Creating a Context for 21 st Century Learners HABITS OF MIND THINKING SKILLS SCHOOLWIDE LEARNING EXPECTATIONS Day 1 presenters Bena Kallick Nancy Skerritt Peggy Olcott
Creating a Context for
21st
Century Learners
HABITS OF MIND
THINKING SKILLS
SCHOOLWIDE LEARNING EXPECTATIONS
Day 1
presenters
Bena Kallick Nancy Skerritt Peggy Olcott
Institute Presenters Bena Kallick: Bena Kallick is a private consultant providing services to school districts, state departments of education, professional organization, and public agencies throughout the United States and abroad. She received her doctorate in educational evaluation at Union Graduate School. Her areas of focus include group dynamics, creative and critical thinking, and alternative assessment strategies for the classroom. Her publications include Assessment in the Learning Organization, the Habits of Mind series, Strategies for Self-Directed Learning (co-authored with Arthur Costa), Information Technology for Schools (co-authored with James Wilson), Using Curriculum Mapping and Assessment to Improve Student Learning (co-authored with Jeff Colosimo)., and Learning and Leading with the Habits of Mind (co-authored with Arthur Costa). Her works have been translated into Dutch, Chinese, Spanish, Italian Hebrew, and Arabic. Formerly a Teachers’ Center director, Kallick also created a children’s museum based on problem solving and invention. Kallick’s teaching appointments have included Yale University School of Organization and Management, University of Massachusetts Center for Creative and Critical Thinking, and the Union Graduate School. Kallick and Costa have founded the Institute for the Habits of Mind, providing products and services to schools internationally. Kallick can be reached at 12 Crooked Mile Road, Westport, CT 06880 USA; phone/fax 203.227.7261; e-mail: [email protected] Peggy Olcott: Peggy Olcott, M.Ed. is an international consultant with over 25 years experience in education ranging from elementary and middle school teaching to district level coordination of curriculum and instructional programs. For over eleven years, Peggy provided leadership for professional development initiatives at both the district and state levels including organizing and supervising the new staff support programs in several districts in Washington State. Currently, Peggy presents workshops and seminars on curriculum alignment to state standards, reading and writing strategies across the curriculum, thinking skills, mentoring/coaching and facilitating data-driven dialogue. Olcott can be reached at 6209 Pacific Ave, Unit 304 Playa del Rey, CA 90293 310-745-4707 or 206-335-0362; e-mail: [email protected] Nancy Skerritt: Nancy Skerritt received her MAT degree from John Hopkins University. She is currently the Assistant Superintendent for Teaching and Learning in the Tahoma School District. Nancy has taught numerous workshops in and out of state on strategies for integrating the curriculum around thinking skills and Habits of Mind, and has provided leadership within her district for implementing an integrated curriculum. She has authored several readers workshop teacher guides, Text Tools for Thinking, and a number of articles and book chapters, including contributing to Learning and Leading with Habits of Mind (Costa and Kallick) and Habits of Mind Across the Curriculum. (Costa and Kallick). Skerritt is an official inservice provider for the Institute for the Habits of Mind. She can be reached at 23307 SE 224th Street, Maple Valley, WA 98038 USA; phone 206.713.0931; e-mail: [email protected]
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Institute at a Glance
Day One Day Two Day Three Welcome! Institute Overview Creating a Context for Learners: Habits of Mind
Spotlight on Metacognition and Questioning: The Three Story Intellect
Strategies for Assessing Habits of Mind: Check Lists, Rubrics, and other Tools
Exploring the Habits of Mind with Picture Books and other Literature: Roberto Jigsaw Team Planning and Reflection
Teaching Thinking Skills Directly: Main Idea Team Planning and Reflection
Integrating Assessments with Lessons and Units Team Planning and Reflection
Lunch Lunch Lunch Implementing Habits of Mind through a Variety of Roles: Starring, Supporting and Ensemble
Thinking Skills, Graphic Organizers and Strategy Charts: Wizard of Oz Jigsaw
Habits of Mind and the Mindful School: Tracking Our Progress
Curriculum Applications Curriculum Tool Kit Team Planning and Reflection
Applying Thinking Skills to Non-Fiction Team Planning and Reflection
Short and Long Term Planning for implementation at the Classroom and School Levels
Institute Outcomes
To explore a rationale for Habits of Mind and Thinking Skills as a context for 21st Century Learners
To develop a thorough understanding of Habits of Mind and Thinking Skills as educational outcomes
To acquire a repertoire of strategies for teaching and integrating Habits of Mind and Thinking Skills with school wide learning expectations
To develop methods for monitoring student growth in acquiring Habits of Mind and Thinking Skills.
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Reflecting on the Habits of Mind
Reflecting on the Habits of Mind
Two Habits of Mind I demonstrate:
Two Habits of Mind I admire:
Two Habits of Mind that challenge me:
Two Habits of Mind I wish for my students:
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FINDING EVIDENCE
Creating, Imagining, Innovating: Producing Something New; Dreaming of
Possibilities
Persisting: Not Giving Up
Looks like: Sounds like:
Looks like: Sounds like:
Risk Taking: Trying New Things
Empathy: Caring about Others
Looks like: Sounds like:
Looks like: Sounds like:
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Roberto the Insect Architect By Nina Laden
Even when Roberto was little, he went against the grain. Like most termites, he melted over
maple, and pine for pine. Oak was okay, too. But Roberto didn’t eat his food. He played with it.
“You’re wasting a good meal,” his mother said. “Don’t you know there are termites starving in
Antarctica?” But Roberto didn’t answer. He was busy daydreaming about becoming a famous architect.
