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Unit Planning and Assessment Discussions

This module focuses on small group assessment discussions and designing an instructional blueprint for a science unit. Students will collaborate with their content group to share enduring outcomes, discuss appropriate evidence and tasks, and complete the assessment table. They will also design a unit plan consisting of at least 15 lessons and select a subset of lessons to teach. The unit plan will include hands-on activities for learning stations and a discrepant event.

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Unit Planning and Assessment Discussions

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  1. EDTE 316 Science Methods Fall 2007 Module 3 (Weeks 5, 6 & 7) To properly navigate through this PowerPoint, go to “View” and click on “Slide Show”

  2. Week 5: Oct. 1 to Oct. 7 • Assessment

  3. Stop here and read Chapter 4 and Chapter 5 (Stage 3). Click on the Teaching the Science Class You Never Had textbook link on the course website. You can either read Chapters 4 & 5 online or print them. When you are finished reading (no later than Tuesday) go to the next slide for small group online discussion instructions.

  4. Small Group Assessment Discussions • By Tuesday: With your “Content Group”, each of you should share one enduring outcome from each outcome category (Memory, Analytical, Creative, Practical). • By Thursday: Discuss appropriate evidence and applicable tasks for each of these outcomes. • By Friday: Help each other complete the assessment table. This is the table found in chapter 4, page 11 and in prompt 1 of Stage 3.

  5. Complete Stage 3 • After you have all worked with your small group to devise an assessment table, complete Stage 3 as a group. (A WORD version of the Unit Plan Template is on the course website) • Submit a group draft of Stage 3 as a TaskStream email attachment to me by 11:59 P.M. Sunday evening, Oct. 7th. • Name your document “Stage 3 (your Content Group) (date). Example: “Stage3Chemistry(7Oct07)”

  6. Weeks 6 & 7 When you are ready, click on the arrow to move onto Weeks 6 & 7.

  7. Week 6: Oct. 8 to Oct. 14Week 7: Oct. 15 to Oct. 21 • Designing Your Instructional Blueprint

  8. Time to read … Read Chapter 5 , Stage 4 & Summary. Originally this was going to be a 1-week assignment but it was expanded to 2 weeks because there is a lot to accomplish. So get started early on the reading, then you can devote the rest of your time to completing the unit plan.

  9. Instructional Blueprint– Stage 4 • Recall from Module 1 that you will be teaching a mini-unit of 6 activities/lessons -- first to the rest of your classmates, then to the Jed Smith students on Science Day • In this stage you will design a unit that consists of at least 15 lessons, then select a subset of those lessons to teach • Stage 4 may be completed in a few different ways, which will be summarized on the next page. The end product must consist of every blank in the Stage 4 template filled in for every lesson (at least 15 lessons) • Now go onto the next page for a summary of ways to go about completing Stage 4

  10. Completing Stage 4 • Download the WORD unit plan template from the course website, or click here -- the cells will expand to whatever size you need to get your information in. • Type in what you think would be a logical sequence of lessons to meet the enduring outcomes identified for this unit. Don’t settle for your first draft. Rearrange as necessary until you have something that you think will really work. • Then work through one lesson at a time, sketching out the student learning objectives, essential questions, strategies, and formative assessments. Do a reality check and again rearrange as necessary. • Be sure to read through the details of each prompt for Stage 4 (Chapter 5).

  11. What about Lesson Plans? The beauty of this kind of unit plan is that you do not need to write out every single lesson in great detail. Just certain key lessons will need more elaboration. The key lessons for this unit will be just the 5 or 6 actual activites/lessons you are going to teach, plus a discrepant event. Relax, each of you will only be required to write one detailed lesson plan, so read on . . .

  12. Choose 5 or 6 activities to teach in learning stations • The unit you will actually be teaching to your colleagues, then to the Jed Smith students on Science Day, will consist of 5 or 6 hands-on activities selected from your unit plan. • These hands-on activities will be set up as stations, complete with instructions & materials. • Students should be divided into small groups – Group 1 starts at Station 1, Group 2 at Station 2, and so on. • The groups will rotate from 1 station to another until they have participated at every station. • Each of you will facilitate a particular station, or in some cases 2 stations. • More on this later, but for now, decide with your group which 5 or 6 lessons/activities you will use for the learning stations

  13. Guidelines for choosing the Learning Station activities • The 5 or 6 hands-on activities that you select should focus on closely-related concepts/big ideas. • For example, if you were teaching a unit on the human body, you might focus on a single concept/big idea like the digestive system. Then, your 5 stations might be: 1) Mouth; 2) Esophagus; 3) Stomach; 4) Intestines; 5) Liver. • Notice in the above example that although the students will be learning something different at each station, all the stations help reinforce the big idea or concept of the digestive system.

  14. Choose a Discrepant Event • Remember the discrepant event you did a few weeks ago (egg in the bottle)? • You should introduce your unit plan with a discrepant event. • Decide as a group on a discrepant event that you will use to introduce the students to the unit.

  15. Write Your Lesson Plans (individually) • Now that you have decided on a discrepant event and 5 or 6 activities, divide up the work so one of you is responsible for the discrepant event and each of the others is responsible for one of the activities. • Use the Lesson Plan Template found on the last page of the Unit Plan Template. • Each of you should write one lesson plan. This is an individual (not a group) activity, although it obviously should be related to the group unit plan. • In other words, one person will write a lesson plan for the discrepant event, one person for the Station 1 activity, one person for the Station 2 activity, and so on.

  16. Submit Your Entire Unit Plan • Revise Stages 1,2,and 3 according to feedback received from me. Then combine these with Stage 4. • Attach the individual lesson plans to Stage 4. • Submit the entire unit plan (cover page + all 4 stages & lesson plans) to me as an attachment in TaskStream. Name it: “UnitPlan(Content Group)(date). Example: “UnitPlanChemistry(20oct07)” • This unit plan (less lesson plans) will be graded (group grade) based on how effectively you have addressed each prompt of each stage. • The lesson plans will be graded individually. • Due 11:59 P.M., Saturday, October 20th.

  17. Unit Planning Q & A Discussion Forum • There is no specific prompt. Rather, this is the place to post your questions or insights about your unit plans. • Log onto the course website at www.taskstream.com • Under the 6th & 7th weeks, you will see the Forum title, “Stage 4 Q & A”. • Posting is optional.

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