Megan Zaba RDG 589 November 25, 2008 Title: Changes and Properties of Matter Curriculum: Grade 2 Science Grade Level Span: This unit is targeted for second grade students who are part of a Project CHILD cluster. CHILD stands for Changing How Instruction for Learning is Delivered. A Project CHILD cluster is made up of three teachers who have a grade 1, 2, or 3 homeroom but teach Math, Writing, or Reading to all three of those homerooms. The Project CHILD classroom is structured around a 90-minute block, which consists of a 20-minute whole group lesson and six stations through which the students rotate during the period of a week. This lesson will take place during the reading block. The students in this class are from diverse socioeconomic and cultural backgrounds, and are currently reading on various levels. A few of the students are English Language Learners who speak English in school but another language at home. Content Objectives: The inquiry question that will serve to guide the science content of this unit is: How does the structure of matter affect the properties and uses of materials? The primary Science focus for this unit will address the conceptual theme of properties of matter. Standard 2.1 describes that materials can be classified as solid, liquid or gas based on their observable properties. Students will study this standard through a series of related experiments and observations. Reading/Language Arts Objectives: The primary Language Arts focus for this unit will address Standard 1 of the State of Connecticut English Language Arts Curriculum Standards for grade 2. The students will comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. This will be supported by non-fiction trade books and leveled readers. Before, during, and after reading activities will be created for these nonfiction books related to the topic of matter. The development of vocabulary will be an important focus for the Language Arts instruction of the unit. Students will use content-specific vocabulary in speaking, reading and writing. In addition the unit will address Standard 4: Applying English Conventions. Strands 4.1, 4.2, and 4.3, address the expository writing focus. Students will write to explain a process, e.g., how to solve a math problem, and how to report scientific observations. LEARNING/TEACHING ACTIVITIES NCTE/IRA Standards Student Performance Indicators IRA Teacher Competencies (Program Portfolio subcategory addressed) Frameworks Standards Science Frameworks OR Math Frameworks OR Social Studies Frameworks Technology: Cyberlesson To introduce the unit, the students will complete the Cyberlesson titled “What is the World Made Of” based around a book written by Katherine Weidner Zoehfeld. Guided Reading Over the course of the next six weeks the students will engage in stories that relate to the content of properties of matter. Guided Reading leveled text titles include: 1. Where Did all the Water Go? By Annette Smith, Jenny Giles, and Beverly Randell DRA level 8 2. Freezing and Melting by Robin Nelson DRA level 14 Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3 Model reading and writing enthusiastically as valued lifelong activities. 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3 Model reading and writing enthusiastically as valued lifelong activities. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 3. Matter by Christine Webster DRA level 20 4. The Water Cycle by David Meissner DRA level 26 This part of the unit will take place in the Teacher Station graphics). Writing Over the course of the course of the next six weeks, the students will keep a Science Journal. Entries will include the following: 1) questions they would like to answer through their research of matter 2) evidence of matter changes collected from experiments 3) reflections that compare and contrast experiments or observed phenomena 4) written clarification of experiments 5) support for or against their hypothesis 6) reflections on all they are learning and come to some conclusions about the properties of matter 7) responses to content related literature read in class. Students will be allowed to draw pictures to illustrate their thoughts and with the help of a partner put their illustrations into words. This part of the unit will take place in each station. Rubric for Science Journal Science Students will conduct a series of 3 experiments over a 6-day period that will serve as the starting point in their exploration of solids and liquids. Standard 4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 4.3 Model reading and writing enthusiastically as valued lifelong activities. Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. 1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of Progressive Development PreK - 2 Standard I: Scientific literacy Standard 7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Standard 12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Standard 4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to 1. Students observe and describe the properties of an effervescent tablet and those of a cup of water. Then students test, observe, and describe the changes that occur when they drop an effervescent tablet into a cup of water. 