“Whoever heard of a termite who wanted to be an architect?” the other termites snickered.
“Roberto, you should be a chef!” But Roberto didn’t want to cook. He wanted to build. Hungry to start a
new life, Roberto realized he had to leave.
So Roberto packed his bags and took the train to Bug Central Station, in the busy, buzzing hive of
the big city. The city was a place where you could build your dreams. It was a place where you would be
accepted. It was a place where the other termites wouldn’t but you. Roberto beamed hope like a lit-up
skyscraper.
But hope didn’t come cheap in the big city. Neither did a place to live. Roberto had no choice but
to rent a room in a flea-bag hotel run by a nervous tick. He shared the room with a family of bed bugs.
Roberto introduced himself. Then he built the bed bugs their very own beds.
After a good night’s sleep, Roberto began to look for work as an architect. But things didn’t go
very well.
“Show me what you’ve done,” said the architect, Hank Floyd Mite.
“There are no termites in my houses,” stated Fleas Van Der Rohe.
“I’m busy,” Antonia Gaudi blurted out. “Don’t bug me!”
As Roberto crawled home, feeling like a pest, he sideswiped a fly. “Watch where you’re going,”
he mumbled. The fly started to cry.
“But I don’t have any place to go,” she lamented.
Roberto wanted to comfort her, but he was nearly nailed by a carpenter ant trying to fix a rickety
shed. Then out of nowhere, Roberto was almost run over by a stampede of roaches being chased from a
diner. And suddenly, a frantic ladybug flew into his arms.
“My house is on fire and my children are gone!” the ladybug cried.
Roberto could see that he wasn’t the only bug with problems. In fact, his problems didn’t seem
so big after all. Roberto wished he could do something for the others, but what could one termite do? “A
lot of damage,” Fleas Van Der Rohe had told him.
“I’ll show Ol’ Fleas what this termite can do. I’ll show them all,” said Roberto.
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Back at the hotel, Roberto came up with a plan. First, he drew up some blueprints. He sketched
houses and streets. He sketched stores and playgrounds. By the time he was finished, he had sketched
an entire neighborhood. “Now I just need to find a good location,” he declared.
Roberto searched all over the city for the perfect site. He finally found an abandoned, run-down
block of crumbling buildings. It was a total mess. There were piles of old wood and garbage everywhere.
It was just what he was looking for.
Roberto hammered and nailed. He sawed and sanded. He worked day and night.
Like a magician, he transformed the block of junk into a street of extraordinary homes. Each one
was a work of art. But Roberto didn’t sign his artwork. Instead he anonymously sent the keys to the new
owners. Then he rolled up his plans and went home.
Some very surprised bugs went home, too. Tudor, the fly with no place to go, buzzed with
delight. “I am a house fly again,” she declared.
The Grant, the carpenter ant, arrived. He dropped his tool belt on the porch. “Now I can have a
real workshop,” he beamed.
The roaches were the next ones on the scene. “You won’t find us sleeping in salads anymore,”
they rejoiced.
Finally, Dotty, the ladybug, and her children moved into their new lair. “It’s perfect,” she sighed.
It’s fireproof!”
Quickly, word spread. Soon everyone wanted to know who built these amazing abodes. Rumors
were flying. Antennae were buzzing.
Barbara Waterbugs wanted an exclusive interview. Robin Leech promised to make the builder
rich and famous. Steven Shieldbug wanted the movie rights. Diane Spider searched the World Wide Web
for the scoop. And the Insect Inquirer offered a reward to the first bug who brought the builder to light.
All day long, bounty-hunting butterflies took wing. Paper wasps swarmed the streets. Bold
weevils crawled out of the woodwork. But late at night, a click beetle got the shot.
The next morning, headlines screamed the news. “It’s Roberto,” Tudor hummed. “He’s our
HERO!”
Overnight, Roberto became the talk of the town. Architects offered him jobs. Book publishers
wanted his story. Ladybugs sent him love letters. And his bug buddies threw him a big bash. At the
height of the party, the Mayor unveiled a statue of Roberto to be placed in the city park.
Roberto built his dream. He opened his own company and became the most famous architect in
the insect world. Students studied him in school. Some of his houses even became museums.
But best of all, when little termites play with their food, now their parents say: “Be creative!
Maybe someday you’ll grow up to be just like Roberto.”
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Connecting Schoolwide Learning Expectations
With Habits of Mind
With your school team, explore three SLE’s for connections with the Habits of Mind. Consider which Habits might be embedded in the SLE’s and in what ways the Habits enhance your students’ acquisition of them.
Our Schoolwide Learning Expectations
Habits of Mind
1.
2.
3.
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Questioning and Problem Posing
Is inquisitive, enjoys problem solving, is curious
Looks Like (See) Sounds Like (Hear)
Looks closely at things,
explores
Observes using a variety
of senses (touch,
smell…)
Listens to others’ ideas
Shows enthusiasm in
facial expressions
Seeks out new learnings
and creates own
problems to solve
Asks a variety of
questions:
“Why?”
“How come?”
“What if?”
Seeks additional
information:
“Tell me more”
“Where else can I get
information?”
Makes analogies:
“This reminds me of…”
“It’s like…”
Statements reflect “I
enjoy” attitude:
“This is fun!”
“I’d like more time”
“How exciting!”
