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Science Unit Design and You!
David Bydlowski
Science Consultant
Wayne County Math and Science Center
734-334-1455
What a Game!!!!
Backward Design Model
•Standards / Statements / Expectations
•Assessments
•Lesson Plans
Time to Start….
•Look over the eleven steps of unit design.
•“Thumb through” the template pages.
•Look at the sample unit.
•Let’s summarize all of this in a song…….
Design Time
September’s here and we’ll start the year off fine
Teachin’ to expectations usin’ Unit Design
Layin’ down your topics that your coverin’ all year
Buildin’ up a calendar then shiftin’ in gear
Chorus:
Oh yeah, yeah throughout the whole year
You’re designin’ units and you’re makin’ them clear
Everyday, the right way is finally here!
Designin’ units backward is the right way to go
Writing your assessments to expectations you know
Teaching your topics in an inquiring way
Constructing lesson worksheets as you go day-by-day
Chorus:
Oh yeah, yeah throughout the whole year
You’re designin’ units and you’re makin’ them clear
Everyday, the right way is finally here!
A major understanding that all students should know
Content, process, critical thinking that’s how it goes
Vocabulary, real-world experiences you’ll show
Listing expectations in an orderly row
Chorus:
Oh yeah, yeah throughout the whole year
You’re designin’ units and you’re makin’ them clear
Everyday, the right way is finally here!
Write essential questions use Bloom’s taxonomy
With these questions as your guide assess student needs
Consider misconceptions that may lurk in their past
Always inquiring so knowledge will last
Chorus:
Oh yeah, yeah throughout the whole year
You’re designin’ units and you’re makin’ them clear
Everyday, the right way is finally here!
I love, I love, I love Unit Design, yeah it’s backward but fine
I love, I love, I love Unit Design, each and every day of the year!
Let’s Design A Unit!
Unit Design -- Step One
Identify the content expectations that you will
teach this year!
What is the value in knowing all of the content expectations for the
year?
Compare and Share
How well do you know your
expectations in…….. Life Science
Physical ScienceEarth Science
Now it is your turn!
Think about the expectations you teach. List them by life, physical
and earth science.
Unit Design -- Step Two
Cluster the content expectations into Units.
How can the unit clusters be helpful to a teacher?
Compare and Share
What are Units?
•Rainforest•Energy
•Electricity and Magnetism•Landforms
•What are your ideas????
Now it is your turn!
Cluster all of your content expectations
into Units!
Unit Design -- Step Three
Construct a calendar for the school year, using all of
the units from Step Two
In relation to the yearly calendar, what is meant by the statement “without a commitment to time
there is no commitment?”
Compare and Share
“Without a commitment to time,
there is no commitment.” For example………….
In order to get organized, certain things you must prescribe
When in groups they all are placed, fewer problems you will face
Take your choice what to include, start with a topic that you choose
First be general with units per month, then start to break them up a bunch!
Expectations Calendar
The things you do each and every day, should be written down in a special way
You might add or delete, but being structured is really neat
Stick with an agenda, stay right on track, keep movin’ forward and never back
Stay in the lead, fill in the cracks, don’t give up, no room for slack
Chorus:Make an expectation
calendar, fill with topics you prefer
For the year, month, or the day, organize your thoughts it’s the only way. (2 X)
When you construct a calendar, fill with events that you incur
From month-to-month, then day-to-day, a pattern forms, you’re on your way
Why do this? Why not, it’s fun, fill in one day and you’ve begun
Stretch the day into a week, now your journey’s not so bleak
Your finished product on a wall, for all to see, large not small
Fill with expectations that you’ll teach, activities using inquiry
Some say it’s good, some say it’s fine, “there’s no commitment without commitment to time”
Design your units on a calendar where each day’s clear, not a total blur!
Chorus:Make an expectations
calendar, fill with topics you prefer
For the year, month, or the day, organize your thoughts it’s the only way. (2 X)
When you construct a calendar, fill with events that you incur
From month-to-month, then day-to-day, a pattern forms, you’re on your way
Why do this? Why not, it’s fun, fill in one day and you’ve begun
Stretch the day into a week, now your journey’s not so bleak
Your finished product on a wall, for all to see, large not small
Fill with expectations that you’ll teach, activities using inquiry
Some say it’s good, some say it’s fine, “there’s no commitment without commitment to time”
Design your units on a calendar where each day’s clear, not a total blur!
