Designing Lessons for Understanding while Addressing …caroltomlinson.com/Presentations/ASCD_DesigningLess… · · 2013-03-06Designing Lessons for Understanding while Addressing

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Designing Lessons for

Understanding while Addressing

Students’ Learning Needs

Marcia B. Imbeau, Ph.D.

Associate Professor

[email protected]

http:/public.me.com/marciaimbeau

Unit Questions to Consider….

1. After deciding on a grade level for this particular unit, which of your state standards do you believe you could address in this unit?

2. Think of at least 2 ways you might determine what students already know about this unit based on the Knows, Understands and Be Able to Dos? Discuss these with others in your group. Would these same pre-assessments be appropriate for other units of study? If not, could they be adapted to do so?

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Unit Questions to Consider….

3. Since it is likely that you will have students who have

difficulty reading and/or writing and other students who may

not have difficulty with these areas, how might you address

this readiness difference in your lesson planning? Develop a

learning experience that you believe would be appropriate

and would assist students in coming to understand your

learning goals.

4. In what ways could you address interest? Learning Profile?

Develop a second learning experience that you believe

would address students’ interests or learning preferences and

also come to assist students with understanding your

learning goals.

Unit Questions to Consider….5. What instructional strategies for differentiation have you

learned this week that you believe might be a match for your learners and will assist your students in reaching the understandings for your unit?

6. How will you determine if the students are gaining the understanding you intend during the unit?

7. What would be a good way to check for understanding at the end of the unit?

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The World of Geometry

� Unit Concepts and Generalizations

� Structure Structure Structure Structure � There is structure in everything around us.

� Structure helps us define and categorize objects in our world.

� Structure is often based on patterns of parts that create a whole.

� The structure of some objects can be explained in geometrical terms.

� Knows: As a result of this unit, students will know � The attributes of points, lines, line segments, planes, rays, parallel lines, and

perpendicular lines.

� Types of angles (right angles, acute angle, obtuse angle).

� The unique characteristics of circles and their related parts (radius, diameter, circumference, chord).

� What makes shapes and objects congruent and symmetrical.

� The distinguishing characteristics of the following polyhedrons: cone, cube, pyramid, rectangular prism, cylinder, and triangular prism.

� Different rules for grouping polygons and polyhedrons using the following terms: faces, angles, edges, and vertices.

The World of Geometry� Understand – As a result of this unit, students will understand that

� The shortest distance between two points is a straight line.

� Geometry and symmetry are found in nature.

� There is a structure to everything around us.

� Using geometric terms is one way to describe the structure of the environment.

� Geometry is very important part of the building industry and of architecture, art, science, astronomy, clothing design, farming, and many other professions.

� There is often a relationship between the shape of an object and its use.

� Dos – As result of this unit, students will be able to� Describe, draw, compare, and classify geometric objects.

� Communicate effectively using geometric terms.

� Gather, analyze, and apply geometric information in problem solving.

� Work cooperatively in pairs and small groups.

� Establish a project plan, including a timeline, and follow it.

Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource

guide for differentiating curriculum. Grades K-5. Alexandria, VA:ASCD.

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Some Lesson Examples…� Option 1:Verbal/Linguistic

� Choose two polyhedrons that we have worked with. Write detailed descriptions of each one, including the correct terms; face, edge, vertex, and base. Your descriptions should enable us to “see” your polyhedrons without have to a picture to look at.

� Option 2: Logical/Mathematical � Create a Venn diagram comparing and contrasting two polyhedrons

we have worked with. Your diagram should include the following terms: face, edge, vertex, and base. Create a second Venn diagram using two different polyhedrons.

� Option 3: Kinesthetic� Using materials provided in the classroom, build models of two of the

polyhedrons we have studied. Find a way to label the following on your models, faces, edges, vertices, and bases.

Some Lesson Examples…

� Option 4:Visual/Spatial

� Draw detailed diagrams of two of the polyhedrons we

have worked with. How will you show all the parts of

these polyhedrons (faces, edges, vertices, and bases)?

Label the parts.