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Exploring the Habits of Mind
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Lesson Title:
Take Away Idea:
Lesson Title:
Take Away Idea:
Lesson Title:
Take Away Idea:
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Using Picture Books to Teach the Habits of Mind
LESSON TITLE PICTURE BOOK HABIT OF MIND GRADE LEVEL
Introducing Empathy The Rainbow Fish Empathy K – 2
Teaching Decreasing Impulsivity
Ina Sleeps Over Decreasing Impulsivity K – 3
Taking Responsible Risks The Scaredy Squirrel Taking Responsible Risks 2 – 5
Questioning and Problem Posing
Curious George Questioning and Problem Posing
2 – 4
John Muir, Naturalist John Muir, America’s Naturalist
Taking Responsible Risks
Questioning and Problem Posing
3 – 5
Thinking Flexibly: The Old Man and His Door
The Old Man and His Door Thinking Flexibly 5 – 8
Applying Post Knowledge to New Situations
The Wreck of the Zephyr Applying Past Knowledge to New Situations
6 – 8
Striving for Accuracy: Fanny in the Kitchen Striving for Accuracy 5 – 8
Thinking Interdependently: Head, Body, Legs
Head, Body, Legs Thinking Interdependently
4 – 8
Creating, Imagining, Innovating: Can a Coal Scuttle Fly?
Can a Coal Scuttle Fly? Creating, Imagining, Innovating
5 – 8
Responding with Wonderment and Awe: Nothing But Miracles
Nothing But Miracles Responding with Wonderment and Awe
6 - 8
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Picture Book Application
TITLE: GRADE LEVEL:
HABIT(s) OF MIND:
LESSON OUTLINE:
CLOSURE / ASSESSMENT:
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SEATTLE LEARNING PARTNERS
Make an appointment with 3 different people—one for each Seattle icon. Be sure you each record the appointment on your page. Only make the appointment if there is an open slot at that spot on each of your forms.
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NANCy SkErrITT
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Casting call: Enter the Habits of MindLook for opportunities to add the Habits in starring and supporting roles.
My daughter, Jessica, is an actress. She was recently cast in the starring role of Cinderella
and is delighted with the opportunity to showcase her talents. Every actor’s dream is to be the star of the show. However, a musical like Cinderella needs more than a leading lady. Rich productions rely on supporting leads and talented actors to make up the ensemble.
Think about the Habits of Mind as actors in a play, and imagine them being cast in every lesson that is taught. Sometimes the Habit is the star of the show, and we present a direct instruction lesson where the Habit of Mind takes centre stage. The
Habit is the lesson objective. Subject area content in these lessons becomes a vehicle for developing a deep understanding of the identified Habit of Mind. The students explore definition, looks like and sounds like qualities, and application. They focus primarily on the Habit just as an audience focuses primarily on the leads.
Le t ’s cas t L i s t en ing to Other s w i th Understanding and Empathy as the star in a unit that focuses on the American Civil War and slavery. The teacher has selected this Habit of Mind for multiple roles in the unit because she wants her students to apply empathy to the diverse points of view represented by people in the North and the
South. Today, empathy will be the star of her lesson. She guides the class through a reflective process where the students are first asked to recall what the word empathy means to them. She encourages the students to use mind mapping as a vehicle to draw upon background knowledge and suggests that the students use words and pictures to unpack their thinking.
After inviting students to share their ideas, the teacher directs the students to use dictionaries and thesauruses to research the meaning of the word and to compare what they discover through the resources to their own reflections. Together, the class constructs a common 15
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“ While we may not see a character with frequency in a show, we are very much aware of the character’s contribution in the scenes where that individual plays a role. so it is with the habits of Mind. habits bring value added to any lesson. ”
NANCy SkErrITT
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and shared definition for this starring Habit of Mind: demonstrating sensitivity and understanding toward others. To deepen the learning, the teacher directs the students to work in trios to develop a list of descriptors for empathy. What would it look like and sound like for a person to demonstrate sensitivity and understanding toward others? After small group work time, the teacher facilitates a process for creating a classroom check list that will be used to find evidence of empathy in stories, historical figures, and human interactions.
Empathy has been the star of the show in class today. The teacher has spotlighted the definition and attributes of empathy by maintaining a focus on the Habit of Mind throughout the lesson. Tomorrow, the teacher plans to cast empathy is a supporting lead. This time, empathy wi l l share the s tage wi th a p ic ture book entitled The Tin Heart by Karen Ackerman. This book depicts the conflicts among families in the North over the issue of slavery. Students are asked to use the checklist for empathy developed in the starring role lesson and apply this checklist to each of the story’s main characters. Through this process, the
students discover differing points of view toward the issue of slavery and begin to understand how conflict ran deep during this painful time in American history.
Whi le empathy was not the l e s son objective, this Habit of Mind was woven throughout the lesson as a tool to support understanding. Students applied their knowledge of empathy to new characters and learned an important historical theme: Deeply held beliefs can create divisiveness and conflict. We can apply empathy or sensitivity as we explore different points of view. Rather than rushing to judgement, we can first seek to understand and then form our own opinions. Empathy played the role of supporting lead in this lesson. In this role, the Habit was reinforced throughout the lesson to further the content objectives.
Great productions require quality ensembles to build depth and provide background. Without the support of minor characters a story like Cinderella would fall flat. People need to be at the ball, mice must sew the dress, and footmen have to drive the coach. While we may not see a certain character with frequency in a show, we are very much aware of the character’s contribution in the scenes where that individual plays a role. So it is with the Habits of Mind. Habits bring value added to any lesson by reinforcing attitudes in the student or illustrating characteristics in the content.
