Crumbled Papers Please think about your answers to the following question: List 3 ideas and/or strategies that have stuck with you since we last met. List.

Crumbled PapersCrumbled Papers

Please think about your answers to the Please think about your answers to the following question:following question:

List List 33 ideas and/or strategies that have ideas and/or strategies that have “stuck” with you since we last met.“stuck” with you since we last met.

When you are done, crumble your papers When you are done, crumble your papers and form a circle around the room. Await and form a circle around the room. Await further instruction.further instruction.

Understanding By DesignUnderstanding By Design Stage 1: Review Desired ResultsStage 1: Review Desired Results

Stage 2: Assessment EvidenceStage 2: Assessment Evidence

Secondary Science TrainingSecondary Science Training

Day 2Day 2

Ground RulesGround Rules

We facilitate our own learning and the We facilitate our own learning and the learning of otherslearning of others

Honor time limitsHonor time limits Active participationActive participation Be open to learning, possibilities, and Be open to learning, possibilities, and

sharingsharing Respect each otherRespect each other

Language and UbD - ReviewLanguage and UbD - Review

Language in the content area is an Language in the content area is an important part of lesson and unit important part of lesson and unit planningplanning

Scientific language becomes a part Scientific language becomes a part of stage 1 content and skills section of stage 1 content and skills section of the UbD stage 1 frameworkof the UbD stage 1 framework

Group TaskGroup Task

You will be asked to sit with your You will be asked to sit with your group: life science, physical science group: life science, physical science and earth and space scienceand earth and space science

There will be a total of 6 strategies There will be a total of 6 strategies that will be introducedthat will be introduced

You should have an example from 1 of You should have an example from 1 of the 6 strategies.the 6 strategies.

Vocabulary – Strategy 1Vocabulary – Strategy 1Fold UpsFold Ups

Select a single word or 2 opposing termsSelect a single word or 2 opposing terms

Single WordSingle Word Draw a picture on face of paperDraw a picture on face of paper Inside flap will contain a definition and an example Inside flap will contain a definition and an example

Opposing termsOpposing terms Pictures on the face of the paperPictures on the face of the paper Inside flap has the definition and examplesInside flap has the definition and examples Bottom half – Venn diagram that compares and Bottom half – Venn diagram that compares and

contrasts the 2 wordscontrasts the 2 words

Strategy taken from AVID (Advancement Via Individual Determination)

Vocabulary – Strategy 2Vocabulary – Strategy 2 Photo Caption Photo Caption

Select a picture from a magazine Select a picture from a magazine that exemplifies the meaning of one that exemplifies the meaning of one of the vocabulary word of the vocabulary word

Provide an explanation of the word Provide an explanation of the word and how that particular picture and how that particular picture demonstrates the meaning of that demonstrates the meaning of that wordwordIdea taken from AVID (Advancement Via Individual Determination)

Vocabulary – Strategy 3Vocabulary – Strategy 3Frayer ModelFrayer Model

Definition (in own words) Characteristics

Examples (What it is) Non-Examples (What it is not)WORD

Vocabulary – Strategy 4Vocabulary – Strategy 4Word SortWord Sort

Put the following words in order from Put the following words in order from most important to the Earth to least. most important to the Earth to least. Then explain why you choose that Then explain why you choose that order.order.• Sun, Moon, Mars, Jupiter, GravitySun, Moon, Mars, Jupiter, Gravity

MOSTMOST LEASTLEAST

Vocabulary – Strategy 5Vocabulary – Strategy 5Scrap BookScrap Book

Unlike the photo activity, this is meant to make prior connections. So its not a repeat of the definition. But what they think of when they see this picture or word.

•Scrapbook is supposed to be like a scrapbook page you make for trips etc.

•Its focus is to have students make personal connections between the picture and their prior knowledge.

•In the example below, the students makes a connection between the process and a factory.

•Students should feel free to modify the page as needed. As long as they have the three parts, WORD, PICTURE (drawn or photo), and CONNECTION.

•They can decorate the page, or have the items in any order. Just like a real scrapbook.

Vocabulary – Strategy 6Vocabulary – Strategy 6“Your Own Model”“Your Own Model”

Share something you use to help Share something you use to help your students understand science your students understand science vocabulary.vocabulary.

Another option might be to combine Another option might be to combine parts of the other 5 strategies to parts of the other 5 strategies to form a “custom” vocabulary strategy form a “custom” vocabulary strategy for your students.for your students.

