Académique Documents
Professionnel Documents
Culture Documents
Unit: Solutions Teacher: Miss Stebbins
Stage 1 Desired Results
Connections to Context: Transfer
Students will be able to independently use their learning to…
Though Cesar Chavez’s website never ● Apply science, specifically chemistry, to everyday events that students have at home.
specifically mentions a mission statement, I ● Explain what they have learned in school to family members.
have seen through the actions of my ● Students will act like scientists during science class using scientist language, procedure, data collection, and
teacher and through the decisions of the communication of findings.
school that this school has a mission to
make school and learning a family‑oriented (What kinds of long‑term independent accomplishments are desired?)
and community‑based effort. Many Cesar Meaning
Chavez parents have not had the type of UNDERSTANDINGS ESSENTIAL QUESTIONS
education that their children are receiving. Students will understand that… Students will keep considering…
It is possible that many have a negative ● When a solution is made, the change is reversible. ● When an object changes can it be changed back?
view of school and education because of ● Matter does not disappear or magically appear when a ● When an object changes forms, what happens to its mass?
past experiences. As a result, the attitudes substance changes. The amount of matter is conserved ● What happens to the mass of two objects when they come
that students come home with about what when it changes form. (The law of conservation of together?
they have learned in school are crucial. matter)
When students are excited about the ● When a substance is heated or cooled to change its
practical side of this unit, science becomes state, its mass stays the same. (What thought‑provoking questions will foster inquiry, meaning‑
a normal part of their lives. Students can ● When two substances are brought together, the mass making and transfer?)
share their exciting new discoveries about of the new substance is the same as the sum of the
solutions the next time they encounter one masses of the two individual substances.
in their daily lives. Even the everyday event
of helping parents make dinner is a chance
to talk about solutions. (What specifically do you want students to understand?
What inferences should they make?)
(How does this fit with students’ experiences, Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
the school goals, and the larger societal issues? Cognitive Objectives Physical Development Objectives Socioemotional Objectives
How does this fit with the broader curriculum‑ The students will be able to… The students will be able to… The students will be able to…
what has come before and what will come ● Explain to their partner how a solution
after?) ● Model the particles in a solution using ● Split up a lab task between them and
is different from other mixtures. (U) a physical manipulative. their partner(s).
● Decide which of two given substances ● Design an experiment (and record the ● Make decisions with partner(s) and
Established Goals are solutions based on a characteristic of procedure on paper) to find out the reach a consensus before answering.
solutions checklist. (Ap) solubility of different marker formulas. ● Explain to a partner why some
● Model the particles in a solution using a ● Work with a partner to perform a
Science Standards addressed: substances dissolve in water better
physical manipulative. (C) previously designed experiment (and
5‑PS1‑1 Develop a model to describe that based on the concept of solubility.
● Describe to their partner what happens record the results on paper) to find out ● Work with a partner to design a
matter is made of particles too small to be when a solute is added to a solvent. (U) the solubility of different marker scientific experiment.
seen. ● Decide if unfamiliar substances that formulas. ● Work with a partner to perform a
come together make a solution based on
5‑PS1‑3 Make observations and previously designed experiment (and
if the solvent dissolved or not. (Ap)
measurements to identify materials based (What discrete skills and processes record the results on paper) to find out
on their properties. should students be able to use?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating HighQuality Units and Van Brummelen (2002) Steppingstones to Curriculum
5‑PS1‑4 Conduct an investigation to ● Explain to a partner why some the solubility of different marker
substances dissolve in water better formulas.
determine whether the mixing of two or
based on the concept of solubility. (U) ● Use my knowledge on solutions to help
more substances results in new substances. ● Design an experiment (and record the someone improve their design of a
procedure on paper) to find out the reallife product.
Relevant ELA/Literacy Standards: solubility of different marker formulas.
RST.6‑8.1 Cite specific textual evidence to (C) (What values and commitments and
● Give examples of solutions used in
support analysis of science and technical attitudes should students acquire or
everyday life. (R–Ap)
texts. wrestle with?)
● Use my knowledge on solutions to help
RST.6‑8.7 Integrate quantitative or someone improve their design of a
technical information expressed in words reallife product. (Ap)
● Describe the important words of this
in a text with a version of that information unit in by writing them and verbally
expressed visually (e.g., in a flowchart, explaining them. (U)
diagram, model, graph, or table). ● Organize my ideas about solutions in a
WHST.6‑8.2 Write informative/explanatory creative way to share with others (C)
texts to examine a topic and convey ideas,
concepts, and information through the (What facts and basic concepts should
selection, organization, and analysis of students know and be
able to recall?)
relevant content.
WHST.6‑8.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Relevant Math Standards:
MP.2 Reason abstractly and
quantitatively.
MP.4. Model with mathematics.
MP.5 Use appropriate tools
strategically.
5.MD.C.3 Recognize volume as an attribute
of solid figures and understand concepts of
volume measurement.
5.MD.C.4. Measure volumes by counting
unit cubes, using cubic cm, cubic in, cubic ft,
and improvised units.
(What content standards and program‑ or
mission‑related goal(s) will the unit address?
