Crumbled Papers

1
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.
• When you are done, crumble your papers and form a
  circle around the room. Await further
  instruction.

2
Understanding By Design Stage 1 Review Desired
Results Stage 2 Assessment Evidence
Secondary Science Training Day 2
3
Ground Rules

• We facilitate our own learning and the learning
  of others
• Honor time limits
• Active participation
• Be open to learning, possibilities, and sharing
• Respect each other

4
Language and UbD - Review

• Language in the content area is an important part
  of lesson and unit planning
• Scientific language becomes a part of stage 1
  content and skills section of the UbD stage 1
  framework

5
Group Task

• You will be asked to sit with your group life
  science, physical science and earth and space
  science
• There will be a total of 6 strategies that will
  be introduced
• You should have an example from 1 of the 6
  strategies.

6
Vocabulary Strategy 1Fold Ups

• Select a single word or 2 opposing terms
• Single Word
• Draw a picture on face of paper
• Inside flap will contain a definition and an
  example
• Opposing terms
• Pictures on the face of the paper
• Inside flap has the definition and examples
• Bottom half Venn diagram that compares and
  contrasts the 2 words

Strategy taken from AVID (Advancement Via
Individual Determination)
7
Vocabulary Strategy 2 Photo Caption

• Select a picture from a magazine that exemplifies
  the meaning of one of the vocabulary word
• Provide an explanation of the word and how that
  particular picture demonstrates the meaning of
  that word

Idea taken from AVID (Advancement Via Individual
Determination)
8
Vocabulary Strategy 3Frayer Model
WORD
9
Vocabulary Strategy 4Word Sort

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

10
Vocabulary Strategy 5Scrap Book

• 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.

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.
11
Vocabulary Strategy 6Your Own Model

• Share something you use to help your students
  understand science vocabulary.
• Another option might be to combine parts of the
  other 5 strategies to form a custom vocabulary
  strategy for your students.

12
Where Have We Been?

• Stage 1 - Identify Desired Results
• Established Goals Benchmarks and Standards being
  addressed and assessed in your unit plan.
• Enduring Understandings What specific insights
  about big ideas do we want students to leave with
• What Essential Questions will frame the teaching
  and learning, pointing towards key issues and
  ideas?
• What should students know and be able to do?
  What needs to be acquired to understand the big
  ideas? What core abilities does content
  enable?

2003 Grant Wiggins Jay McTighe UBD 07/2003
13
Stage 2 Assessment Evidence

• What are key performance tasks indicative of
  understanding?
• What other evidence will be collected to build
  the case for understanding, knowledge, and skill
  (identified in stage 1)?
• How will students self-assess to show
  understanding?

2003 Grant Wiggins Jay McTighe UBD 07/2003
14
Triangulation of Evidence

• Dialog with peers
• Presentations
• Observation logs of group dialog
• Observation of a group performance

Observation of Process

• Constructed response
• Visual organizer/outline
• Story illustration
• Dialectial Journal
• Diagram
• Posters/letters to. .

• Conferencing with
• teacher/peers
• Oral questioning
• Retelling on own words
• Journals
• Reflections

Clear Targets
Conversations listening to learners
Collection of Products
Taken From Gentry Hirohatas UbD Day 2
presentation 2007
15
Desired Outcomes

• Revisit stage 1 (universal science vocabulary)
• Awareness of strategies that incorporate the
  development of scientific vocabulary
• Awareness of strategies to increase the amount of
  information on what students understand
  (observation of process and conversations)
• Completion of Stage 2 of the UbD process

16
Collecting Diverse Evidence of Assessment

• Performance tasks
• Academic prompts
• Tests/quizzes
• Observations/dialog
• Informal checks for understanding

Taken from ASCD and Grant Wiggins and Jay McTighe
2003
17
Performance Tasks

• Complex challenges that mirror the issues and
  problems faced by adults. They often yield one
  or more tangible products and performances.
• The setting is real or simulated and is authentic
• Typically require students to address an
  identified audience
• Allows students to personalize the task
• Task, evaluative criteria, and performance
  standards are known in advance and guide student
  work.

Taken from ASCD and Grant Wiggins and Jay McTighe
2003
18
Academic Prompts

• Open ended questions or problems that require
  students to think critically, not just recall
  knowledge, and to prepare a specific academic
  response , product, or performance.
• Require constructed responses or specific prompts
  under school/exam conditions
• Are open with no single best answer or
  strategy.
• Often require the development of a strategy
• Involve analysis, synthesis, and/or evaluation
• Typically require an explanation or defense of
  the answer given
• Involve questions typically asked only of
  students on school.

Taken from ASCD and Grant Wiggins and Jay McTighe
2003
19
Tests and Quizzes

• Familiar assessment formats consisting of simple,
  content-focused items that
• Assess factual information, concepts and discrete
  skill
• Use selected responses (multiple choice,
  matching, true-false) or short answer formats
• Typically have a single best answer
• May be easily scored using an answer key or
  machine
• Items are not known in advance

Taken from ASCD and Grant Wiggins and Jay McTighe
2003
20
Student Activities in the Rigor/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
21
Student Activities in the Rigor/Relevance
Framework

• Quadrant D Adaptation
• Measure light pollution in the community.
• Collect data and make recommendations
• to 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.

• 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

Taken from International Center for Leadership
in Education
22
2 Questions for a practical test of your tests

• Could your test be passed without in-depth
  understanding?
• Could the specific test result be poor, but the
  student still understand or be able to
  effectively apply the ideas in question?
• The goal is to answer no to both

Taken from Grant Wiggins and Jay McTighe
7/2003
23
Match Your Assessment With Your Benchmark

• Align your rigor/relevance according to the
  taxonomic levels of your benchmarks.
• Make sure you are assessing at the appropriate
  level.
• You can assess at the benchmark level, then take
  your student to a higher rigor and relevance
  level of understanding.

24
Triangulation of Evidence

• Dialog with peers
• Presentations
• Observation logs of group dialog
• Observation of a group performance

Observation of Process

• Conferencing with teacher/peers
• Oral questioning
• Retelling on own words
• Journals
• Reflections

• Constructed response
• Visual organizer/outline
• Story illustration
• Dialectial Journal
• Diagram
• Posters/letters to. .

Clear Targets
Conversations listening to learners
Collection of Products
Taken From Gentry Hirohatas UbD Day 2
presentation 2007
25
Observation of Process

• Seating chart (track data)
• Thumbs Up . . .Thumbs Down
• 5 Fingers
• 3-2-1
• Crumbled Papers
• Entrance / Exit Passes
• Presentations

26
Conversations

• 11 conversations
• Journal Entries
• Student Self Assessment
• Peer Assessment
• Think, Pair, Square
• Track who is asking questions and what taxonomic
  levels are the questions