Our skilled history teacher continues to cast Empathy in the lessons that make up her unit on the American Civil War. After teaching a lesson on slavery, she draws closure by asking her students to reflect on how the characters in a picture book demonstrate empathy for the slaves in the South. While the main focus of the lesson is on making inferences from the picture book Sweet Clara and the Freedom Quilt by Deborah Hopkinson, the lesson presents an opportunity to reinforce a Habit of Mind. The teacher cast Empathy in an ensemble role and in doing so, adds a layer of depth to the lesson.
The Habits of Mind can and should have a role in every lesson. In a few of the lessons over the course of a school year, the Habit should be the star. Students need direct instruction in the Habits of Mind to build conceptual understanding and to practise both identifying and demonstrating each Habit. Habits will also have roles as supporting leads in lessons where they are seen throughout the lesson but in the service of content goals. Any lesson benefits from Habits cast in ensemble roles. These minor references are how habits are developed. They must be practised repeatedly and applied continually to become habitual.
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The Starring Role Direct Instruction Lessons
Supporting Lead Application Lessons
The Ensemble Reinforcing Lessons
Lesson Title: Lesson Title: Lesson Title:
Habit of Mind: Habit of Mind: Habit of Mind:
Notes: Notes: Notes:
Lesson Title: Lesson Title: Lesson Title:
Habit of Mind: Habit of Mind: Habit of Mind:
Notes: Notes: Notes:
Habit of Mind Habit of Mind Habit of Mind
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The Starring Role Direct Instruction Lessons
Supporting Lead Application Lessons
The Ensemble Reinforcing Lessons
Lesson Title: Lesson Title: Lesson Title:
Habit of Mind: Habit of Mind: Habit of Mind:
Notes: Notes: Notes:
Lesson Title: Lesson Title: Lesson Title:
Habit of Mind: Habit of Mind: Habit of Mind:
Notes: Notes: Notes:
Habit of Mind Habit of Mind Habit of Mind
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Curriculum Development
Tool Kit
Outcomes and Indicators
Habits of Mind
Thinking Skills
Nested Objectives Planning Questions
Developing the Unit Outcomes and Guiding Questions
Lesson Template
Unit Plan Template
Unit Sampler: You Decide! Sustaining Washington’s Resources, Grade 4
Outcome and Guiding Questions
Nested Objectives Overview
Lesson Overview
Calendar
Copyright Tahoma School District 409 20
Outcomesand
Indicators
Set goalsShow persistence Make effective decisionsEvaluate work Use time effectivelyStrive for improvement
Contribute to sharedvisionDemonstrate flexibilityShow empathy andrespect Listen activelyAre accountableBuild on other people'sthinking
Communicate withclarity and precisionDeliver informationeffectively and in multi-ple formatsInteract with globallydiverse audiencesListen, interpret andevaluate
Consider globalperspectivesDemonstrate personal,social and civicresponsibilityRespect and valuediversityEnhance theenvironmentEngage in communityservice
Develop and/or utilizecriteriaAspire to exceedexpectationsSkillfully use tools,resources and technolo-gyDemonstrate accuracyand precisionCreate aestheticallypleasing work
Imagine, create andinnovateRecognize andappreciate humorGather, filter andsynthesize informationAccess multiple problem-solving strategiesReflect on and applypast learning to newexperiencesGenerate questions todeepen understanding Explore and take risks
Self-DirectedLearners
CollaborativeWorkers
EffectiveCommunicators
CommunityContributors
QualityProducers
ComplexThinkers
Quality learning every day, in every classroom, for every childO
ur mission is to develop a learning com
munity w
here all students, staff and patrons continually teach and learn
Quality learning every day, in every classroom, for every child
Our
mis
sion
is to
dev
elop
a le
arni
ng c
omm
unity
whe
re a
ll st
uden
ts, s
taff
and
patro
ns c
ontin
ually
teac
h an
d le
arn
TSD 2007
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P:\Teaching & Learning\Judy G\Habits of Mind\Integrat Learning Habits of Mind (all).doc
Tahoma School District
HHaabbiittss ooff MMiinndd Arthur L. Costa
♦ Thinking Flexibly Remains open to alternatives;
sees many possibilities
♦ Managing Impulsivity Thinks before acting; is deliberative
♦ Striving for Accuracy Uses criteria to evaluate quality;
demonstrates craftsmanship
♦ Gathering Data through the
Senses Observes using all sensory pathways; engages the multiple intelligences
♦ Thinking About Thinking:
Metacognition Puts into words his/her own thinking; self-reflects
♦ Thinking Interdependently Builds on other people’s thinking;
works collaboratively
♦ Thinking and Communicating
with Clarity and Precision Uses words carefully; strives for specificity in language
♦ Finding Humor Exhibits a whimsical approach to life
♦ Persisting Keeps on trying; does not give up easily
♦ Applying Past Knowledge Learns from experience
to New Situations
♦ Questioning and Problem Asks questions; enjoys problem solving;
Posing is curious
♦ Creating, Imagining, Enjoys making and doing original things;
Innovating strives for fluency and elaboration
♦ Listening with Understanding Listens to others attentively
and Empathy and with sensitivity
♦ Takes Responsible Risks Willing to take on new challenges;
not afraid of making mistakes
♦ Responding with Enjoys problem solving;
Wonderment and Awe demonstrates curiosity
♦ Remains Open to Strives for improvement;
Continuous Learning searches for new and better ways
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Tahoma School District
GGoal Setting Determining direction and monitoring progress PProblem Solving A situation that needs resolution DDecision Making Choosing from alternatives OObserving Using your senses to learn about something in
detail CComparing/Contrasting Looking for similarities and differences SSequencing Arranging things in an order CClassifying Grouping things by common characteristics and
assigning labels FFinding Patterns Detecting repetitions PPredicting Determining what will happen next IInferring Deriving meaning from clues, hints, evidence FFinding Evidence Proof to support a given statement MMain Idea Major point or central thought SSummarize Restate in a simplified or condensed version FFact and Opinion Fact: That which can be proved or disproved Opinion: A belief or judgment CCause and Effect Recognizing actions and their reactions PPoint of View Determining perspectives DDetecting Bias Finding a one-sided or slanted point of view AAnalysis Breaking into parts to determine meaning SSynthesis Creating a new whole EEvaluation Judging using a criteria
Thinking Skills
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NNeesstteedd OObbjjeeccttiivveess:: PPllaannnniinngg QQuueessttiioonnss Content Knowledge:
What information do I plan to teach? Which content standards will I address?
