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FRIT 7430: UbD Stage 3 Assignment

Debra Scott FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2010

FRIT 7430: UbD Stage 3 Assignment Title of Unit The Theory of Plate Tectonics Grade Level

Standard: S6E5.a Compare and contrast the Earth s crust, mantle, and core including temperature, density, and composition. (Instructional Strategy (IS) Lab) Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. (IS Publishing electronic newsletter & website; web research) a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. (IS Publishing electronic newsletter & website; web research) Understandings: Students will understand: 1. The importance of expressing their understanding of scientific concepts in their own words as well as creatively using graphs, charts, images, sound effects, and/or video to help clarify their thoughts. (Instructional Strategy (IS) - Creative note taking with MS Office: Word, Excel, and PowerPoint) 2. Sharing personal interpretations of complex concepts with others often clarifies and deepens understanding. (IS Show & Tell, group presentations) 3. Students will understand that there is an online community of learners of all ages exchanging information. 4. A scientific theory is based on the evidence available at the time of its development. (IS web research) 5. Changes in temperature, air pressure, and density within the earth s layers create conditions which result in parts of the earth moving or shifting. (IS lab) Related Misconceptions: Scientific theories are foolproof and should never be challenged. The earth is rock solid and motionless. If the earth is moving, we should be able to feel it moving beneath our feet. Essential Questions: Overarching Questions: What qualities characterize a good citizen? What is the value of being open to hearing various and sometimes conflicting ideas on a topic? (IS Web Research) How may careless consumer choices create environmental conditions that could lead to the extinction of mankind as we know it? (IS web research - use historical evidence to predict future events) Topical Questions: 1. What evidence indicates that there are powerful chemical reactions going on beneath the earth s surface? (IS - lab & web research) 2. What is the value of interpreting ideas in your own way, formulating a personal opinion regarding them, and sharing your ideas with others? (IS Creative note taking with MS Office: Word, Excel, and PowerPoint) 3. How do Geologists help us gain understanding of how the earth has transformed over time? (IS Web research, Reading lessons) 4. What can various locations of similar fossils tell us about how the earth s structure has changed over time? (IS - Web research, Reading lessons) 5. How have events that occurred millions of years ago impacted our quality of life today? (IS Timeline task)

FRIT 7430: UbD Stage 3 Assignment

Stage 3: Plan Learning Experiences


Week 1 Type week 1 activities here (use page 26 of the UbD text as an example)
1) Pre-Test (1/2 hr) Intro Activity: Pangaea A puzzling experience (Group Project) Materials: map(s), globe(s), plate tectonic map(s), scissors, Pangaea Image), bulletin board w/bodies of water labeled as basis for continent placement (to be referenced throughout unit). Hook-Create a sense of mystery & intrigue with the theme being in search of evidence in support of the Theory of Continental Drift. Whereto Provide an overview of what tools will be used to search for (internet, textbook, newspaper, science journals) and document (MS Word) evidence. 2) SQ3R (Survey, Question, Read, Recite, Review) The majority of the classroom students are reading below grade level therefore several unit lessons will aggressively model aspects of the SQ3R (Survey, Question, Read, Recite, Review) study method. Students will be allowed ample time to review all headings and pictures in assigned readings, predict what they think will be covered in the text. The objective is to encourage students to make better use of visual cues, realizing that in a text, ideas are communicated through much more than just words. Tailor: Independent and/or Computer Assisted/Pairs 3) Reading Tailor: Independent and/or Computer Assisted/Pairs Materials: Access to MS Word & Excel. (Exploring MS Word) Students will be encouraged to record ideas creatively with as few words as possible using any tools available (i.e. graphs, charts, clip art, graphic images, etc.) 4) Jeopardy game for reviewing key terms & concepts (Assign roles: host, time keeper w/buzzer; score recorder)

