. Starting the unit with the
right understanding of the three
states of matter will affect how
students view the properties of
the matter as we progress
through the unit.

We can describe this matter using the properties we talked about

before. Things like color, size, shape, texture, and hardness help us
describe matter that is a solid or liquid.

2
With
lesson
2 or
separat
e
lesson

Introduce a Science Talk by having students sit in a circle. Explain

that for a discussion, the teacher might only ask the first question.
Students can talk freely to answer that question, but they cannot
interrupt someone else when theyre talking. They need to stay on
topic regarding the question, but its okay if they have a new
question about something someone said.
How is this object different from another? (Whole Group)
Collect objects from one table.
Pull out the two objects you asked students to describe to you
individually the previous day.
How is this ______ different from this ______?
Students discuss amongst each other, sharing their ideas and

What do they think of when

they hear similar/different?
What things do they describe?
Do they know how these objects
are similar/different?
Question: Establish a
Question, Elicit Students
Initial Ideas

This discussion acts as a way of

establishing the unit and
hooking students in exploring
the answer to a large question
that they were exposed to the
day previously.

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Having already observed the

objects and thought of ideas,
students will begin on a
successful foot and be able to
quickly share their thoughts.
Allowing them to think-pairshare, before sharing to the
whole class will allow students
who need that social support to
feel comfortable before sharing
outward.

noticings and possibly asking new questions.

When the discussion seems to have died down, pull out new objects
and repeat this process.
** If students seem to understand how to hold a discussion on their
own, split the class in half and have the two groups have their own
discussion about new objects.

What does it mean to measure something? How can we measure

things?
Read: How Big is a Foot? by Rolf Myller
Stop after the measuring problem is given in the story - problem
solve with students.
Why was the bed too small when the king and apprentice measured
3 feet by 6 feet?
How did they solve the problem?
Scavenger Hunt
Have you ever been on a scavenger hunt? (allow for responses) In a
scavenger hunt there are teams and they get a list of things they
need to find in a certain space. Today, were going to work in teams
to find things that are a specific size/length.
Ask students to think of tools they might need to find items that need
to be a specific size. If students have difficulty thinking of tools on
their own, prompt them with these questions: What measuring tools
do we use today that would help the king and apprentice? What tool
could we use to find an object that is 10 inches long? 25 centimeters
long? List these tools on the board.
Show students a tailors measuring tape, meter stick, and ruler.

Unit Plan,

Patterns: Explore
Phenomena for Patterns

By taking a break from regular

instruction and reading a book,
students will be able to begin
thinking about the process of
measuring. For students who
have difficulty understanding
and applying new concepts,
reading a story will help
introduce them slowly to the
concept.My learning goal is that
students will be able to identify
the properties of objects. While
measuring isnt necessarily part
of that, its a major part of the
unit within our curriculum.
Therefore, the measuring
lessons are trying to focus on
SIZE which IS a property.
Students will use measuring as
a way to determine whether an
object is smaller or bigger,
shorter or taller, etc.
A few of my students are more
likely to succeed when they are
using/observing tangible

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Each team will get these tools to use during the scavenger hunt.

objects. By allowing them to

participate in a scavenger hunt
where they know the objects
theyre looking for, they will
succeed and have a good
experience while learning about
properties.

Students will be using page 3 of their science journals during the

hunt. Teams need to find one object for each listed measurement (25
cm, 1 cm, 30 cm, 6 in, 9 in, and 2 in.) Teams will be made up of 2-3
students. Each team will have the 3 measuring tools, their journals,
and a bag. If they find an object that fits the correct length they can
place it in their bag.
Team Talk
After 5-10 minutes pair teams up to compare their objects.
Encourage students to discuss any measuring errors and make
corrections.
Whole Group Discussion
Teams share their objects and demonstrate how they measured
them.
Why did you use that tool to measure it? (The tool was closest in
length to the object.)
Was it difficult to measure things in centimeters and then have to
measure in inches? Why or why not? (No, the inches and
centimeters are both on the tool. But its hard to think about an
object first in inches and try to figure out how many centimeters it is
without using a tool.)
In science class we will measure things in millimeters, centimeters,
and meters because thats what scientists use all around the world.
We call those things a unit of measure.
For the objects that were the same length, did they have any other
similar properties?
Have students sit in a circle next to their teammate(s). Now I want
you to each take out one of your objects from your teams bag. Take
15 seconds and think about ways you can describe your item. Turn to

Unit Plan,

EP

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

a shoulder partner and describe the object by its properties.