� Option 5: Naturalist

� Choose one polyhedron that we have studied. Find and

list examples of this polyhedron in nature. Then select

one of the objects from your list, draw it, and label the

following parts: faces, edges, vertices, and bases.

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� 3-2-1 exit card activity for lesson closure.

� Three things in nature that are shaped like

common polyhedrons.

� Two ways to identify a specific polyhedron.

� One important use of polyhedrons.

Some Lesson Examples…RoleRoleRoleRole AudienceAudienceAudienceAudience Format Format Format Format TopicTopicTopicTopic

Write/Illustrate Kindergartners Illustrated Children’s

Book

Shapes in my House

Yourself Our class Riddles (written or

audio tape)

What Am I?

Songwriter The World Song (write and sing) These are a few of

My Favorite Shapes

Artist with the

Department of

Transportation

Drivers Road Signs New Warning Signs

Jeopardy Host Contestants Quiz questions Shapes for $200

Teacher 3rd graders Crossword puzzle Geometric terms

Poet The world Poem Lines, Circles, or

Shapes

Yourself Our Class Collage Shapes in Nature

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Some Lesson Examples…� Level 1 Task

� Draw and color your state flag or a flag from another state. List all of the geometric shapes that you see. Where do you see examples of parallel, perpendicular, or intersecting lines? Is the flag symmetrical or asymmetrical? Why do you think so? Be specific!

� Level 2 Task� Choose two country flags or two state flags. Draw and color each flag. Write

a paragraph comparing and contrasting the two flags using the terms parallel, perpendicular, intersecting, and other geometric terms. Be sure to discuss the geometric shapes that you see in the two flags. Which flag do you like better? Why?

� Level 3 Task� Imagine that your state has decided to split into two states: For example, East

Carolina and West Carolina or North Utah and South Utah. You have been commissioned to design the flags for the two states. Draw and color the two flags. Write two or three paragraphs discussing your designs. Include in your discussion the geometric features, and how the two flags are alike and different. Be sure your designs include the kinds of shapes, angles, and lines we’ve studied.

What Plants Need� Unit Concepts and Generalizations

� Needs (main concept), Growth, Change, SystemNeeds (main concept), Growth, Change, SystemNeeds (main concept), Growth, Change, SystemNeeds (main concept), Growth, Change, System� All living things have needs.

� Needs must be met in order for living things to survive, grow and be healthy.

� Needs can be met in different ways.

� Living things are built so that their needs can be met.

� Plants and animals (including people) have some similar needs.

� Knows: As a result of this unit, students will know � The names and functions of plant parts: root, stem, leaf, flower, and seed.

� Plant needs: light, water, soil, and food.

� Understand – As a result of this unit, students will understand that� Plants have needs that must be met in order for them to grow and survive.

� Each plant part has a specific job that helps the plant.

� If one plant part cannot do its job, then the whole plant suffers.

� A plant and its parts change as the plant grows.

� Plants are important to people in many ways.

� Scientists use specific skills in their work.

Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource

guide for differentiating curriculum. Grades K-5. Alexandria, VA:ASCD.

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What Plants Need� Unit Concepts and Generalizations

� Needs (main concept), Growth, Change, SystemNeeds (main concept), Growth, Change, SystemNeeds (main concept), Growth, Change, SystemNeeds (main concept), Growth, Change, System� All living things have needs.

� Needs must be met in order for living things to survive, grow and be healthy.

� Needs can be met in different ways.

� Living things are built so that their needs can be met.

� Plants and animals (including people) have some similar needs.

� Dos – As result of this unit, students will be able to� Identify and describe plant parts.

� Explain the role of each plant part.

� Explain what plants need.

� Ask questions.

� Make observations.

� Describe, compare, and contrast.

� Carry out simple experiments.

� Record changes in the life cycle of a plant.

� Work independently.

� Work cooperatively.

� Show appreciation for plants.

Some Lesson Examples…� Task 1

� You know someone who would like to grow a plant for a plant competition. This person has never grown a plant before. Write a list of everything this person should do to grow a healthy plant that will win the competition.

