Technology Infused Lesson Plan

Name: Katie Gipe

Grade: 5th
Subject: Science
Topic: States of Matter
Length of Lesson: 240 minutes (four 60 minute lessons)
Summary of Lesson:
The purpose of this lesson is for students to discover what happens to an objects weight when
it changes states of matter. On the first day, students will be divided into groups of four to
conduct an experiment. Each group will weigh a different item in its solid state, melt it until
its a liquid, and then freeze it until its a solid again, weighing it after each change in state.
Groups will weigh ice cubes, butter, chocolate, and ice cream. The following two days will be
dedicated to students synthesizing and expressing their experiment findings. Students will
individually create a bar graph using an online program. They will then post their graphs in a
class science journal on Kidblog. Every student will have access to see their peers final
graphs. After completing the final graph, students will form new groups, with one person from
each experiment in each group. Each student will get an opportunity to present their graph to
their group. After everyone has presented, each group will discuss the findings presented to
them and decide whether or not an items weight stays the same when it changes state. Once
students come to a conclusion, each student will create a video using Educreations. Students
may be able to start this video at the end of the third day, but they will likely need the fourth
day to finish. They will save at least two graphs from Kidblog that were presented in their
group and upload them to Educreations. On Educreations, students will then be able to record
themselves talking about the graphs, annotating the graph as they talk to direct viewers
attention. The point of the video is to scientifically prove to someone that has not done our
experiment that an items weight does indeed stay the same despite changes in state. These
Educreations videos will then be shared with students parents at conferences.

Learner Analysis
General Characteristics:

Fixed Characteristics:

Gender: The gender population in my class is about equal as I have nine boys and
seven girls.

Race: My urban school has a very diverse student body which is represented in the
range of races present in my class.
Caucasian: 30% (5 students)
African American: 31% (5 students)
Hispanic: 21% (3 students)
Asian: 5% (1 student)
Multiracial: 13% (2 students)

Ethnicity: Some of my students have recently immigrated to the U.S. thus three of
them are from Mexico, one is from the Dominican Republic, one is from Ethiopia, one

is from Rwanda, and one is from Syria.

Socioeconomic Status: 70% of my students are economically disadvantaged and
eligible for free lunches.

Variable Characteristics:

Age: My students are primarily 10 and 11 years old, but two students are 12 years old.

Attitudes:
Motivation to consistently work hard in the classroom is low for many of the
students as success in school isnt seen as a priority at home.
Some of the immigrant students are more motivated than their peers as they
place a higher value on education and the possibilities it will give them in the
future.
Some of the African American children are particularly unwelcoming to the two
students from Rwanda and Ethiopia and view them as dirty Africans.

Interests:
Most of the students are particularly interested in sports. Many of the boys love
soccer, football, and basketball. The girls also enjoy soccer and basketball.
A few students are very avid readers and thus are frequently asking for more
books to read.
Students enjoy being outdoors as many of them meet at a local park to hang out.
Many of the students are very intrigued by technology in the classroom and
love using computers and handheld devices, particularly students who dont
have much technology at home and students who have recently moved to the
U.S.
List populations that may need special attention:

Three students have documented learning disabilities. These disabilities include:

Auditory processing disorder
Dysgraphia
Language processing disorder
There are multiple English language learners in my class as well with different native
languages and varying levels of English.

Specific Entry Competencies:

Competency/Skill

When Acquired

Students are able to follow directions given to them

and adhere to a step by step process.

Students have been asked to

follow step by step processes
in other science lessons and
have demonstrated the ability
to do so.

Most students will understand the different steps

entailed in correctly weighing an object on a scale.

Students who were at this

school in 4th grade conducted

experiments, thus they have

used these scales before to
weigh various objects.

Students will understand that data can be

represented in various charts and graphs.

Prior to this science lesson, I

conducted a lesson with
students on how to read
information presented in charts
and graphs, specifically bar
graphs.

Students know how to work with a group of people

to accomplish a goal.

At the beginning of the year, I

explicitly talked with my
students about how to work
with others and expectations I
have when students work in
groups. Group work is
frequent in my class, thus
students have had practice
working with their peers
before. I am also aware of my
students prejudices and
abilities and place students in
groups accordingly.

All students have a basic understanding of how to

create an Educreations video and operate the
program.

