Assignm

ent
Overvie
w

Assignment #4: Mini Unit Plan

In this assignment you will develop a mini unit plan comprised of an overview, a
performance task and rubric, three consecutive lessons and a reflective rational
chart. Elements of this assignment will be graded by instructors in your C&I,
Assessment, Psychology, and Education Technology modules (see chart below to
see which elements will be assessed by which module instructor).
You will develop three lesson plans, with embedded formative assessments, that
should be carefully linked to scaffold learning and inform future instruction.
Moreover, they should demonstrate knowledge about the development of lesson
objectives to attend to curricular outcomes, differentiated instruction, and the
establishment of a productive learning environment. You will also be expected to
design a performance task, with accompanying rubric, as a summative
assessment tool for the mini- unit. They should also attend to learning theory,
and assessment theory. One of your three lessons should incorporate the
thoughtful and purposeful use of technology.
The reflective rationale for instructional decisions should incorporate concepts
learned in PSI across each module in order to demonstrate the strategic (rather
than intuitive) nature of pedagogical decision-making.
Some elements of this assignment can be completed collaboratively (in groups of 2
or 3) other elements must be completed individually (see chart below). This
assignment is due (for all modules) by noon on November 9th.
Your mini-unit must focus on Grade 1-6 curriculum outcomes from the Alberta
Program of Studies.
Completed assignments must be posted to your eportfolio. Both a link to your
completed assignment and the full copy of the file (in .doc format) must be
uploaded in Moodle. Check with each module instructor regarding specific
expectations for submission.

Assignment Timeline
Lesson Plan One Submission

October 15, 2015

Lesson Plan Two Peer Workshop

October 22, 2015

Mini-Unit Assignment

Mini Unit Submission

November 9, 2015

Assignment Components
Module
1
.
2.

An overview of curriculum outcomes,

overarching questions, and assessment
features.
A sequence of three consecutive lesson
plans leading to a performance task (C&I will
provide template options). Each lesson must
include:

3.

Assessme
nt
C&I
C&I

Group
Optio
n
Yes
Yes

Overview, rational, overarching questions

General information about the class being
taught (e.g., grade level, duration of class)
SMART lesson objectives that are clearly linked
to GLOs and SLOs
Materials utilized in the lesson (copies should
be included with the plan)
Detailed description of lesson procedures
including logistical considerations (avoid vague
instructions such as introduce the topic)
Well sequenced activities including an
introduction, body, and closure
Key questions and statements to reinforce
learning (exact phrasing)
Time allocations for all activities
Differentiation
Management considerations for establishing a
positive learning environment
At least one formative assessment activity.
Each formative assessment task must be
completely developed (including instructions,
handouts, resources as required).

A reflective rationale chart for the lesson

plan sequences that tie lesson plan features
to course expectations. See assignment
template for more information.
Mini-Unit Assignment

C&I,
Assessme
nt, Ed
Tech,

No

4.

A performance task and accompanying

rubric. Your performance task must be linked
to your three lessons. This performance
task must be completely developed,
including handout with instructions for
students, resources students will require and
a rubric and checklist.

Psycholog
y
C&I
Assessme
nt

Yes

Assessment Rubric

Level

Excellent

Proficien
t

Adequat
e

Limited

Demonstrates
precise
alignment of
stated purpose,
outcomes,
activities, and
assessment
evidence (x2)
Develops
insightful
learning
opportunities that
enhance
meaningful
engagement (x2)

Demonstrates
effective
alignment of
stated purpose,
outcomes,
activities, and
assessment
evidence (x2)
Develops
reasonable
learning
opportunities that
support
meaningful
engagement (x2)

Demonstrates
confusing
alignment of
stated purpose,
outcomes,
activities, and
assessment
evidence (x2)
Develops
ineffective
learning
opportunities that
interfere with
meaningful
engagement (x2)

