for the thinking classroom
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Concept-based Curriculum & Instruction. For the Thinking Classroom. Let’s Think About… Two-dimensional vs. Three-dimensional Curriculum & Instruction The Structure of Knowledge The Power of a Conceptual Lens Unit Webs and Concepts Performances vs. Activities. - PowerPoint PPT PresentationTRANSCRIPT
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For the Thinking Classroom
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Let’s Think About…
Two-dimensional vs. Three-dimensional Curriculum & Instruction
The Structure of Knowledge
The Power of a Conceptual Lens
Unit Webs and Concepts
Performances vs. Activities
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Our Changing World
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Living, Learning and Working
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Critical, Creative, and Conceptual Thinking
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Living, Learning and Working
Critical, Creative, and Conceptual Thinking
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Two Dimensional Curriculum Model-
Processes & Skills
Factual Content
Topic-based
Concept-basedThree Dimensional Curriculum Model-
Processes &
Skills
Concepts &Principles
Factual Content
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Factual Conceptual Procedural
Types of Knowledge
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Think of—
KNOW = Factual Knowledge which is locked in time, place or situation
UNDERSTAND = Conceptual Understanding which transfers through time, across cultures, and across situations
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The Structure The Structure of Knowledgeof Knowledge
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The Structure of Knowledge
Cultures use available resources tomeet their basic needs.
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
Mexican-American Culture
Beliefs/values
Needs
Identity Culture
The beliefs, values and heritage of a people help shape their cultural identity.
Resources
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The Structure of Knowledge
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People migrate to meet a variety of needs.Migration may lead to new opportunities or greater freedom.
Early American settlers migrated west.
Early American settlers looked for new opportunities.
Westward Movement
• Migration • Opportunity• Needs • Freedom
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High School Generalizations:Social Studies (examples)
Government:1. Forces of imperialism, nationalism, militarism, and geo-political alliances, taken to the extreme, can lead to international conflicts.
History:2. Key events in history can signal turning points that drastically alter the social, economic and
political directions of a society.
Economics:3. Economic depression in one country can substantially affect the economies of other nations.
Culture:4. New technologies and scientific breakthroughs can improve the quality of life--but may also
present ethical dilemmas.
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FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
Texas Wildlife Preserves:Organisms and Adaptations
biology; evolution; mutation; environment;behavior patterns; adaptation;
Environmental factors influence an organism’s biology and behavior patterns.
The Structure of Knowledge
An organism’s behavior patterns exhibit an evolutionary logic.
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The Structure of Knowledge
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slope derivative line
Measurement of distance and speed
Velocity can be mathematically represented by the slope of a line.
The slope of a graph at a particular point indicates the instantaneous rate of change.
graph
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
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Concept
• Timeless• Universal• Abstract• Represented by 1 or 2 words• Examples share common
attributes
A concept is an organizing idea; a mental construct...
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Examples of Subject Area Concepts
-Science Order Organism Population System Change Evolution Cycle Interaction Energy/Matter Equilibrium
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Conflict/Cooperation Patterns Populations System Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence
Prejudice Perspective Conflict Cooperation Power Relationships Envy Emotions Oppression Influence
-Writers’ Craft Organization Word Choice Context Conventions Fluency Voice Presentation Symbolism Allegory Metaphor Protagonist Antagonist
-Literary Concepts- Social Studies
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Level 1 Verbs
• affects
• impacts
• influence
• is, are, have
The student understands that___________________________________________________________
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The Structure of Knowledge
The student understands
that..._____________________________________________________.
Hurricane Katrina
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11FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
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ScienceNatural disastersEcosystemsHabitatsBio-hazardsWater qualityErosionPlant lifeAnimal life
CultureDisaster responsesConflictInterdependenceSocial systemsEnduranceEconomic impactSocial impactPsychological impactFeelings of loss
Sample Concepts
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The Structure of Knowledge
The student understands that..._____________________________________________________.
U.S. Trade and Competition
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11FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
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Examples of Subject Area Concepts
– Social Studies Conflict/Cooperation Patterns Populations System Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence
Markets Supply and Demand Cost Interdependence Beliefs/Values Goods/Services Conflict Cooperation Perceptions Patterns Power Systems
- Economics
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The Structure of Knowledge
The student understands
that..._____________________________________________________.
Family and Community: ________
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FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
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When we teach to the levels of concepts and
generalizations we are teaching for deep
understanding and the transfer of knowledge.
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Scaffolding Thinking
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Scaffolding Thinking to Complex Levels
Level 3– Traditions help to unify a people.
• So what—is the significance or effect…?Level 2
– Celebrations express traditions of a culture.
– Why do cultures have celebrations?Level 1
– All cultures have celebrations.