Students have learned how to

use Educreations in previous
lessons in my class as I have
used it as an assessment tool
before for book reflections.

Students are familiar with how to navigate Kidblog

and access our class science journal.

Since the beginning of year

students have been requested to
post to our class science
journal on Kidblog, thus they
are very comfortable with
accessing the site.

Students know how to post a response to the

science question of the day on an iPad using
Padlet.

Prior to each experiment in my

class, students complete a
science question of the day
on Padlet to engage their prior
knowledge and generate a class
hypothesis.

Students have some familiarity with the process of

how Poll Everywhere works and how to submit a

I have used Poll Everywhere

on various different occasions

response to a poll.

with my students to conduct

class surveys and pretests.

Students with language processing and auditory

disorders also know how to use apps such as
Natural Reader and Rainbow Sentences to assist
them in their learning.

These students have used these

two apps to help provide
accommodations since they
were in third grade and thus are
extremely familiar with the
apps features and how to
operate them.

Learning Traits:

Expected Information Processing Habits and Motivation of Learners:

Often students at this age want to socialize with their peers, thus by working in groups
learners will be more motivated to conduct the experiment, discuss experiment
findings, and then share their EduCreation video with others.

Fifth graders often learn best through experience, thus they will be conducting their
own experiment first and reflecting upon it through the creation of their graph in order
to discover the fact that an object weighs the same even when it changes states.

Students at this age are also capable of considering multiple possibilities when thinking
through a problem which will allow them to formulate a hypothesis about what they
think will happen to the weight of the object before conducting the experiment.

Students will also be able to use deductive reasoning to think through their results and
draw a conclusion based on the data from their experiment.

Standards and Objectives

Content Standard:

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of
change that occurs when heating, cooling, or mixing substances, the total weight of matter is
conserved. - Next Generation Science Standards
Technology Standard:

Computational Thinker: Students collect data or identify relevant data sets, use digital tools
to analyze them, and represent data in various ways to facilitate problem-solving and
decision-making. - ISTE Standards 2016
Behavioral Objectives:
Objective
1. Given a scale and an item in a plastic cup,

the learner will be able to collect three

weight measurements of an item in various

Standard(s) Addressed

5-PS1-2. Measure and graph quantities to

provide evidence that regardless of the type of
change that occurs when heating, cooling, or

states that are within two grams of the actual

weight.

mixing substances, the total weight of matter

is conserved. - Next Generation Science
Standards

2. Using the weight measurements collected

5-PS1-2. Measure and graph quantities to

provide evidence that regardless of the type of
change that occurs when heating, cooling, or
mixing substances, the total weight of matter
is conserved. - Next Generation Science
Standards

during their experiment and Create a

Graph website, the learner will be able to
convert their results into a bar graph that
accurately depicts the constant weight of an
item despite its transformation between solid
and liquid forms and scores a 7/8 as defined
by the Create a Graph rubric.

3. Upon having access to their completed

graphs and their peers graphs, the learner

will create a video on Educreations that
presents convincing evidence demonstrating
that an items weight does indeed stay the
same when the item changes state by
correctly citing at least two graphs
displaying weights of two different items
and scoring at least a 10/12 on the
Educreations video rubric.

Computational Thinker: Students collect data

or identify relevant data sets, use digital tools
to analyze them, and represent data in various
ways to facilitate problem-solving and
decision-making. - ISTE Standards 2016
5-PS1-2. Measure and graph quantities to
provide evidence that regardless of the type of
change that occurs when heating, cooling, or
mixing substances, the total weight of matter
is conserved. - Next Generation Science
Standards
Computational Thinker: Students collect data
or identify relevant data sets, use digital tools
to analyze them, and represent data in various
ways to facilitate problem-solving and
decision-making. - ISTE Standards 2016

Assessment Plan
Objective

How will you summatively assess each objective?

1. Given a scale and an item in a

In order to ensure students are accurately weighing

their item, I will use a Poll Everywhere survey to
guarantee students are getting appropriate data. As
students weigh their item in each state, their group will
submit the weight and the objects name in a survey on
Poll Everywhere using an iPad from the library. The
poll will be projected on the wall for me to be able to
easily look up at as groups post. I can then address the
weights posted as need be. If a groups weight is
within two grams of the actual weight, I will give them
a thumbs up to continue. If a group is not within two
grams I will have them reweigh their item and re-

plastic cup, the learner will be able

to collect three weight
measurements of an item in various
states that are within two grams of
the actual weight.

submit a weight to the Poll Everywhere survey.

