Spark 101 Lesson Plan
Video Presentation Title: The Science of Special Effects: Controlling a Burning House
Unit of Instruction:
States of Matter
Subject/Course: Fifth Grade Science
Standard(s): Fifth Grade TEKS
(4) In Grade 5, investigations are used to learn about the natural world.
Students should understand that certain types of questions can be
answered by investigations and that methods, models, and conclusions
built from these investigations change as new observations are made.
Models of objects and events are tools for understanding the natural
world and can show how systems work. They have limitations and based
on new discoveries are constantly being modified to more closely reflect
the natural world.
(A) Within the physical environment, students learn about the physical
properties of matter, including magnetism, physical states of matter,
relative density, solubility in water, and the ability to conduct or insulate
electrical and heat energy. Students explore the uses of light, thermal,
electrical, and sound energies.
Objective(s):
Students will be able to:
 Witness a real life chemical reaction
 Determine how to shorten and contain chemical reactions
 Observe and identify various states of matter involved in special
effects
Assessment/Demonstration of Learning:
Students will discuss and record the role different states of matter play in
containing a fire. Completed student resources will be collected and
reviewed by the teacher to check for understanding.
Resources Needed:
 Spark 101 Student Engagement Resource: Think-Write-PairShare: Burning Dollhouse
 Spark 101 Student Engagement Resource: Four Corners and a
Diamond: Burning Dollhouse
 Way to stream Spark 101 Video to the Classroom
 One index card for each student (for an exit ticket)
Spark 101 ©2015
Sarah Kubasik, College of Education Student, The University of Texas at Austin
Page 1 of 3
Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
Time:
10 minutes
Problem/Motivation
(Part I of video)
Time:
5 minutes
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Spark 101 ©2015
Pairs
Time:
15 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
5 minutes
Time:
5 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Teacher Procedure
Tell students today we are going to be learning about special effects we see on TV,
particularly fire.
Have the students work in pairs to complete the Spark 101 Student Engagement
Resource: Think-Write-Pair-Share to determine what they already know about fire.
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
Ask your students, “How would you create a burning dollhouse that lasts 30 seconds?”
Then have your students discuss in small groups as they complete the Spark 101
Student Engagement Resource: 4 Corners and a Diamond - afterwards coming together
for a class discussion to share their solutions. Have students briefly state which method
(between their small group and full class discussion) they think is best for containing
the fire. They should then indicate which state of matter is the most important in the
solution they chose. (Ex. using water to put out the fire- liquid)
Checks for Understanding
Have the students work in small groups to complete the Spark 101 Student Engagement
Resource: 4 Corners and a Diamond. As the students work, circle the classroom to
provide assistance. After students are finished in small groups come together as a class
to hear what solutions the other groups determined. Collect completed resources
sheets at the end of class to check for completion and solutions.
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Have students turn to a partner and discuss which state of matter the professional
thought was the most important for controlling the time that the fire burned. Ask them,
“How did that compare to the solution that you generated?” Conduct a whole-group
question and answer time to clarify any content that students did not understand.
Checks for Understanding
Circle the classroom and stop in on several pairs to hear what they are saying. Check for
understanding during the question and answer period.
Sarah Kubasik, College of Education Student, The University of Texas at Austin
Page 2 of 3
Future Impact and
Meaning
(Part III of video)
Time:
2
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Time:
3 minutes
Summarizer/Closure
Time:
5 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Class discussion: Ask the students questions such as, “What did the presenter say were
the most important character traits for this field? Do we think this is just for special
effects or for the work place in general? Where else are these traits important?” (Our
classroom)
Checks for Understanding
Involve a variety of students in the class discussion; ensure the engagement of those
who have not spoken yet.
Have students complete an index card as an exit ticket, answering these two questions:
1. Would they want to work with special effects? Why or why not?
2. Give an example of a state of matter shown in the video. Why was it important?
Collect all student engagement resource sheets and index cards. Check each resource sheet for completion and
accuracy. Ensure that the method they used to put out the fire corresponds with the state of matter they said
was most important. Check index cards for reasoning and completion of #1 and for a reasonable response
about the state of matter for #2.
This lesson should occur after the states of matter have been explained, defined and reviewed in a previous
lesson. This lesson will take place later in the unit, once students have a basic understanding of the content.
Assessment (if applicable)
Additional Notes (if needed)
CK12 Connections (if available)
OpenStax Connections (if available)
Access additional free videos, practice, and lessons at:
http://www.ck12.org/physical-science/States-of-Matter-in-PhysicalScience/
Spark 101 ©2015
Sarah Kubasik, College of Education Student, The University of Texas at Austin
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