Remember yesterday we learned that properties can include color,
size, shape, texture, hardness, liquid, or solid.
The things you just talked about with your partner and the
measurements that you did all tell us about the properties of an
object! Measuring something tells us about its size, just like we know
what color something is, or how it feels when we touch it.
You all had to find small objects, right? How do we know they were
all small? (They all fit in a bag.) Now I want you to work with your
teams one last time and find an object that is bigger than your bag.
What measuring tool would you need to use to measure it? (A ruler
or meter stick.)

Explanation: Introduce
Scientific Ideas

Allow students to measure larger items.

What if we needed to measure the length of the classroom? Have
teams work together to lay out their tools on the floor to see which
tool would work best.

Shape Hunt
Students will be in teams of 2-3 (new teams this time.) Each team
needs paper and pencils. Youll be working in teams today to find
items that are square, rectangle or triangle. You can write down
these items on your paper we arent collecting them like we did
before. Youll have about 5 minutes to find your items go!

Patterns: Explore
Phenomena for Patterns
EP

Whole Class Share

Write square, rectangle, and triangle on the board in a t-chart. Have
each team pick one of their findings and explain how they knew it
was a square, rectangle, or triangle. Write student ideas on the
board for each shape.
Whole Class Discussion

Patterns: Identify Patterns

(same as previous lesson) A few

of my students are more likely
to succeed when they are
using/observing tangible
objects. By allowing them to
participate in a scavenger hunt
where they know the objects
theyre looking for, they will
succeed and have a good
experience while learning about
properties.
By coming together and sharing
our findings it validates
students thought processes.

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Students have already learned

about these shapes in a
previous geometry unit in math
and were able to identify 3D
shapes in real life. Making
these connections to their
background knowledge will help
them make sense of a property
of an object in regards to its
shape.

What were some other shapes that you saw on your shape hunt?
Does everything have a shape?
The shape of an object is one of its properties! This desk has a
property of a rectangular prism. One of the properties of a globe is
that its a sphere.
Can you think of another objects shape?

Patterns: Identify Patterns

Formative Assessment: Name those properties!

Set up objects around the room and label them A, B, C, D,
E and possibly F.
Rulers, meter sticks, scales, etc. will be available for
students to use.
A. Play-doh

B. Tennis Ball

D. Rock
Soap

C. Marble

E. Abalone Shell

F. Liquid

Each of you is going to get a table to fill out. Around the

room are different objects and measurement tools. Take
your time and observe these items. On your table youll
tell me what the properties are of each of these items.
You can use any of these tools, too. (show students
where tools will be accessible). Think back to the
properties weve been learning about the last few weeks.
Youre doing this on your own, so dont worry about
hurrying through, but make sure you observe each object
and jot down your thoughts.
Object

Shape

Size

Color

Texture

Sink/Float

Solid/Liqui
d

Unit Plan,

Apply: Apply to New

Contexts with Fading
Support

This assessment will provide

data that will show me how
much students have learned
and are remembering. From
this data I can change some of
the unit focus on particular
properties that students are
having difficulty with.
This activity will be done
individually with fading support
from the teacher to see what
the students know on their own.

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

A
B
C
D
E
F

A Balancing Act!
Students will be using their Describing Properties Chart as a class,
again. The class will be split into small groups, each with their own
balance and set of objects to observe. Each group has the same
items each group will have one of these items to observe with their
group and describe it according to its properties. Record these
observations on the classs properties chart. Ask the class if knowing
these properties gives us any clues about which items are lightest
and heaviest record their ideas by ranking the items lightest to
heaviest. Demonstrate how to use a scale by balancing it out before
allowing students to begin measuring and ranking their objects in
their journals. Come to an agreement on the ranking of objects by
holding a discussion with groups. Discuss what the word weight
means students create their own definition before checking their
journals Key Terms.