What habits of mind and cross‑disciplinary
goal(s)‑ for example 21 st century skills, core
competencies‑ will this unit address?
Include source and identifying number)
Stage 2 Evidence
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating HighQuality Units and Van Brummelen (2002) Steppingstones to Curriculum
Evaluative Criteria Students will show their learning by… (summative assessment)
PERFORMANCE TASK(S):
Students will show that they really understand solutions by evidence of their ability to transfer their learning to real
tasks and a written assignment.
(What criteria will be used in each assessment ● Students take a traditional test on the content and vocabulary of solutions.
to evaluate attainment of the desired ● Students look for solutions in their homes and keep a record of mixtures and solutions they find.
results?)(rubric required) ● Students make a booklet for a family member or friend explaining what solutions are and how they are important in
our lives. OR Students explain to a family member what solutions are as well as their importance orally and bring in
a the worksheet they administered to someone in the family.
(How will students demonstrate their understanding‑ meaning‑making and transfer‑ through complex performance?)
(Regardless of the format of the assessment, OTHER EVIDENCE:
what qualities are most important?) ● Self‑assessing that students do. They will write about how they think they have done in the unit.
● Identifying various substances to see if they are solutions or not based on criteria.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating HighQuality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 3 Learning Plan
Solutions worksheet filled out in class with questions to check prior knowledge and misconceptions.
Classroom Observation during Science class.
Pre‑assessment‑ due ________
(What pre‑assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depends upon their participation in ● (How will you monitor students’
Acquisition progress toward acquisition,
these learning events…
meaning, and transfer during lesson
Meaning
events?) (Formative Assessment)
Transfer Initiating or Introductory Phase
During the introductory phase
especially, the teacher will be
Meaning Students begin to investigate what solutions are using real‑life examples of food.
checking with students for their
Acquisition Students create categories of the foods based on their similarities and differences and
comfort level with each concept by
label the categories as types of mixtures. (from prior unit)
asking for thumbs up or thumbs
Acquisition Students form a list of characteristics of solutions to use throughout the unit.
down.
Acquisition The teacher teacher relevant vocabulary for solutions.
She will monitor during the
developmental, experiment‑heavy
phase by asking targeted questions to
Developmental Phase
students that will get at
Meaning Students compare and contrast a homogeneous mixture with a heterogeneous mixture
misconceptions students may have
after performing an experiment.
below.
Meaning Students create a model to support how the particles of homogeneous and
The formative assessment will mainly
heterogeneous mixtures differ.
take place orally, but I will also do
Meaning Students connect solutions to real life items.
formative assessment by seeing the
Transfer/ Meaning Students design their own experiment to test a real‑life solution and solve a real‑life
data my students are or are not
problem.
recording.
Culminating Phase
Meaning / Transfer Students perform an experiment they have designed and explain their findings to others.
● (How will students monitor their
Transfer Students practice communicating their scientific explanations after each activity using own progress toward acquisition,
different communication methods. meaning, and transfer?)(Assessment
● Representing with a model (physical or diagram) as learning)(rubric?)
● Explain a scientific explanation using oral communication
My students will check in with themselves
Acquisition Students will take a vocabulary quiz that includes relevant terms and their final throughout the unit to keep track of what
concepts they understand and which they
definition of a solution.
don’t. They do this as they decide to give
thumbs up or thumbs down throughout the
unit.
● (Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating HighQuality Units and Van Brummelen (2002) Steppingstones to Curriculum
● (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning We will have vocabulary review each day and
plan?) students will keep track of how many words
● (Does the learning plan reflect principles of learning and best practices?) they know each day.
● (Is there tight alignment with Stages 1 and 2?) In order to explain what is happening in
experiments to their partners, my students
must understand the concepts.
In the end, a summative activity will be a short
paragraph that students write about how they
have done throughout the unit.
Students (at two different points in the unit)
will write different rules they now know
about solutions.
● (What are potential rough spots and
student misunderstandings?)
Students may think that all mixtures are
solutions and refer to all mixtures as
solutions. All solutions are mixtures, but
only special mixtures are solutions.
Students may assume that solids become
liquids when they dissolve in liquids and
fail to realize that solid particles become
too small to see, but can be seen by
evaporating liquid.
Students may think that solutions can
only be made by combining solids and
liquids. This misconception will limit
students’ understanding of solutions and
prevent them from recognizing other
examples of solutions. Solutions can be
made by combining matter in various
states. Some solutions have components
in different states of matter (like pop)
Students may think that one substance
dissolving in another represents a
chemical change, resulting in a new
substance. They may not realize that
solutions can be separated into their
components by a variety of physical
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating HighQuality Units and Van Brummelen (2002) Steppingstones to Curriculum
methods, such as evaporation or
distillation.
● (How will students get the feedback
they need?)
The teacher will provide oral feedback to all
students frequently, during time in the
whole class, and as they work in groups.
A few times throughout the unit, she will
look over lab notes from students and
provide written feedback to students on
what they need to do to keep track of
procedures and results more like a
scientist.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating HighQuality Units and Van Brummelen (2002) Steppingstones to Curriculum