Lesson plan series

is skillfully
designed to
promote student
learning

Lesson plan series

is effectively
designed to
promote student
learning

Demonstrates
feasible
alignment of
stated purpose,
outcomes,
activities, and
assessment
evidence (x2)
Develops
simplistic
learning
opportunities that
partially
support
meaningful
engagement (x2)
Lesson plan series
is somewhat
appropriately
designed to
promote student
learning

Instructional
strategies have
been skillfully
utilized to
differentiate
learning

Instructional
strategies have
been effectively
utilized to
differentiate
learning

Instructional
strategies have
been
simplistically
utilized to
differentiate
learning

Instructional
strategies have
been poorly
utilized to
differentiate
learning

Rationale
demonstrates
sophisticated
insights related to
planning and
intended student
learning
(x2)

Rationale
demonstrates
perceptive
insights related to
planning and
intended student
learning
(x2)

Rationale
demonstrates
superficial
insights related to
planning and
intended student
learning
(x2)

Rationale
demonstrates
irrelevant
insights related to
planning and
intended student
learning
(x2)

Insufficie
nt /
Blank

Criteria
Outcome 2
Use provincially
mandated
curriculum to inform
and direct planning
and instruction (KSA
C, F)

Outcome 3
Plan lessons to
engage learners
in meaningful
educational
experiences (KSAI)
Outcome 4
Students will
organize lessons
into a logical
sequence or
series (KSA-E, F)
Outcome 5
Use a variety of
instructional
strategies to
effectively address
desired learning
outcomes, subject
matter, varied
learning styles, and
individual needs
(KSA-E, H, I)

Outcome 7
Students will
describe and
analyze
components of a
positive
classroom,
articulating ways

Mini-Unit Assignment

Lesson plan series

is
inappropriately
designed to
promote student
learning

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task

this learning
environment is
established and
maintained
Outcome 8
Critically reflect
upon pedagogy to
identify variables
affecting
educational
episodes and
refine ones
practice

Reflection on
planning
decisions
demonstrates an
insightful focus
on establishing
and maintaining a
positive learning
environment
(x2)

Mini-Unit Assignment

Reflection on
planning
decisions
demonstrates a
strategic focus
on establishing
and maintaining a
positive learning
environment
(x2)

Reflection on
planning
decisions
demonstrates a
narrow focus on
establishing and
maintaining a
positive learning
environment
(x2)

Reflection on
planning
decisions
demonstrates
limited focus on
establishing and
maintaining a
positive learning
environment
(x2)

Aaron Devine
Teacher
Grade 5 Science
Subject
Topic/Focu
Topic C: Classroom Chemistry
s

Mini Unit Plan

Overview
Overarching
Question

What are the characteristics of matter: solid, liquid, gas?

Learner
Consideratio
ns

Do the learners have prior knowledge of matter?

Do the learners have writing skills?
Can the learners work in small groups?
Can the learners read the required material?

Performance
Task
Overview

What a State! Question Sheet. A question sheet that follows the What a
State? activity that covers key concepts and ideas about the states of water.
The question sheet also assesses students knowledge of graphs and their
ability to compare similarities or patterns of other graphs.

Learner Outcomes
General
Outcomes

Science
5-7 Describe
the properties
and
interactions of
various
household
liquids and
solids, and
interpret their
interactions.

Links to
Overarching
Question/subquestions

Specific Outcomes

1. Recognize and identify

examples of the following
kinds of mixtures:
two or more solids;
e.g., sand and sugar
a solid and a liquid;
e.g., sugar and water

two or more liquids;

e.g., milk and tea.

5.Recognizethatthesurface
ofwaterhasdistinctive
properties,anddescribethe
interactionofwaterwith
otherliquidsandsolids.

Mini-Unit Assignment

Can the learners

recognize and identify
key characteristics of
solids, liquids, and
gases?
Can the learners
identify key properties
of water?
Can the compare the
characteristics of the
three states of matter
of water?

Assessment
Criteria
Students provide evidence of
their learning as they

Participate in preassessment activities

to gauge prior
knowledge and lear
of subject.

Complete formative
worksheet marking
of handout.