Where Have We Been?Where Have We Been? Stage 1 - Identify Desired ResultsStage 1 - Identify Desired Results Established GoalsEstablished Goals: Benchmarks and Standards : Benchmarks and Standards

being addressed and assessed in your unit plan.being addressed and assessed in your unit plan. Enduring UnderstandingsEnduring Understandings: What specific insights : What specific insights

about big ideas do we want students to leave about big ideas do we want students to leave withwith

What What Essential QuestionsEssential Questions will frame the teaching will frame the teaching and learning, pointing towards key issues and and learning, pointing towards key issues and ideas?ideas?

What should students What should students know and be able to doknow and be able to do? ? What needs to be acquired to understand the big What needs to be acquired to understand the big ideas? What core abilities does ‘content” enable?ideas? What core abilities does ‘content” enable?

2003 Grant Wiggins & Jay McTighe UBD 07/2003

Stage 2 – Assessment EvidenceStage 2 – Assessment Evidence

What are key performance tasks What are key performance tasks indicative of understanding?indicative of understanding?

What What other evidenceother evidence will be collected will be collected to build the case for understanding, to build the case for understanding, knowledge, and skill (identified in knowledge, and skill (identified in stage 1)?stage 1)?

How will students How will students self-assessself-assess to show to show understanding?understanding?

2003 Grant Wiggins & Jay McTighe UBD 07/2003

Observation of Process

Collection of Products

Clear Targets

Conversationslistening to learners

Dialog with peers

PresentationsObservation logs of group dialogObservation of a group performance

Constructed response

Visual organizer/outlineStory illustrationDialectial JournalDiagramPosters/letters to. .

Conferencing withteacher/peers

Oral questioningRetelling on own wordsJournalsReflections

Taken From: Gentry Hirohata’s UbD Day 2 presentation 2007

Triangulation Triangulation of Evidenceof Evidence

Desired OutcomesDesired Outcomes Revisit stage 1 (universal science Revisit stage 1 (universal science

vocabulary)vocabulary) Awareness of strategies that Awareness of strategies that

incorporate the development of incorporate the development of scientific vocabularyscientific vocabulary

Awareness of strategies to increase Awareness of strategies to increase the amount of information on what the amount of information on what students understand (observation of students understand (observation of process and conversations)process and conversations)

Completion of Stage 2 of the UbD Completion of Stage 2 of the UbD processprocess

Collecting Diverse Evidence of Collecting Diverse Evidence of AssessmentAssessment

Performance tasksPerformance tasks Academic promptsAcademic prompts Tests/quizzesTests/quizzes Observations/dialogObservations/dialog Informal checks for understandingInformal checks for understanding

Taken from ASCD and Grant Wiggins and Jay McTighe 2003

Performance TasksPerformance Tasks

Complex challenges that mirror the issues Complex challenges that mirror the issues and problems faced by adults. They often and problems faced by adults. They often yield one or more tangible products and yield one or more tangible products and performances.performances.

The setting is real or simulated and is The setting is real or simulated and is authenticauthentic

Typically require students to address an Typically require students to address an identified audienceidentified audience

Allows students to personalize the taskAllows students to personalize the task Task, evaluative criteria, and performance Task, evaluative criteria, and performance

standards are known in advance and guide standards are known in advance and guide student work.student work.

Taken from ASCD and Grant Wiggins and Jay McTighe 2003

Academic PromptsAcademic PromptsOpen ended questions or problems that require Open ended questions or problems that require

students to think critically, not just recall students to think critically, not just recall knowledge, and to prepare a specific “academic” knowledge, and to prepare a specific “academic” response , product, or performance.response , product, or performance.

Require constructed responses or specific prompts Require constructed responses or specific prompts under school/exam conditionsunder school/exam conditions

Are “open” with no single best answer or strategy.Are “open” with no single best answer or strategy. Often require the development of a strategyOften require the development of a strategy Involve analysis, synthesis, and/or evaluationInvolve analysis, synthesis, and/or evaluation Typically require an explanation or defense of the Typically require an explanation or defense of the

answer givenanswer given Involve questions typically asked only of students Involve questions typically asked only of students

on school.on school.