2. Students observe and record the properties of ice. Students design and implement a method for melting an ice cube. Finally students set up an investigation of evaporation. 3. Students study a petri dish of water for 1 week and record the changes they observe. Students discuss with partner where they thought the water has gone. Students set up an investigation of evaporation and condensation. This part of the unit will take place in the Challenge Station. Rubric for Science Experiments communicate effectively with a variety of audiences and for different purposes. Standard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. reading and writing processes and instruction. includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. Movement Students role-play the movement of solids and liquids and gases by physically simulating each phase. 1. Students simulate a solid (ice cube): Students stand close together in a group in orderly rows and remain still. Standard 4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. A picture of fire or sun is revealed. 2. Students simulate a liquid (ice cube melting to water): Students rotate or do-si-do around each other but remain connected as a group. The thermometer reveals that the temperature has been increased. Standard 12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). 2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds. 3. Students simulate a gas (boiling water): Students move their bodies quickly around the room and spread themselves out from their classmates. Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. The thermometer reveals that the temperature has decreased to freezing. A picture of snow is revealed as a cue card. 4. Students simulate condensation and freezing (boiling water turns back slowly to an ice cube): Students slowly come back together as a group and move around each other as they had in step 2. Then students stand close together in a group in orderly rows and remain still as they had been in the beginning of step 1. This part of the unit will take place during whole-class instructional time. Science Students will conduct a series of 3 experiments over a 6-day period to observe and describe the changes Standard 4 Students adjust their use of spoken, written, and visual language (e.g., 1.1 Demonstrate knowledge of psychological, sociological and Progressive Development PreK - 2 Standard I: that result from mixing and separating substances. 1. Students observe and describe the properties of salt and gravel both individually and as a mixture. Students separate the mixture with a sieve. Students determine whether the salt and gravel have changed as a result of being mixed and separated. 2. Students observe and describe gravel, tissue, and salt as solids. Then students mix each one with water and observe how each substance behaves when mixed with water. 3. Students brainstorm ways of separating the mixture from the previous experiment and implement their ideas. Finally students set up an evaporation investigation with their salt and water mixture. This part of the unit will take place in the Challenge Station Rubric for Science Experiments conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. linguistic foundations of reading and writing processes and instruction. Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. Science Students will conduct a series of 2 experiments over a 4-day period to investigate the process of dissolving. 1. Students compare and discuss the properties of two forms of suger: sugar cube and granulated sugar. Then students investigate how both dissolve in water. Students record and discuss their observations. 2. Students observe what happens when they mix granulated sugar with cold and warm water. Students share their observations and discuss the relationship between water temperature and the speed at which sugar dissolves. Standard 4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction. Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. 1.1 Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction. Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. Standard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. This part of the unit will take place in the Challenge Station Rubric for Science Experiments Science Students will conduct a series of 2 experiments over a 4-day period to investigate the process of a chemical reaction. 1. Students observe and describe baking soda, water, and vinegar. Students mix baking soda and water and describe what they observe. Then students mix baking soda and vinegar and describe what they observe. Students compare both observations. Finally students discuss the bubble produced by the reaction of baking soda and vinegar. 