2. Using the weight measurements

collected during their experiment

and Create a Graph website, the
learner will be able to convert their
results into a bar graph that
accurately depicts the constant
weight of an item despite its
transformation between solid and
liquid forms and scores a 7/8 as
defined by the Create a Graph
rubric.
3. Upon having access to their

completed graphs and their peers

graphs, the learner will create a
video on Educreations that presents
convincing evidence demonstrating
that an items weight does indeed
stay the same when the item
changes state by correctly citing at
least two graphs displaying weights
of two different items and scoring at
least a 10/12 on the Educreations
video rubric.

After receiving feedback on their first, or practice,

graph, students will adjust their graph accordingly.
Students will then repost their graph on Kidblog for a
final grade, but this time they will edit the privacy
settings so that everyone in the class can see it. The
link to the rubric for the bar graph is
http://tinyurl.com/hplvy8w. The final graph is worth a
total of 8 points.

Once students have completed their graph, they will

create a short video using Educreations. Students will
be able to access their graph and their peers graphs on
Kidblog and then save and upload them to
Educreations. Students will then be able to record
themselves talking about the graphs on Educreations,
annotating the graph as they talk to direct viewers
attention. The point of the video is to scientifically
prove to someone that has not done our experiment
that an items weight does indeed stay the same despite
changes in state. The link to the rubric for the video is
http://tinyurl.com/honwqfu. It is worth a total of 12
points.

Accommodations/Modifications for Summative Assessment:

For my students with auditory and language processing disorders, I will have Natural
Reader pulled up on their computers when they go to the computer lab. Students will
be able to copy and paste text from the online graphing program or from Kidblog into
Natural Reader so that the information can be read to them. Students can slow down
the pace at which Natural Reader reads the information and replay it as often as need
be.
These students not only struggle to understand language, but they also struggle with
verbally expressing themselves. In order to support them when making their
Educreation videos, I will encourage them to upload additional pictures to the video to
help them express what the graphs show. They can also draw on their pictures and
graphs to portray meaning and lessen the amount of talking they need to do during the
video.
I also have a student who struggles with dysgraphia and has a hard time writing. I
intentionally accommodated for this disability by having students create a graph online
and verbally express their experiment findings in a video. These assessments will
allow this student to demonstrate his learning without having to do any writing.

As I have students from various different backgrounds who speak various different
languages, I also intentionally used visuals and graphs as the method of assessment as
numbers and pictures can transcend language barriers. I will challenge students to
record their Educreation video in English, but if they feel unable to express themselves
in English I will allow them to record in their native language. I would then find a
means to translate the video.

Strategies
How are you/media presenting content to the student?
Description

Obj.

Technology
Used

Justification for technology

Prior to starting the

3
experiment, students will
respond to the science
question of the day on
Padlet on a set of iPads
from the library. The
question will be What
do you think happens to
an objects weight when
it changes to a different
state of matter? Once
students have posted their
response, I will copy and
paste the responses into a
Wordle and then project
the Wordle for the class
to see. At the end of the
lesson, students will
respond to the same
question, but this time
with an informed
background. I will put
their new responses into a
new Wordle and we will
compare the old Wordle
and the new Wordle side
by side.

iPads,
Padlet,
Wordle,
computer,
projector

Does it Replace, Amplify, or Transform an

activity w/o technology?
Is there evidence of the
technology/strategys effectiveness?
Has technology been evaluated for
accuracy/credibility/accessibility?