Activities: What will I have the students do with the information? How will they actively engage?
Concepts/Themes: What big idea(s) will organize and focus the information?
Skills or Strategies: How will I use the information as a vehicle to teach or practice skills or strategies? (Thinking, Reading, Writing, NETS) Which thinking skill will help my students to acquire the targeted learnings? How might technology applications support more authentic learning?
Habits of Mind: What Habits of Mind can I label, model, and reinforce? Which Habits of Mind will help my students to acquire the targeted learnings?
District Outcomes: Which District Outcome is developed through the overall learning experience? How can I label and reinforce this Outcome throughout the unit? How am I assessing the students’ progress in demonstrating this outcome?
Concepts /
Themes
Activities Content
Knowledge
Skills or Strategies
Thinking Reading Writing Communication NETS
Habits of Mind (Thinking
Behaviors)
TSD Outcomes
Self-Directed Learners
Complex Thinkers Quality Producers Collaborative
Workers Effective
Communicators Community
Contributors
N e s te d O bj e c t i ve s
Adapted from Costa and Garmston
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Unit: Lesson Focus
Content Knowledge:
Content Skill(s):
Thinking Skill(s):
Habit(s) of Mind:
Lesson Title:
Implementation Time:
Resource(s):
Materials Needed:
Learner Outcome(s): What will happen for learners as a result of this lesson?
Procedure:
Closure/Assessment:
Copyright © Tahoma School District #409
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You Decide!
Sustaining Washington’s Resources Grade 4
Students will explore the natural environment, geography, and economics of Washington State in
order to practice the skills of Complex Thinkers and Community Contributors, equipped to investigate
and take a stand on important issues.
1. How are we in Maple Valley connected to our natural environment?
Washington Forests
Sustainability
Forest Regions and Layers
Interdependence/Web of Life (Computer Access)
Ecosystems
Data Collection and Analysis
Stakeholders
Field Experience to Shadow Lake Bog/Call to Action
Apply Questioning and Problem Posing and Taking Responsible Risks Habits of Mind
Apply Observing, Inferring, Main Idea and Evaluation Thinking Skills
2. What can we do to preserve and protect our local environment?
Our Local Government
Participatory Citizenship
Rights, Responsibilities and the Common Good
You Decide! CBA (Technology Options)
Advocacy Presentations(Technology Options)
Apply Questioning and Problem Posing and Taking Responsible Risks Habits of Mind
Apply Summarizing and Finding Evidence Thinking Skills
Apply Community Contributor, Effective Communicator, Complex Thinker and Quality Producer
District Outcomes
3. How are people across Washington State connected to their environments?
Regions of Washington (Google Earth)
Map Skills
Physical Features
Economics(Internet Access for Web Research)
Career Exploration
Apply Striving for Accuracy and Precision Habit of Mind
Apply Observation and Compare/Contrast thinking skills
4. What can we do to preserve and protect our state and national environments?
Spotlight on our National Parks (Computer Access: You’re in Charge Simulation)
Web Research (Information Fluency Skills)
Photo Essays (Web 2.0 Tools)
Travel Brochures (Productivity Tools; Publishing to an Authentic Audience)
Apply Questioning and Problem Posing and Metacognition Habits of Mind
Apply Evaluation Thinking Skill
Apply Complex Thinker, Effective Communicator, Collaborative Worker and Quality Producer
District Outcomes
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You Decide!
Sustaining Washington’s Resources
Nested Objectives Overview
Key Social Studies Concepts
Interdependence
Sustainability
Local Government and Participatory
Citizenship
Decision Making
Economics of Washington
Stakeholders
Map Study
Key Science Concepts
Interdependence
Sustainability
Ecosystems
Observation
Data Collection and
Interpretation
Key Content Skills
Interpreting Maps
Note Taking and Journaling
Data Collection and Interpretation
Communication Skills: Writing and
Speaking
Information Fluency
– Gathering Information from a Variety
of Sources
– Citing Sources
– Framing Questions
– Identifying Key Words/Conducting
Searches
Nonfiction Reading
Writing
Functional Reading on the Internet
Paraphrasing vs. Plagiarizing
Thinking Skills
Inferring
Finding Evidence
Observing
Main Idea
Summarizing
Problem Solving
Point of View
Comparing/Contrasting
Evaluation
Habits of Mind
Questioning and Problem Posing
Taking Responsible Risks
Metacognition
Persisting
Striving for Accuracy and Precision
District Outcomes
Complex Thinker
Effective Communicator
Collaborative Worker
Community Contributor Quality Producer
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Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
Questioning and
Problem Posing
Picture Book Finding
Evidence
T-Chart
Question Wall
Questioning and Problem
Posing
Finding Evidence
Questioning and
Problem Posing
Picture Book such as
Curious George
Pictures for Observation
Charts
Learning Logs
Introduction to Inferring Word Study: Inferring
Mystery Boxes
Exit Slips
Inferring Questioning and
Problem Posing
Mystery Boxes
Cognitive Content
Dictionaries
Strategy chart
Inferring Guided
Practice
Strategy Review
Picture Book Inferences
Word Study
Inferring Questioning and
Problem Posing
Picture Book such as
Seven Blind Mice
Strategy Chart
Cognitive Content
Dictionary
Taking Responsible Risks Personal Reflection
Picture Book Discussion
Personal Goal Setting
Taking Responsible Risks Taking Responsible Risks The Scaredy Squirrel
John Muir, Naturalist Read Aloud
Finding Evidence
Compare/Contrast
Naturalist
Finding Evidence
Compare/Contrast
Taking Responsible Risks
Questioning and
Problem Posing
John Muir, America’s
Naturalist by Thomas
Locker
Where is Washington in
Relationship to the
World?