2. Students observe the changes that occur when they put an effervescent Standard 4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. tablet into a bag of water. Students discuss their observations and describe how the tablet and the water change. Students observe and discuss the properties of gas. Finally students compare what they have learned about the properties of solids, liquids, and gases. This part of the unit will take place in the Challenge Station Rubric for Science Experiments Read – A- Louds The teacher will read stories and informational texts related to the subject of matter to the students. Students and teacher will discuss the story and identify the way it relates to our unit of study. This part of the unit will take place during whole-class instructional time. Read – A – Loud titles include: 1. Apples, Bubbles, and Cyrstals: Your Science ABC’s by Andrea T. Bennet & James H. Kessler 2. Fritz and the Mess Fairy by Rosemary Wells 3. Emmett’s Snowball by Ned Miller 4. Change It!: Solids, Liquids, and You by Adrienne Mason 5. Gobs of Goo by Vicki Cobb 6. Why do Leaves Change Color? by Betsy Maestro Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3 Model reading and writing enthusiastically as valued lifelong activities. Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. Technology This part of the unit will take place in the Computer Station. Students will visit the following websites and explore the world of solids, liquids, and gases: Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. http://www.fossweb.com/modulesK2/SolidsandLiquids/index.html http://teacher.scholastic.com/activities/stud yjams/matter_states/ http://www.bbc.co.uk/schools/ks2bitesize/s cience/activities/gases.shtml After visiting the sites students will write down on sticky notes what they learned. Then students will sort and classify the new information they learned to write a short summary. Rubric for Website Summary Independent Research Students will choose a topic related to matter and use the following informational literature and websites to answer their questions and write a small report. Informational Literature: 1.States of Matter: A Question and Answer Book by Fiona Bayrock 2. Solids, Liquids, and Gases by Louise Osborne and Carol Gold 3. Let’s Investigate Science: Matter and Materials by Robbin Kerrod 4. Matter by Christine Webster 5. Freezing and Melting by Robin Nelson 6. The Water Cycle by David Meissner Standard 7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3 Model reading and writing enthusiastically as valued lifelong activities. Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. Possible Websites http://www.fossweb.com/modulesK2/SolidsandLiquids/index.html http://teacher.scholastic.com/activities/stud yjams/matter_states/ http://www.bbc.co.uk/schools/ks2bitesize/s cience/activities/gases.shtml http://www.strangematterexhibit.com/inde x.html http://edtech.kennesaw.edu/web/matter.ht ml http://magma.nationalgeographic.com/ngex plorer/0501/articles/mainarticle.html Topics of inquiry could include: 1) How does weather affect the changes of matter? 2) How do materials change when they are recycled? 3) What is in soda that makes it fizzy and why doesn’t it stay fizzy when you leave it out? 4) What changes in states of matter take place to make ice cream, bake a cake, etc,? 5) What changes could be dangerous for our planet? This part of the unit will take place in the textbook station and the computer station. Rubric for Science Inquiry Project Reading and Listening Students will read and listen to specific books related to matter. Some are fiction and others are non-fiction stories. After listening to the story students will complete a graphic organizer that relates the book to what they have learned about matter. This part of the unit will take place in the Reading and Listening Station. 1. Fritz and the Mess Fairy by Rosemary Wells 2. Emmett’s Snowball by Ned Miller 3. Why do Leaves Change Color? by Betsy Maestro Word Study Students will sort and classify words and make an ABC book about Changes and Properties of Matter. Examples of words that relate to matter: solid, liquid, gas, dissolve, evaporate, freezing, melting, solution, water vapor, water, salt, sugar, baking soda, vinegar, sugar cube, salt, gravel, ice, etc. This part of the unit will take place Standard 1 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3 Model reading and writing enthusiastically as valued lifelong activities. 2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices for learners at differing stages of development and from differing cultural and Progressive Development PreK - 2 Standard I: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. 2.1 Materials can be classified as solid, liquid or gas based on their observable properties. in the Word Study Station. linguistic backgrounds. TOOLS AND RESOURCES: (List and briefly annotate websites, 5 annotated children’s texts, specific software and hardware, and other needs to support this unit) I. Websites for unit: 1. http://www.bbc.co.uk/schools/ks2bitesize/science/activities/gases.shtml: Students can click and drag objects into the category of matter they belong. This interactive website will help the students sort and classify the different states of matter. This website will be used at the computer station and will be part of the website summary the students have to write. 2. http://www.strangematterexhibit.com/index.html: Students explore everyday objects and watch how they can change state by adding or removing heat. This website could be used as a resource for the inquiry project as well as at the computer station and will be part of the website summary the students have to write. 