The Wordle activity transforms student

learning and my instructional methods
through its instant ability to present the
most prevalent ideas and hypotheses of
students. As Wordle automatically
emphasizes words that appear more
frequently, generating the students
responses into a Wordle is a quick way
for me to assess students prior
knowledge. It also offers a way for
students to see how their thinking fits in
with the general thinking of the class.
Students will also be able to witness
their own growth as well as the growth
of the class at the end of the lesson
when they see the two Wordles side by
side.
Wordle is a time-efficient word
generator that is safe and user friendly.
Wordle has been used as a reflective
tool for formative assessment in other
classes and the effectiveness of the
program has been shared by tech savvy
teachers on the web like Tony Borash
(https://tborash.wordpress.com/2011/04
/03/designing-lessons-using-wordle/)
and Ben Rimes
(http://www.techsavvyed.net/archives/1
355). Wordle conveniently

differentiates the importance of words

through color and size as well, which
will help my students with language
disorders.
Students will watch me
2
demonstrate how to use
the Interactivate graphing
website prior to using it
themselves. I will model
all the features of the
website.

computer,
projector,
Interactivate
graphing
website

Students will be able to

view various graphs
created by their peers in
the class science journal
on Kidblog. Looking at
these graphs will give
students the opportunity
to further synthesize data
to draw conclusions.

2, 3

Kidblog,
computer,
iPads

The Interactivate graphing website

transforms student learning and my
instructional method of teaching about
the various aspects of a bar graph. This
website allows me to adjust the scale of
the y-axis simply by dragging the
mouse. It also offers me the ability to
change the minimum, maximum and
data points on the graph with the click
of a button. By changing all these
aspects with ease, I can present a more
comprehensive picture of the
importance of accurately representing
each feature of the graph. For example,
I can commit accidents students might
(such as incorrectly entering data, or
using an ineffective scale) and
demonstrate how that skews the graph,
giving students a better understanding
of each feature as well as what to look
out for when they make their own
graph.
The Interactivate graphing site is
accurate and credible as it is a resource
from The Computational Science
Education Reference Desk which is
funded by the National Science
Foundation. This foundation aims to
help students learn about computational
science.
Students learning will be amplified by
using Kidblog as a central posting area
for all the graphs students have
completed. By using the site, students
will be able to see a variety of
experiment results all in one place. This
will amplify students understanding of
the curriculum goals, giving them lots
of data to draw conclusions from.
Kidblog is a safe space for students to

share ideas on an online server that is

kid friendly and private.
How are you checking for understanding (i.e., formative assessment)?

At the beginning of the experiment, each group will receive a plastic cup to put the item
they will be experimenting with in. Before students are given their item to weigh, they will
first have to correctly weigh the plastic cup by itself. This will assess whether students
understand how to correctly weigh an item on the scale provided. In order to come to a
class conclusion of an accurate weight for the cup, each group will weigh the cup and then
submit the weight via a survey on Poll Everywhere using an iPad. The poll will be
projected for the class to see. Based on the results each group gets, students will determine
if a weight can be agreed upon or if the cups need to be weighed again. If every group is
within one gram of the agreed upon weight, the class can continue on with the experiment.

Before conducting the experiment, students will be able to hypothesize what they think will
happen in the experiment by responding to the science question of the day on Padlet. I
will then put all the responses on Padlet into a Wordle for the students to view. By
projecting the Wordle for the class to see, the students and I will be able to quickly see the
concepts and words that stood out as most prevalent in students thinking. At the end of the
lesson, students will be prompted to respond to the same question and their answers will be
pasted into another Wordle. I will project both Wordles side by side so that the students
and I can easily witness the growth of their learning. These two Wordles will prompt a
class discussion about what students learned during the experiment.

While I am demonstrating the different graph features on the Interactivate graphing

website, I will formatively assess students orally. As I introduce features of the graph, I
will ask students to give me a thumbs up or a thumbs down if they remember what that
specific feature of the graph shows. Once I have explained each feature, I will monitor
students understanding by asking for a thumbs up if they understand or a thumbs down if
they dont. I will also ask students to explain back to me what different features of the
graph represent.

How are students engaging with the content?

Description

Obj.

Technology
Used

Justification for technology

Prior to starting the

3
experiment, students will
respond to the daily
science question of the
day on Padlet using

iPads,
projector,
computer,
Padlet

Does it Replace, Amplify, or Transform

an activity w/o technology?
Is there evidence of the
technology/strategys effectiveness?
Has technology been evaluated for
accuracy/credibility/accessibility?

Padlet amplifies my instructional

methods as it allows me to save and
assess student thinking in a single
digital file. I can easily skim student
responses to find out the extent of

iPads from the library.

Students will respond to
the same question at the
end of the lesson as well.

