• Observe and collect Learning Wheels for individual feedback and assessment.
• Provide feedback about the research questions.
• Collect index cards or students’ half-sheet of paper on research facts to assess whether the information is correct and relevant to the unit.
• Collect students’ scrapbooks and conference with students, providing individual assessment based on the reflection sheet.

Say to students, “Today we will be reviewing the entire matter unit to prepare for our end of the unit assessment. I would like to start by asking you to construct a phases of matter Learning Wheel” (S-6-5-3_Learning Wheel Template and Directions.doc).

Once students have constructed the Learning Wheel, divide the class into small groups of three. Hand out a sheet of chart paper to each group, as well as a marker. Once students are in their small groups, say to the class, “Choose one person as the recorder for your group, choose a presenter, and choose a leader. The recorder will write down the three ideas on the chart paper. The presenter will present the information written on your chart paper to the entire class. The job of the leader is to keep the conversation on topic. I will give you about 10 minutes to work on the first part of this assignment. After 10 minutes, the next set of directions will be given.”As students work, continue walking around the classroom to assess student’s understanding of the content.

Record the three questions on chart paper. Students may have difficulty with creating categories. If so, you may develop the categories for students. You can also provide students with appropriate school topics/themes.

Once students have recorded their questions, then have each group present their questions to the class. After each group presents, post chart papers with research questions around the room. Instruct students that they may move around the room to read the chart papers. Explain to students the work they are required to:

• Once the research question has been selected and voted on, have all students take out an index card or a half sheet of notebook paper.

• Have them write down the research question and provide two facts about the question. These can be used as an extended lesson.

• Students are to list two sources that can be used to assist with the research project. (encyclopedia, database, etc.)

Lastly, say to students, “You will begin a Matter Unit Scrapbook. You may complete this assignment independently or in pairs. Let’s review the rubric.” Give each student a copy of the Matter Unit Scrapbook Rubric (S-6-5-3_Matter Unit Scrapbook Rubric.doc).

After you have reviewed the rubric with the class, answer any remaining questions that students have. Allow students time to begin working on their scrapbooks in class.

Before students leave class, have them fill out Matter Unit Scrapbook: Reflection Worksheet. (S-6-5-3_Matter Unit Scrapbook Reflection.doc). This will allow students to reflect on their planning to complete this assignment.

Extension:

• Students who may need opportunities for additional learning can write four statements about the matter unit. Students can write statements referencing solids, gas, liquids, volume, mass, chemical change, physical change, pure substances, mixture, chemical properties, or physical properties. Three of the statements should be true and one should be false. Have students take turns walking around the classroom reading their statements to a partner. The partner should point out the statement that is false. Students should rotate to at least three partners before ending the activity.

• Students who are going beyond the standards can create a song, poem, or rap with the review information from the matter unit. Students will need to include the vocabulary words: solid, gas, volume, mass, chemical change, physical change, pure substance, mixture, chemical properties, and chemical properties. Students will need to perform the song, poem, or rap in front of the class for full credit.