Standards-based Unit Planning Frameworkscnces.ncdpi.wikispaces.net/file/view/Unit+Template_0326.pdf · Deconstruct the Standards & Identify Clear Learning Targets ... “It” should

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Standards-based Unit Planning Framework

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Template Table of Contents

Preface……………………………………………………………………………………………………………………………………..i

Sample Unit Pacing Guide……………………………..………………………………………………….......…………..……i

NCDPI Guide to Curriculum Design…………………………..……………………..………………………………..2–3

Elements of Effective Curriculum Design………..……………………………………………………..…….…….4–5

1. The Learning Question: What is important for students to learn in the limited school and

classroom time available?

The Learning Question (STEPS 1-4) ..…………………………….……………………………………………………..6 –8

Enduring Understandings, Guiding questions & Unpacked Content (STEPS 4/5)………….…..6 –8

Deconstruct the Standards & Identify Clear Learning Targets (STEP 6 ).………………................9–10

3. The Assessment Question: How does one select or design assessment instruments and

procedures that provide accurate information about how well students are learning?

The Assessment Question: “Assessment for Learning” (STEP 6/7)..……………………………...…………11

NC FALCON Formative Assessment Plan……………………………………………………………………………..12

The Assessment Question: “Assessment of Learning” (STEP 6/7)..…………………………..…………….13

2. The Instruction Question: How does one plan and deliver instruction that will result in

high levels of learning for large numbers of students?

The Instruction Question (STEP 7a-c).……………………………….……………………………….……………....14–16

Sequencing Instructional Targets (STEP 7a)

Unit Instructional Sequence (STEP 7b)

Sequencing using the 5E Learning Cycle (STEP 7c)

Write a Culminating Activity/Scoring Rubric (STEP 8).……………………...…………………………..…..……17

4. The Alignment Question: How does one ensure that objectives, instruction, and

assessment are consistent with one another?

Check for Alignment (STEP 9) ….…………………………………….....................................................................18

Write a Unit Overview/Notes (STEP 10)..…………………………….……………………………….…………….19–20

Implementing the Plan: Design a Weekly and Daily Plan

Planning the Year: Curriculum Mapping…..…………………………………………………………………….21–22

Meeting the Needs of Diverse Learners.….………………………………………………………….……….….…..23

“Good Things to Do” List.….……………………………………………………………………………………..…………..24

Weekly Plan Template.….……………………………………………………………………………………….……....25–26

Science Writing Heuristic…………………………………………………………………………………………………27-31

Designing Daily Plans.….……….………………………………….….……………………………………..…………..32–34

References..….…………………………………………………………………………………………………………….………….35

page


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Unlocking Science… AP-2-K:

Understanding What It Means to be Academically Able

North Carolina’s Guide to Developing Local Curricula - Science

FOUR FUNDAMENTAL QUESTIONS

THE LEARNING QUESTION What is important for students to learn in the limited school and classroom time available? THE INSTRUCTION QUESTION How does one plan and deliver instruction that will result in high levels of learning for large numbers of students? THE ASSESSMENT QUESTION How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning? THE ALIGNMENT QUESTION How does one ensure that objectives, instruction, and assessment are consistent with one another?

Rationale1,2:

Question 1: Because time is limited for instruction, from the state’s perspective, decisions must be made on what to include in the standards and what to exclude as standards are developed. As teachers write instructional learning targets, decisions must be made on what to include and what to exclude.

Question 2: The emphasis is on two phrases – “high levels of learning” and “large numbers of students”. Our mission is to develop standards that are inclusive instead of “high levels of learning” for a few students and low levels of learning for the rest. Likewise, teachers must differentiate instruction and design or select instruction that meets the needs of diverse learners.

Question 3: The true purpose of assessment is to provide accurate information about how well students are learning. Greater emphasis on “assessment for learning” will provide teachers with the data required to make classroom level data-driven decisions that result in “high levels of learning for large numbers of students”.

