working with standards using ubd

© Wiggins & McTighe 2012 page 1

Unpacking Standards Worksheets

Stage 2 – Assessment Evidence

Stage 1 – Desired Results

Stage 3 – Learning Plan

What “real-world” tasks will reveal students’ under-standing and proficiency? What transfer performan-ces should students be able to do well if they have met this standard?

What should students come to understand if they really learn this content well?

What should students eventually be able to do on their own if they can meet the Standard?

What important ques-tions are raised by this content?What essential ques-tions will guide inquiry into it?

What instruction is needed to equip students to meet this standard?What learning experiences will help learners acquire the knowldge and skills, make meaning of the impor-tant ideas and equip them to transfer their learning?

What evidence of learning is called for by the standard (and its indicators)?What assessments are needed?

Working with Standards using UbD

What big ideas and transfer goals are embedded in this Standard?

What factual knowledge must students acquire to meet the Standard?

What specific skills are stated or implied in the Standard? What proficiencies must students attain to meet the Standard?

What Standard(s) will the unit focus on? Given your reasons for teaching the unit, which Standard(s) are most relevant?



Stan

dard

s

Kno

wle

dge

S

tude

nts

wil

l kno

w...

UN

DE

RST

AN

DIN

GS

St

uden

ts w

ill u

nder

stan

d th

at...

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

ESS

EN

TIA

L Q

UE

STIO

NS

Stud

ents

wil

l kee

p co

nsid

erin

g...

Skill

S

tude

nts

wil

l be

skil

led

at...

CR

ITE

RIA

PE

RF

OR

MA

NC

E T

ASK

S

Oth

er E

vide

nce

Unp

acki

ng S

tand

ards

– “

Side

way

s” M

etho

d

MAT

HEM

ATIC

S Co

mm

on

Core

Sta

te S

tand

ards

Mat

hem

atic

al P

ract

ices

#4

–M

odel

wit

h m

athe

mat

ics

Mat

hem

atic

ally

pro

ficie

ntst

uden

ts c

an a

pply

the

m

athe

mat

ics

they

kno

w t

o so

lve

prob

lem

s ar

isin

g in

eve

ryda

y lif

e, s

ocie

ty,

and

the

wor

kpla

ce.

In e

arly

gra

des,

thi

s m

ight

be

as s

impl

e as

wri

ting

an

addi

tion

eq

uati

on t

o de

scri

be a

sit

uati

on.

In m

iddl

e gr

ades

, a

stud

ent

mig

ht

appl

y pr

opor

tion

al r

easo

ning

to

plan

a s

choo

l eve

nt o

r an

alyz

e a

prob

lem

in t

he c

omm

unit

y...

.

Mat

hem

atic

ally

pro

ficie

nt s

tude

nts

who

can

app

ly w

hat

they

kno

w a

re

com

fort

able

mak

ing

assu

mpt

ions

an

d ap

prox

imat

ions

to

sim

plif

y a

com

plic

ated

sit

uati

on,

real

iz-

ing

that

the

se m

ay n

eed

revi

sion

la

ter.

The

y ar

e ab

le t

o id

enti

fy

impo

rtan

t qu

anti

ties

in a

pra

ctic

al

situ

atio

n an

d m

ap t

heir

rel

atio

n-sh

ips.

..

They

can

ana

lyze

tho

se r

elat

ion-

ship

s m

athe

mat

ical

ly t

o dr

aw

conc

lusi

ons.

The

y ro

utin

ely

inte

r-pr

et t

heir

mat

hem

atic

al r

esul

ts in

th

e co

ntex

t of

the

sit

uati

on a

nd

refle

ct o

n w

heth

er t

he r

esul

ts

mak

e se

nse,

pos

sibl

y im

prov

ing

the

mod

el if

it h

as n

ot s

erve

d it

s pu

rpos

e.

1. M

athe

mat

ical

mod

els

sim

plif

y an

d co

nnec

t ph

enom

ena

so t

hat

we

mig

ht b

ette

r un

der-

stan

d th

em.

2. M

athe

mat

ical

mod

els

mus

t be

vie

wed

cri

ti-

cally

so

that

the

y do

not

mis

lead

us

into

thi

nk-

ing

that

rea

lity

is t

hat

sim

ple.

1. H

ow c

an I

sim

plif

y th

is c

ompl

exit

y w

itho

ut

dist

orti

ng i

t?2.

How

do

I kno

w i

f m

y m

odel

is

a go

od o

ne

(for

thi

s pa

rtic

ular

sit

uati

on)?

3. W

hat

are

the

lim

its

of m

athe

mat

ical

m

odel

s?

• si

mpl

ifiyi

ng a

com

plic

ated

sit

uati

on•

crea

ting

& c

riti

quin

g m

athe

mat

ical

mod

els

• an

alyz

ing

rela

tion

ship

s m

athe

mat

ical

ly

appl

y th

e m

athe

mat

ics

they

kno

w t

o so

lve

prob

lem

s ar

isin

g in

ev

eryd

ay li

fe,

soci

ety,

and

the

wor

kpla

ce.



• A

mus

cle

that

con

trac

ts t

hrou

gh it

s fu

ll ra

nge

of

mot

ion

will

gen

erat

e gr

eate

r fo

rce.

• Fo

llow

-thr

ough

pro

vide

s gr

eate

r m

omen

tum

on

impa

ct o

r re

leas

e an

d he

lps

to im

prov

e ac

cura

cy.

• Se

lf-d

irec

ted

lear

ners

ana

lyze

per

form

ance

and

m

ake

adju

stm

ents

on

the

basi

s of

fee

dbac

k to

im

prov

e th

eir

perf

orm

ance

.

Mai

ne L

earn

ing

Resu

lts

– H

/PE

Mot

or S

kills

1,

2, 7

, 8

Perf

orm

ance

Indi

cato

rs:

1. D

emon

stra

te t

he c

orre

ct

use

of s

kills

in s

impl

ified

ve

rsio

ns o

f a

vari

ety

of p

hysi

-ca

l act

ivit

ies.

2. Id

enti

fy t

he c

riti

cal

elem

ents

of

mor

e ad

vanc

ed

mov

emen

t sk

ills.

8. U

se f

eedb

ack

from

oth

ers

to im

prov

e a

skill

by

focu

sing

on

cri

tica

l ele

men

ts o

f th

e sk

ill.

• H

ow c

an I

hit

wit

h th

e gr

eate

st p

ower

w

itho

ut l

osin

g co

ntro

l?

• H

ow c

an I

impr

ove

my

perf

orm

ance

?

