UPT

**Universal Planning Tool**


 * //Working Title//**: Cooking Up Science: A Lesson in Matter


 * //Content Standards//**: Science (Gr. 6) 6.1 C0-3

Students will: C0. Describe matter and its properties. C1. Describe the properties of common elements, such as oxygen, hydrogen, carbon, iron, and aluminum. C2. Describe how the properties of simple compounds, such as water and table salt, are different from the properties of elements of which they are made. C3. Explain how mixtures can be separated by using the properties of the substances from which they are made, such as particle size, density, solubility, and boiling point.


 * //Information Literacy/Inquiry Standards/21st c. Skills//**: (from AASL)

Students will:

1.1.4- Find, evaluate, and select appropriate sources to answer questions. 1.1.6- Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9- Collaborate with others to broaden and deepen understanding. 1.3.4- Contribute to the exchange of ideas within the learning community. 2.1.2- Organize knowledge so that it is useful. 2.1.6- Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.4- Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 4.1.8- Use creative and artistic formats to express personal learning.

Students will teach the science concepts of properties and characteristics of matter, mixtures, solutions, and the differences between heterogenous and homogenous mixtures to other sixth grade science classrooms in the school district by creating instructional cooking videos.
 * //Purpose//**:

How can students better share their understanding of an instructional topic with their peers? How can students connect learning to real life tasks and situations?
 * //Essential Question connecting content to purpose//**:

//**Work habits**//: Students will work on:
 * Following directions
 * Thinking creatively
 * Working collaboratively
 * Commiting to neatness and presentability

Students will:
 * //Thinking skills//**:


 * Summarize the science concepts related to matter including mixtures (heterogenous and homogenous) and solutions
 * Design an instructional cooking video to explain what was learned through food examples
 * Present their videos to fellow students and evaluate their effectiveness at explaining the topic


 * //Formats of Products and/or Performances//**:

Instructional cooking video explaining the concepts of matter through food


 * //Audience//**:

Sixth-grade science students from another school within the district


 * //Role of learner in task//**:

Instructor and chef


 * //Instructional arrangement(s//)**:

___ individual__

___X__ small group (for support of skills and group video production)

___ large group__

___X__ whole class (for introduction, presentation techniques, and video example)


 * //Technology or resources suggested//**:


 * [|http://www.chem4kids.com/fil][|es/matter_solution.html]
 * [] (Chem4kids provides good background on the science content)


 * [] (another good resource on the content, good for learners that can take higher-level text, fewer pictures)


 * []


 * []
 * [] (YouTube video on using iMovie)


 * [] (YouTube video example of a kids cooking show)

//**Collaborative teaching roles and responsibilities**:// LMS: provide resources, multimedia instruction with students on iMovie, provide direct instruction on the use of video cameras, work with student groups for video editing, develop assessment tool for video product

Classroom teacher: provide introduction to project and discuss components of successful instructional video product, provide support for science content and concepts, develop assessment tool for video science content and self-assessment for student groups, coordinate video viewing with other district sixth grade science class


 * //Timeline//**:

Students will receive instruction on video production and equipment during library periods. They will also use the library time to film and/or edit final product. Students will have approximately one month to complete their instructional video project, with the option to request additional time with the LMS. Students will share their final projects with the other science class from a different school within the district and self-assess effectiveness of their instruction to others.