Geography Review:
Continents and Oceans
Question Generating
Cardinal and Intermediate
Directions
Observing
Questioning and
Problem Posing
World Map on Butcher
Paper
Introduction to Main
Idea: Photographs
Using Pictures to tech Main
Idea Strategy
Main Idea Applying Past
Knowledge to New
Situations
Main Idea Strategy
Chart
Selected Pictures
Main Idea: City Song Review Inferring
Share Poem “City Song”
Find Main Idea
Inferring
Main Idea
Thinking and
Communicating with
Clarity and Precision
“City Song”
Exit Slips
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Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
Why is a Forest
Important?
Introduce Forest
Opinionnaire
Graphing
Video
Main Idea Graphic
Organizer: Why Forests are
Important
Forest Importance
Main Idea
Questioning and
Problem Posing
Discovery Education
Video
We All Need Trees Small Group Sharing
Large Group Debrief
Partner Sharing
“Hangman”
Exit Slips
Sustainability
Finding Evidence
Taking Responsible Risks
Questioning and
Problem Posing
Forest Products
What is Sustainability? Making Inferences
Popcorn Generation
Demonstration
Exit Slips
Renewable and
Nonrenewable
Resources
Sustainability
Inferring
Taking Responsible Risks Clues and Questions
Cards
Popcorn Generation
materials and
directions
Fighting for the Forest Share Fighting for the Forest
Review Questioning and
Problem Posing
Find Evidence of Problem
Solving
Call to Action and
Questioning and Problem
Posing
Summarize Story
Call to Action
Finding Evidence
Summarizing
Questioning and
Problem Posing
Fighting for the Forest,
by Gloria Rand
Forest Regions Forest Regions DVD
Jigsaw of Forest Regions
Comparing Regions
Color Coded Map
Forest Regions of
Washington
Compare/Contrast
Main Idea
Questioning and
Problem Posing
Forest Regions DVD
Washington State Map
Forest Regions of
Washington Map
Reading Material
30
Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
Schoolyard Safari Field Experience: Searching
for Animal Signs
Recording Observations
Discussion Questions
Interdependence
Local Habitats
Observing
Inferring
Questioning and
Problem Posing
Field Observations
Notebooks
In the Woods: Who’s
been There? by L.B.
George
Forest Layers K-W-L Chart
Video: “Layers of the Forest”
Camp Sheppard Trail Slide
Show
Sketching Forest Layers
Reflections
Forest Layers
Observing
Comparing/Contrasting
Questioning and
Problem Posing
Taking Responsible Risks
Layers of the Forest
Video
Camp Sheppard Trail
Slide Show
Jeweler’s loupes
(optional)
Field Observations
Notebooks
Describing Our Forest
Ecosystem
Inventorying the School Site
Exit Slips
Data Collection and
Interpretation
Observing
Inferring
Summarizing
Taking Responsible Risks
Questioning and
Problem Posing
Field Observations
Notebooks
Team Charts Data
Matrix
Teacher Background
Information
Web of Life (Day 1) Information Gathering
Note Taking
Sketching
Student Reflections
Interdependence
Ecosystems
Using a Search Engine
Note Taking
Finding Evidence
Persistence Web Access
Field Observations
Notebook
Layers of the Forest
Pictorial Input Chart
Web of Life (Day 2) Ball of String Activity
Reflection Questions
Exit Slips
Extension Activities
Ecosystems
Interdependence
Cause and Effect
Questioning and
Problem Posing
Name Tags for Plants
and Animals
researched
Teacher Background
Information
Forests Here, Forests
There
Creating Parts of Speech
Poems
Reflection on Application of
Parts of Speech in
Student’s Own Writing
Parts of Speech
Classifying
Creating, Imagining,
Innovating
“Here-There” Template
Colored Pens
31
Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
What’s at Stake?
Introducing the Shadow
Lake Bog
Shadow Lake Slideshow
Main Idea: What is Bog?