• pr

oper

mec

hani

cs f

or g

rip,

sta

nce

and

swin

g

• fa

ctor

s af

fect

ing

forc

e pr

oduc

tion

and

con

trol

• ru

les

of t

he g

ame

(e.g

., b

aseb

all,

gol

f, t

enni

s)

• ex

ecut

ing

swin

g w

ith

full

rang

e of

mot

ion

and

follo

w t

hrou

gh•

mak

ing

adju

stm

ents

to

swin

g/m

ovem

ent

base

d on

fee

dbac

k

• m

axim

ize

forc

e pr

oduc

tion

and

acc

urac

y in

all

phys

ical

act

ivit

ies

invo

lvin

g st

riki

ng

(e.g

., t

enni

s),

thro

win

g (b

aseb

all)

, an

d ki

ckin

g (e

.g.,

soc

cer)

.

• ef

fect

ivel

y se

ek a

nd u

se f

eedb

ack

to im

prov

e th

eir

perf

orm

ance

.

Stud

ents

wat

ch a

vid

eota

pe o

f th

eir

perf

orm

ance

and

che

ck o

ff

the

skill

are

as w

here

the

y se

e th

emse

lves

per

form

ing

cons

iste

ntly

we

ll an

d id

enti

fy t

he s

kills

on

whic

h th

ey n

eed

to w

ork.

The

y pr

ac-

tice

bas

ed o

n fe

edba

ck f

rom

tea

cher

, pee

rs, a

nd t

he fl

ight

of

the

ball.

Teac

her

and

peer

obs

erva

tion

s du

ring

pra

ctic

e dr

ills

and

com

peti

tion

.

• det

aile

d ob

serv

atio

ns o

f ef

fect

• app

ropr

iate

sk

ill w

eakn

esse

s id

enti

fied

• ful

l mus

cle

cont

ract

ion

• com

plet

e fo

llow

thro

ugh

Stan

dard

s

Kno

wle

dge

S

tude

nts

wil

l kno

w...

UN

DE

RST

AN

DIN

GS

St

uden

ts w

ill u

nder

stan

d th

at...

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

ESS

EN

TIA

L Q

UE

STIO

NS

Stud

ents

wil

l kee

p co

nsid

erin

g...

Skill

S

tude

nts

wil

l be

skil

led

at...

CR

ITE

RIA

PE

RF

OR

MA

NC

E T

ASK

S

Oth

er E

vide

nce

Unp

acki

ng S

tand

ards

– “

Side

way

s” M

etho

d



Stan

dard

s

Kno

wle

dge

S

tude

nts

wil

l kno

w...

UN

DE

RST

AN

DIN

GS

St

uden

ts w

ill u

nder

stan

d th

at...

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

ESS

EN

TIA

L Q

UE

STIO

NS

Stud

ents

wil

l kee

p co

nsid

erin

g...

Skill

S

tude

nts

wil

l be

skil

led

at...

CR

ITE

RIA

PE

RF

OR

MA

NC

E T

ASK

S

Oth

er E

vide

nce

Unp

acki

ng S

tand

ards

– “

Side

way

s” M

etho

d

1. W

hat

impo

rtan

t ru

les

and

conv

enti

ons

are

requ

ired

to

mak

e al

gebr

a “w

ork”

? (

Wha

t do

es

‘wor

k’ m

ean?

)2.

Why

and

how

do

we

best

sim

plif

y al

gebr

aic

expr

essi

ons?

1. t

he c

omm

utat

ive,

ass

ocia

tive

and

dis

trib

utiv

e

prop

erti

es a

nd t

o w

hich

ope

rati

on e

ach

appl

ies

2. t

he "

orde

r of

ope

rati

ons"

mat

hem

atic

ians

use

and

w

hy is

it n

eede

d3.

Wha

t it

mea

ns t

o “s

impl

ify”

an

expr

essi

on v

ia

equi

vale

nt f

orm

s

1. In

mat

hem

atic

s, w

e ac

cept

cer

tain

tru

ths

as n

ec-

essa

ry t

o p

erm

it u

s to

sol

ve p

robl

ems

wit

h lo

gica

l ce

rtai

nty

(e.g

., t

he p

rope

rtie

s of

rea

l num

bers

), w

hile

ot

her

rule

s ar

e co

nven

tion

s th

at w

e as

sum

e ju

st f

or

effe

ctiv

e co

mm

unic

atio

n.

2. W

e ca

n us

e th

e co

mm

utat

ive,

ass

ocia

tive

and

di

stri

buti

ve p

rope

rtie

s pr

oper

ties

to

turn

com

plex

and

un

fam

iliar

exp

ress

ions

into

sim

pler

one

s.

Solv

e no

n-ro

utin

e pr

oble

ms

by p

erse

veri

ng:

sim

plif

y th

em,

inte

rpre

t ex

pres

-si

ons,

and

use

equ

ival

ent

form

s ba

sed

on t

he p

rope

rtie

s of

rea

l num

bers

and

the

or

der

of o

pera

tion

s.

Inte

rpre

t th

e st

ruct

ure

of

expr

essi

ons

1. In

terp

ret

expr

essi

ons

that

re

pres

ent

a qu

anti

ty in

ter

ms

of it

s co

ntex

t.

Wri

te e

xpre

ssio

ns in

equ

iva-

lent

for

ms

to s

olve

pro

blem

s3.

Choo

se a

nd p

rodu

ce a

n eq

uiva

lent

for

m o

f an

exp

res-

sion

to

reve

al a

nd e

xpla

in

prop

erti

es o

f th

e qu

anti

ty

repr

esen

ted

by t

he e

xpre

ssio

n.

Rew

rite

rat

iona

l exp

ress

ions

6.Re

wri

te s

impl

e ra

tion

al e

x-pr

essi

ons

in d

iffe

rent

for

ms.

Mat

hem

atic

al P

ract

ices

1. M

ake

sens

e of

pro

blem

s an

d pe

rsev

ere

in s

olvi

ng t

hem

.2.

Rea

son

abst

ract

ly a

nd

quan

tita

tive

ly.

3. C

onst

ruct

via

ble

argu

men

ts

and

crit

ique

the

rea

soni

ng o

f ot

hers

.

MAT

HEM

ATIC

S Co

mm

on

Core

Sta

te S

tand

ards

1. W

rite

exp

ress

ions

in e

quiv

alen

t fo

rms.

2. R

ewri

te r

atio

nal e

xpre

ssio

ns in

dif

fere

nt f

orm

s.3.

Iden

tify

equ

ival

ence

tha

t re

sult

s fr

om p

rope

rtie

s an

d eq

uiva

lenc

e th

at is

the

res

ult

of c

ompu

tati

on.

4. J

usti

fy s

teps

in a

sim

plifi

cati

on o

r co

mpu

tati

on.



• W

here

do

arti

sts

get

thei

r id

eas?

• H

ow d

o ar

tist

s te

ll s

tori

es w

ith

imag

es?

• H

ow c

an m

eani

ng b

e co

mm

unic

ated

in

artw

orks

? •

Wha

t do

art

ists

con

side

r w

hen

mak

ing

de

cisi

ons

abou

t th

eir

wor

k?

