Beruflich Dokumente
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Katrina Maccalous
Feedback is information about how we are doing in our efforts to reach a goal
(Wiggins, 2012, para. 4). It is one of the most crucial components towards developing
understanding. Grant Wiggins (2012) details the need for effective feedback to be goal-
The following lesson plan has been updated to include effective feedback
strategies and designed according to the Understanding by Design (UbD) Template and
understanding?
Understanding By Design
Earth's systems and the structure and dynamics of Earth and other objects in space (Colorado Academic
Students will understand that earths materials can How do the properties of Earth materials affect
be compared and classified based on their properties the way we can use them?
(Colorado Academic Standards, 2009a, p. 16). How can we classify/compare earths materials?
Topical Questions:
different?
materials?
Performance Task(s):
GRASPS
Goal: Students will research and synthesize their learning to create a brochure for a particular
landform/feature to answer the following questions and attempt to persuade their audience to visit their
location:
2. What are the natural resources and how are they useful?
compositions?)
Audience: After completing their brochures, students will present to their peers in an effort to teach
Situation: Develop a brochure to inform and persuade their classmates to visit their particular
landform/feature/locale.
Product: Students will create a brochure detailing a particular locale (beach, desert, mountains, forest,
plains).
Standards/success criteria: Students work/performance will be judged using a rubric to assess their
quality of work, ability to identify and explain its natural resources, soil composition, and how it is
Rigor & Relevance: The project requires students to be able to classify, explain, compare, as well as to
UBD LESSON PLAN 5
evaluate the way resources/ earth materials are being used (Armstrong, n.d., para. 15). This project-
based learning experience is rigorous and relevant, by asking students to both think and work (Jones,
2012, p. 38). Additionally, being able to understand how humans and the earth interact and work
together is an important and enduring understanding that can help students learn to respect and care for
their environment.
Whole group What I learned so far check- Whole group pre-assessment What do you
ins and final L from KWL know about rocks and soil? What do you want
use a visible thinking routine that helps Formative assessments: roving observations
students to reflect on their thinking about a and student discourse during each
topic or issue and explore how and why that experiment/investigation aligned with the
think, but now I think (Harvard Project Science notebook observations, predictions and
materials)
during investigations)
embedded within the content standard, and are supported by the effective teaching principles as outline on
pages 2-4 (i.e. engagement time, scaffolded instruction, generating and testing hypotheses, and using
graphic organizers to organize thinking) of the Secondary Response to Instruction and Intervention (RtII) Tier
o I can identify the properties of soil and rocks (Colorado Academic Standards, 2009a, p. 16).
Description: Students will head outside to find a rock they like to become their pet rock. This rock
will be able to join them at their table. They will then complete the birth/adoption certificate for their
rock.
Materials Needed: rocks from playground, rock birth certificate, paint, googly eyes
2. Engage with a question to engage students and set up lesson objective: What makes a good
UBD LESSON PLAN 7
pet? (have students share out several responses) If you wanted to adopt a pet rock, what
properties would you look for? (have students turn-and-talk, then chart responses) H
3. State objective as it aligns to big idea: Today, you get to become the proud parent of your very
own pet rock. Using the properties you like about rocks, you will find a rock you wish to adopt.
Then you will get the chance to decorate your pet and complete its adoption birth certificate
(show template). W
5. Bring students back in to share with a partner why they chose their rock (What do you like about
it? What does it look like? Feel like? Where did you find it?) E
6. Students will get time to personalize their rock OR may choose to leave it as is. E
7. Students will be given the adoption certificate to fill out, using both pictures and/or words
depending on their individual learning needs. Students will answer the following questions:
What is a goal you have as a learner that your pet rock will help remind you of? (have
students set a personal goal that they will be reminded of when they look at their pet
rock) E, R, T
8. Teacher roves, prompts, asks questions, provides feedback as needed, and collects formative
9. Conclude lesson by having students return to carpet to present their new pet to the class.
Students can respond with questions or compliments that can reinforce understandings of the
UBD LESSON PLAN 8
RRR: Rigor, relevance, and relationship- This lesson supports the three Rs of rigor, relevance and
relationship by engaging students in an activity where they are asked to determine the properties of
rocks that they like best in order to apply that learning to select a pet rock, create it through
personalization, and explain and defend their reasons for choosing that rock (Armstrong, n.d., para. 15).
Additionally, it is rigorous and relevant, by asking students to both think and work (Jones, 2012, p.
38). Students will be building relationships through sharing their rocks and their birth certificates.
o I can sort/group/classify earths materials by the similarities and differences in their properties
o I can identify how natural resources can be used (Colorado Academic Standards, 2009a, p. 16).
Description: Students will engage in a whole class experiment to determine what soil is the best for
growing plants. Students will make a prediction on which soil they think will be best suited for growing
plants for humans to use, then we will test it out using different soils like sand only, humus only, a
mixture of both and even the soil from our playground outside.