Chorus:Make an expectations
calendar, fill with topics you prefer
For the year, month, or the day, organize your thoughts it’s the only way. (3 1/2 X)
Now it is your turn!
Make a calendar for the school year.
Use units and months!
Unit Design -- Step Four
Define the major understanding that you
want all students to know at the end of the unit.2 -3 Sentences Only!
Major understandings
are worth remembering!
Learning a “major understanding” as a child, makes that child a
better adult. Why do you agree or disagree with this statement?
Compare and Share
Now it is your turn!
Look at the expectations in your units. Draw a mind-map of each of the expectations or standards and when they are done, summarize them in a major understanding.
Unit Design -- Step Five
It is time to add the:• Inquiry / Process/Constructing• Analysis / Critical Thinking/Reflecting
Why do you think most people think about science as “content” instead of as a process or a way
of solving problems?
Compare and Share
What is Inquiry?
What does it look like in the classroom?
Inquiry / Process / Constructing
Scientific MethodWell, the scientific method is a
necessary tool.When performing an experiment, You must follow science rules.Solving unfamiliar problems
using reasoning and time.Like a puzzle fit the pieces; in the
end it should be fine.
Start with a question, then hypothesis.
Follow with procedure; use materials that fit,
Collecting all your data That you put in charts and
tables.Reaching a conclusion, you
retest and call it quits.
Now it is your turn!
What Inquiry Processand
Reflection / Social Implication
expectations go the best with your units?
Unit Design -- Step Six
Define the essential content in the unit:
Vocabulary (Science Builder)
Real-World ExperiencesExpectations as things to
do.
Expectations guide us to what students should know at a certain
level. This determines the “essential content.” What is your
reaction to this statement?
Compare and Share
Now it’s your turn!
List the expectations in your unit, look at the
essential content and real-world contexts and list all of the essential content.
Unit Design -- Step Seven
Write the two or three essential questions that will
focus the unit.
Essential Questions
Drive Inquiry
What drives science education? Is it the State Assessment? The State Curriculum Framework?
Inquiry? What are your thoughts?
Compare and Share
Bloom’s Taxonomy of Critical Thinking
Analysis--contrast, compare, outline
Knowledge--recall, memorize, define
Comprehension--give an example, locate, tell
Application--construct, explain, demonstrate
Synthesis--plan, compose, hypothesize
Evaluation--judge, decide, verify
Middle School -- Ecosystems
Analysis--Compare and contrast a food chain and a food web.
Knowledge--Define the word predator.
Comprehension--Give an example of a predator-prey relationship in your neighborhood.
Application--Tell what would happen to a fruit crop if you used insecticide to eliminate all insects in the spring of the year.
Synthesis--Use the following list of living things to create a food web.
Evaluation--Criticize or defend the role of hunterson the population of deer in our state.
1. Select an object in the room to observe carefully. Describe the object to a partner and see if they can identify it from your description.
2. Rate the importance of each of your senses.
Now it is your turn!
Write some essential questions.
Unit Design -- Step Eight
Determine how you are going to assess student
achievement.
Teachers struggle with assessment and evaluation. What do these
two terms mean to you?
Compare and Share
CCoommon mmon SSouou rrcece s s oo f Bf B iaia s s in in CClala ssss rooroo mm AssAss eessssmmenen ttMost Tests are Reading Tests. Poor readers cannot comprehend directions or the content of items.