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Social Studies
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Scaffolding Thinking to Complex Levels
Level 3– Animals that could not meet their needs in an environment would not survive.
• So what if animals could not meet their needs in an environment?
Level 2– Animals meet their unique needs in different
environments.
• Why do animals live in different environments?
Level 1– Animals live in different environments.
Science
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Scaffolding Thinking to Complex Levels
Level 3 Nations with a strong economic infrastructure wield
greater political power in international relations.
So what is the effect or significance of a strong economic infrastructure for a society?
Level 2 Advances in technology lead to the development of new
products and materials which can strengthen the economic infrastructure of a society.
How (or Why) do advances in technology impact a society?
Level 1 Advances in technology impact a society. 32
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Gothic Literature: Edgar Allan PoeScaffolding Understandings—
Thematic “Big Ideas” (Enduring Understandings)
The Writer’s Craft
Level 1 Level 2 Level 3
Level 1 Level 2 Level 3
Consonance,assonanceand alliteration enhance reading pleasure.
Consonance, assonanceand alliteration create a flow to the languagethrough sound, rhyme, cadence and repetition.
The use of literarydevices creates moods and empha-sizes words, connect-ing them to the ideas they express.
Guilt affects perception.
Guilt narrows and intensifies focusand shapes perception.
Perception can causepeople to makepoor choices anddecisions.
How? So what?
How? So what?
by Del Whitmire & Amy Pritzl Green Bay, WI.
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Scaffolding Thinking
Level 1:_________________________________________________
________________________________________________________
Why or How?
Level 2: ________________________________________________
________________________________________________________
So What—is the significance or effect?
Level 3:________________________________________________
________________________________________________________
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Uses critical content (topics and facts) as a tool to help students understand concepts and generalizations that transfer through time and across cultures.
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The American Media
Conceptual Lens?
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The American Media
Persuasive ForceConceptual lens:
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Topic:_______________
Conceptual Lens:_________________
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Sample Conceptual LensesConflict Complexity
Beliefs/Values Paradox
Interdependence Interactions
Freedom Transformations
Identity Patterns
Relationships Origins
Change Revolution
Perspective Reform
Power Influence
System Balance
Structure/Function Innovation
Design Genius
Aesthetic Heroes
Force Creativity
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To develop the intellect and increase
motivation for learning, curriculum and
instruction must create a “synergy”
between the lower (factual) and higher
(conceptual) levels of thinking.
Cartoons by David [email protected]
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© 2005 David Ford Cartoons
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© 2005 David Ford Cartoons
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creates connections to prior experience and finds relevance;
synergistically works with factual level knowledge to develop the intellect;
creates deeper understanding at the factual and conceptual levels;
recognizes the transferablity of knowledge.
creates the motivation for learning
It is the conceptual mind that…
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The Integration of Thinking
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A Crisis is Simmering
CurriculumStew
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Integration refers to the
cognitive process of seeing
patterns and connections at the conceptual
levelof thinking.
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Coordinated, Multidisciplinary
Topic Organizer:A Little Art
Use of Language Processes
A Little Literature
A Little Science
A Little Math
The “Potpourri Unit”of facts & activities
The Human Body
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INTEGRATED, INTERDISCIPLINARY CURRICULUM…
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looks at a topically-based theme,
problem, or issue through an
integrating, “conceptual lens”
such as Interdependence or System.
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Integrated, Interdisciplinary
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Conceptual Lens:System
Health
ScienceMathCalculations: heart rate, body mass,StatisticsMeasurements: height, weightRatiosCharts; graphs
Literature
Art
The Human Body
Physical EducationWellnessNutritionEating DisordersWeight ManagementSubstance AbuseDiseases
Circulatory SystemRespiratory SystemDigestive System, etc.Function & structureInterdependence
Body ControlMovementCoordinationMusculatory SystemFitnessEndurance
Draw a body:symmetry, line, shapeHuman forms - art realism, abstract, cubist
The Human Body (Science concepts)The Scarlet Ibis (J. Hurst) (limits of the human body)To the Top: Annapurna (Blum) (endurance, respiratory system)
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The goal of integration...
The conceptual lens
pulls thinking to the
integration level.
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... is to facilitate integrated, higher level thinking.
