Sharing Out 321 Think, Pair, Square

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

• Please think about your answers to the following
  questions
• What are 3 ideas from UbD that have stuck with
  you
• List 2 things that youd like to share
• Whats the 1 thing you want to try this time
  around

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Understanding By DesignStage 1 Desired Results
Secondary Science Training Day 1
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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

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Desired Outcomes

• Revisit the Established Goals, Enduring
  Understandings, Essential Questions, Knowledge
  and Skills
• The common language of science K-12
• Strategies that incorporate vocabulary words
• Develop another unit and/or continue with last
  years unit

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Lets Back It Up A Bit

• Whats UbD?
• Backwards design model
• Follows the research of NAEP report to improve
  student performance
• NAEP and other programs all stress (1) teach
  the concepts and (2) problem solving and
  critical thinking skills.
• Based on teaching for understanding rather then
  memorization

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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
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Established Goals

• What is the depth of thinking required to meet
  the benchmarks?
• Taxonomic Levels (Marzano)
• Level 1 Retrieve
• recognize, recall, execute
• Level 2 Comprehension
• integrate, symbolize
• Level 3 Analysis
• match, classify, analyze, generalize, specify
• Level 4 Knowledge Utilization
• decision making, problem solving, inquire
  experimentally, investigate

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Marzanos Taxonomic Levels of Understanding
(Cognitive Domain)
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Topic and HCPS III Benchmark
Level 1- Knowledge Retrieval
Level 3 - Analysis
Reminder taxonomy of benchmarks are the
assessment levels. So, lessons/instruction
should be at or above the matching taxonomic
level.
Slide was taken from Gentry Hirohatas Taxonomic
Levels and Rubrics Presentation
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Enduring Understandings

• Refer to the Science Big Ideas handout.
• Big Ideas builds consistent understanding of the
  concepts.
• You may recall that you actually created this
  handout at last years UbD training session.

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

• Look at the Big Ideas handout
• You will be asked to sit in groups life science,
  physical science and earth and space science
• Groups
• Life Science Standards 3, 4, 5
• Physical Science Standards 6, 7
• Earth/Space Science Standards 1, 2, 8
• Come up with essential questions that
• (1) address the big ideas or (2) come up with
  questions that you would need to ask in order for
  students to gain an understanding

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Keys to academic success

• Discuss the rationale of why common vocab is
  important.
• Keys to academic success are
• Background knowledge
• Repetition of information
• Collaborative effort
• Vertical Alignment
• SO To build background knowledge we have to
  expose students to new opportunities in science
• We also need to use consistent vocabulary in
  science K-12
• Thats why the need to build a common list is so
  very important.

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Knowledge and SkillsFocus on The Common Language
of Science

• Desired Outcomes
• to come up with a vocabulary list of words for
  certain strands (grades 6-12)
• Objectives
• For each strand (Life Science, Physical, Earth
  and Space) come up with a list of common
  language used
• Share out your lists to the other strands
• Time Frame
• You will be given a total of 20 minutes to
  complete this task. Time might need to be
  extended

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Language and UbD

• 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

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Group Task

• You will be asked to stay in your groups life
  science, physical science and earth and space
  science
• There will be a total of 6 strategies that will
  be introduced
• Your group should have 1 example of each of the 6
  strategies.

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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)
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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)
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Vocabulary Strategy 3Frayer Model
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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

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.
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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.
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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.

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Desired Outcomes

• Revisit the Established Goals, Enduring
  Understandings, Essential Questions, Knowledge
  and Skills
• The common language of science K-12
• Strategies that incorporate vocabulary words
• Develop another unit and/or continue with last
  years unit