Observations during
participation in
activities. Anecdotal
records.

Exit slips, closing

activity where
students respond in
writing or verbally to
short assignments.

Complete
summative
assessment
question sheet

ELA
2 Students
will listen,
speak, read,
write, view,
and represent
to comprehend
and respond
personally and
critically to
oral, print, and
other media
text.

3 - Students
will listen,
speak, read,
write, view,
and represent
to manage
ideas and
information

2.1 Use strategies and

cues
Use prior knowledge
Use comprehension
strategies
Use differences
2.2 Respond to text
Construct meaning
from text
2.4 Create Original Texts
Generate ideas
Elaborate on the
expression of ideas
3.1 Plan and focus
Plan and gather
information
3.3 Organize, Record and
Evaluate
Organize information
Record information
Evaluate information
3.4 Share and Review
Share ideas and
information

4 - Students
will listen,
speak, read,
write, view,
and represent
to enhance the
clarity, and
artistry of
communication
.

5 - Students
will listen,
speak, read,
write, view,
and represent
to respect,

4.1 Enhance and improve

Appraise own and
others work
Enhance legibility
Expand Knowledge of
language
4.2 Attend to conventions
Attend to grammar
and usage
Attend to spelling
Attend to
capitalization and
punctuation
5.1 Respect others and
strengthen community
Use language to show
respect
5.2 Work within a group
Cooperate with others

Mini-Unit Assignment

Can the learners read

and comprehend
reading on states of
matter?
Can the learners
respond to questions
on handout correctly?
Can the learners make
observations and
record information?
Can learners construct
graph of recorded
information?

support and
collaborate
with others.

Work in groups

Mini-Unit Assignment

Assessment Criteria
What a State! Question Sheet
What a State! Question Sheet Rubric

Excellent

Proficien
t

Adequat
e

Limited
*

Graph
Comparison

Provides
accurate
comparisons
and identifies
significant
similarities or
patterns.

Provides
thorough
comparisons
and identifies
relevant
areas of
similarities or
patterns.

Provides
appropriate
comparisons
and identifies
predictable
similarities or
patterns

Provides
superficial
comparisons
and is unable
to identify
similarities or
patterns

Description
and
explanation
of
similarities
or patterns

Provides indepth
description
and
compelling
explanation of
similarities or
patterns.

Provides
sufficient
description
and
meaningful
explanation of
similarities or
patterns.

Provides
partial
description
and
plausible
explanation of
similarities or
patterns.

Provides
incomplete
description
and vague
explanation
of similarities
or patterns.

Comparing
three states
of water

Provides an
accurate
comparison of
the three
states of
water using
precise
scientific
vocabulary.

Provides a
logical
comparison of
the three
states of
water using
effective
scientific
vocabulary.

Provides a
partially
accurate
comparison of
the three
states of
matter using
simplistic
scientific
vocabulary.

Provides an
flawed
comparison
of the three
states of
matter using
incorrect
scientific
vocabulary.

Definitions
with
examples

Provides an
accurate
definition with
a significant
example.

Provides an
accurate
definition with
a
predictable
example.

Provides a
partially
correct
definition with
an
appropriate
example.

Provides a
partially
correct
definition
with an
irrelevant
example.

Other
examples of
matter in
more than
one state

Provides
significant
and accurate
examples of
matter.

Provides
relevant and
accurate
examples of
matter.

Provides
predictable
and partially
accurate
examples of
matter.

Provides
limited and
partially
accurate
examples of
matter.

Level
Criteria

Insuffici
ent /
Blank *
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.

Mini-Unit Assignment

Lesson Plans
Insert your series of three consecutive lesson plans here. Your C&I instructor will provide
you with template options for these lesson plans.