� Task 2� Is there something that plants might need that we did not look at?

Write about what that might be, and then write about how you might find out whether or not plants really need it.

� Task 3� You have found a plant that is not healthy, and you would like to

make it better. Write about how you will find out what it needs and what you will do to make it healthier.

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Some Lesson Examples…� Explain to students that they must work together to complete

their research and that all group members will be responsible for contributing to four product assignment. List the following directions for all to see.

� Product 1� Make a small poster of different examples of your plant part. You

may either draw pictures yourself or cut examples from magazines or catalogs.

� Product 2� Create a list of the great things about your plant part. Include at least

three ideas on your list.

Some Lesson Examples…� Explain to students that they must work together to complete

their research and that all group members will be responsible for contributing to four product assignment. List the following directions for all to see.

� Product 3� How does your plant part help the plant meets its needs? List two

ways that it works to help the plant.

� Product 4� As a group, write a thank you letter from a plant to your plant part.

What would a plant say to your plant part to show it is glad to have it?

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� What are some Anchoring Activities that you can

think of that would be appropriate for this unit?

� What management issues can you think of that you

would need to consider to make this unit run

smoothly?

� Share ideas with others sitting near you and compile

a list of possibilities. Be ready to share with the

large group?

It’s All a Matter of Chance

� Unit Concepts and Generalizations

� Chance, PatternsChance, PatternsChance, PatternsChance, Patterns� Chance is the occurrence of an event with no apparent cause.

� Chance is random.

� Despite this randomness, we can determine the chance of the occurrence of an event.

� Patterns help us determine chances.

� We can predict the occurrence of a single event by the number of possible outcomes.

� Knows: As a result of this unit, students will know � Dependent and independent events.

� Equivalent fractions, decimals, and percentages.

� Data collection methods, including tallying and sampling.

� Factorial notation.

� Permutations versus combinations.

� Tree diagrams.

� Vocabulary related to the language of probability [likely, probable, absolute] as well as outcome, prediction, experiment, sample space and likelihood.

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It’s All a Matter of Chance� Understand that…..

� Probability refers to the chance or likelihood of an occurrence or event.

� We can determine the probability of an event through mathematical problem solving.

� Probability is based on the number of possible outcomes for a single event.

� The probability of independent events is based on the number of possibilities.

� We can predict future outcomes by understanding the probability of the occurrence of a single event.

� A greater number of trials increases the accuracy of our prediction of probability (the Law of Large Numbers).

� Be Able to Do…� Determine the probability of a single event.

� Determine the number of outcomes for a single event.

� Make predictions.

� Collect data.

� Express data as fractions, decimals, and percentages.

� Organize data into tables and graphs.

� Interpret and draw conclusions.

� Analyze patterns and trends.

� Relate the concept of chance to real-life situations.

� Apply factorial notation.

� Create tree diagram.

� Work cooperatively to solve problems.

It’s All a Matter of ChanceUnit Pre-Assessment

1. Tell whether each event is certain, impossible, likely or unlikely:a. Spinning an even number on a spinner labeled 2, 4, 6, and 8.

b. Pulling out a blue chip from a bag with nine blue chips and one red chip.

c. Snow falling in Florida in July.

d. Rolling a die without it landing on 6.

e. Pulling out a consonant from a bag containing five tiles labeled A,E,I,O and U.

2. What are the chances that a penny will land on heads?

3. How many outcomes exist when one die is rolled?

4. If you had three blue chips and one red chip in a bag, what is the probability that you will pull out a blue chip?

5. If there is a 1/6 chance that you will run a race, what is the probability that you will not run a race?

6. It is predicted that the Bears will win one out of four games. What is their percentage chance of winning the first game?

7. You are given the choice of PB& J, grilled cheese, or a ham sandwich with either milk or orange juice. How many combinations are possible for your lunch?

8. Marshall has 15 cents. What are all of the different combinations of coins he could have?

9. If Marshall has only two coins and is willing to let you choose one from a bag, what are the chances that you will pull out a dime?

10. Write ¼ as a decimal and as a percent.

11. Write 40% as a decimal and as a fraction.

12. There are 10 students who ride the bus to school, 8 who ride in a car, and 5 who walk. Make a graph to represent these data.

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It’s All a Matter of ChanceMathematics Self-Assessment

Directions: Rate yourself along the scale for each of the following statements:

I enjoy math.________________________________________________________________________________________________________

Never Sometimes Always

I am good at math.________________________________________________________________________________________________________


I am a good problem solver.________________________________________________________________________________________________________


I know a lot about probability and statistics.________________________________________________________________________________________________________


I know a lot about fractions, decimals, and percentages.________________________________________________________________________________________________________


I understand graphs.________________________________________________________________________________________________________


I work well with others.________________________________________________________________________________________________________


It’s All a Matter of ChanceMathematics Self-Assessment continued………

Finish each of the following statements:

My favorite part of math is…………

My least favorite part of math is ……….

What I know about probability is ………

What I want to know about probability is ………

When we study probability, I hope we………

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Social Studies Example

What is a Region?

Unit Concepts and Generalizations: Region, Interaction, Variation

� Geographic regions are divided by variations in landforms, climate, and natural resources.

� Regions vary with regard to development of natural resources, art, architecture, literature, customs, religion, economics, and transportation.

� The characteristics of a region can change.

� People interact with their physical environment.

� People’s interactions with their physical environment affect cultural and economic development.

As a result of this unit, the students will know� Specific vocabulary terms, including globe, map, atlas, latitude, longitude, equator, Prime Meridian,

distortion, legend, key, relief, contour line, compass rose, cardinal directions, map scale, political units, plan, plateau, mountain, hill, elevation, erosion, natural resources.

� Basic map skills, including how to find absolute location using latitude and longitude, how to use cardinal directions, and how to identify places using a legend or key.

As a result of this unit, the students will understand that� The United States is made up of regions that are unique and that vary in both natural occurring and

human-made ways.

� We can learn to appreciate others by studying regional differences and similarities.

� People can modify their physical environments.

� The characteristics and distribution of human populations are always changing.

� The movement of people, goods and ideas occurs through various modes of transportation and communication.

� Geographers examine more than just the physical geography of places.

Social Studies Example

What is a Region?Unit Concepts and Generalizations: Region, Interaction, Variation

� Geographic regions are divided by variations in landforms, climate, and natural resources.

� Regions vary with regard to development of natural resources, art, architecture, literature, customs, religion, economics, and transportation.

� The characteristics of a region can change.

� People interact with their physical environment.

� People’s interactions with their physical environment affect cultural and economic development.

As a result of this unit, the student will be able to� Demonstrate an understanding of the spatial concepts related to reading, using and creating

maps.

� Recognize and use appropriate geographic tools and technology.

� Explain how humans affect their environments.

� Describe, compare, and contrast the physical, cultural, and economic characteristics of regions.

� Describe how the physical characteristics of a region affect human behavior.

� Analyze changes in regions over time.

� Work independently to complete a project.

� Work cooperatively with others to reach a common goal.

Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource guide for differentiating

curriculum. Grades 5-9. Alexandria, VA:ASCD.

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What is a Region?

Reflection Questions………

� How could this unit overview address your state standards?

� Which standards do you see would be addressed in this unit?

� What additional learning experiences do you believe would be appropriate for addressing the diverse learning needs of your students?

Lessons for What is a Region?� Activity 1

� Examine the maps provided. What kind of maps do you think they are and for what might they be used? Why do you say so? What information do they show? Create a chart that shows the similarities and differences among all of the different types of maps. Be sure to use the correct vocabulary to describe each map.

� Activity 2� Using what you know about map symbols and terminology about

types of maps, create two different maps of the school grounds. Each map should serve a different purpose, and you should be able to explain these purpose clearly. In addition, your maps should be accurate and attractive enough to be useful to someone visiting the school for the first time.

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What is a Region?� For what purpose might these 2 activities have been

created? In your opinion, what element of differentiation are these two activities attempting to address?

� What data might the teacher have used to assign these activities to students?

� How would the results of these two activities be assessed to inform the teacher’s instruction?

� How do these activities address the teacher’s learning goals?

Weather’s A System

Unit Concepts and Generalizations

� Cause and Effect, Patterns ( main concepts), Systems, Cycles, Order, Change,

Influence� A cause can have multiple effects.

� An effect can have multiple causes.

� We can examine causes to predict effects.

� By changing a cause, we can impact effect.

� There are some cause-and-effect relationships that we can only witness and not control.

� Patterns repeat.

� We can make predictions based on patterns.

� Patterns give order to our world.

� As a result of the this unit, the students will know� Names of common weather instruments and how to use them.

� Famous examples of extreme weather…..such as……

� Properties of air.

� Steps in the water (hydrologic) cycle.

� Types of clouds.

� Weather symbols used on maps.

� Weather related vocabulary, including air pressure, air mass, front (warm and cold), water vapor,

precipitation, condensation, evaporation, transportation, molecule, hurricane, tornado, blizzard, drought,

satellite, radar, and meteorologist

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Weather’s A System� As a result of this unit, the students will understand that

� There are patterns in global and local weather that enable us to predict weather occurrences with some

accuracy.

� Understanding cause-and-effect relationships helps us to make more accurate weather predictions.

� Even though we may understand cause and effect relationships, we cannot always control them.

� We can control to some degree how weather impacts us as individuals and as societies.

� As a result of this unit, the students will be able to

� Make observations.

� Make predictions based on observations.

� Use weather instruments accurately and appropriately.

� Read weather maps.

� Explain the steps in the water cycle.

� Explain cloud formation.

� Relate global weather trends to local weather conditions.

� Demonstrate appreciation for the forces of weather.

� Justify people’s interest in the weather.

� Read for information.

� Apply the scientific method.

Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A

resource guide for differentiating curriculum. Grades 5-9. Alexandria, VA:ASCD.


� Introduction to the unit – Ask students to describe the

relationship between the terms cause and effect. What

are some examples of cause and effect in students’

lives? Allow students to share their ideas. For

example, a cause might be not studying for a test, and

the effect might be not doing well on the test.



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� Homework Assignment:

� Tell about a time in your own life when you have

experienced or witnessed a cause-and-effect relationship.

Choose one of the following formats in which to share your

experience: short story, poem, song or rap,

cartoon, collage, or detailed drawing.



Weather’s A SystemUnit Self-Assessment

Here are some topics that we may study during our exploration of weather. Which of them are you most

interested in learning about? Number your choices from 1 (your favorite) to 10 (your least favorite). You

may also write-in another weather-related topic that is of interest to you.

_____ sand and dust storms

_____ hurricanes, typhoons, and cyclones

_____storms at sea

_____thunder and lightning

_____rain and hail

_____tornadoes

_____famous storms in history

_____people who work in the weather field

_____weather forecasting

_____global patterns and trends

Other idea: _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____



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Weather’s A SystemUnit Self-Assessment

Now rate yourself on the following skills and interests. Use a scale of 1-10, with 1 indicating the highest

level of skills or interest and 10 indicating the lowest level of skills or interest.

______ interest in science ______ ability to read for information

______ interest in weather ______ ability to take notes

______understanding of science ______ presentation ability

______understanding of weather ______ability to follow directions

______ability to carry out experiments

______ability to work in a group

______ability to work independently

Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource guide for differentiating curriculum. Grades 5-9.

Alexandria, VA:ASCD.


Keeping in mind the learning goals of

this unit, what are some learning

experiences that would be

appropriate for your grade level but

also address Students’ Interest?

Learning Profile? and/or Readiness

Needs?

Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource guide for differentiating curriculum. Grades 5-9.

Alexandria, VA:ASCD.

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Designing Lessons for Understanding while Addressing …caroltomlinson.com/Presentations/ASCD_DesigningLess… · · 2013-03-06Designing Lessons for Understanding while Addressing