Taken from ASCD and Grant Wiggins and Jay McTighe 2003

Tests and Tests and QuizzesQuizzes

Familiar assessment formats consisting of Familiar assessment formats consisting of simple, content-focused items thatsimple, content-focused items that

Assess factual information, concepts and Assess factual information, concepts and discrete skilldiscrete skill

Use selected responses (multiple choice, Use selected responses (multiple choice, matching, true-false) or short answer matching, true-false) or short answer formatsformats

Typically have a single best answerTypically have a single best answer May be easily scored using an answer key May be easily scored using an answer key

or machineor machine Items are not known in advanceItems are not known in advance

Taken from ASCD and Grant Wiggins and Jay McTighe 2003

Student Activities in the Student Activities in the Rigor/Relevance FrameworkRigor/Relevance Framework

Quadrant A Acquisition

•Measure the effect of temperature and concentration on the rate of reaction, such as Alka-Seltzer in water.Observe wave property of light, especially the phenomenon of interference, using soap bubbles.Construct models of molecules using toothpicks, marshmallows and gumdrops.Examine biological rhythms by recording changes in body temperatures.Use different colored clay/dough to demonstrate tectonic plates.Catalog human physical traits to determine inherited genetic traits.Illustrate proportion of worlds/freshwater, ice caps, and saltwater using an aquarium.

Quadrant B Application

•Analyze heat produces from different fuel sources.Build a simple electrical circuit to illustrate digital principle of computers.Explore the stopping characteristics of a toy car, altering one variable at a time.Investigate the importance of interdependency and diversity in a rain forest ecosystem.Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream.Complete an energy audit of heat loss in a home.Conduct experiments to measure calories in food.

Taken from: International Center for Leadership in Education

Student Activities in the Student Activities in the Rigor/Relevance FrameworkRigor/Relevance Framework

Quadrant C Assimilation

•Design a science project to illustrate a science concept (e.g. photosynthesis)•Analyze similarities and differences of spiders and insects.•Research and sequence ages of plant and animal species.•Discuss the impact of fat cholesterol in nutrition and health.•Research and produce news program on earthquakes.•Research and give presentations on astronomy topics.•Identify chemicals dissolved in an unknown solution

Quadrant D Adaptation

•Measure light pollution in the community.•Collect data and make recommendationsto address a community.•Design an air pollution control device.•Design a device to transport human organs.•Develop a concept for a new product and research the process for patenting the design.•Collaborate with other students in collecting data on acid rain pH levels in area lakes.•Design a model bridge to carry a specific load.•Research communication innovations and predict innovations in the next 20 years.

Taken from: International Center for Leadership in Education

2 Questions for a practical test of 2 Questions for a practical test of your testsyour tests

1.1. Could your test be passed Could your test be passed withoutwithout in-depth understanding?in-depth understanding?

2.2. Could the specific test result be Could the specific test result be poor, poor, butbut the student still the student still understand or be able to effectively understand or be able to effectively apply the ideas in question?apply the ideas in question?

The goal is to answer “no” to bothThe goal is to answer “no” to both

Taken from: Grant Wiggins and Jay McTighe 7/2003

Match Your Assessment With Your Match Your Assessment With Your BenchmarkBenchmark

Align your rigor/relevance according Align your rigor/relevance according to the taxonomic levels of your to the taxonomic levels of your benchmarks.benchmarks.

Make sure you are assessing at the Make sure you are assessing at the appropriate level.appropriate level.

You can assess at the benchmark You can assess at the benchmark level, then take your student to a level, then take your student to a higher rigor and relevance level of higher rigor and relevance level of understanding.understanding.

Observation of Process

Collection of Products

Clear Targets

Conversationslistening to learners

Dialog with peersPresentationsObservation logs of group dialogObservation of a group performance

Constructed response

Visual organizer/outlineStory illustrationDialectial JournalDiagramPosters/letters to. .

Conferencing with teacher/peers

Oral questioningRetelling on own wordsJournalsReflections

Taken From: Gentry Hirohata’s UbD Day 2 presentation 2007

Triangulation of Triangulation of EvidenceEvidence

Observation of ProcessObservation of Process

Seating chart (track data)Seating chart (track data) Thumbs Up . . .Thumbs DownThumbs Up . . .Thumbs Down 5 Fingers5 Fingers 3-2-13-2-1 Crumbled PapersCrumbled Papers Entrance / Exit PassesEntrance / Exit Passes PresentationsPresentations

ConversationsConversations

1:1 conversations1:1 conversations Journal EntriesJournal Entries Student Self AssessmentStudent Self Assessment Peer AssessmentPeer Assessment Think, Pair, SquareThink, Pair, Square Track who is asking questions and Track who is asking questions and

what taxonomic levels are the what taxonomic levels are the questionsquestions