While students are

conducting their
experiment, their will be
an iPad at their table
with three Poll
Everywhere surveys on
it. One survey will be
labeled starting solid
weight, one will be
labeled liquid weight,
and one will be labeled
frozen solid weight.
After each group weighs
their object at the
beginning of the
experiment and after
each state change, they
will respond to the
corresponding survey.
One member of the
group will submit the
weight of the object and
the objects name to the
survey. The results of
the surveys will be
projected up on the class
wall so that I can look
up quickly and easily
check the accuracy of
each groups responses.

Poll
Everywhere,
iPads,
projector,
computer

students prior knowledge on the

topic of states of matter. I will also
be able to see what kind of
understanding students took away
from the experiment by asking the
same question at the end of the
lesson. Conducting these Padlets at
the beginning and end of lessons
allows me to look back on student
thinking and be more responsive in
my teaching.
Padlet is effective, user friendly, and
allows students to post information in
a confined and private space.
Poll Everywhere amplifies students
learning by allowing them to get
almost immediate feedback on the
accuracy of their items weight. I will
be able to see the weights on the
survey from anywhere in the room
and give the group a simple thumbs
up to carry on or a thumbs down to
reweigh their object. By getting this
feedback quicker, students will be
able to save time waiting for me to
check their work which will leave
more time for them to conduct their
experiment and analyze their data.
Poll Everywhere is a fast and easy
way to assess student responses live.
It can be accessed through multiple
venues, including twitter, the website,
and text. I will use the website to
minimize the potential distraction of
texting or Twitter.

Students will create a

2
bar graph using the
Interactivate graphing
website to display the
three weight
measurements they got
during their experiment.
They will also be able to
easily modify their graph
if necessary upon
receiving feedback from
the teacher.

Interactivate
graphing
website,
computer

Students will post their

2
graphs to Kidblog, as
well as receive formative
feedback about their
graphs via Kidblog.

Kidblog,
computer

Students will be
discussing the final
graphs posted by their
peers on Kidblog. They
will be in new groups of
four; with one student
from each of the four
different experiments.
Each student will
explain the results their

2, 3

iPad, Kidblog

The Interactivate graphing website

amplifies students learning process
as they are able to experiment with
the creation of the graph with ease,
like trying out different scales or
axis labels to figure out how to best
represent their data. Upon receiving
feedback, students can also change
their graph with the click of a few
buttons, rather than having to redo
the whole graph if they had done it
on paper.
The site is accurate and credible as it
is a resource from The
Computational Science Education
Reference Desk which is funded by
the National Science Foundation.
This foundation aims to help
students learn about computational
science.
The use of Kidblog amplifies my
instructional methods by increasing
my efficiency. Kidblog keeps all my
students work organized and
digitally accessible in one place. By
giving students feedback on
Kidblog, I can keep better track of
the comments I give students and
refer back to them later when I
assess students graphs for the final,
summative assessment.
Kidblog is a safe space for students
to share ideas on an online server
that is kid-friendly and private.
Posting students graphs to Kidblog
replaces paper graphs. Having the
graphs available to view digitally
allows students to look at the all
graphs in one place, without missing
or misplacing anyones work.
Kidblog is a safe space for students
to share ideas on an online server
that is kid friendly and private.

graph shows to their

group. When everyone
in each group gets a
chance to share,
members will work to
draw conclusions from
the data to decide what
happens to an objects
weight when it
undergoes a change in
matter.
How are you checking for understanding (i.e., formative assessment)?

I will be able to check students understanding prior to starting the experiment by quickly
assessing the responses students send to the science question of the day on Padlet. By
viewing these responses I will be able to get a clearer idea of students existing knowledge
on the subject matter. This information will help me know what concepts I will be able to
explain using students prior knowledge and what concepts I will need to scaffold
foundational information before jumping into. By asking the same question at the end of
the lesson I will also be able to formatively assess students growth and what they learned
during the lesson.

I will send constructive and formative feedback to students about their graphs via Kidblog.
Kidblog allows me to send feedback privately so students can take my feedback to modify
their graph if necessary and then repost their graph publicly for the rest of the class to see.
This formative assessment allows me to ensure that students are sharing accurate graphs
with peers. It also gives students a feeling of confidence in their work prior to posting
their graphs for their classmates to see.