PROBLEMS COMMON TO ALL METHODS OF ASSESSMENT
WITHIN THE STUDENT WITHIN THE ASSESSMENT CONTEXT WITHIN THE ASSESSMENT ITSELF
Lack of reading proficiencyLanguage barriersCognitive/learning disabilityEmotional/behavioral disability/upsetPhysical disabilityPeer pressure to mislead assessorLack of motivation at time of assessmentLack of test taking knowledge and skillsLack of personal confidence / test anxietyLack of required knowledge
Noise distractionsPoor lightingPoor ventilation and temperature controlUncomfortable furnitureInadequate facilities / lack of proper equipmentNo clock visible for timed testsNo provision for bathroom breaks or waterLack of rapport with assessorCultural insensitivity of assessorLack of attention by assessor to test directions
Missing or vague directionsPoorly worded questions (vague, ambiguous)No correct answerMultiple correct answersPoor reproduction and readabilityInadequate space to write answersBiased items based on gender, race, ethnicity, geography, etcOther ‘technical issues’ such as lack of reliability or validity
PROBLEMS UNIQUE TO EACH METHOD OF ASSESSMENT
SELECTED-RESPONSE TESTS WRITTEN-RESPONSE TESTS PERFORMANCE OBSERVATIONS INTERACTIVE CONVERSATIONS
No correct answerMultiple correct answers“Clangs” (clues to correct answer within an item or from other items)Errors in answer documentIncorrect bubbling of answer sheetDamaged answer sheetsIncorrect answer keysScanner errors
Lack of writing skillNo scoring criteria / rubricInappropriate scoring criteria or faulty rubricAssessor untrained in using rubric and/or applying scoring criteriaAssessor bias due to stereotypic thinking or knowledge of prior performanceInsufficient time and/or resources to read patiently and score carefully
Disability limits performanceNo scoring criteriaInappropriate scoring criteriaMissing or inadequate score sheetAssessor untrained in apply scoring criteriaAssessor bias due to stereotypic thinking or knowledge of prior performanceInsufficient time and/or resources to observe and score carefully
Insufficient sample per studentInaccurate record keepingDistortions in memory of assessorAssessor bias due to stereotypic thinking or knowledge of prior performance
CASB 20011205 adapted from Examples of Common Sources of Bias in Classroom Assessment © 2000 Assessment Training Institute – 800.480.3060
Wayne RESA Assessment and Evaluation . . . Data Driven Decision Making
Let’s look at assessment as it applies to our expectations
Now it’s your turn!
Fill in the assessment guide for a unit of your
choice.
Unit Design -- Step Nine
Identify the greatest difficulties in instruction and
content misconceptions.
How can looking at misconceptions be helpful to us
as teachers?
Compare and Share
Misconceptions
Look at the pages in the handout and think about the challenges that face us as teachers and students as
learners.
Unit Design -- Step Ten
Select the most appropriate inquiry-based instructional
materials.
What do you find to be the greatest challenge in finding
good inquiry-based instructional materials?
Compare and Share
The 5-E Learning Model
• Engage
• Explore
• Explain
• Extend
• Evaluate
InquiryAsking the “right” kind of questions.
Finally….Daily Lesson
Plans
Unit Design -- Step Eleven
Construct your day-to-day lesson plans, following “best
practices.”
Constructivism
• Prior Knowledge
• Concept Development
• Application to a Different Situation
The 5-E Learning Model
• Engage
• Explore
• Explain
• Extend
• Evaluate
Integrating Differentiation and Understanding by
Design
Differentiation does not advocate individualization!
Differentiation implements patterns of instruction likely to serve multiple
needs!
Teaching Patterns
• Find ways to get to know students more intentionally and regularly.– Journals– Welcome students when they enter
• Incorporate small-group teaching into daily or weekly teaching routines.– Shows a teaching is willing to help– Allows teacher to target instruction
• Learn to teach to the high end.– Provides challenges– “Leads to higher expectations
• Offer more ways to explore and express learning.– Varied products– Acting, visualizations, speaking
• Regularly use informal assessments to monitor student understanding.– End of class students answer 1-2 key questions
on an index card--”exit cards”
• Teach in multiple ways.– Use words and images– Stories, analogies, student experiences– More than one mode
• Use basic reading strategies throughout the curriculum.– Read alouds– Various reading strategies
• Allow working alone or with peer groups.– Give the option
• Use clear rubrics that coach for quality.– Traits of good work– Allows students to add personal goals
• Cultivate a taste for diversity.– Multiple vantage points– Diverse views– Culture of students
ReflectionAnother day’s gone by, the kids all leave
the roomYou’re thinking to yourself, did I do the
best I could?You try so hard each day just to get it
right.Sometimes it doesn’t work but other times
it mightIt’s always unpredictable but in the end
it’s rightYou hope they had the time of their life.
So take your daily plans, revise them if you like
Use more variety to make your teaching right
Help build their self-esteem, be positive and then
Next time they come to class they’ll treat you like a friend
It’s always unpredictable but in the end it’s right
You hope they had the time of their life.