A Balancing Act!
During this activity students will use gram cubes to measure the
actual weights of the objects they observed yesterday. Gram cubes

Patterns

EP
Explanation: Introduce
Scientific Ideas

My learning goal is that

students will be able to identify
the properties of objects. While
weighing objects isnt
necessarily part of that, its a
major part of the unit within our
measuring matters curriculum.
Therefore, the weight lessons
are trying to focus on SIZE and
whether or not an object would
SINK/FLOAT which are both
properties. Students will use
measuring as a way to
determine whether an object is
heavier or lighter, going to float
or sink in water, etc.
Once again, some students do
better understanding a new
concept when they can see a
concrete explanation of it. By

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

will allow them to make sure their prediction and outcome from the
previous day were correct. Changes can be made to their charts in
the journal.

Unit Plan,

using the gram cubes to

represent weight, students will
be able to understand why one
object made the scale lower
than another. They can then
compare these objects by
looking at that property and
others.

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Measuring & Mixing (Ooblek)

Substance

Color

Size

Shape

Experience
Texture

Solid/Liquid

Sink/Float

Water
Cornstarch
Water &
cornstarch

What are the properties of matter that we have studied so far?

(shape, size, color, etc.) Today were going to continue exploring
these properties and challenge our senses.
Have a bowl of cornstarch on the floor. Allow students to observe it
and describe how it looks and feels. Record their observations on the
board. Fill in Describing Properties Chart.
What do you think will happen if we mix the cornstarch with water?
Record the predictions and talk about what they think will happen if
they mix substances. Both cornstarch and water can be called
substances.
What is a mixture?
Experiment: Teams of two, individuals making their own mixtures

EP

Patterns:
Explore Phenomena for
Patterns

Complete observation charts in science journal

Mix cornstarch and water observe.
Draw and write observations
Probe & Press (during experiment)
What does the mixture feel like?
Is it similar to the cornstarch or to the water alone?
Does it feel like anything else youve touched?
What measurements did you use to make your mixture? Why did you
decided to use those amounts? Can you show me how you measured
your substances?
Is that what you thought it would feel like? Did your partner use

Explore Ideas About

Patterns, Identifying
Patterns

Unit Plan,

Todays lesson challenges

students thinking about what
makes a substance a solid or
liquid. What happens if you mix
the two? Students will most
likely use their experiences with
cooking to make sense of this
exploration (ex. I know when we
mix flour and water, at first its
soupy. But if you keep mixing it
gets kind of soft, but there isnt
any water by itself anymore)

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

different measurements? What results did your partner get?

Do you think different amounts would give similar or different results?
What do you mean when you say?
Tell me more about
How would you do this experiment differently?
Whole Group Discussion
Lets compare what happened with other students investigations
and discuss our observations as a class.
(show bowl of plain cornstarch) Is the cornstarch by itself a mixture?
Why or why not?
Scientists consider cornstarch as a single substance.
Is the water by itself a mixture? Why or why not?
Scientists consider water as a single substance.
Any single substances when combined become a mixture!
Have students share their procedures and outcomes.

PE

Record ideas on board and look for patterns to show that students
who used more or less cornstarch/water had similar results.
Write a description of the mixture. Have students define mixture in
their own words. Then have them look in their Key Terms (Journal)
and read the definition. Discuss similarities/differences. Do they
have the same meaning?
If we were to do this all again, would we get the same results if we
followed all the same steps? (Why or why not?) In an investigation we
need to write down the measurements of materials we used so it can
all be done again later the same way.

Mixing it Up! (Making mixtures)

This activity will use their knowledge from a previous lesson:
Measuring & Mixing. Once again, use the Describing Properties
Chart. The main question for this lesson is: Would the properties
changed if one substance was mixed with something else?