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History• Native Americans - attitudes and policies toward Native Americans by government officials, the U.S. Army, missionaries, and settlers - Dawes Severalty Act of 1877
Government• Growth of cities and changes in urban life - increasing power of urban political machines and how they were viewed by immigrants and middle class reformers
Culture• Growth of cities - response of urban leaders, such as architects and philanthropists to the challenges of rapid urbanization• Immigration after 1870 - changing patterns: population, ethnicity, religion, language, place of origin, and motives - response of Catholic and Jewish immigrants to religious discrimination• New cultural movements
Geography• Industrialization and the environment - impact of rapid industrialization, extractive mining techniques, and the “gridiron” pattern of urban growth on the environment
Economics• Industrialization, the advent of the modern corporation, and material well-being - ideas of business leaders to limit competition and maximize profits• Farming, mining, and ranching - commercial farming in the Northeast, South, Great Plains, and West . Differences in terms of crop production, farm labor, financing, and transportation
The Developmentof the Industrial
United States1870-1900
Industrialization and Paradox
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Chemical Bonding
Atomic Structures• valence electrons• formation of ions• electronegativity
Molecular Shape• VSEPR Theory• Valence-bond theory• polarity
Bond Energy• potential energy• bond strength• exothermic and endothermic bonds
System/Interaction (Conceptual Lens)
Unit Theme
Bond Types• covalent, ionic, metallic• polar covalent• orbital hybridization• sigma and pi bonds
Compounds & Properties• amorphous solid• crystalline solid - moelcular, ionic, atomic• liquids - molecules with strong intermolecular forces• gases - molecules with weak intermolecular forces
Electronegativity• periodic table trend• ionic/covalent continuum
Figure 5.11. Chemistry UnitSource: Jean Lummis, Washington Township High SchoolWashington Township School District, Sewell, New Jersey; used with permission
Intermolecular Forces• London dispersion• dipole-dipole• hydrogen bonding
Modern Materials• liquid crystals• polymers• ceramics
Integrated, Intradisciplinary
(Concepts italicized)
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GENERALIZATION=Enduring Understanding
Two or more concepts in a relationship...
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Concept Concept
• CONCEPTUAL IDEAS THAT TRANSFER• DEVELOP “DEEP UNDERSTANDING’
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UNIVERSAL GENERALIZATIONS
• Broad and Abstract• Universal in Application• Generally Timeless• Represented by different
examples that support the generalization
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GENERALIZATIONS
PAST
PAST PERFECT
PRESENT PERFECT
TENSE VERBS
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PROPER OR PERSONAL
NOUNS
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Sample GeneralizationsScience
• Properties distinguish living and non-living things.
• Genetic and environmental influences lead to diversity of populations.
• Cells store energy in a variety of forms.• Environmental factors influence an
organism’s biology and behavior patterns.
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Mathematics GeneralizationsExamples
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Pre algebra: • Ordered pairs name a unique point of a grid. • Geometric figures encompass a measurable amount of space.Algebra: • Absolute value measures the distance from zero. • Rational numbers are a subset of the real number system. • Solving linear equations and inequalities involves the reversal of operations influencing the variable.Geometry: • Geometric figures can be replicated or distorted through transformations.Algebra 3/4 • A root is the inverse of a power. • Triangular and circular representations define trigonometric functions.
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Types of Guiding QuestionsProvocative/Debatable – (or “essential questions”) “Can a nation have too much wealth?” “Should a more powerful nation dominate weaker nations?” “Is war ever justifiable?”
Conceptual – “Why do nations desire to explore new lands?”
Factual - “In what ways did the early American explorers disrupt Native American cultures?”
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Student Performances:
Reflect the most important Understand (Generalizations), Know (Factual Knowledge), and able to Do (Skills) of the unit Student Performances are the assessment evidence of mastery. Student Performances are not simple “activities.”
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Working on Performance Statements
Key Understanding (Generalization): Watershed events mark turning points in history.
TEKS: “Analyze Lincoln’s ideas about liberty, equality, union,
and government as contained in his first and second inaugural address and the Gettysburg Address.”
Student Performance or Activity? Recite from memory key passages from the Gettysburg
Address.
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Working on Performance Statements
Key Understanding (Generalization): Watershed events mark turning points in history.
TEKS: “Analyze Lincoln’s ideas about liberty, equality,
union, and government as contained in his first and second inaugural address and the Gettysburg Address.”
Student Performance or Activity? Recite from memory key passages from the
Gettysburg Address. Tell why Lincoln’s Gettysburg Address is
considered a “watershed event” in American History 64
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Working on Performance StatementsKey Understanding (Generalization): Political documents can set forth social ideals such as justice,
equality, or freedom, but the path to ideals is impeded by conflicting notions.
TEKS “Identify the influence of ideas from historic documents
including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anit-federalist writing on the U.S. system of government.”
Student Performance or Activity? Create an outline highlighting social ideas such as justice,
equality, or freedom for the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected Anti-Federalist writing on the U.S. Constitution. Select one of these social ideas and describe how conflicting notions have impeded the progress to these ideals. [cite specific examples from history or current events to support your position.]
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Working on Performance StatementsKey Understanding (Generalization):
As a society becomes more complex, the role of government increases in the daily life of its citizens.