How are students demonstrating their knowledge of the content?

Description

Obj.

Technology
Used

Justification for technology

Students will post their

2
final graphs after
receiving formative
feedback to the science
journal in Kidblog.
Their final graphs will be
posted publicly for all
their peers to see and

Interactivate
graphing
website,
computer,
Kidblog

Does it Replace, Amplify, or

Transform an activity w/o technology?
Is there evidence of the
technology/strategys effectiveness?
Has technology been evaluated for
accuracy/credibility/accessibility?

Having students post their final

graphs to Kidblog will amplify my
instructional methods by increasing
my efficiency while grading. All the
graphs will be in one organized
folder that I can access digitally and
simply scroll through. I wont need
to carry a ton of papers home or

will be graded as a
summative assessment.

After students have

3
talked about their graphs
in groups, they will
download a few graphs
from Kidblog and upload
them into Educreations.
Students will then create
an Educreations video to
explain how their data
and graphs back up their
experiment conclusions.
These videos will be
created individually and
used as a summative
assessment. They will
be posted to the class
science journal in
Kidblog and then shared
with parents at
conferences.

iPad,
Educreations,
Kidblog

Accommodations/Modifications:

worry about misplacing any student

work.
Kidblog is a safe space for students
to share ideas on an online server
that is kid friendly and private.
Students Educreations videos will
transform students learning
processes, my instructional methods,
and the curriculum goals.
Educreations allows students to
upload pictures, annotate them and
record themselves talking while
annotating. Having the option to
express their findings verbally and
visually allows students to act like
they are the teacher. Students have
to back up what they are saying with
credible visuals that support the truth
of their conclusions, a beneficial
practice to solidify student
understanding. By talking through
their experiment and their findings,
supporting everything they claim
with evidence, these videos will also
clearly ensure students achieve the
curriculum goals. I can also more
effectively learn about student
thinking through these videos as
students can explain their thinking
more clearly and in depth when
given the choice of having pictures,
graphs, audio, and writing to express
themselves. I will also be more
efficient when grading these videos
as I can listen and watch them with
greater ease rather than pouring over
hard to read experiment reports.
Educreations is a well rated app that
allows students the freedom to
express their knowledge verbally and
visually. This app is user friendly
and allows the videos to be easily
shared.

I have some students that have documented disabilities. In order to accommodate for
these learners, I will implement the modifications below throughout the lesson.

For my students with auditory and language processing disorders, I will have Natural
Reader pulled up on their computers when they got to the computer lab. Students will
be able to copy and paste text from the online graphing program or from Kidblog into
Natural Reader so that the information can be read to them. Students can slow down
the pace at which Natural Reader reads the information and replay it as often as need
be.

Both students also practice language comprehension on an app called Rainbow

Sentences. This app colors all nouns, blue, all verbs, red and all prepositional phrases,
green. I will capitalize on this familiar structure by color coding the sentences in the
formative feedback I provide for their practice graphs. This color coding will help
these students attach meaning to the sentences they are reading. They can also listen to
the feedback in Natural Reader while looking at the color coded sentences to provide
even more support.

These students not only struggle to understand language, but they also struggle with
verbally expressing themselves. In order to support them when making their
Educreations videos, I will encourage them to upload additional pictures to the video to
help them express what the graphs show. They can also draw on their pictures and
graphs to portray meaning and lessen the amount of talking they need to do during the
video.

I also have a student who struggles with dysgraphia and has a hard time writing. I
intentionally accommodated for this disability by having students create a graph online
and verbally express their experiment findings in a video. These assessments will
allow this student to demonstrate his learning without having to do any writing.

As I have students from various different backgrounds who speak various different
languages, I also intentionally used visuals and graphs as the method of assessment as
numbers and pictures can transcend language barriers. I will challenge students to
record their Educreations video in English, but if they feel unable to express themselves
in English, I will allow them to record in their native language. I would then find a
means to translate the video.