Lesson Plan 1
Mini-Unit Assignment

Teacher: Aaron Devine

Grade/Subject: Grade 5 Science Unit: Topic C: Classroom Chemistry

OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

Science

LEARNING OBJECTIVES

Lesson Duration: 45 min

ASSESSMENTS
(Observations, Key Questions,
Written Assessments,
Performance Assessments)

1. Pre-assessment activity to
1. Students will participate in
gauge prior knowledge of
activity that engages prior
subject.
knowledge on the subject of 2. Formative assessment
the different states of
question sheet following the
matter.
reading on the subject.
2. Students will read the
3. Observations to gauge
article Why Does Matter
student participation and
Matter? and use the
understanding
information provided in the 4. Conversations.
reading to answer
subsequent question sheet
to show understanding of
the subject.

GLO57
SLO1,5
ELA
GLO2and4
SLO
2.1,2.2,4.1,4.2

LEARNING RESOURCES CONSULTED

Resource #1: Smart Exchange States of Matter Smart Board Interactive Games
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/a3/a391c1d1-69fd4ea0-94aa-ca541bfe4875/States%20of%20Matter.notebook#
Resource #2: Explorations in Science Level 6
Resource #3: superteacherworksheet.com

MATERIALS AND EQUIPMENT

* Smart Board
*Article Why Does Matter Matter? with question sheet

PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber: Smart Exchange States of Matter Smart Board Interactive Game Classifying Matter.
Prior to beginning of lesson set up States of Matter interactive game on Smart Board.
Randomly select students to participate with games.
During activity:
Ask:
1. What category does vibrate fast (for example) belong to?
2. Can anybody help him or her?
Assessment of Prior Knowledge: Use States of Matter interactive game on Smart Board as a whole class activity to
assess students prior knowledge of the states of water (solid, liquid, and gas)

Mini-Unit Assignment

Expectations for Learning and Behaviour: Students will be expected to learn about the properties of water and the
different states of matter that exist (liquid, solid, gas) and students are expected to behave according the established
classroom rules
Advance Organizer/Agenda:
1. Prior to beginning of lesson set up States of Matter interactive game on Smart Board.
2. Randomly select students to participate with Smart Board game (Whole group).
3. Inform students they will be reading the Why Does Matter Matter? article and
answer questions.
4. Assign 2 students to handout out reading and questions sheets.
5. Students read Why Does Matter Matter? and answer questions on handout.
6. Take up handouts
7. Review the activity of the day and ask key summary questions
Transition to Body: Following the States of Matter interactive game on Smart Board inform students of the next
activity, reading the article and answering questions. Assign 2 students to handout the reading and questions sheets to
the class.
1. Say: Can I have your attention? We are going to start with our next activity
2. Ask: can I have two students volunteer to hand out the reading assignment and questions?
Body (30 min.):
Learning Activity #1: Individually (or in pairs) Read Why Does Matter Matter? article and answer questions
Assessments: Following the reading students will answer questions regarding the information of the reading. Observations and
conversations to gauge student participation and understanding
Differentiation:
Group
1

Students who need

considerable support and
assistance in reading and
writing
Students who need moderate
support and guidance
advanced readers and writers
who need little support or
guidance

Work with teacher or EA as

scribes and assist in the task of
writing
work in pairs to complete
reading and questions with
moderate level of supervision
and prompting
work independently

Closure ( 5 min.):
Consolidation/Assessment of Learning:
1. Say: Ok class!! Its time to start wrapping things up.
2. Take in reading and question sheets.
3. Say: So today we read about the three states of matter.
4. Ask: Who can give me one example? Another? And a last? Can anyone give me an
example, from the class, of another substance?
Feedback From Students and Feedback To Students:
Ask
1. What do you think we did good today?
2. What do you think we could have done better?
Transition To Next Lesson: After all students have submitted questions inform them that the next lesson will be an
experiment/activity exploring the different states of matter and some properties of water

Mini-Unit Assignment

Teacher: Aaron Devine

Lesson Plan 2
Grade/Subject Grade 5 Science Unit: Topic C: Classroom Chemistry
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

Science
GLO 5-7
SLO 1,5

Lesson Duration: 45 min

LEARNING OBJECTIVES

ASSESSMENTS

1. Students will explore and

understand the three states
of matter, solid, liquid, and
gas.
2. Observe and record
information.
3. Construct graphs using
recorded observations.