Mar

ylan

d Vi

sual

Art

s

Stan

dard

1.2

a: C

ompa

re h

ow

arti

sts

use

narr

ativ

e co

nven

-ti

ons

in s

elec

ted

artw

orks

Stan

dard

1.2

b: C

reat

e na

rrat

ive

artw

orks

fro

m o

bser

vati

on,

mem

ory,

and

imag

inat

ion

that

sh

ow s

etti

ng,

char

acte

rs,

ac

tion

, an

d di

ffer

ing

poin

ts

of v

iew

Stan

dard

2.3

b: P

lan

pers

onal

ar

twor

ks t

hat

inte

rpre

t th

e un

ique

sty

les

and

form

s of

di

ffer

ent

arti

sts

Stan

dard

3.2

a: C

omm

unic

ate

idea

s an

d co

ncep

ts b

y

man

ipul

atin

g el

emen

ts o

f

art

and

prin

cipl

es o

f de

sign

to

ach

ieve

spe

cific

vis

ual

effe

cts

Stan

dard

4.2

c: F

orm

ulat

e,

appl

y, a

nd c

omm

unic

ate

cr

iter

ia f

or m

akin

g ae

sthe

tic

judg

men

ts a

bout

per

sona

lly

crea

ted

artw

orks

and

the

ar

twor

ks o

f ot

hers

• Id

eas

for

artw

orks

may

com

e fr

om o

bser

vati

ons,

im

agin

atio

n, p

erso

nal e

xper

ienc

es,

and

othe

r ar

tist

s.•

Arti

sts

sele

ct,

orga

nize

, an

d m

anip

ulat

e ar

t el

emen

ts a

nd p

rinc

iple

s of

des

ign

to c

reat

e sp

ecifi

c ef

fect

s an

d co

mm

unic

ate

mea

ning

.•

Dec

isio

ns a

bout

art

and

art

mak

ing

can

be b

ased

on

esta

blis

hed

and

pers

onal

ly d

evel

oped

cri

teri

a.

• ba

ckgr

ound

info

rmat

ion

on s

elec

ted

arti

sts

• ke

y vo

cabu

lary

and

pro

cess

es r

elat

ed t

o vi

sual

na

rrat

ive,

nar

rati

ve c

onve

ntio

ns,

art

med

ia a

nd

tech

niqu

es•

stag

es o

f pl

anni

ng a

nd fi

naliz

ing

com

posi

tion

s

• co

mpa

ring

, an

alyz

ing

and

disc

ussi

ng a

rtw

orks

• ge

nera

ting

idea

s th

roug

h br

ains

torm

ing

and

sket

chin

g•

plan

ning

, se

lect

ing

and

orga

nizi

ng a

var

iety

of

m

ater

ials

and

imag

es in

a c

ompo

siti

on

• Cr

eate

ori

gina

l nar

rati

ves

base

d on

var

ious

the

mes

and

med

ia.

• U

se t

he a

rtis

tic

proc

ess

in t

he c

reat

ion

of o

rigi

nal n

arra

tive

wor

ks.

• Se

lect

and

eff

ecti

vely

app

ly d

iffe

rent

med

ia a

nd c

oven

tion

s to

the

nar

rati

ve.

• An

alyz

e an

d cr

itiq

ue w

orks

of

art

(inc

ludi

ng t

heir

ow

n) a

gain

st c

rite

ria.

Stud

ents

will

use

info

rmat

ion

lear

ned

from

an

anal

ysis

of

sele

cted

ar

tist

s to

gen

erat

e id

eas

for

a pe

rson

al n

arra

tive

by

plan

ning

a

seri

es o

f sk

etch

es, s

elec

ting

one

idea

to

enla

rge

and

final

ize

in a

m

ediu

m (c

olla

ge, m

ixed

med

ia, a

nd/o

r pa

int)

influ

ence

d by

the

ir

stud

y. S

tude

nts

will

incl

ude

a wr

itte

n de

scri

ptio

n of

the

ir p

roce

ss.

• St

uden

t se

lf-r

eflec

tion

s de

fend

ing

deci

sion

s m

ade

in c

reat

ing,

sel

ecti

ng m

e-di

a, a

nd c

ompl

etin

g na

rrat

ive

com

posi

tion

s.

• Te

ache

r ob

serv

atio

ns o

f th

e ar

tist

ic p

roce

ss o

f pl

anni

ng a

nd u

se o

f m

ater

ials

.

• det

aile

d an

alys

is• e

ffec

tive

use

of

nar

rati

ve

conv

enti

ons,

art

el

emen

ts a

nd

desi

gn p

rinc

iple

s to

com

mun

icat

e

a st

ory

• eff

ecti

ve u

se

of m

edia

Stan

dard

s

Kno

wle

dge

S

tude

nts

wil

l kno

w...

UN

DE

RST

AN

DIN

GS

St

uden

ts w

ill u

nder

stan

d th

at...

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

ESS

EN

TIA

L Q

UE

STIO

NS

Stud

ents

wil

l kee

p co

nsid

erin

g...

Skill

S

tude

nts

wil

l be

skil

led

at...

CR

ITE

RIA

PE

RF

OR

MA

NC

E T

ASK

S

Oth

er E

vide

nce

Unp

acki

ng S

tand

ards

– “

Side

way

s” M

etho

d



Stan

dard

s

Kno

wle

dge

S

tude

nts

wil

l kno

w...

UN

DE

RST

AN

DIN

GS

St

uden

ts w

ill u

nder

stan

d th

at...

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

ESS

EN

TIA

L Q

UE

STIO

NS

Stud

ents

wil

l kee

p co

nsid

erin

g...

Skill

S

tude

nts

wil

l be

skil

led

at...

CR

ITE

RIA

PE

RF

OR

MA

NC

E T

ASK

S

Oth

er E

vide

nce

Unp

acki

ng S

tand

ards

– “

Side

way

s” M

etho

d



Stated/implied performances in VERBS:Stated/implied “big ideas” in NOUNS:

Unpacking Standards - “Inside Out” Method

STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)

ADJECTIVES and ADVERBS:

Criteria

• Authors do not always state the central idea or theme overtly; readers have to infer it “between the lines.”• Effective readers use specific strat-egies to help them infer the implied main ideas of a text.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Source: Common Core – College and Career Readiness Anchor Standards – Reading

• How can I to determine the central idea or theme of what I read?• How can I read “between the lines” to determine the author’s meaning?• What strategies do effective readers use to make meaning from a text?

• ideas • themes • text • details

• central• key

•supporting

• determine• analyze

• summarize

Determine central ideas or themes of a text and analyze their development. Summarize the key supporting details and ideas.

• Prepare a “study guide” for students by summarizing the central ideas or key themes of a text.• Use the “Adding up the Facts” orga-nizer to show how supporting details lead to an inference about main ideas.