Question 4: The alignment question refers to both micro and macro alignment- micro: standard to standard and macro: curriculum unit- by- curriculum unit. Alignment is the same at both levels, alignment is the degree of consistency among standards, instruction and assessment. Vertical teaming will enhance and individual teachers’ ability to increase alignment on both a macro and micro scale.

_______________________________ 1Anderson, L.W. (2005). Taxonomy Academy Handbook. Columbia, SC: The Anderson Research Group. 2 Anderson, L. W. and Krathwohl, D. R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Allyn-Bacon Longman.


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Step 1 Step 2 Steps 4 & 5 Step 6 Step 10 Step 9 Step 8 Step 7 (a-c) Step 3

Standards-based Curriculum & Instruction Design as Professional Development


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Course/Grade level:_________ Unit Length _____________Start Date:__________________ End Date:_________________

Unit Title ______________________________Unit Theme:_____________________ Conceptual Lens:_____________________

Curriculum Topic Study Guide: _______________________________________________________________________________

Strand Map: ________________________________________________________________________________________________

Cross-cutting Concepts: ______________________________________________________________________________________

Science and Engineering Practices: _____________________________________________________________________________

Enduring Understandings:____________________________________________________________________________________

Essential Questions:__________________________________________________________________________________________

Collaborative Planning Time/Day(s):

Team Research Goals:_______________________________________________________________________________________

__________________________________________________________________________________________________________ *(NC Professional Teaching Standard V: Teachers Reflect on Their Practice; NC Professional Teaching Standard I: Teachers Demonstrate Leadership)

*North Carolina Professional Teaching Standards: http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Students

http://scnces.ncdpi.wikispaces.net/Customized+Curriculum+Topic+Study+Guides CTS

http://www.nap.edu/openbook.php?record_id=13165&page=41

http://scnces.ncdpi.wikispaces.net/Strand+Maps


http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

http://scnces.ncdpi.wikispaces.net/Customized+Curriculum+Topic+Study+Guides


http://scnces.ncdpi.wikispaces.net/Strand+Maps



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Subject Area/Grade:_________________ Unit Title___________________________ Unit Length________________

Unit Theme:_____________________ Conceptual Lens:_____________________ (List Concepts by Essential Standard, ES, and Clarifying Objective, CO)

Unit Overview

Design Team: (Include contact information)

Unit Map of Standards

NC Professional Teaching Standard I: Teachers Demonstrate Leadership


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Sample1.

Subject Area/Grade:_________________ Unit Title___________________________ Unit Length___________

1. The Learning Question: What is important for students to learn in the limited school and classroom time available?

STEP 1 Unit Theme

STEP 2 Conceptual Lens

STEP 3 Identify the Big Ideas:

{Write the Essential Standard, which emphasizes the context (big idea) for each clarifying objective. Align unpacking to clarifying objectives.}

Essential Standard:

CO

CO

CO

CO

STEP 4 Enduring Understanding (Generalizations)

STEP 5 Essential Questions

(Guiding Questions)

(Identify misconceptions)

NC Professional Teaching Standard III: Teachers Know the Content they Teach

Refer to CTS Guide Section I/II/III

Refer to CTS Guide Section IV


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Sample 2.



STEP 1 Unit Theme

STEP 2 Conceptual Lens

STEP 3 Identify the Big Ideas for the unit: (Include unpacking from each clarifying objective included in the unit.)

{Write the Essential Standard, which emphasizes the context (big idea) for each clarifying objective. Align unpacking to clarifying objectives.}

Essential Standard:

STEP 4 Enduring Understanding (Generalizations)

ES/Clarifying

Objective #

(RBT

Tag) STEP 5 Essential Questions

(Guiding Questions)






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Sample 3.