Observations
Anecdotal record
Conferences one-onone.
Ensure and encourage
student involvement in
group discussion while
answer questions.
Exit Slips

(Observations, Key Questions,

Written Assessments,
Performance Assessments)

ELA
GLO 5
SLO 5.1,5.2
LEARNING RESOURCES CONSULTED
Resource #1: Explorations in Science, Level 6, Water Works (What a State!),
p.10
Resource #2: Explore! 5 (page 6) Toothpaste as an example of a plastic liquid article
Resource #3:

MATERIALS AND EQUIPMENT

* Chart paper, markers
* beaker, thermometer, candle or hot plate, ice cubes, graph paper, ring stand

PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber: Why does matter matter? Recap. Whole class discussion
1. Say: You will notice cards on your desks, please do not touch them!!
2. Say: Morning/afternoon, I want to start to today by reviewing what we did yesterday.
3. Ask: What are three properties of matter?
4. Ask: In what state of matter does atoms flow freely?
5. Ask: Give me examples of a liquid, solids, and gases.
(help direct conversation by prompting and cueing towards relevant examples, etc.)
Assessment of Prior Knowledge: I think I know. I wonder. Chart. whole class activity
1. Prior to class prepare chart.
2. Explain to class what the chart is.
3. Brainstorm what students know about the states of water and properties of water. Record student answers.
(Additions maybe added to chart as the Classroom Chemistry Unit progresses and use the chart for a catalyst for future
discussion, investigation, and prompting).

Mini-Unit Assignment

Expectations for Learning and Behaviour: Students will be expected to learn about the properties of water and the
different states of matter that exist (solid, liquid, gas) and the students are expected to behave according to the
established classroom rules.
Advance Organizer/Agenda:
1. Recap prior lesson Why does matter matter? and ask the whole class questions.
2. I think I know. I wonder Chart, brainstorming chart (whole class)
3. Establish groups of 3-4 using playing cards ex. group 1 aces, group 2 2s, group 3 3s, and so on.
4. What a State! Experiment/Activity
5. Sponge Activity Toothpaste as an example of a plastic liquid article. Read in pairs (elbow buddies).
6. Exit Slips
7. What we are doing in the next class
Transition to Body: Inform the class that they will be performing a lab experiment in groups 3-4 and that the groups
will be randomly assigned using the playing cards on their desks.
1. Say: Can I have your attention? We are going to start with our next activity.
2. Say: Today we are going to do a lab experiment on the states of water.
Body (30 min.):
Learning Activity #1: What a State! Activity in groups 3 or 4 (small group activity)
1. Prior to start of class arrange desks in groups, set out playing cards face down and bound together with
elastic band.
2. Prior activity set up thermometer inside the beaker, set up beaker and ring stand, and place hot plate (off) or
candle underneath beaker.
3. Inform students not to touch playing cards.
4. Assign groups using playing cards.
5. Assign group member to obtain ice and hand out ice.
6. What a State! Activity - While heating the ice cubes in beaker have one student read the thermometer while
another student record times and temperature. Continue this process until water boils and have students graph
the temperature changes over time.
Assessments: Observation and anecdotal records kept while circulating around different groups in the classroom and conversations
with groups and individual students.

Prior to heating the ice cubes ask the groups of students

1. What do you predict will happen when we heat the ice cubes?
2. What do you think will happen to the temperature on the thermometer?
3. How could you record the changes in temperature?
Differentiation:
Group
1
2
3

Students who need considerable support

and assistance in reading and writing
Students who need moderate support
and guidance
advanced readers and writers who need
little support or guidance

Arrange groups with mixed levels of

needed support.
Arrange groups with mixed levels of
needed support.
Arrange groups with mixed levels of
needed support.