• appropriate inference • effective summary• supported by key details





STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)


Criteria

• Write for the same purpose to different audiences, and explain the influence of the target audience on thestyle, word choice, etc.• Write on the same content in two different genres and explain each genre’s influence on organization, style, word choice.

• A writer’s purpose (e.g., to inform, entertain, persuade, etc.) and audienceshapes the style, development and organization of the writing.• Different writing genres and purposes have unique organizational patterns.

• clear • coherent• appropriate to task, purpose, audience

Produce clear and coherent writing in which the development, organiza-tion, and style are appropriate to task, purpose, and audience.

Source: Common Core – College and Career Readiness Anchor Standards – Writing

• development • organization • style • task • audience • purpose (“form follows function”)

• What is my goal? For whom am I writing? • How does purpose and audience affect a writer’s style and organization? • How do effective writers hook and hold their readers in different genres (e.g., mystery, essay, poem, historical fiction)?

• clear • coherent• appropriate

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce (writing)





STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)


Criteria

All students will connect mathematics to other learning by understand-ing the interrelationships of mathematical ideas and the roles that mathematics and mathematical modeling play in other disciplines and in life.

• mathematical ideas• mathematical modeling• disciplines and life

• In what ways is mathematicalmodeling useful?• How do you know if your model is a good one (for a particular situation)?• What are the limits of mathematical modeling?

• Mathematical models simplify and connect phenomena so that we might better understand them.

• Mathematical models must be viewed critically so that they do not distort or mislead.

• Create a mathematical model for a selected “real-world” situation (e.g., seasonal temperatures).• Critically review a mathematical model for its appropriateness to a given situation.

Source: New Jersey MATHEMATICS Standard 4.3

• connect• model

apply the mathematics they know to develop mathematical models of real world phenomena



Source: Common Core – College and Career Readiness Standards – Writing



STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)


Criteria

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• arguments • claims• topics or texts• evidence • reasoning

• write • support (claims)• analyze (topics/texts)• reasoning

• valid• relevant• sufficient

• valid• relevant• sufficient

Based on your reading of informational texts on a local or national issue, prepare a (report, letter to editor, essay) for a specific audience to convince them of your position. Your argument should follow a logical sequence with supporting evidence for your position (claim).

• What makes an argument convincing? • What is the best evidence I can use to support my argument? • How do I best organize and present my argument?

• The effectiveness of an argument is dependent upon the quality of the supporting evidence used (validity, appropriateness) and how it is con-veyed.

produce clear and coherent writing to persuade a target audience





STANDARD

Understandings

Essential Questions

Transfer Goal(s)

Performance Task(s)


Criteria

Con

tent

Sta

ndar

ds

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

PE

RF

OR

MA

NC

E T

ASK

Ide

as

Unp

acki

ng S

tand

ards

– “

Mat

rix”

Met

hod

Pro

cess

Sta

ndar

ds



Con

nect

icut

His

tory

/Soc

ial S

tudi

esG

LE

s G

rade

5 –

The

stu

dy o

f ev

ents

, doc

u-m

ents

, and

peo

ple

addr

essi

ng th

e fo

undi

ng

of th

e U

nite

d St

ates

as

a na

tion,

with

con

nec-

tions

to C

onne

ctic

ut a

nd lo

cal h

isto

ry, e

mph

a-si

zing

how

gov

ernm

ent w

orks

toda

y, w

ith th

e us

e of

pri

mar

y so

urce

mat

eria

ls.

(sel

ecte

d)

1. E

xpla

in h

ow s

peci

fic in

divi

dual

s an

d th

eir

idea

s an

d be

liefs

influ

ence

d U

.S. h

isto

ry (

e.g.

Joh

n Sm

ith, A

nne

Hut

chis

on, B

enja

min

Fra

nklin

).

2. C

ompa

re a

nd c

ontr

ast t

he e

cono

mic

, pol

itica

l an

d/or

rel

igio

us d

iffe

renc

es th

at c

ontr

ibut

ed to

co

nflic

ts.

3. A

naly

ze h

ow s

ome

confl

icts

hav

e be

en r

esol

ved

thro

ugh

com

prom

ise

(e.g

. U.S

. Con

stitu

tion)

. 8.

Com

pare

the

pers

pect

ives

of

Eng

land

and

the

Col

onie

s re

lativ

e to

the

even

ts p

rece

ding

the

Am

eric

an R

evol

utio

n.

√ 9.

Com

pare

and

con

tras

t th

e fa

ctor

s le

adin

g to

Col

onia

l set

tlem

ent.

10

. Com

pare

and

con

tras

t the

val

ue o

f us

ing

loca

l/re

gion

al/th

emat

ic m

aps

to r

esea

rch

earl

y se

ttle-

men

ts in

Am

eric

a.

√ 11

. Exa

min

e th

e ge

ogra

phic

al/ t

opog

raph

ical

si

gnifi

canc

e of

the

loca

tion

of

earl

y A

mer

ican

C

olon

ial s

ettl

emen

ts (

e.g.

coa

stal

are

as, m

oun-

tain

s, r

iver

s, p

lain

s).

√ 12

. Des

crib

e ho

w e

arly

col

onis

ts n

eede

d to

ad

apt

to t

heir

new

env

iron

men

t.13

. Com

pare

and

con

tras

t set

tlem

ent p

atte

rns

in

spec

ific

area

s of

the

13 A

mer

ican

Col

onie

s.

√ 14

. Ana

lyze

and

ass

ess

fact

ors

that

con

trib

-ut

ed t

o E

urop

ean

mig

rati

on.

Com

pete

nce

in li

tera

cy, i

nqui

ry, a

nd r

esea

rch

skill

s is

nec

essa

ry to

ana

lyze

, eva

luat

e, a

nd p

rese

nt h

isto

ry a

nd

soci

al s

tudi

es in

form

atio

n.o

(2

.1) A

cces

s an

d ga

ther

info

rmat

ion

from

a v

arie

ty o

f pr

imar

y an

d se

cond

ary

sour

ces

o

(2.2

) In

terp

ret i

nfor

mat

ion

from

a v

arie

ty o

f pr

imar

y an

d se

cond

ary

sour

ces

o (

2.3)

Cre

ate

vari

ous

form

s of

wri

tten

wor

k to

dem

onst

rate

an

unde

rsta

ndin

g of

his

tory

/soc

ial s

tudi

es is

sues

o (

2.4)

Dem

onst

rate

an

abili

ty to

par

ticip

ate

in s

ocia

l stu

dies

dis

cour

se th

roug

h in

form

ed d

iscu

ssio

n, d

ebat

e,

an

d ef

fect

ive

oral

pre

sent

atio

no

(2.