STEP 1 Unit Theme STEP 2 Conceptual Lens

STEP 3 Identify the Big Ideas for the unit:

Essential Standard: {Write the Essential Standard, which emphasizes the context (big idea) for each clarifying objective. Align unpacking to clarifying objectives.}

STEP 4 Clarifying Objective #/(RBT-tag)

Enduring Understanding (Generalizations)

STEP 5 Essential Question (EQ) & Unpacking (Guiding Questions)

(Include unpacking from each clarifying objective included in the unit.)

EQ/Unpacking

Guiding Questions

EQ /Unpacking

Guiding Questions

EQ/ Unpacking

Guiding Questions

EQ /Unpacking

Guiding Questions






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1. The Learning Question: What is important for students to learn in the limited school and classroom time available? (Deconstruct the clarifying objective to write instructional “learning” targets.)

The Revised Bloom’s Taxonomy will assist you as you work to improve instruction and ensure that standards, lessons, and assessments are aligned, lessons are

cognitively rich and instructional opportunities are not missed.

Deconstruction involves taking a standard and breaking it down into manageable learning targets based on the type of knowledge presented in the standard:

Factual, Conceptual, Procedural or Metacognitive. Indicating the type of knowledge recognizes that different types of knowledge requires different

strategies during instruction. This is a major difference between Revised Bloom’s taxonomy and the original Bloom’s taxonomy.

A. Factual Knowledge: basic

elements that students must

know to be acquainted with

a discipline or solve a

problem in it.

b. Knowledge of

terminology

c. Knowledge of specific

details and elements

B. Conceptual

knowledge: the inter-

relationships among

the basic elements

within a larger

structure that enable

them to function

together

a. Knowledge of

classification

b. Knowledge of

principles and

generalizations

c. Knowledge of

theories, models

and structures

C. Procedural knowledge:

how to do something:

methods of inquiry, and

criteria for using skills,

algorithms, techniques

and methods

a. Knowledge of subject

specific skills and

algorithms

b. Knowledge of

techniques and

methods

c. Knowledge of criteria

for determining when

to use appropriate

procedures

D. Metacognitive knowledge:

knowledge of cognition in

general as well as

awareness of one’s own

cognition

a. Strategic knowledge

b. Cognitive tasks,

including appropriate

contextual and

conditional knowledge

c. Self-knowledge

STEP 6 Write out the …

Essential Standard:

Clarifying objective:

(1) Remember

(2) Understand

(4) Analyze

(Based on: A, B, C,D)

(5) Evaluate

(Based on: A, B, C, D)

(6) Create

(Based on: A, B, C, D)

(3) Apply

The

kn

ow

led

ge

dim

en

sio

n is

the

alig

nm

en

t

of

the

sta

nd

ard

s (o

bje

ctive

s) a

nd

th

e

inst

ruc

tio

n.

Verbs will vary

????

(NC Professional Teaching Standard VI: Teachers Contribute to the Academic Success of Students)

(NC Professional Teaching Standard IV: Teachers Facilitate Learning for Their Students) (NC Professional Teaching Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students)


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STEP 6 Write out the …

Essential Standard:

Clarifying objective:

(1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create

(A) Factual Knowledge Targets (B) Conceptual Knowledge Targets (C) Procedural Knowledge Targets (D) Metacognitive Knowledge Targets

(Reproduce as needed to accommodate all clarifying objectives addressed in unit.)


(NC Professional Teaching Standard IV: Teachers Facilitate Learning for Their Students) (NC Professional Teaching Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students)

1. The Learning Question: What is important for students to learn in the limited school and classroom time available? (Deconstruct the clarifying objective to write clear learning targets.)


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How does one select or design assessment instruments and procedures

that provide accurate information about how well students are learning?

Formative Assessment Plan (NC FALCON – online professional development tool)

Formative Assessment Plan

(NC FALCON – online professional development tool)

Subject / Grade: STEP 6/7

OBJECTIVE:

Learning Target Criteria for Success Collecting Evidence Documenting Evidence

1. What misconceptions do you think students might have?

2. What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you

provide)?

What does “it” look like?

AND How will I know if my students

know “it”?