Timeline

Day 1

The teacher introduces the science question of the day on Padlet. The
question is What do you think happens to an objects weight when it changes
to a different state of matter?
Students individually respond to the Padlet on iPads.
The teacher uses the Padlet responses to create a Wordle to present to the class.
The teacher and the students note the most prevalent thoughts.
The teacher explains the experiment to the students, divides them into groups,
and assigns each group an object to experiment with (water, butter, ice cream,
or chocolate).
The teacher passes out scales, science notebooks, and plastic cups to each

Day 2

group.
Students weigh the plastic cup as a formative assessment to make sure they can
accurately use the scale. One member from each group enters the weight of cup
into a Poll Everywhere survey using an iPad. The survey is projected for the
class to see. The class needs to come to a consensus on the cups weight.
Every group needs to be within 1 gram of the agreed upon weight. If this does
not happen, groups need to reweigh the cup until a consensus weight is reached.
The teacher then passes out objects to each group to begin the experiment.
Each group weighs their object in its solid form in the plastic cup, subtracting
the weight of the plastic cup from the total weight on the scale to get the weight
of the object itself. One member from each group then enters their
measurement and the object name into the starting solid weight Poll
Everywhere survey using the iPad. The teacher watches the poll on the
projector wall and when a group submits a weight the teacher either gives them
a thumbs up to move on or a thumbs down to reweigh their object because their
measurement is too far off. Each group member must also write down the state
of the object and its weight in their science notebook for their own reference.
The teacher then allows students to take turns microwaving their objects.
Students reweigh their object and enter the new measurement into the liquid
weight Poll Everywhere survey and wait for the teachers thumbs up or thumbs
down. Group members also write down this new state and weight in their
science notebooks for reference.
Each group then ends the day by putting their object in the freezer.
Groups take out their objects in the freezer to weigh them. After weighing,
each group needs to enter their last weight and object name into the frozen
solid weight Poll Everywhere survey, get the teachers approval, and then write
it down in their science notebook.
After students have collected their experiment data in their science notebooks,
the experiment is over and the teacher will move into helping students
synthesize their results. To do this, the teacher will introduce how to graph the
data using an online graphing program.
The teacher will pull up the Interactivate graphing website on the computer and
project it for the class to see. She will go through each feature of the website,
demonstrating how each feature affects the graph and modeling how to properly
operate the program and create a graph.
The teacher will then lead students down to the computer lab so that students
can get on the Interactivate graphing website and create their own graphs using
the data from their experiment.
When students are finished creating their graphs, they can post them privately
to the class science journal in Kidblog so that only the teacher can see them.
The teacher will send feedback privately to each student via Kidblog about how
they can improve their first graph.

Day 3

The teacher will allow students time to modify their graphs based on the
feedback provided to them. When students are finished changing their graphs,

they will post their final graphs publicly in the class science journal on Kidblog
for everyone to see.
As students post their final graphs to Kidblog, they can look over their peers
graphs to see how other experiments turned out.
When everyone has posted their final graph to Kidblog, students will return to
the classroom to form new groups for discussion. The teacher will put students
into groups of four and every group will have one person from each experiment
group.
Each group will receive an iPad that they will use to pull up the graphs on
Kidblog. Each member will then present their graph and experiment findings to
the rest of the group. Each group will then work to draw conclusions from all
the data that was presented to decide what happens to an objects weight when
it undergoes a change in matter.
Day 4
After group discussion, each student will get an iPad to create an Educreations
video. The video will be an explanation of how the graphs support their
experiment findings. Students will save at least two graphs from Kidblog to
upload and use in their Educreations video as evidence for their findings.
These videos will be shared on Kidblog and with students parents during
conferences.
To wrap up the lesson, the teacher will have students once again respond to the
science question of the day on Padlet using iPads. She will copy and paste
the responses into Wordle and then display the Wordle made at the beginning of
the lesson next to the one just made. Students will be able to see the growth of
their understanding and have a discussion about what they learned from the
lesson.

Resources
Links to Online Resources Used in Lesson:
Padlet: https://padlet.com/gipek/7lo4vbvitti8
Wordle: http://www.wordle.net/create
Poll Everywhere: https://www.polleverywhere.com/
Science Journal Kidblog: http://kidblog.org/home/
Online Graphing Tool: http://www.shodor.org/interactivate/activities/BarGraph/
Educreations Video: https://www.educreations.com/
Links to other Google Docs for Grading Rubrics:
Summative Assessments
Bar Graph Rubric: http://tinyurl.com/hplvy8w
Educreations Video Rubric: http://tinyurl.com/honwqfu