5) C

reat

e an

d pr

esen

t rel

evan

t soc

ial s

tudi

es m

ater

ials

usi

ng b

oth

prin

t and

ele

ctro

nic

med

iao

(3.

1) U

se e

vide

nce

to id

entif

y, a

naly

ze a

nd e

valu

ate

hist

oric

al in

terp

reta

tions

o (

3.2)

Ana

lyze

& e

valu

ate

hum

an a

ctio

n in

his

tori

cal/c

onte

mpo

rary

con

text

s fr

om a

ltern

ativ

e po

ints

of

view

o (

3.3)

App

ly a

ppro

pria

te h

isto

rica

l, ge

ogra

phic

, pol

itica

l, ec

onom

ic, a

nd c

ultu

ral c

once

pts

and

met

hods

in

pr

opos

ing

and

eval

uatin

g so

lutio

ns to

con

tem

pora

ry p

robl

ems

Use

pri

mar

y an

d se

cond

ary

sour

ces

to p

rodu

ce a

n in

form

ed e

xpla

nati

on o

f w

hat

happ

ened

, w

hy it

hap

pene

d, a

nd h

ow it

impa

cted

the

fut

ure.

Task

1 –

Cre

ate

an a

nim

ated

map

(us

ing

PPT,

Ani

mot

o, o

r ot

her

tech

nolo

gy t

ool)

to

illus

trat

e th

e “p

ush”

fac

tors

(re

ason

s w

hy p

eopl

e le

ft E

urop

e) a

nd “

pull”

fac

tors

(r

easo

ns w

hy p

eopl

e w

ere

need

ed in

the

New

Wor

ld)

lead

ing

to s

ettl

emen

ts d

urin

g th

e co

loni

al p

erio

d.

Task

2 –

Stu

dent

s ar

e gi

ven

a se

t of

car

ds,

wit

h ea

ch c

ard

repr

esen

ting

an

indi

vid-

ual/

grou

p th

at h

as r

eloc

ated

to

a pa

rtic

ular

col

ony

for

a pa

rtic

ular

rea

son.

The

y co

nsid

er t

he f

ollo

win

g qu

esti

ons

for

thei

r de

isgn

ated

per

son

or g

roup

: W

hat

wil

l li

fe b

e li

ke w

hen

they

get

the

re?

How

wil

l th

ey n

eed

to a

dapt

to

thei

r ne

w h

ome?

Co

nsid

er g

eogr

aphy

, cl

imat

e, n

atur

al

reso

urce

s an

d ec

onom

ic f

acto

rs.

Then

, st

uden

ts w

rite

a s

erie

s of

sho

rt le

tter

s to

th

e ne

w c

olon

ists

abo

ut w

hat

he/s

he c

an e

xpec

t, u

sing

the

ir a

nim

ated

map

to

sup-

port

the

ir e

xpla

nati

on a

nd a

dvic

e.

4 4 4

Con

tent

Sta

ndar

ds

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

PE

RF

OR

MA

NC

E T

ASK

Ide

as

Unp

acki

ng S

tand

ards

– “

Mat

rix”

Met

hod

Pro

cess

Sta

ndar

ds



o

Cra

ftin

g hi

stor

ical

arg

umen

ts f

rom

his

tori

cal e

vide

nce

m

His

tori

cal a

rgum

enta

tion

m A

ppro

pria

te u

se o

f re

leva

nt h

isto

rica

l evi

denc

e

o C

hron

olog

ical

rea

soni

ng

m H

isto

rica

l cau

satio

n m

Pat

tern

s of

con

tinui

ty a

nd c

hang

e ov

er ti

me

m P

erio

diza

tion

o C

ompa

riso

n an

d co

ntex

tual

izat

ion

m

Com

pari

son

m

Con

text

ualiz

atio

n

o H

isto

rica

l int

erpr

etat

ion

and

synt

hesi

s

m I

nter

pret

atio

n

m S

ynth

esis

The

Col

lege

Boa

rdA

dvan

ced

Pla

cem

ent

Pro

gram

WO

RL

D H

IST

OR

Y

The

me

1: I

nter

actio

n be

twee

n hu

man

s an

d th

een

viro

nmen

to

Dem

ogra

phy

and

dise

ase

o M

igra

tion

o P

atte

rns

of s

ettle

men

to

Tec

hnol

ogy

The

me

2: D

evel

opm

ent a

nd in

tera

ctio

n of

cul

ture

so

Rel

igio

nso

Bel

ief

syst

ems,

phi

loso

phie

s, a

nd id

eolo

gies

o S

cien

ce a

nd te

chno

logy

o T

he a

rts

and

arch

itect

ure

The

me

3: S

tate

bui

ldin

g, e

xpan

sion

and

con

flict

o P

oliti

cal s

truc

ture

s an

d fo

rms

of g

over

nanc

eo

Em

pire

so

Nat

ions

and

nat

iona

lism

o R

evol

ts a

nd r

evol

utio

nso

Reg

iona

l, tr

ansr

egio

nal,

and

glob

al s

truc

-tu

res

and

orga

niza

tions

The

me

4: C

reat

ion,

exp

ansi

on a

nd in

tera

ctio

n of

o

Agr

icul

tura

l and

pas

tora

l pro

duct

ion

o T

rade

and

com

mer

ceo

Lab

or s

yste

ms

o I

ndus

tria

lizat

ion

o C

apita

lism

and

soc

ialis

mT

hem

e 5:

Dev

elop

men

t and

tran

sfor

mat

ion

of

soci

al s

truc

ture

so

Gen

der

role

s an

d re

latio

nso

Fam

ily a

nd k

insh

ipo

Rac

ial a

nd e

thni

c co

nstr

uctio

nso

Soc

ial a

nd e

cono

mic

cla

sses

Use

pri

mar

y an

d se

cond

ary

sour

ces

to p

rodu

ce a

n in

form

ed e

xpla

nati

on o

f w

hat

happ

ened

, w

hy it

hap

pene

d, a

nd h

ow it

impa

cted

the

fut

ure.

Cons

ider

thi

s qu

esti

ons

– H

ow d

id t

he c

oerc

ive

labo

r sy

stem

s in

the

Am

eric

as

impa

ct t

he e

cono

mic

gro

wth

and

cul

tura

l pa

tter

ns o

f bo

th A

fric

a an

d th

e A

mer

icas

?

In 1

998,

UN

ESCO

dec

reed

tha

t Au

gust

23r

d is

the

“In

tern

atio

nal D

ay f

or t

he

Rem

embr

ance

of

the

Slav

e Tr

ade

and

its

Abol

itio

n.”

The

focu

s of

thi

s ye

ar’s

re

mem

bran

ce is

how

eco

nom

y sh

apes

pub

lic b

ehav

ior.

