Planning By Unit
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Transcript of Planning By Unit
BACKWARD DESIGNThe understanding by design unit planning process
Desired Results
Acceptable Evidence
Learning Experience
Today you will be able to: List 3 reasons why backward design
is excellent Explain the 3 stages of backward
design Generate essential questions Create basic unit plans using a UbD
template
What works in Curriculum Design?
Think about a unit that your students really connected with and performed at a high level. What made it so successful?
Why go Backward?
Why go Backward?
Group 1 (p.13) What not to Teach – Who designs curriculum? Create an quick acrostic for Teach to summarize this.
Group 2(p. 14 ) First things first – Create a human sculpture to show us what comes first
Group 3 (p. 15) What’s wrong with focusing on content? Select a quote from this passage to share with us. Share a brief summary off your groups thoughts
on the quote.
Three design stages
• Standards• Essential
Questions • Enduring
Understandings
Desired Results
• Assessments• Six Facets of
Understanding
Acceptable Evidence • Lessons
• WHERETO Integration
Learning Experience
• Standards• Essential
Questions • Enduring
UnderstandingsDesired Results
Create goals as you examine:
• Content standards
• Unit objectives
• Desired learning outcomes
Are at the heart of the curriculum
Provoke inquiry
Stimulate rethinking of big ideas
Essential Questions Do not
have simple answers
Are not trivial
Essential Questions
• Standards• Essential
Questions • Enduring
UnderstandingsDesired Results
Essential Question Samples:
• PE – Who is a winner?
• Reading – How do you read between the lines?
•Math – What do the best problem solvers do?
• History – What can we genuinely infer from artifacts?
Think of a unit you are familiar with –
Draft an essential question for that unit and share it with someone.
• Assessments• Six Facets of
Understanding
Acceptable Evidence
How will I know students have achieved the desired results?
Create or adapt tests and quizzes that directly
relate to desired results.
Generate performance based assessments that
allow students to showcase the desired results. Use GRASPS
• Lessons• WHERETO
Integration
Learning Experience
Plan learning experiences that ultimately equip your students to demonstrate desired results.
WHERETO?
Where is it going?Hook the studentsExplore and equipRethink & reviseExhibit & evaluateTailor to your students (ESL, learning styles, intelligences)Organize for maximum effectiveness
Workshop 2
Wednesday September 9, 2009
Standards
•Students will be able to select and use tools and instruments to conduct scientific activities.
•Students will understand how key features of the earth influence climate, weather, and the water cycle.
•Describe the steps of the water cycle.
•Keep records of investigations and observations and not alter the records.
Students
will know
•The steps of the water cycle including vocabulary (condensation, evaporation, precipitation)
•How water is treated and disposed of in developed countries
•How and why water should be conserved
Students
will be
able to
•Create and explain a model of the water cycle
•Record family water use and present solutions on water conservation in their homes
•Calculate water savings when conservation methods are used
Brief explanation of content
Copy/Paste AERO
Desired outcomes – Action words
Creating Performance Assessments
Students will be able
to
• Create and explain a model of the water cycle• Record family water use and present solutions on water conservation in
their homes• Calculate water savings when conservation methods are used
Evid
en
ce
•The water cycle
•How and why we should conserve
Explain
•Data from home study to determine savings over time
Interpret
•Studying water use and determine ways to save water
Apply by
•People who live in arid areas with little precipitation
See from the point of view
•Lawmakers who try to protect the environment
Empathize with
•Personal and family water and resource use
Reflect on
• The water cycle• How and why we should conserveExplain
• Data from home study to determine savings over time
• Studying water use and determine ways to save waterApply by
Interpret
Ass
ess
ments
should
in
clude
Water Cycle•Create and present a detailed
poster•Explain the water cycle to younger
class
Personal Use•Record personal water use to
calculate use of water in one household over time (1 wk, 1mo, 1yr, 10yrs)
Conservation•How can you save water in your
home•Record and graph water savings
over time with use of technology
Goal: Serve as Eco-friendly model for your city
Role: Your family has been chosen to serve as a model family for the city’s new Eco-friendly initiative
Audience: City wide television audience
Situation: The mayor has asked you to monitor and calculate your family’s average weekly water use and consider ways that you can conserve. Come up with a conservation plan and calculate the savings over time (1 wk, 1 mo, 1yr, 10yrs)
Product (performance & purpose): Conduct the water use study and report your findings in a graph. Determine the best ways that your family can save water. Choose methods that can be reasonably used in your home and figure out how much water can be saved over time when these methods are used.
Standards for Success:• Choose conservation methods that you can really use• Create a colorful graphs that are accurate and labeled
correctly
Other assessments
Vocabulary quiz (precipitation, condensation, evaporation, transpiration etc.)
Learning and Reflection Journal Critical thinking Question
How can this process be used with other resources?
Let’s Review
Jeopardy