Learning Activity #2: (sponge activity) In pairs (elbow buddies), read the article Get the Lowdown on Ooze by Jim
Killgore
Assessments/Differentiation:

Learning Activity #3: NA

Assessments/Differentiation:

Closure (5 min.):
Consolidation/Assessment of Learning: Exit Slip
Say: Great job everybody!! Time to clean up your areas and when your group is finished cleaning, start on your exit
slips.
1. What did you learn from todays lesson?
2. What did you like about todays lesson?
3. What would you like to explore more about todays lesson?
Feedback From Students:

Mini-Unit Assignment

Feedback To Students:
Transition To Next Lesson: Review what occurred in the activity. Ask the students to:
1. Compare graphs and see if there is any similarities
2. Describe any patterns and think of explanations of why they occurred.
3. Take in Exit Slips
4. Explain what will be happening in next class.

Teacher: Aaron Devine

Lesson Plan 3
Grade/Subject: Science

Unit: Topic C: Classroom Chemistry

OUTCOMES FROM ALBERTA

PROGRAM OF STUDIES

Science

LEARNING OBJECTIVES

SLO 1,5

ASSESSMENTS
(Observations, Key Questions,
Written Assessments,
Performance Assessments)

1.

GLO 5-7

Lesson Duration: 45 min

Students will explore and

understand the three
states of matter, solid,
liquid, and gas

.Recognize that the surface of

water has
distinctive properties, and
describe the interaction of
water with other liquids and
solids.

1. Pre-assessment activity to
engage prior learning of the
subject.
2. Summative assessment
question sheet.
3. Observations to ensure
student involvement in
group summative activity
assessment.

ELA
GLO
2,3,4,5
SLO
2.1, 2.4, 3.1, 3.3, 3.4, 4.1, 4.2,
4.3, 5.1, 5.2

LEARNING RESOURCES CONSULTED

Resource #1: Smart Exchange States of Matter Smart Board Interactive Games
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/a3/a391c1d1-69fd4ea0-94aa-ca541bfe4875/States%20of%20Matter.notebook#
Resource #2: What a State! Question Sheet: Part a and b

Mini-Unit Assignment

Resource #3: Explore! A Book of Science

MATERIALS AND EQUIPMENT

Smart Board
What a State! Question Sheet

Explore! A Book of Science

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: Interactive Smart Board questions - Smart Exchange States of Matter Smart Board
Interactive Games.
Prior to beginning of lesson set up States of Matter interactive game on Smart Board.
Say: Good morning/afternoon, today we are starting class with another interactive game!
Randomly select students to participate with games and encourage participation.
Assessment of Prior Knowledge: Use States of Matter interactive game on Smart Board as a whole class activity to
assess students understanding of the states of water (solid, liquid, and gas)
Expectations for Learning and Behaviour: Students will be expected to learn about and demonstrate the properties of
water and the different states of matter that exist (solid, liquid, gas) and the students are expected to behave according
to the established classroom rules.
Advance Organizer/Agenda:
1.
Prior to beginning of lesson set up States of Matter interactive game on Smart Board.
2.
Randomly select students to participate with Smart Board game (Whole group).
3.
Inform students they will be working in same groups as the What a State! Experiment/Activity to work on
the What a State! Question Sheet part a (follow up questions).
4.
Inform students that they will be working individually on the What a State! Question Sheet part b
(Reflection on learning).
5.
What a State! Question Sheet parts a and b and have students form groups.
6.
Sponge Activity The Goo In You article. Read in pairs (elbow buddies).
7.
Collect What a State! Questions Sheet parts a and b.
8.
Inform students if not finished more time will be given next class period.
Transition to Body: Inform students that they will be working in the same groups as they did in the What a State
experiment/activity, have students form groups, and hand out What a State! Question Sheet to each student.
1. Say: For the written part of the What a state! activity you will be working in the same groups, so find your
groups, and get to work! Remember to read all the instructions!
Body (35 min.):
Learning Activity #1: What a State! Question Sheet parts a and b. (Summative Performance Task)
Assessments: Students will work in groups to answer questions on part a, students will work individually to complete part b, and
both parts a and b will be handed in for assessment.
observations will be made and anecdotal records kept while circulating around classroom.
Differentiation:
Group
1
Students who need considerable support
Work with teacher or EA as scribes and
and assistance in reading and writing
assist in the task of writing
2
Students who need moderate support
work in groups to complete questions
and guidance
with moderate level of supervision and
prompting
3
advanced readers and writers who need
work independently and in groups.
little support or guidance