Question Generating
“Hangman” Game
Interview with Walt Szklarski
Exit Slips
Bogs
Stakeholders
Listening
Note Taking
Questioning
Observing
Main Idea
Questioning and
Problem Posing
Shadow Lake Slideshow
DVD Interview with Walt
Szklarski
Field Observations
Notebooks
Shadow Lake Bog Field
Experience
Field Trip Behavior
Expectations
Field Trip to SL Bog
Field Observations Notebook
Entries
Debrief
Bogs
Ecosystems
Interdependence
Stakeholders
Observing
Summarizing
Main Idea
Questioning and
Problem Posing
Taking Responsible Risks
Teacher Background
Information
Tour Information
Map
Jewelers Loops
Cameras
Call to Action Field Experience Debrief
Letter to Shadow Lake Bog
Board Member
Expository Writing
Bogs
Main Idea
Metacognition Six Trait Scoring Guide
Big Tree in the Forest Review Art Vocabulary
Sketch Lines
Sketch and Color Tree
Drawings
Debrief
Art Concepts and
Techniques
Observation
Synthesis
Striving for Accuracy
and Precision
Pictures of Trees
Various Art Supplies
Forest Management
Simulation
Tree Farm Simulation
Natural Events Simulation
Land Development
Simulation
Exit Slips
Forest Renewal and
Management
Inferring
Observing
Taking Responsible Risks
Questioning and
Problem Posing
Teacher Background
Information
Firewood, Pulp, and
Lumber Signs
32
Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
Managing Morris
Woods: You Decide!
Morris Woods Scenario:
Student Reflections
Evaluating Proposals
Class Decision Making
Debrief Questions
Land Use Controversies
Fact and Opinion
Cause and Effect
Point of View
Evaluation
Taking Responsible Risks
Questioning and
Problem Posing
Teacher Background
Information
Morris Woods Scenario
Three Proposals
Team
Recommendations
Template
Optional Computer Use
Why Do We Have
Government?
Brainstorming Activity
Discussion of Rules and
Services
Summary Web
Exit Prompts
Purpose of Government
Summarizing
Taking Responsible Risks T-Chart
Colored Pens
Summary Web
Levels of Government Making Connections
Pictographs
Exit Questions
Levels of Government
Classifying
Comparing/Contrasting
Taking Responsible Risks Colored Pens, Chart
Paper, Scissors, Tape
Washington State Map
King County Map
Individual Rights versus
the Common Good
Scenario Interpretations
Defining Individual Rights
and The Common Good
Bog Field Experience
Connections
Class Discussion
Individual Rights
The Common Good
Summarizing
Finding Evidence
Questioning and
Problem Posing
Scenarios
You Decide! CBA Project Overview
You Decide! Graphic
Organizer
Creating Presentations
Presenting Proposals to an
Authentic Audience
Ecosystems
Interdependence
Sustainability
Researching
Summarizing
Finding Evidence
Taking Responsible Risks
Questioning and
Problem Posing
Project Overview
Scoring Criteria
CBA Checklist
CBA Graphic Organizer
Optional Computer Use
Zooming in On
Washington
Geography: Map of
Washington Regions
Class Survey and Data
Collection
Washington State
Geography
Observing
Inferring
Questioning and
Problem Posing
Washington State Map
on Butcher Paper
33
Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
Main Idea: Our
Extraordinary
Landscape
Review Definition of Main
Idea
Recall Favorite Places in
Washington
Text Previewing
Shared Reading
Finding the Main Idea
Geography of Washington
Main Idea
Taking Responsible Risks Washington: A
Student’s Guide
Excerpt
Soaring Over
Washington
Post-its: Favorite Places in
Washington
Google Earth Tour of
Washington’s Regions
Recording Observations
Exit Slips
Five Regions of Washington
Observing
Data Collection
Inferring
Questioning and
Problem Posing
Regions Placemats
Regions Graphic
Organizer
Google Earth
Comparing and
Contrasting
Washington’s Regions
Expert Groups Explore
Washington’s Regions
Groups Share
Compare/Contrast Two
Regions
Create Regions of
Washington Booklet
Five Regions of
Washington
Comparing/Contrasting
Questioning and
Problem Posing
Expert Text Describing
Regions
Exploring Washington’s
Regions
Identifying Text Structures
Recording Information
Class Discussion
Optional Regions Booklet
Five Regions of Washington
Non-Fiction Text Structures
Main Idea/Supporting
Details
Metacognition Regions Placemats
Regions Graphic
Organizer
Discussion Questions
Mapping Washington’s
Regions
Reviewing Precision
Nystrom Hands-On
Geography Activities
Comparing Two Self
Selected Regions
Washington Geography
Map Skills
Comparing/Contrasting
Striving for Accuracy
and Precision
Write-on Desk Maps
Precision Strategy Chart
Teacher Answer Key
Regions Graphic
Organizer
Learning Map Symbols Review Map Skills Checklist
Nystrom Hands-On
Geography Activities
Washington Geography
Map Skills:
Symbols/Cardinal
Directions
Goal Setting
Striving for Accuracy
and Precision
Write-on Desk Maps
Washington Wall Map
Map Skills Checklist
Teacher Answer Key
34
Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
Physical Features of
Washington
Review
Locating Places on a Map
Create Map Using Kid Pix
Self Assessments
Washington Geography
Map Skills: Locating places
on a Map
Evaluation
Striving for Accuracy
and Precision
Computer Access
Map Templates
Self Reflections
Making Relief Maps Making Paper Mache Relief
Maps
Self-Assessments
Washington Geography
Map Skills
Evaluating
Striving for Accuracy
and Precision
Washington Desk Maps
Plywood or Cardboard
Paper Mache Supplies
Paint
Rubrics
Regions of Washington
Stamp
Share Lucy’s Picture
