Unpacking the Standard

1. Unpacking the Standard ED 3100

2. Review Activity: Bloom’s Taxonomy Use your core curriculum to . . . • Find an indicator for each level of Bloom’s taxonomy. • Find an indicator for the psychomotor and affective domain.

3. Backwards Design 1. Identify Desired Results 2. Determine Acceptable Evidence OBJECTIVES ASSESSMENTS 3. Plan of Action LESSONS

5. Why “backward”? • The stages are logical but they go against habits • We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students • By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

6. Unpacking the Standard Grade: Subject: Topic: Big Idea/Enduring Understanding: Unit Objective: Core Curriculum: Unpacking: (add or delete rows as needed) What are the standards, objectives, and indicators from the core?

7. Grade 4 Science STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Investigate evidence that air is a substance (e.g., takes up space, moves as wind, temperature can be measured). Compare the components of severe weather phenomena to normal weather conditions (e.g., thunderstorm with lightning and high winds compared to rainstorm with rain showers and breezes). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Describe how weather and forecasts affect people's lives. Predict weather and justify prediction with observable evidence. Evaluate the accuracy of student and professional weather forecasts. Relate weather forecast accuracy to evidence or tools used to make the forecast (e.g., feels like rain vs. barometer is dropping).

8. Unpacking the Standard Grade: Grade 4 Subject: Science Topic: Weather Big Idea/Enduring Understanding: Unit Objective: Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence. Unpacking:

9. STOP AND WORK • With your partner, select the grade, subject, and topic for your TWS. • Find the Standards, Objectives, and Indicators from the core curriculum that you want to teach for your TWS.

10. Unpacking the Standard What is the “big idea” that the standards, objectives, and indicators are based on? Grade: 4 Subject: Science Topic: Weather Big Idea/Enduring Understanding: Unit Objective: Core Curriculum: Unpacking: (add or delete rows as needed)

11. Prioritizing Desired Results Worth being familiar with Must know and be able to do Enduring Understanding Big Idea

12. “Big Ideas” are typically revealed via – • Core concepts • Focusing themes • On-going debates/issues • Insightful perspectives • Organizing theory • Overarching principle • Underlying assumption

13. Big Ideas: Examples • Words are power. • Reading is more than just the words on a page. • Relationships between quantities can be represented by graphs, tables, and equations. • Healthy nutrition practices influence all aspects of our lives. • All life is interrelated as evidenced by the differences and similarities among species.

14. More Big Idea Examples • Great artists often break with conventions to better express what they see and feel. • Price is a function of supply and demand. • Friendships can be deepened or undone by hard times • History is the story told by the “winners” • F = ma (weight is not mass) • Math models simplify physical relations – and even sometimes distort relations – to deepen our understanding of them • The storyteller rarely tells the meaning of the story

15. You’ve got to go below the surface...

16. to uncover the really ‘big ideas.’

17. Unpacking the Standard Grade: Grade 4 Subject: Science Topic: Weather Big Idea/Enduring Understanding: Science Benchmark Weather describes conditions in the atmosphere at a certain place and time. Water, energy from the sun, and wind create a cycle of changing weather. The sun's energy warms the oceans and lands at Earth's surface, creating changes in the atmosphere that cause the weather. The temperature and movement of air can be observed and measured to determine the effect on cloud formation and precipitation. Recording weather observations provides data that can be used to predict future weather conditions and establish patterns over time. Weather affects many aspects of people's lives. Unit Objective: Core Curriculum: Unpacking: What is the “big idea” that the standards, objectives, and indicators are based on?

18. Unpacking the Standard Grade: Grade 4 Subject: Science Topic: Weather Big Idea/Enduring Understanding: Science Benchmark Weather describes conditions in the atmosphere at a certain place and time. Water, energy from the sun, and wind create a cycle of changing weather. The sun's energy warms the oceans and lands at Earth's surface, creating changes in the atmosphere that cause the weather. The temperature and movement of air can be observed and measured to determine the effect on cloud formation and precipitation. Recording weather observations provides data that can be used to predict future weather conditions and establish patterns over time. Weather affects many aspects of people's lives. Unit Objective: Core Curriculum: Unpacking: What is the “big idea” that the standards, objectives, and indicators are based on?

19. Unpacking the Standard What is the “big idea” that the standards, objectives, and indicators are based on? Grade: Grade 4 Subject: Science Topic: Weather Big Idea/Enduring Understanding: Weather describes conditions in the atmosphere at a certain place and time. Recording weather observations provides data that can be used to predict future weather conditions and establish patterns over time. Unit Objective: Core Curriculum: Unpacking:

20. STOP AND WORK • What “Big Idea” are the listed standards, objectives, and indicators based on? • Write down your “Big Idea.” • Class sharing

21. Unpacking the Standard Grade: Grade 4 Subject: Science Topic: Weather Big Idea/Enduring Understanding Weather describes conditions in the atmosphere at a certain place and time. Recording weather observations provides data that can be used to predict future weather conditions and establish patterns over time Unit Objective: Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence. Unpacking: What is the overall unit objective?

22. Unpacking the Standard Grade: Grade 4 Subject: Science Topic: Weather Big Idea/Enduring Understanding: Weather describes conditions in the atmosphere at a certain place and time. The temperature and movement of air can be observed and measured to determine the effect on cloud formation and precipitation. Recording weather observations provides data that can be used to predict future weather conditions and establish patterns over time Unit Objective: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence. Unpacking:

23. STOP AND WORK • Write your overall unit objective. • Class sharing

24. Unpacking the Standard Grade: Grade 4 Subject: Science Topic: Weather Big Idea/Enduring Understanding: Weather describes conditions in the atmosphere at a certain place and time. The temperature and movement of air can be observed and measured to determine the effect on cloud formation and precipitation. Recording weather observations provides data that can be used to predict future weather conditions and establish patterns over time Unit Objective: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence. Unpacking: What are the specific lesson objectives based on the core objectives or indicators?

25. Writing the specific lesson objectives • What should students know and be able to do that flows from the “Big Idea” and the specific indicators to be taught? • What “teachable chunks” can be described? • “Expert blindspot”

26. Write as a Lesson Objective 1. Start with a verb • Use your list of Bloom’s verbs 2. Make sure each objective includes only one action and one content part 3. State as a student outcome (not what the teacher will do) 4. Focus attention on the Big Idea and are part of the core curriculum 5. Include actions from a variety of levels of Bloom’s taxonomy – however, the lesson objective should not be at a higher level of Bloom’s than the core objective or indicator.

27. Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence.

28. Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence.

29. Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence.

30. Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence.

31. Core Curriculum: STANDARD II: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1: Observe, measure, and record the basic elements of weather. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure). Objective 3: Evaluate weather predictions based upon observational data. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). Predict weather and justify prediction with observable evidence.

32. STOP AND WORK • UNPACK each indicator from the core and write lesson objectives using the Bloom’s verbs. Make sure each lesson objective is chunked so that you can teach it in one lesson. Identify the level of Bloom’s taxonomy for each lesson objective.

33. Unpacking the Standard Assignment recap • Identify all the core standards, objectives, and indicators you will cover. • Specify the “Big Ideas” that students will acquire. • Identify the Unit Objective for the full TWS. • Create lesson objectives from the core objectives or indicators by unpacking them into teachable chunks. Identify the level of Bloom’s taxonomy • Rough draft due in class next time so we can work on them.