3. http://edtech.kennesaw.edu/web/matter.html This site is a very helpful index of sites that explore the different states and properties of matter. This website will be a helpful resource for the students when they conduct their inquiry project. There is a wealth of information in just this one site for the students to research. This site will also be used at the computer station and will be part of the website summary the students have to write. 4. http://magma.nationalgeographic.com/ngexplorer/0501/articles/mainarticle.html: This website provides an article about how the glaciers are melting away and the dangerous affects this has on our planet. It describes in terms young students can understand the causes of the glacier melting and the significance it has for all of us. This website can be used for the inquiry project or an additional resource for the cyberlesson final project. 5. http://www.fossweb.com/modulesK-2/SolidsandLiquids/index.html: This website provides interactive activities for the students to learn about the different states of matter and how to change them from one state to another. This website will be used at the computer station and will be part of the website summary the students have to write. 6. http://teacher.scholastic.com/activities/studyjams/matter_states/: This website is a video of two students talking about the states of matter and how the state can be changed by adding or taking away heat. This video is used in my cyberlesson as an attention getter for the students to get some background information about matter in a way that is exciting. This video will also be reintroduced at the computer station and will be part of the website summary the students have to write. Students may also choose to use this website for their inquiry project. II. Bibliography: Bayrock, F. (2006). States of Matter: A Question and Answer Book. Bennet A. & Kessler J.(1996). Apples, Bubbles, and Cyrstals: Your Science ABC’s. New York, NY: McGraw Hill Boudreau, R. (1995). Solids, Liquids and Gases. Buffalo, NY: Kids Can Press Ltd. Bradley, D. A. (2002). Atoms and Elements. Oxford ; New York : Oxford University Press. Clark, J. (2003). Matter and Energy: Physics in Action. New York: Oxford University Press. Cobb V. (1983). Gobs of Goo New York, NY: J.B. Lipincott Kerrod R. (1996). Let’s Investigate Science: Matter and Materials. Tarrytown, NY: Marshall Cavendish Corporation. Meissner, D. (2006). The Water Cycle. Chicago, IL: Wright Group/McGraw Hill Nelson R. (2003). Freezing and Melting. Minneapolis, MN: Lerner Publications Company Osborne, L. & Gold, C. (1995). Solids, Liquids, and Gases. Buffalo, NY: Kids Can Press. Smith, A. (2000). Where did All the Water Go? Barrington, IL: Rigby Education. Wells, R. (1991). Fritz and the Mess Fairy. New York, NY: Dial Books for Young Readers II. Annotated Bibliogrpahy: Maestro, B. (1994). Why do Leaves Change Color? New York, NY: HarperCollins Publishers. This story studies the concept of change in relation to the affect of seasons on the leaves. The book describes the make up of a leaf and the process of the drastic changes that take place depending on the season and the weather. The book is a good to start the unit on Changes because students are familiar with the change that takes place in leaves every year. They can use this knowledge to begin the process of understanding changes in states of matter. The vibrant pictures will really grab the students’ attention. This book will also be placed in the Reading and Listening Station for the students to read and listen to on tape. Mason, A. (2006). Change It!: Solids, Liquids, and You. Tonawanda, NY: Kids Can Press. This book describes matter and goes into detail of each state of matter. After it describes the state, it provides some hands on activities for the child to study the concept of how each state takes up space differently. For example, after the author explains the concept of a liquid, the next page has an activity using food coloring, water, and various containers that proves that liquids take the shape of their container. This informational book will help the students better understand the activity titled “Movement” in the unit. Miller, N. (1990). Emmett’s Snowball. New York, NY: Henry Holt and Company, Inc. This book is a fictional story about a boy named Emmett who gets help from all of his friends on a snow day to make an enormous snowball. The snowball kept rolling and rolling down a hill and continued to grow larger. The snowball was so large it even made the newspaper. Soon the weather got warm and people started to forget about the snowball. The snowball got so small that Emmett could pick it up in the palm of his and keep it in his freezer. This silly story helps the students connect with the idea of melting and changing from a solid to a liquid. This book will also be placed in the Reading and Listening Station for the students to read and listen to on tape. Webster, C. (2005) Matter. Mankato, MN: Capstone Press. This book is a second grade appropriate informational book all about matter. It describes the various states, how changes can occur, and how we use matter in our everyday lives. It also discusses the scientist Jacques Charles and his discoveries with gas. There is an easy to use glossary in the back of