Matter in this World: Video Presentation

*** This lesson should be implemented within the highest/last level of Bloom's Taxonomy -Students should be able to analyze, evaluate, and create.

Instructions:
Students will create a video presentation describing physical and chemical properties of matter and its ever-ending changes. Students should use critical and supporting vocabulary throughout the video presentation. The video should not be longer than 10 minutes and should be created for students of your age. Remember to be creative and have fun while recording, editing and publishing your video.

Student Rubric: (Given to the student to guide their learning process)

6 different areas of focus:

1. Students will define physical properties and changes
• 10pts – Completely defines both physical properties and/or it's changes
• 8pts – Mostly defines both physical properties and/or it's changes
• 5pts – Somewhat defines both physical properties and/or it's changes
• 3pts - Does not define both physical properties and it's changes
2. Students will define chemical properties and changes
• 10pts – Completely defines both chemical properties and/or it's changes
• 8pts – Mostly defines both chemical properties and/or it's changes
• 5pts – Somewhat defines both chemical properties and/or it's changes
• 3pts - Does not define both chemical properties and it's changes
3. Students will give examples of physical changes
• 30pts – Student completely/accurately give 5 examples of physical changes
• 20pts – Students give 4 out of 5 accurate examples of physical changes
• 15pts – Students give 3 out of 5 accurate examples of physical changes
• 10pts – Students give 1 -2 out of 5 examples of physical changes
4. Students will give examples of chemical changes
• 30pts – Student completely/accurately give 5 examples of chemical changes
• 20pts – Students give 4 out of 5 accurate examples of chemical changes
• 15pts – Students give 3 out of 5 accurate examples of chemical changes
• 10pts – Students give 1 -2 out of 5 examples of chemical changes
5. Students will explain the differences between physical and chemical changes
• 10pts - Students explain completely the difference with no question
• 8pts - Students somewhat completely the difference
• 5pts – Students somewhat explains the difference but confusing
• 3pts – Students do not explain the difference
6. Students will create a student quiz at the end of video for audience interaction
• 10pts – Students created 4-5 questions related to the student presentation
• 8pts- Students created 3 questions related to the student presentation
• 5pts – Students created 1-2 questions related to the student presentation
• 0pts – Students created no quiz






Prior knowledge:

Students should understand that:
• Substances are made of matter
• Substances formed by chemical changes have new physical and chemical properties
Students should know that:
• Physical (density, boiling point, melting point, color, odor, luster, magnetism, ability to form solution, conductivity, malleability) and chemical properties (flammability, ability to rust, production of gas) are used to describe a substance.
• A change in energy will cause a change in the state of matter of a substance.
• Elements are pure substances that cannot be broken down into other substances by physical or chemical means.
• Substances with new properties are formed as a result of a chemical change.
Critical Vocabulary:
INTRO WORDS:
• matter/substance
• element
• compound
• metal
• non-metal
• metalloid
PHYSICAL PROPERTIES:
• luster
• phase change
• malleability
• conductivity
• magnetism
• density
CHEMICAL PROPERTIES:
• combustion
• corrosion/rust/tarnish
• flammability
Supporting Vocabulary

PHYSICAL PROPERTIES:
• color
• shape
• odor
• texture
• hardness