Materials Needed: Sand, humus, soil mixture of rocks and humus, soil from playground, planting pots,
1. Ask: Do humans need soil to survive? (have students share initial opinions and let them know
that we will explore this question further and reevaluate our thinking as needed) This can serve
2. Teacher will display previous student ideas around the properties of soil and their
similarities/differences. This is located on the unit flipchart and displayed on the class
UBD LESSON PLAN 9
3. State objective: Weve been exploring different soils and how these natural resources are used
by people. We are going to continue thinking of how these properties affect how we can use
them. W
4. As a class work together to chart soil compositions we have studied so far: sand, humus, a
5. Review how people use soil and ask students: What soil do you think will be the best for
growing food? Why? (have students turn-and-talk, then share out as a class) H, E, R
6. Create a class prediction (hypothesis) and have students record it in their science notebooks. E
8. Ongoing- monitor, discuss, and record results (using photos taken in class, pictures or words). E,
E-2, R, T
9. At the completion of the experiment, students will reflect back on their initial predictions and
create a conclusion on what the best soil is for humans, as well as what would happen if we did
not have the right soil or access to soil at all. Students will also discuss whether the results were
surprising. E-2, E, R
10. Teacher will use discussions and students science notebooks to guide instruction and serve as
RRR: Rigor, relevance, and relationship- This lesson is supportive of the three Rs: rigor, relevance
and relationship by engaging students in an inquiry-based science experiment that seeks to answer a
real-world issue. By asking students to create a prediction and conduct an experiment to explore our
need for the best soil composition, students are not only thinking but working (Jones, 2012, p. 38). This
makes the learning activity fall under quadrant D of the rigor and relevance framework (Jones, 2012, p.
7). Using the revised Blooms Taxonomy as a guide, this activity requires students to engage in all six
UBD LESSON PLAN 10
Feedback Strategies
A variety of feedback strategies will be utilized throughout the unit to support students in reaching mastery of
the standards. For the majority of the unit, feedback will be given as it relates to that days learning target and
outcome. This will ensure that the feedback is timely, goal-referenced and clear and tangible (Wiggins,
2012, para. 11 & 14). The unit will culminate in a project-based learning activity that will utilize a student-
friendly rubric. According to Goodwin and Hubbell (2013) rubrics help students better assess themselves,
become more receptive to feedback, and feel more motivated to learn (p. 34). The rubric will outline student
expectations according to the standards, be used to measure current student understanding, and serve as a self-
assessment and goal setting tool. The rubric clearly outlines what students need to do to perform at proficiency,
enabling them to access a detailed performance breakdown that also serves as a visual support in which to
establish and monitor their learning goals. Below are several strategies that will by employed while delivering
Roving Feedback: This feedback strategy is especially effective as it is timely and allows students to
make adjustments during the learning activity. Additionally, this form of feedback is oral and is
supportive for first grade learners who may not yet read well (Effective Feedback in the Classroom,
Conferences: Student-teacher conferences are helpful for giving individualized feedback based on a
UBD LESSON PLAN 11
students strengths and next steps. The article Effective Feedback in the Classroom (n.d.) states that
individual feedback makes students feel valued and is motivating (para. 7).
Demonstrations: Demonstrations or think-alouds will be used to support visual learners and target
Visual: Visual feedback (i.e. drawing an eye, ear, hand, mouth, or nose to guide students to using their
sense when identifying the properties or earths materials) is helpful for primary learners who may not
be able to read, need a visual reminder, or are visual learners (Effective Feedback in the Classroom,
Self-assessment: Self-assessment and peer-assessment help teach students valuable skills of internally
assessing their own understanding and giving constructive, helpful feedback to their peers (Goodwin &
Whole group: This form of feedback can be effective and appropriate if most of the class is missing a
concept or needs reinforcement (Effective Feedback in the Classroom, n.d., para. 7).
UBD LESSON PLAN 12
References
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy
Effective feedback in the classroom. (n.d.). Center for Innovation in Research and
https://cirt.gcu.edu/teaching3/tips/effectivefeed
Colorado academic standards: First grade science [PDF]. (2009a). Denver: CDE.
documents/coscience/documents/science_1st_grade.pdf
Goodwin, B & Hubbell, E. (2013). The twelve touchstones of good teaching. Alexandria,
VA: ASCD
Harvard Project Zero (n.d.). Visible thinking. Retrieved November 05, 2017, from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutin
es/03c_Core_routines/UsedToThink/UsedToThink_Routine.htm
-engaging-students-nicolas-pino-james
Secondary response to instruction and intervention (rtII) tier 1 core instruction [PDF].
http://static.pdesas.org/content/documents/Sec-RtII-Tier1.pdf
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria,