Quarter 1
Topic: Classification, Structure & Properties of Matter
Time Frame: ___ days
STAGE 1: Desired Results
Essential Understandings
(What do you want your students to
understand and be able to use ten or
more years from now?)
Essential Questions
(What are the open-ended questions that
will promote inquiry into the heart of the
subject matter?)
Students will understand that ……
1. How can materials (or samples of
matter) with the same chemical
composition have different properties?
2. How can materials (or samples of
matter) with different chemical
composition and properties be
formed?
3. How can we determine the properties
and behavior of matter?
1. Matter has different observable
physical and chemical properties.
2. Elements and compounds have
specific physical and chemical
properties that determine their
practical uses.
3. Elements and compounds can
combine to form a new substance
with new properties.
4. Periodic trends in the properties of
elements allow for the prediction of
physical and chemical properties. OR
The physical and chemical properties
of elements and compounds are
based on the structure and
arrangements of their atoms and
molecules.
5. The use of elements and compounds
has both positive and negative effects
on society and the environment.
Knowledge
(What is the key knowledge to develop
the desired understandings?)
Skills
(What should students be able to do?
What products and performances should
students need to produce?)
Learners will know that:
Learners will be able to:
1. Matter consists of particles (atoms)
that have structures and
arrangements which dictate their
physical and chemical properties.
2. Particles are always in motion with
the least motion in solids and the
fastest motion in gases.
3. Elements are the basic building
blocks of matter that cannot be
broken down chemically.
4. When two or more substances are
1. Use particle models/diagrams to
differentiate among elements,
compounds, and mixtures.
2. Infer trends in the properties of
elements using the Periodic Table of
Elements.
3. Use appropriate tools, measure
characteristic physical properties such
as boiling point, solubility and
conductivity, and recognize that the
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combined, they may form a mixture
and maintain their original properties,
or they may react chemically to form
a new substance with new properties.
5. Atoms may be bonded together into
distinct molecules which may form
solids by building up repeating
patterns.
property is independent of the amount
of sample.
4. Investigate different methods of
separating the components of
mixtures.
5. Demonstrate proper use, handling,
storage, and disposal of common
laboratory and household mixtures
and compounds.
STAGE 2: Assessment Evidence
What evidence will be collected to determine whether or not the understandings have
been developed, the knowledge and skills attained, and the standards met?[Anchor
the work in performance tasks that involve application, supplemented as needed by
quizzes, observations, etc.
Product or Performance Task
(Through what authentic tasks will
students demonstrate the desired
understandings? By what criteria will
performances of understanding be
judged?)
 Chlorine compounds have strong
disinfectant properties and are used in
bleaching products to whiten clothes
and to lighten skin color. Prepare a
brochure, a poster or a flyer to be
distributed in your school and in your
barangay to communicate the hazards
posed by these compounds and how
these products should be used with
care. Include information on other
compounds which may be also used
for bleaching.
 If you are a landscaper, would you
recommend the use of fertilizers rich in
nitrogen on lawns and gardens? Why
or why not? Defend your answer.
 Polyethylene and polystyrene are
versatile, flexible, and durable
compounds used in a variety of
products. What are the environmental
hazards associated with their use?
What alternative products or materials
may be used in their place. Defend
your choices.
Skills of Investigation
Other Evidence, Summarized
(Through what other evidence (e.g.,
quizzes, tests, observations,
homeworks, journals) will students
demonstrate achievement of the
desired results? How will students
reflect upon and self-assess their
learning?)
 Open-ended test items on:
1) Identifying physical & chemical
properties of common elements
& simple compounds
2) Comparing & contrasting
characteristic physical properties
of metals with those of nonmetals
3) Chemical tests to identify
common gases (e.g., oxygen,
hydrogen, carbon dioxide).
4) Explaining the relationships
between the properties of
elements and their position in the
periodic table of elements.
5) Inferring trends in properties
using the periodic table of
elements.
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STAGE 3: Learning Experiences
What kinds of learning activities and teaching will enable students to perform well in
Stage 2 and display evidence of the desired results in Stage One? Use the
WHERETO acronym to consider key design elements.
Sample Learning Activities
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Conduct appropriate tests to identify some common gases.
Conduct investigations on chemical properties of representative elements within
groups of elements in the periodic table.