EP

As we will be learning about

properties that objects have,
students may begin to think
that properties only explain a
substance when its by itself.
This experience will teach them

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Students will be in teams of two and get to choose 2-3 substances

and find out what happens to their properties when they are mixed.
Students will need to record their investigation thoroughly. Allow
students to also mess around with the materials they can
investigate other materials and add them to their observations.
Explain why you chose these materials to mix? What did you think
would happen? Why did you think that?
What question are you investigating?
What have you observed so far?
What do you mean when you say?
Tell me more about
What would happen if?
Whole Group discussion about the observations made and teams will
share what they did and the results.
Do all substances mix with other substances in the same way? What
happens when you mix 2 solids? A solid and liquid?
These questions will leave students thinking about what happens in
certain mixtures and will lead us to our next lesson:
What happens to salt or sugar when you mix it with water? Is it still
there? How do you know? How could we find out?
Define mixture and single substance as a class, refer back to key
terms when definitions have been written.
Place mixtures by window for safe keeping until the next lesson.

10

Patterns: Identify Patterns

Explanations: Students
Explain Patterns

that a substance has properties

by itself and when it is mixed
with something else. When
substances are mixed, however,
sometimes all the properties
can change (ex. flour and water
are different separate, but have
different properties when
mixed.)

Mixing it Up! (Separating mixtures)

Students will continue exploring mixtures by investigating how to
separate them. Looking back at the mixtures from the previous
lesson, remind students of their observations of solution and mixture
properties.

11

Unit Plan,

Box Sort (Table Groups)

Give each table the same box of objects that they had at the
beginning of the unit. These objects need to have varying properties.
Give students little instruction: I want you to work together with your

EP

PE
Explanations: Students
Explain Patterns

Im repeating a lesson to see

how well students learned the
information regarding properties
of matter. From here, Ill
determine if a review needs to

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

table and sort these objects.

Give students 3-7 minutes to complete this task.
Take photographs of the sorts (post-assessment of student
knowledge)
Did you sort these objects the same or differently from before?

12

Explorations
Science Centers: Students will be exploring different objects,
substances, and mixtures to determine what their properties are.
Technology:
http://www.sciencekids.co.nz/gamesactivities/materialproperties.html
Junk Drawer Sort: Have shoe boxes full of different objects, ask
students to sort them based on the properties they know.
Guess who: students have cards with descriptions of an object that
they will read to their group/partner. The other person/people need
to guess what the object is based on only the properties.
Object Search: Students have a blank table with some learned
properties. Each square can be filled with an object that fills that one
property. The same object can be written in multiple boxes.
Small
/
Short

Light

Smoot
h

Roug
h

Big/Tal
l

Heav
y

Sink

Floa
t

Unit Plan,

take place, or if further

instruction is necessary before
assessing them at the end of
the unit.

Apply to New Contexts

with Fading Support

This experience will allow

students to see how
understanding the properties of
matter can be used in the real
world.
These explorations will allow
them to apply the patterns they
can now recognize to similar
contexts with support from their
peers.

Sarah Hundt

13

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Post-Assessment
Start out in a class circle on the floor. Tell students that they will be
practicing their new observation skills. Have the same two objects
that were used during the first lesson of the unit.
Right now were not going to have one of our discussions. Im going
to pass two objects around the circle and I need you to stay quiet and
not make any comments because youre going to be scientists and
make some observations and record your thoughts. (Hold up one of
the Venn Diagram worksheets) What is this called? (Venn Diagram)
What does it help us do? (compare things) That is what youll be
doing today.
Youre going to take a look at these objects. I want you to think
about how these objects are similar and how they are different.
Remember to think about what properties each object has.
Pass the two objects around the circle, each student can have 5
seconds or so to feel, look, smell the object.
When students have observed both objects they can QUIETLY stand
up, collect a worksheet, go back to their seats, and get started.
Remind them that their student name, number and date need to go
on to the top of the page.
Show the two objects on the ELMO to remind students what they look
like during their writing.
If you need another chance to observe these items you can quietly
come up again and then go back to your seats.

Assessment

Unit Plan,

We began the unit by looking at

the same objects. Now that
students have learned the
different properties each object
has, students should be able to
use those new skills and
describe the objects in more
detail than they first could.
The students will be able to
apply the new contexts with
fading support as well as reflect
on changes in their thinking and
understanding.

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

Grading Criteria:
Desired Features
Activity Description
and Function

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:
Includes opportunities for students to collect data or use available data to look for patterns related to the
learning goal.
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

Point
s

7/
7

Sarah Hundt

TE 804-004: Assessment Plan and Instructional Sequence

Part 3

Unit Plan,

learning goal.

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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