Learning Activity #2: : (sponge activity) In pairs (elbow buddies those who complete early), read the article The
Goo in You
Assessments/Differentiation:

Mini-Unit Assignment

Learning Activity #3: NA

Assessments/Differentiation:

Closure ( 5 min.):
Consolidation/Assessment of Learning:
Take in What a State! Question Sheet parts a and b (collect only what is completed).
Feedback From Students:
Say: So we just completed states of water part of the Classroom Chemistry unit.
Ask:
1. How do you feel about this part of the unit?
2. Is there anything you would like to explore more?
Feedback To Students:
Inform students more time will be given to complete question sheet, if required, during the next class period.
Transition To Next Lesson: NA

What a State!
Question Sheet
Name(s):_______________________________
Grade: 5
Date:________________________________
Instructions:
Part a) Work in the same groups as the What a State! Activity. You may answer the
following question in point form or in paragraphs and in complete sentences. This is a
Closed Book assignment and all group members must contribute!!!
Part b) Work Individually to complete Reflection on Learning. You may complete this part
in point form or in paragraphs and in complete sentences. Closed book assignment.
Part a
1. What Similarities or patterns can you see when you compare your
groups graph to other groups graphs? Compare to at least two other
groups.

Mini-Unit Assignment

2. Describe these similarities or patterns and explain why they

occurred.

3. You have observed all three states of water solid (ice), liquid, and
gas (water vapour). How are they different from one another?

4. Define the following terms and give an example:

Condensation:
Evaporation:
Sublimation:
Deposition:

Mini-Unit Assignment

. What are other examples of matter that can be found in more than
one state?

Part b
Individually (work on own)
Reflect on what you have learned
I learned

I would like to ask or learn more about

Mini-Unit Assignment

What a State! Question Sheet Rubric

Excellent

Proficien
t

Adequat
e

Limited
*

Graph
Comparison

Provides
accurate
comparisons
and identifies
significant
similarities or
patterns.

Provides
thorough
comparisons
and identifies
relevant
areas of
similarities or
patterns.

Provides
appropriate
comparisons
and identifies
predictable
similarities or
patterns

Provides
superficial
comparisons
and is unable
to identify
similarities or
patterns

Description
and
explanation
of
similarities
or patterns

Provides indepth
description
and
compelling
explanation of
similarities or
patterns.

Provides
sufficient
description
and
meaningful
explanation of
similarities or
patterns.

Provides
partial
description
and
plausible
explanation of
similarities or
patterns.

Provides
incomplete
description
and vague
explanation
of similarities
or patterns.

Comparing
three states
of water

Provides an
accurate
comparison of
the three
states of
water using
precise
scientific
vocabulary.

Provides a
logical
comparison of
the three
states of
water using
effective
scientific
vocabulary.

Provides a
partially
accurate
comparison of
the three
states of
matter using
simplistic
scientific
vocabulary.

Provides an
flawed
comparison
of the three
states of
matter using
incorrect
scientific
vocabulary.

Level
Criteria

Mini-Unit Assignment

Insuffici
ent /
Blank *
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

Definitions
with
examples

Provides an
accurate
definition with
a significant
example.

Provides an
accurate
definition with
a
predictable
example.

Provides a
partially
correct
definition with
an
appropriate
example.

Provides a
partially
correct
definition
with an
irrelevant
example.

Other
examples of
matter in
more than
one state

Provides
significant
and accurate
examples of
matter.

Provides
relevant and
accurate
examples of
matter.

Provides
predictable
and partially
accurate
examples of
matter.

Provides
limited and
partially
accurate
examples of
matter.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.

Mini-Unit Assignment