Pre

pare

a k

eyno

te

addr

ess

that

des

crib

es h

ow c

oerc

ive

labo

r sy

stem

s im

pact

ed A

fric

a an

d th

e Am

eric

as b

oth

econ

omic

ally

and

cul

tura

lly.

Be s

ure

to c

onsi

der

alte

rnat

e po

ints

of

view

in y

our

addr

ess

as t

here

are

som

e ar

eas

of d

isag

reem

ent

amon

gst

hist

oria

ns.

4

444

4 4 4

His

tori

cal T

hink

ing

Skill

s:

Con

tent

Sta

ndar

ds

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

PE

RF

OR

MA

NC

E T

ASK

Ide

as

Unp

acki

ng S

tand

ards

– “

Mat

rix”

Met

hod

Pro

cess

Sta

ndar

ds



Stan

dard

s fo

r M

athe

mat

ical

Pra

ctic

e:

o 1

. Mak

e se

nse

of p

robl

ems

and

pers

ever

e in

sol

ving

them

.o

2.

Rea

son

abst

ract

ly a

nd q

uant

itativ

ely.

o

3. C

onst

ruct

via

ble

argu

men

ts a

nd c

ritiq

ue th

e re

ason

ing

of o

ther

s.o

4.

Mod

el w

ith m

athe

mat

ics.

o

5. U

se a

ppro

pria

te to

ols

stra

tegi

cally

.o

6.

Atte

nd to

pre

cisi

on.

o

7. L

ook

for

and

mak

e us

e of

str

uctu

re.

o

8. L

ook

for

and

expr

ess

regu

lari

ty in

rep

eate

d re

ason

ing.

appl

y m

athe

mat

ical

rea

soni

ng t

o so

lve

prob

lem

s in

volv

ing

rati

o.

A fo

rmer

NBA

lege

nd,

Hoo

ps M

cGin

ty,

has

pled

ged

mon

ey t

o th

e lo

cal s

cien

ce m

useu

m f

or a

n ex

hibi

t on

our

sol

ar s

yste

m.

He

pled

ges

the

mon

ey u

nder

one

con

diti

on:

tha

t a

regu

lati

on N

BA b

aske

tbal

l be

used

to

repr

esen

t so

me

aspe

ct o

f th

e sc

ale

disp

lay

and

that

oth

er

NBA

-rel

ated

sha

pes

and

size

s be

use

d (e

.g.,

a b

aske

tbal

l be

used

to

repr

esen

t a

plan

et o

r m

on).

The

bui

ldin

g flo

or s

pace

is 3

00 b

y 80

0 fe

et.

As d

esig

ner,

how

do

you

prop

ose

that

the

mai

n ex

hibi

t ha

ll w

ith

a m

odel

of

the

sola

r sy

stem

be

built

to

scal

e? P

repa

re a

dia

gram

wit

h ac

cura

te m

easu

rem

ents

dra

wn

to s

cale

. Sh

ow y

our

wor

k so

tha

t H

oops

w

ill a

ppro

ve a

nd s

elec

t yo

ur d

esig

n.

4 4

4 o U

nder

stan

d ra

tio

conc

epts

and

use

rat

iore

ason

ing

to s

olve

pro

blem

s.

o Ap

ply

and

exte

nd p

revi

ous

unde

rsta

nd-

ings

of

mul

tipl

icat

ion

and

divi

sion

to

divi

de f

ract

ions

by

frac

tion

s.

o Co

mpu

te fl

uent

ly w

ith

mul

ti-d

igit

num

bers

and

find

com

mon

fac

tors

and

mul

tipl

es.

o A

pply

and

ext

end

prev

ious

und

erst

and-

ings

of

num

bers

to

the

syst

em o

f ra

tion

alnu

mbe

rs.

o A

pply

and

ext

end

prev

ious

und

erst

and-

ings

of

arit

hmet

ic t

o al

gebr

aic

expr

essi

ons.

o Re

ason

abo

ut a

nd s

olve

one

-var

iabl

eeq

uati

ons

and

ineq

ualit

ies.

o Re

pres

ent

and

anal

yze

quan

tita

tive

rel

a-ti

onsh

ips

betw

een

depe

nden

t an

d in

depe

n-de

nt v

aria

bles

.

o So

lve

real

-wor

ld a

nd m

athe

mat

ical

pr

oble

ms

invo

lvin

g ar

ea,

surf

ace

area

,

and

volu

me.

o D

evel

op u

nder

stan

ding

of

stat

isti

cal

vari

abili

ty.

o Su

mm

ariz

e an

d de

scri

be d

istr

ibut

ions

.

4 4

4G

rade

6:

Com

mon

Cor

e St

ate

Stan

dard

s

Mat

hem

atic

s

Con

tent

Sta

ndar

ds

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

PE

RF

OR

MA

NC

E T

ASK

Ide

as

Unp

acki

ng S

tand

ards

– “

Mat

rix”

Met

hod

Pro

cess

Sta

ndar

ds



A

Fra

mew

ork

for

K-1

2 Sc

ienc

e

Edu

cati

on:

Pra

ctic

es, C

ross

cutt

ing

Con

cept

s, a

nd C

ore

Idea

s Sc

ienc

e

Hig

h Sc

hool

Bio

logy

Cor

e C

once

pts

of S

cien

ce a

nd E

ngin

eeri

ng

1

. Pat

tern

s. O

bser

ved

patte

rns

of f

orm

s an

d ev

ents

gu

ide

orga

niza

tion

and

clas

sific

atio

n, a

nd th

ey p

rom

pt

ques

tions

abo

ut r

elat

ions

hips

and

the

fact

ors

that

influ

-en

ce th

em.

2. C

ause

and

eff

ect.

Mec

hani

sm a

nd e

xpla

na-

tion.

Eve

nts

have

cau

ses,

som

etim

es s

impl

e, s

omet

imes

m

ultif

acet

ed. A

maj

or a

ctiv

ity o

f sc

ienc

e is

inve

stig

atin

g an

d ex

plai

ning

cau

sal r

elat

ions

hips

and

the

mec

hani

sms

by w

hich

they

are

med

iate

d. S

uch

mec

hani

sms

can

then

be

test

ed a

cros

s gi

ven

cont

exts

and

use

d to

pre

dict

and

ex

plai

n ev

ents

in n

ew c

onte

xts.

3. S

cale

, pro

port

ion,

and

qua

ntit

y. I

n co

nsid

erin

g ph

enom

ena,

it is

cri

tical

to r

ecog

nize

wha

t is

rele

vant

at

dif

fere

nt m

easu

res

of s

ize,

tim

e, a

nd e

nerg

y an

d to

re

cogn

ize

how

cha

nges

in s

cale

, pro

port

ion,

or

quan

tity

affe

ct a

sys

tem

’s s

truc

ture

or

perf

orm

ance

.

4

. Sys

tem

s an

d sy

stem

mod

els.

