Sharing OutSharing Out 3-2-1 Think, Pair, Square3-2-1 Think, Pair, Square

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

What are What are 33 ideas from UbD that have ideas from UbD that have stuck with youstuck with you

List List 22 things that you’d like to share things that you’d like to share

What’s the What’s the 11 thing you want to try this thing you want to try this time aroundtime around

Understanding By DesignUnderstanding By DesignStage 1: Desired ResultsStage 1: Desired Results

Secondary Science Training

Day 1

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

Desired OutcomesDesired Outcomes Revisit the Established Goals, Enduring Revisit the Established Goals, Enduring

Understandings, Essential Questions, Understandings, Essential Questions, Knowledge and SkillsKnowledge and Skills

The common language of science K-12The common language of science K-12

Strategies that incorporate vocabulary Strategies that incorporate vocabulary wordswords

Develop another unit and/or continue with Develop another unit and/or continue with last years unitlast years unit

Let’s Back It Up A BitLet’s Back It Up A Bit

What’s UbD?What’s UbD? Backwards design modelBackwards design model

Follows the research of NAEP report to Follows the research of NAEP report to improve student performanceimprove student performance

NAEP and other programs all stress (1) teach the NAEP and other programs all stress (1) teach the concepts and (2) problem solving and critical thinking concepts and (2) problem solving and critical thinking skills.skills.

Based on teaching for understanding Based on teaching for understanding rather then memorizationrather then memorization

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 withabout big ideas do we want students to leave with 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

Established GoalsEstablished GoalsWhat is the depth of thinking required to meet the benchmarks?What is the depth of thinking required to meet the benchmarks?

Taxonomic Levels (Marzano)Taxonomic Levels (Marzano)

Level 1: RetrieveLevel 1: Retrieverecognize, recall, executerecognize, recall, execute

Level 2: ComprehensionLevel 2: Comprehensionintegrate, symbolizeintegrate, symbolize

Level 3: AnalysisLevel 3: Analysismatch, classify, analyze, generalize, specifymatch, classify, analyze, generalize, specify

Level 4: Knowledge UtilizationLevel 4: Knowledge Utilizationdecision making, problem solving, inquire experimentally, decision making, problem solving, inquire experimentally,

investigateinvestigate

Marzano’s Taxonomic Levels of Marzano’s Taxonomic Levels of Understanding (Cognitive Domain)Understanding (Cognitive Domain)

Topic and HCPS III BenchmarkTopic and HCPS III BenchmarkTopicTopic Cells, Tissues, Organs, Cells, Tissues, Organs,

and Organ Systemsand Organ Systems

Benchmark BS.4.1Benchmark BS.4.1 Describe different cell Describe different cell parts and their parts and their functionsfunctions

Level 1- Knowledge Retrieval

TopicTopic The UniverseThe Universe

Benchmark ES.8.10Benchmark ES.8.10 Compare different Compare different theories concerning theories concerning the formation of the the formation of the universeuniverse

Level 3 - Analysis

Slide was taken from Gentry Hirohata’s Taxonomic Levels and Rubrics Presentation

Reminder: taxonomy of benchmarks are the assessment levels. So, lessons/instruction should be at or above the matching taxonomic level.

Enduring UnderstandingsEnduring Understandings

Refer to the Science Big Ideas Refer to the Science Big Ideas handout.handout.

Big Ideas builds consistent Big Ideas builds consistent understanding of the concepts.understanding of the concepts.

You may recall that you actually You may recall that you actually created this handout at last years created this handout at last years UbD training session.UbD training session.

Do we need time to discuss and revise the current document?

Essential QuestionsEssential Questions Look at the Big Ideas handoutLook at the Big Ideas handout

You will be asked to sit in groups: life science, physical You will be asked to sit in groups: life science, physical science and earth and space sciencescience and earth and space science

Groups:Groups:• Life Science – Standards 3, 4, 5Life Science – Standards 3, 4, 5• Physical Science – Standards 6, 7Physical Science – Standards 6, 7• Earth/Space Science – Standards 1, 2, 8Earth/Space Science – Standards 1, 2, 8

Come up with essential questions thatCome up with essential questions that (1) address the big ideas or (2) come up with questions (1) address the big ideas or (2) come up with questions

that you would need to ask in order for students to that you would need to ask in order for students to gain an understandinggain an understanding

Keys to academic successKeys to academic success Discuss the rationale of why common vocab is Discuss the rationale of why common vocab is

important.important.• Keys to academic success are:Keys to academic success are:

Background knowledgeBackground knowledge Repetition of informationRepetition of information Collaborative effortCollaborative effort Vertical AlignmentVertical Alignment

• SO: To build background knowledge we have to expose SO: To build background knowledge we have to expose students to new opportunities in sciencestudents to new opportunities in science

• We also need to use consistent vocabulary in science K-We also need to use consistent vocabulary in science K-1212

• That’s why the need to build a common list is so very That’s why the need to build a common list is so very important.important.

Knowledge and SkillsKnowledge and SkillsFocus on The Common Language of ScienceFocus on The Common Language of Science Desired OutcomesDesired Outcomes to come up with a vocabulary list of words for to come up with a vocabulary list of words for

certain strands (grades 6-12)certain strands (grades 6-12)

ObjectivesObjectives For each strand (Life Science, Physical, Earth and For each strand (Life Science, Physical, Earth and

Space) come up with a list of “common language” Space) come up with a list of “common language” used used

Share out your lists to the other strandsShare out your lists to the other strands

Time FrameTime Frame You will be given a total of 20 minutes to complete You will be given a total of 20 minutes to complete

this task. Time might need to be extendedthis task. Time might need to be extended

Language and UbDLanguage and UbD

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 stay in your You will be asked to stay in your groups: life science, physical science groups: 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

Your group should have 1 example of Your group should have 1 example of each of the 6 strategies.each of 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)

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

For this strategy any ordering system can be used. Most energy, least energy. Most complex, least complex etc… Main idea is to see what students think about the words.

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.

Desired OutcomesDesired Outcomes Revisit the Established Goals, Enduring Revisit the Established Goals, Enduring

Understandings, Essential Questions, Understandings, Essential Questions, Knowledge and SkillsKnowledge and Skills

The common language of science K-12The common language of science K-12

Strategies that incorporate vocabulary Strategies that incorporate vocabulary wordswords

Develop another unit and/or continue with Develop another unit and/or continue with last years unitlast years unit