Week 2 Type week 2 activities here (use page 26 of the UbD text as an example)
1) Lab Performance Test Materials: solid(s) (include irregularly shaped objects), liquid(s), hot plate, beaker. Students will observe convections currents and record observations. Students will be encouraged to draw pictures, diagrams etc. and to use as few words as possible. Exploration Encourage students to think and act like a Geologist. Career Exploration - Interview with a Scientist (1 per quarter) Provide students with list of area scientist(s) Class Activity - Write invitation letters. (Reinforce basic writing skills) Group Activity-Brainstorm questions: Ask about education, salary, job description, etc. Encourage students to consider their personal short-term & long-term goals. Tailor- Assign roles based on strengths (interviewer, recorder, writer, newsletter layout design) Distribute in the class e-newsletter. 2) Lab Report Workshop (Materials, Methods, Results, Group Discussion as well as self reflectiondiscuss what did or did not go well). Rethink & Equip Use MS Word and Excel. Students will be encouraged to draw pictures, diagrams, etc. and to use as few words as possible.

FRIT 7430: UbD Stage 3 Assignment


Of particular importance in science is using data to predict behavior using graphs and charts therefore data collection and interpretation is one of the big ideas that should consistently be reinforced. Rethink based on results and discussion how could things have been done differently to provide greater accuracy. Timeline Group Task/ Internet Research (In search of evidence) web quest- Thinking & acting like a geologist search the web to find evidence of plate tectonics and continental drift. Using colored markers indicate the time of at least 1 major event on the class timeline. Be able to discuss whether it does or does not support the theory of plate tectonics. Materials: masking tape, meter stick, multicolored marker(s) Explore students will explore major events of the geologic timeline to provide context for the changes in earth s structure. Tailor Independent or Work on developing graphic organizers in pairs. Organize web research: use diagrams, graphic images, etc. Communicate idea(s) using as few words as possible. (Rethink) Journal Activity - Self Reflection (Evaluate & Tailor) Oral or Written Key Concept Quiz

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Week 3 Type week 3 activities here (use page 26 of the UbD text as an example)
1) (Explore) Webquest (Independent or working in pairs): Search for clues indicating the earth has transformed. Map Activity Using research or text, outline edges of the tectonic plates on the bulletin board map. Using push pins, identify areas where there tends to be many volcanoes & or earthquakes. 2) (Explore) Continue Webquest (Independent or working in pairs) 3) (Rethink) Collect Thoughts: Independent/Group Pairs 4) (Rethink) Show & Tell (Group Presentations) to include a Peer Review Conduct disaster preparedness exercise students coordinate earthquake drill and prepare a public service announcement to explain the hazards of taking mother nature lightly. 5) (Evaluation) Journal Activity Self Reflections & Post-test 6) Post graphic organizers to class website.

Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric. Students & parents are also encouraged to access the textbook s online support tools at any time for additional learning support by visiting my.hrw.com.

FRIT 7430: UbD Stage 3 Assignment

Stage 3 Scoring Rubric


(0 Points) 1. Does not clearly communicate WHERETO for learning activities Fails to provide a pretest for learners. 2. Alignment is not demonstrated between instructional strategies, standards, and understandings of the unit. (3 Points) Codes some learning activities with WHERETO (5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge.
Your Score

There is evidence of Alignment is clearly alignment between some demonstrated between of the instructional instructional strategies, strategies, standards, and standards, and understandings of the understandings of the unit. Matches all essential unit. questions, understandings, skills, and knowledge with a corresponding instructional strategy. Utilizes Gardner s strategy to provide different Entry Points. Evidence of an attempt at differentiation exists Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. Includes the use of technology Utilizes Gardner s strategy to provide different Entry Points to meet the needs of all types of intelligences. Clear plan for differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.

3. Instruction has one global starting point for all learners. No evidence of an attempt at differentiation 4. Fails to provide opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5. Does not indicate the use of technology in a meaningful way 6. Assignment is not organized Assignment Instructions not followed Several errors in grammar and form, which distracted the reader

Assignment somewhat organized Most assignment instructions followed A few errors in grammar and form which distracted the reader

Your Total Score

/30