TEKS “Explain the impact of significant international events such as
WWI and WWII on changes in the role of government.” “Predict the effects of selected contemporary legislation on the
roles of government.”
Student Performance or Activity?Create a 3-column chart. In the first column list significant international events such as WWI, WWII and Global Terrorism. In the second column show some of the resulting U.S. legislation, or governmental policies, enacted in response to these events. In the third column detail the impact of the legislation on the daily life of citizens. In a paragraph below the chart, answer this question: “How does the increasing complexity (social, economic, political) of a society lead to the expansion of government?” 66
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Science: Working with Student Performances
Key Understanding (Generalization): Organisms maintain a constant internal environment called homeostasis in order to ensure survival.
TEKS“Describe how organisms maintain stable internal conditions while living in changing external environments.”
Student Performance or Activity?Create a symbol or design to represent the idea of “homeostasis.”
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Science: Working with Student PerformancesKey Understanding (Generalization): Organisms maintain a constant internal environment calledhomeostasis in order to ensure survival.
TEKS“Describe how organisms maintain stable internal conditions while
living in changing external environments.”
Student Performance:Create a symbol or design to represent the idea of “homeostasis.”Write a summary paragraph under your symbol or design telling how
it represents the idea of homeostasis; then tell why homeostasis is important for organisms that live in changing external environments.
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Mathematics-Grade 8• Key Understanding (Generalization):
The arc of an angle, measured in degrees, indicates whether the angle is acute, obtuse, or right.
• TEKS Use angle measurements to classify angles as acute, obtuse,
or right.
• Student Performance or Activity? Classify each of the following angles as 1) acute, 2) obtuse, or 3) right: ____ 90 degrees ____180 degrees ____ 120 degrees ____ 30 degrees ____ 60 degrees ____ 45 degrees
Write an answer to this question: What is the relationship between the arc of an angle and its classification?
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English/Language ArtsHigh School
• Key Understanding (Generalization): Authors use connotative language to create strong images, or to move the reader to figurative rather than literal interpretations.
• TEKS Discriminate between connotative and denotative meanings
and interpret the connotative power of words.
• Student Performance or Activity? In this excerpt from Shakespeare’s “Taming of the Shrew,”
highlight denotative language in blue, and connotative language in red.”
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English/Language ArtsHigh School
• Key Understanding (Generalization): Authors use connotative language to create strong images, or to move the reader to figurative rather than literal interpretations.
• TEKS Discriminate between connotative and denotative meanings
and interpret the connotative power of words.
• Student Performance or Activity? In this excerpt from Shakespeare’s “Taming of the Shrew,”
highlight denotative language in blue, and connotative language in red.”
What do we have to add to turn this into a Performance?
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Working on Performance StatementsKey Understanding (Generalization):
“People celebrate national holidays to recognize the contributions of famous people and special events.”
“People may use symbols to recognize certain holidays.”
TEKS: Recognize the importance of national holidays. Identify symbols that are associated with certain holidays.
Student Performance or Activity? Choose two of the following holidays and tell why people
celebrate that day. Martin Luther King Day July 4th Veterans’ Day
Cinco de Mayo…
Match each symbol to its related holiday: United States Flag Peace or Freedom Symbol… 72
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Mathematics• Key Understanding (Generalization):
Standard units of measure allow accurate, numerical comparisons of objects.
Non-standard units of measure provide a general comparison of objects.
• TEKS: Measure objects using standard units of measure. Measure objects using non-standard, everyday items.
• Student Performance or Activity? Use a 12 inch ruler to compare the length of a book, your foot, and the side of your desk. Record your results on the chart. Choose a non-standard item (pencil, your hand, an opened paper clip…) and measure the same objects. Record your results.
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Mathematics• Key Understanding (Generalization):
Standard units of measure allow accurate, numerical comparisons of objects. Non-standard units of measure provide a general comparison of objects.
• TEKS: Measure objects using standard units of measure. Measure objects using non-standard, everyday items.
• Student Performance or Activity? Use a 12 inch ruler to compare the length of a book, your foot, and the side of your desk. Record your results on the chart. Choose a non-standard item (pencil, your hand, an opened paper clip…) and measure the same objects. Record your results.
In two paragraphs compare the lengths of the book, your foot, and the side of your desk as accurately as possible for both your standards ruler measurements, and your non-standard item measurements. Answer the question:
“Why do home builders use standard units of measure?”
Differentiation: Have advanced students compare their measurements (standard and non-standard) with another student, chart their differences, and determine how they could “standardize” their non-standards measurements. (hint: use a ruler to measure the exact length of a non-standard item)
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_______________:Working with Student Performances
• Key Understanding (Generalization):
• TEK:
• Student Performance [expectation(s)]:
Lesson Plan:
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Subject/Grade Level