the book along with additional resources like books and internet sites that provide more information on this subject. This book is intended for students to read independently to complete their research projects. Weidner, Zoehfeld K. (1998). What is the World Made of? All About Solids, Liquids, and Gases. New York, NY HarperCollins Publishers. This is a very comprehensive book about solids, liquids, and gases intended for the young audience. Through examples and descriptive pictures, the author describes in detail the three states of matter and how they change. The examples are taken from what children see everyday and is a part of their lives. This book is very easy for students to understand and is a great resource to provide the students with a lot of background knowledge as they begin the unit on properties of matter. For this reason, I have chosen this book for the cyberlesson, which will be the first activity of the unit. ASSESSMENT (How will you assess the students’ learning? List Be as specific as possible.) 1. Rubric for Science Experiment 2. Rubric for Inquiry Project 3. Rubric for Website Summary 4. Rubric for Science Journal rubrics here, and attach them to your outline. CREDITS (INCLUDING CONTACT INFORMATION) (Record the names, websites of those who contributed to the development of this learning activity) Curriculum Resources Science and Technology for Children. (2002). Changes: Teachers Guide. Burlington, NC: Carolina Biological Supply Company. Science and Technology for Children. (2002). Changes: Experiment Kit. Burlington, NC: Carolina Biological Supply Company. Meaghan Carroll – Meaghan provided valuable feedback for my cyberlesson PowerPoint presentation and was a good resource for ideas throughout the creation of this unit. Jessica Hovenstine – Jessica was a good resource for ideas throughout the creation of the unit. Becky Caplinger – Becky was an excellent resource for appropriate matter related websites for this unit. Becky was very helpful in the technology aspect of the unit. REFLECTION: (What are the ah-ha’s/experiences you had in developing this unit. How might it connect to your own teaching to enhance student learning?) This unit was created for a second grade class who is studying the topic of Changes and Properties of Matter. I have taught this unit on Changes to my second grade class for the past 5 years. Creating this Integrated Language Arts Unit allowed me to explore how I could include the other disciplines in this unit to make it more literacy based. I was shocked about the wealth of resources I found about this topic. There is so much literature written about solids, liquids, and gases as well as a wealth of interesting websites devoted to the exploration of this topic. From my research, I realized how I could include guided reading lessons into the unit and teach content while teaching reading strategies. In years past, I have basically just followed the teacher’s manual from the kit the district provides us but now I am aware of how much deeper I can go into this topic just by integrating it more with my reading and writing instruction. I have never used Science Journals before. This will be an effective addition to the unit because it will act as documentation of all the learning the students have done over the course of the unit. The students will be able to go back and re-read what they wrote and see how much the have grown as a learner throughout the six weeks. I am very excited about implementing the inquiry project with the students. I have never included this type of activity in my units before but I think it will be a great way to challenge and motivate the students to explore this topic further. They have a choice of what to research for the project and how they would like to present it. This kind of project will allow the students to really take an active role in their own learning. The cyberlesson I created will be a powerful way to start off the unit. I feel confident that the cyberlesson will attract their attention and get them motivated to continue learning about the changes and properties of matter. The biggest challenge I anticipate facing is not having enough time to do all of this in six weeks. Our district divides the units into six-week schedules. As I mentioned at the beginning of the unit outline, I teach reading to three grade levels for an hour and a half each day. Almost every Thursday we have a half-day, which means I see each class for only an hour on those days. This set-up makes it a little difficult for me to complete all of the elements of this comprehensive Integrated Language Arts Unit in six weeks. I believe that every part of the unit is important and I will try very hard to make sure I include every aspect in my instruction. Overall, I think the implementation of this Integrated Language Arts Unit will be extremely effective with my students. They will be exposed to a variety of media from which they will learn and they will be participating in many hands-on activities. In addition to learning the important Science content, they will also be improving their reading and writing abilities. I believe this unit will help my reluctant students to become more involved and enthusiastic about learning.