Defi

ning

the

syst

em u

nder

stu

dy –

spe

cify

ing

its b

ound

arie

s an

d m

akin

g ex

plic

it a

mod

el o

f th

at s

yste

m –

pro

vide

s to

ols

for

unde

rsta

ndin

g an

d te

stin

g id

eas

that

are

app

licab

le

thro

ugho

ut s

cien

ce a

nd e

ngin

eeri

ng.

5. E

nerg

y an

d m

atte

r. F

low

s, c

ycle

s, a

nd c

on-

serv

atio

n. T

rack

ing

fluxe

s of

ene

rgy

and

mat

ter

into

, ou

t of,

and

with

in s

yste

ms

help

s on

e un

ders

tand

the

syst

ems’

pos

sibi

litie

s an

d lim

itatio

ns.

6. S

truc

ture

and

fun

ctio

n. T

he w

ay in

whi

ch

an o

bjec

t or

livin

g th

ing

is s

hape

d an

d its

sub

stru

ctur

e de

term

ine

man

y of

its

prop

ertie

s an

d fu

nctio

ns.

7. S

tabi

lity

and

chan

ge. F

or n

atur

al a

nd b

uilt

syst

ems

alik

e, c

ondi

tions

of

stab

ility

and

det

erm

inan

ts

of r

ates

of

chan

ge o

r ev

olut

ion

of th

e sy

stem

are

cri

tical

el

emen

ts o

f st

udy.

o

1. A

skin

g qu

estio

ns (

for

scie

nce)

and

defi

ning

pro

blem

s (f

or e

ngin

eeri

ng)

o

2. D

evel

opin

g an

d us

ing

mod

els

o

3. P

lann

ing

and

carr

ying

out

inve

stig

atio

nso

4.

Ana

lyzi

ng a

nd in

terp

retin

g da

tao

5.

Usi

ng m

athe

mat

ics,

info

rmat

ion

and

com

pute

r te

chno

logy

, and

com

puta

tiona

l thi

nkin

go

6.

Con

stru

ctin

g ex

plan

atio

ns (

for

scie

nce)

and

des

igni

ng s

olut

ions

(fo

r en

gine

erin

g)o

7.

Eng

agin

g in

arg

umen

t fro

m e

vide

nce

o

8. O

btai

ning

, eva

luat

ing,

and

com

mun

icat

ing

info

rmat

ion

Des

ign

and

cond

uct

a sc

ient

ific

inve

stig

atio

n an

d co

mm

unic

ate

resu

lts

for

a se

lf-

gene

rate

d hy

poth

esis

.

Task

1 –

How

doe

s ex

erci

se a

ffec

t th

e pu

lse

rate

?

Des

ign

and

cond

uct

an in

vest

igat

ion

that

com

pare

s no

rmal

pul

se r

ate

to c

hang

es c

ause

d by

tw

o

sele

cted

phy

sica

l act

ivit

ies

(e.g

., j

oggi

ng,

swim

min

g, p

ush-

ups,

squ

ats)

for

des

igna

ted

inte

rval

s.

Prep

are

a re

port

incl

udin

g:•

an e

xpla

nati

on o

f ho

meo

stas

is,

oxyg

en/c

arbo

n di

oxid

e fe

edba

ck lo

op,

effe

ct o

f pu

lse

rate

• an

inte

rpre

tati

on o

f th

e re

sult

s

Answ

er t

hese

que

stio

ns in

you

r re

port

– H

ow d

id t

he p

ulse

rat

es d

urin

g ex

erci

se c

ompa

re t

o th

e no

rmal

(re

stin

g) p

ulse

rat

e? H

ow d

o CO

2 an

d O

2 le

vels

eff

ect

the

hear

t ra

te?

How

doe

s th

e he

art

rate

eff

ect

puls

e ra

te?

How

doe

s th

is a

ffec

t ho

meo

stas

is?

Is t

he r

espi

rato

ry r

ate

also

af-

fect

ed?

•

How

can

you

r de

sign

be

impr

oved

?

Task

2 –

Des

ign

and

cons

truc

t a

scie

ntifi

c ex

peri

men

t to

tes

t w

hich

of

four

ant

acid

s w

ould

be

the

mos

t ef

fect

ive

for

neut

raliz

ing

acid

. Pr

epar

e a

(new

s ar

ticl

e, p

odca

st,

Pow

er P

oint

slid

e sh

ow,

Anim

oto

anim

atio

n) t

o co

mm

unic

ate

your

find

ings

to

the

gene

ral p

ublic

.

4 4

*Sou

rce:

pal

s.sr

i.com

Scie

ntifi

c an

d E

ngin

eeri

ng P

ract

ices

:

4 4 4

Con

tent

Sta

ndar

ds

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

PE

RF

OR

MA

NC

E T

ASK

Ide

as

Unp

acki

ng S

tand

ards

– “

Mat

rix”

Met

hod

Pro

cess

Sta

ndar

ds



Com

mon

Cor

e St

ate

Stan

dard

s

Mat

hem

atic

s

Repr

esen

t and

solv

e pr

oble

ms i

n-vo

lvin

g m

ultip

licat

ion

and

divi

sion

.Un

ders

tand

pro

pert

ies o

f mul

tipli-

catio

n an

d th

e re

latio

nshi

p be

-tw

een

mul

tiplic

atio

n an

d di

visi

on.

Mul

tiply

and

div

ide

with

in 1

00.

Solv

e pr

oble

ms i

nvol

ving

the

four

op

erat

ions

, and

iden

tify

and

ex-

plai

n pa

tter

ns in

ari

thm

etic

.Us

e pl

ace

valu

e un

ders

tand

ing

an

d pr

oper

ties o

f ope

ratio

ns to

pe

rfor

m m

ulti-

digi

t ari

thm

etic

.De

velo

p un

ders

tand

ing

of fr

actio

ns

as n

umbe

rs.

Solv

e pr

oble

ms i

nvol

ving

mea

sure

-m

ent a

nd e

stim

atio

n of

inte

rval

s of

time,

liqu

id v

olum

es, a

nd m

asse

s of

obj

ects

.Re

pres

ent a

nd in

terp

ret d

ata.

Geom

etri

c mea

sure

men

t: un

der-

stan

d co

ncep

ts o

f are

a an

d re

late

ar

ea to

mul

tiplic

atio

n an

d to

addi

tion.

Geom

etri

c mea

sure

men

t:

reco

gniz

e pe

rim

eter

as a

n at

trib

ute

of p

lane

figu

res a

nd d

istin

guis

h be

twee

n lin

ear a

nd a

rea

mea

sure

s.Re

ason

with

shap

es a

nd th

eir

attr

ibut

es.

Stan

dard

s fo

r M

athe

mat

ical

Pra

ctic

e:

o 1

. Mak

e se

nse

of p

robl

ems

and

pers

ever

e in

sol

ving

them

.o

2.