Conduct inquiry on common materials used everyday at home and in school.
Find out the composition of each. Classify each material whether it is a
substances or a mixture. Students determine different ways of finding out the
composition of these different common materials/products.
Let students find out how to answer the following questions:
o Are fire extinguishers that contain compressed carbon dioxide suitable for
all types of fire?
o Why do some types of sports equipment use titanium?
o Why should gasoline not be used as a solvent to remove grease?
o What are costs and benefits mining or refining metals such as nickel, iron,
or gold?
NOTE: WHERETO represents a way of building and testing the design for learning
units. It is NOT a prescribed sequence for teaching.
1. HOOK students in the beginning and HOLD their attention throughout the unit.
You may begin with a question (e.g., If all materials consist of atoms and
molecules, why don’t they look alike?).
 In what experiences, problems, issues, and situations can you immerse your
students to make the big ideas immediately interesting, concrete, and of clear
importance?
 Other kinds of hooks include immersing students in puzzles, challenging them
to solve real-world problems, and engaging them in a role-play to explore
relevant issues from different perspectives.
 Use an element of mystery as a starter for thinking.
 The challenge is to point toward what is essential, not merely provide work
that is entertaining.
2. WHERE and WHY: Introduce the Essential Questions and discuss the
culminating performance tasks. This is to make the goals clear to students. By
knowing the essential questions—and that those questions frame the key
assessments—students can study, do research, take notes, and ask questions
with greater clarity, focus, and confidence.
 Rarely do students know where a lesson or unit is headed in terms of their
own ultimate performance obligations.
 The work must be purposeful from the student’s point of view.
 Students must be able to answer the following questions as the unit develops,
based on activities and materials designed by the teacher:
o What knowledge, skill, tasks, and questions must I master to
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demonstrate understanding and proficiency?
o What is my immediate task? How does it help me meet my overarching
goals?
o How does today’s work relate to what we did previously? What is most
important about this work?
o How will my final work be judged? Where is my current performance
strongest and weakest? What can I do to improve?
3. EXPLORE and EXPERIENCE, ENABLE and EQUIP: The core of the learning
plan resides here. Students need to experience the big ideas as real, and they
need to be equipped for their final performances.
 Good design involves providing enough real or simulated experience to enable
understanding to grow.
 We are equipping students for performance; we are enabling them to perform
with understanding, with increasing autonomy. (This is different from preparing
them for the chapter test.)
 Coach students in learning how to transfer knowledge to varied situations.
 Provide more concrete experiences of the ideas linked to essential questions.
4. REFLECT, RETHINK, REVISE
 How will students be encouraged to reflect on their learning and performance?
 How will students be guided to rethink their understanding of important ideas?
 How might student products and performances be improved through revision
based on self-assessment and feedback?
 The flow of the unit must be iterative, students must be made aware of the
need to rethink and revise in light of current lessons, and the work must follow
the trail back to the original ideas.
NOTE: A linear march through the content is a mistake!
5. EVALUATE WORK and PROGRESS: Help students self-monitor, self-assess,
and self-adjust their work, individually and collectively, as the work progresses.
 How will students be guided in self-assessment, self-evaluation, and
adjustment?
 How will students be helped to take stock of what they have learned and what
needs further inquiry or refinement?
 How will students engage in a final self-evaluation to identify remaining
questions, set future goals, and point toward new learning?
6. TAILOR the content to the needs of students.
Learning may be differentiated in terms of content, process, and product.
o Content: By using diagnostic assessments, teachers can identify students
with gaps in prior knowledge and skills. These needs can be handled
through targeted instruction in small groups.
o Process: Allow learners some options about how they work (e.g.,
individually or in groups) or how they communicate their learning (orally,
visually, or in writing).
o Product: Give students appropriate choices of products and performances
for assignments and assessments. Allow for appropriate diversity without
sacrificing valid assessment or scoring reliability.
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7. ORGANIZE for optimal effectiveness.
 What sequence of learning experiences will best develop and deepen student
understanding, while minimizing likely misconceptions?
 How will teachers organize and sequence the teaching and learning to
maximize engagement and effectiveness?
NOTE: The textbook is a resource that supports the Desired Results in Stage 1 of
the UbD template. The textbook is NOT the source from which the design of all work
must flow!
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