Review Art Vocabulary
Create Collages
Art Elements
Synthesis
Questioning and
Problem Posing
Lucy’s Picture, by
Nicola Moon
Art Supplies
Kinesthetic Washington
Geography Game
(Supplemental)
Locating Features on a Map
Miming Locations
Attending Self Reflections
Exit Slips
Washington Geography
Map Skills
Evaluating
Taking Responsible Risks Floor Outline of
Washington State
Desk Maps
Attending Checklists
Physical Feature Cards
Washington’s Economic
Resources
Brainstorming Washington
Industries
Creating Map Symbols
Locating Industries on a
Regions Map
Exit Slips
Major Industries of
Washington
Creating a Map Key
Inferring
Striving for Accuracy
and Precision
11″ by 17″ Regions Map
Colored Pencils
Charting Washington’s
Industries
Making Predictions
Industry Research
Data Displays and
Interpretation
Comparing Industries
Quick Write: Predictions
Economic Production in
Washington
Data Display and
Interpretation
Inferring
Predicting
Comparing/Contrasting
Questioning and
Problem Posing
Computer Access
35
Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
What’s In My Future? Researching Possible Career
Choices
Creating a Comparison
Matrix
Creating Resumes
Class Debrief
Career Options in
Washington
Web Research
Finding Evidence
Comparing/Contrasting
Taking Responsible Risks Computer Access
Career Want Ads Creating Want Ads Career Choices
Summarizing
Creating, Imagining,
Innovating
Want Ad Rubric
Spotlight on Our
National Parks
Role Playing: National Park
Superintendents
National Parks Issues
Problem Solving
Decision Making
Thinking Flexibly Computer Access
Profiling Our National
Parks: Mapping Our
Journey
Project Overview
Mapping a trip to a park
Class Discussion/Data
Interpretation
Question Generating
Mapping a Journey using a
Resource
Interpreting Data
Comparing/Contrasting
Questioning and
Problem Posing
Computer Access:
Map Quest
Blank Map of the United
States
Project Expectations
and Rubric
Introduction to
Paraphrasing
Define Paraphrasing
Paraphrasing Practice
Paraphrasing
Summarizing
Thinking and
Communicating with
Clarity and Precision
National Geographic
Kids Creature Feature
Paraphrasing or
Plagiarizing?
Review Paraphrasing
Sorting: Paraphrasing or
Plagiarizing
Exit Activity
Paraphrasing
Plagiarizing
Summarizing
Thinking and
Communication with
Clarity and Precision
Washington: A
Student’s Guide to
Washington State
Web Research Rules of the Digital Road
Researching
Story Boards
Exit Slips
Digital Citizenship
Finding Evidence
Persisting
Striving for Accuracy
and Precision
Computer Access
Information Gathering
Outline
Story Board Template
Rules of the Digital Road
Poster
Exit Slips
36
Grade 4
You Decide! Sustaining Washington’s Resources
Lesson Activities Concepts / Skills Habits of Mind Resources
Scrapbooking Our Trip:
Photo Essays
Creating Scrapbooks of the
trips
Self-Evaluations and Goal
Setting
Using Digital Tools
Synthesis
Evaluation
Goal Setting
Taking Responsible Risks
Metacognition
Computer Access
Project Rubric
Touring Our National
Parks
Revising Presentations
Publishing
Reviewing Other’s Work
Wows! and Wonders? Post
Cards
3-2-1 Send Offs!
Evaluation Metacognition Computer Access
Wows! and Wonders?
Protocol
Postcards
Project Rubric
Exit Slips
Unit Reflections Reviewing Key
Concepts/Key Activities
Four Square Summaries
Reflections
Unit Suggestions
Summarizing
Main Idea
Metacognition Computer Access
(Optional)
T-Chart with Key
Concepts/Key Ideas
Four Square Summary
Template
37
You Decide! Sustaining Washington’s Resources
Monday Tuesday Wednesday Thursday Friday
Week 1
Questioning and
Problem Posing
Introduction to
Inferring
Inferring Guided
Practice
Taking Responsible
Risks
John Muir, Naturalist
Week 2
Where is Washington
in Relationship to
the World?
Introduction to Main
Idea: Photographs
Main Idea: City Song Why is a Forest
Important?
Week 3
We All Need Trees What is Sustainability? Fighting for the Forest
Week 4
Forest Regions
Week 5
Schoolyard Safari Forest Layers Describing Our Forest
Ecosystem
Week 6
Describing Our Forest
Ecosystem (Cont’d)
Web of Life (Day 1)
Web of Life (Day 2) Forests Here, Forests
There
38
You Decide! Sustaining Washington’s Resources
Monday Tuesday Wednesday Thursday Friday
Week 7
What’s at Stake?
Introducing the
Shadow Lake Bog
Shadow Lake Bog
Field Experience
Call to Action Big Tree in the Forest
Week 8
Forest Management
Simulation
Managing Morris
Woods: You
Decide!
Week 9 Why Do We Have
Government?
Levels of
Government
Week 10
Individual Rights
Versus the Common
Good
You Decide! CBA Zooming in On
Washington
Week 11
Main Idea: Our
Extraordinary
Landscape
Soaring Over
Washington
Comparing and
Contrasting
Washington’s
Regions
Week 12
Exploring
Washington’s Regions
Mapping
Washington’s
Regions
Learning Map
Symbols
39
You Decide! Sustaining Washington’s Resources
Monday Tuesday Wednesday Thursday Friday
Week 13
Physical Features of
Washington
Making Relief Maps Regions of
Washington Stamp
Wee 14
Kinesthetic
Washington
Geography Game
(Optional)
Washington’s
Economic
Resources
Charting
Washington’s
Industries
What’s In My Future?
Week 15
Wanted Spotlight on Our
National Parks
Profiling Our National
Parks: Mapping Our
Journey
Introduction to
Paraphrasing
Week 16
Paraphrasing or
Plagiarizing?
Web Research
Scrapbooking Our
Trip: Photo Essays
Week 17
Touring Our National
Parks
Unit Reflections
40