Rea

son

abst

ract

ly a

nd q

uant

itativ

ely.

o

3. C

onst

ruct

via

ble

argu

men

ts a

nd c

ritiq

ue th

e re

ason

ing

of o

ther

s.o

4.

Mod

el w

ith m

athe

mat

ics.

o

5. U

se a

ppro

pria

te to

ols

stra

tegi

cally

.o

6.

Atte

nd to

pre

cisi

on.

o

7. L

ook

for

and

mak

e us

e of

str

uctu

re.

o

8. L

ook

for

and

expr

ess

regu

lari

ty in

rep

eate

d re

ason

ing.

Colle

ct,

orga

nize

, di

spla

y da

ta o

n re

al-w

orld

phe

nom

ena;

ana

lyze

dat

a to

id

enti

fy p

atte

rns;

use

pat

tern

s to

mak

e pr

edic

iton

s; c

omm

unic

ate

clea

rly

usin

g m

athe

mat

ical

ter

min

olog

y.

Ever

y se

ven

wee

ks s

tude

nts

wor

k in

gro

ups

of f

our

to m

easu

re t

he h

eigh

t of

eac

h ot

her

usin

g ta

pe m

easu

res

affix

ed t

o th

e cl

assr

oom

wal

ls.

By m

id-M

ay,

the

clas

s ha

s ob

tain

ed s

ix

heig

ht m

easu

res.

The

n, s

tude

nts

crea

te a

sim

ple

grap

h (h

eigh

t in

inch

es p

lott

ed a

gain

st

the

mon

ths

of t

he s

choo

l yea

r) a

nd p

lot

the

data

. U

sing

rul

ers,

the

y co

nnec

t th

e do

ts t

o se

e “r

ise

over

run

” (a

vis

ual r

epre

sent

atio

n of

the

ir g

row

th o

ver

tim

e).

The

char

t pa

pers

ar

e po

sted

thr

ough

out

the

room

, an

d th

e st

uden

ts c

ircu

late

in a

gal

lery

wal

k to

vie

w t

he

chan

ges

in h

eigh

ts o

f th

e va

riou

s gr

oups

. St

uden

ts t

hen

anal

yze

the

data

to

answ

er g

uidi

ng q

uest

ions

: “I

n w

hat

mon

ths

did

we

grow

th

e m

ost

this

yea

r?”

“Is

ther

e a

diff

eren

ce b

etw

een

how

boy

s an

d gi

rls

have

gro

wn

in

seco

nd g

rade

?” “

How

doe

s ou

r cl

ass

grow

th c

ompa

re t

o th

at in

the

oth

er s

econ

d gr

ades

?”

“Wha

t ca

n w

e pr

edic

t fo

r ne

xt y

ear’

s se

cond

gra

ders

abo

ut h

ow t

hey

will

gro

w b

ased

on

our

data

?” S

tude

nts

are

then

wor

k in

the

ir g

roup

s to

dev

elop

a p

rese

ntat

ion

for

the

curr

ent

2nd

grad

ers

to p

redi

ct h

ow m

uch

they

will

gro

w in

3rd

gra

de.

4 4

4

Gra

de 3

:

o o o o o o o o o o o4

Con

tent

Sta

ndar

ds

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

PE

RF

OR

MA

NC

E T

ASK

Ide

as

Unp

acki

ng S

tand

ards

– “

Mat

rix”

Met

hod

Pro

cess

Sta

ndar

ds



know be able to...

Unpacking Standards: Top Down Method

Standard CS

In order to meet the standard(s), students will need to understand that...

In order to understand, students will need to consider such questions as...

In order to consider such questions well, students will need to...



CS

• key terms related to scientific investigation –-

attribute, classification, comparison, conclusion, data, hypothesis, measure, observation, prediction, variable

STANDARD 4 (elementary): Scientific progress is made by asking meaningful questions and conducting careful investigations.

• Scientific knowledge develops as a result of carefully controlled investigations.

• The scientific method deliberately isolates and controls key variables. (It is not just “trial and error.”)• Scientific knowledge must be verified through replication.

Source: California Science Standards

• How do we know what to believe in science?• To what extent is science “trial and error”?• What’s the difference between scientific theory, common sense

and strong belief?• How do we make and validate predictions?

• make predictions based on patterns of observation (rather than guessing)

• measure length, weight, temperature, and liquid volume with appropriate tools

• express measurements in standard and non-standard units

• compare and sort common objects based on two or more physical attributes• write or draw descriptions of a sequence of steps, events or observations

know be able to...


Standard CS






• visual art design elements (concepts and terminology) – line, color, form, texture, pattern, space

• visual art design principles – balance, rhythm, perspective, emphasis, unity

• ways in which various technologies are employed by artists • relevant historical and cultural

information about various periods

Visual Arts, Goal 2 – The student will recognize the visual arts as a basic aspect of history and human experience.

• Artistic expression is influenced by time, place, and culture. • One gains insights into a culture by analyzing and interpreting

its visual arts.• Available tools, techniques, materials and resources influence the

ways in which artists/artisans express themselves.

• analyze and interpret works of art• compare works of art from different

periods and cultures to determine the distinguishing visual characteristics (e.g., Medieval and Renaissance)

• communicate their analyses and interpretations verbally and visually

Source: Baltimore County, MD Public Schools

• To what extent is art shaped by time, place, and culture? • In what ways does art shape culture?• Are artists cultural visionaries, reporters, or reactionaries?• Who determines the meaning of art? • How does technology influence artistic expression?

know be able to...


Standard CS






• types of evidence• components / structure of an

argument• related terms -- claim,

counterpoint, evidence, relevant, refute, substantive

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• Arguments need support.• Not all support is equal.• Complex issues require consideration of multiple views.• An effective argument anticipates and addresses counter

points.

• identify a position and develop an argument

• determine relevance and sufficiency of evidence

• build support for an argument• anticipate and refute objections

Source: Common Core State Standards - Writing

• What constitutes effective support for an argument?• What makes evidence relevant and sufficient in support of an

argument?• How might we determine different points of view?• How might we anticipate and refute objections to our argument?

know be able to...


Standard CS








Degree of Autonomy Rubric

Independently

The learner is able to successfully complete the task with complete autonomy. The learner employs effective strategies without hints or other supports.

With Minimal Assistance

The learner is able to complete parts of the task independently, but needs occasional hints or minor support (e.g., checklist, graphic organizer).

With Some Assistance

The learner requires some assistance in completing the task. Scaffolds such as graphic organizers, a step-by-step checklist, and hints are needed by the learner to successfully complete the task.

Only with Considerable Assistance

The task can only be completed with significant support. Specific help and “hand- holding” is required at every step. The learner would be unable to complete the task without considerable assistance.

Unable to Complete Task

The learner cannot (or does not) complete the task, even with considerable assistance.

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