Student-friendly

Language “It” should be written in Student-friendly Language.

What will I use to

elicit evidence of my

Student’s ideas about

“it”?

What will I use to

document evidence of

Students’ ideas about

“it” to plan my next

step? Let’s

try this

lab.

Great

idea!

IF WE BELIEVE ALL KIDS CAN LEARN… DuFour’s Critical Questions

Learning Targets

(written by teachers)

facilitate learning for

students Standard IV

Learning targets are

statements that describe

what “we want students to

learn as a result of our

teaching” so that they will

be able to say…

“I can…”

‘… success criteria are checks on

learning that students can use as

they monitor their own learning.’

Students rephrase success criteria

as

“I will…”

-reminders of the learning

intention.

3. The Assessment Question:


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Complete this form after STEP 7 to embed strategies that promote

“Assessment for Learning”

Learning Experience Title:

Essential Standard:

Clarifying Objective:

Learning Target *Criteria for Success Collecting Evidence Documenting Evidence

*

1. What misconceptions do you think students might have?

2. What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you

provide)?

Do the criteria for success focus on what students will do during the learning process?

Do the criteria for success provide an understanding of what quality work should look like?

Will the learning targets be met after achieving the criteria for success?

NC FALCON Formative Assessment Plan (NC Professional Teaching Standard IV: Teachers Facilitate Learning for Their Students) (NC Professional Teaching Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students)


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3. The Assessment Question: How does one select or design assessment instruments and procedures that provide accurate information

about how well students are learning? Plan Exemplar “Assessments of Learning”

(Including a Culminating Activity, see STEP 8, pg. 17)

Strand Clarifying Objective/

Learning Target

Assessment Prototypes

(Assessment Tools)



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2. The Instruction Question:

How does one plan and deliver instruction that will result in high levels of learning for large numbers of students? (Based on the learning targets identified in STEP 6 propose the order the targets should be taught. Sequence your targets in the first column and indicate the

target type. Align appropriate methods of assessment to drive instruction. Design instructional learning experiences based on learning targets, target types and

methods of assessment. Utilize the good things to do pages when possible).

STEP 7a: (Targets from Step 6)

TARGET TYPE: A- Factual B– Conceptual C– Procedural D – Metacognitive

Sequence Learning Targets/ Target Type (A1, B2, etc.)

Methods of Assessment

(Guiding Questions/Assessment Tools)

Learning Experiences (Refer to Critical Content & Develop Success Criteria)



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Planning Instruction

Unit Instructional Sequence STEP 7b

Directions: Based on the objectives for which you wrote the assessment tasks, outline a mini-unit for

teaching the objectives to your students so they will be able to perform well on the assessment tasks that

you designed. The plan should take several days to implement. Write your plan in a procedural

knowledge format. This will ensure everyone understands the intended flow of the unit.

Step Number Brief Description of Instructional Activities

1

2

3

4

5

6

7



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Sequence learning experiences through the 5E Learning Cycle

STEP 7c Directions: The 5E model sequences learning experiences so that students have the opportunity to

construct their understanding of a concept over time. The model leads students through five phases of

learning that are easily described using words that begin with the letter E: Engage, Explore, Explain,

Elaborate, and Evaluate. Use the following template to illustrate how the five Es are implemented across

the lessons in the unit described in step 7b. Assistance with the 5 E Model is available for download at National Institutes of Health (NIH) Curriculum

Supplement Series - Doing Science: The Process of Scientific Inquiry

https://science.education.nih.gov/customers.nsf/MSInquiry.htm

Learning Cycle Learning Experience Plan

Elicit (…prior knowledge about the

concepts in the unit)

Engage (Design or select an engaging

activity to get students hooked.)

Explore

Explain

Elaborate

Evaluate

Extend

EC/ELL/MTSS

Strategies (Multi-tiered System of Support,

MTSS)

Information Technology Standards

Formative Probes



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Step 8. Write a culminating activity with scoring rubric to show the depth of learning. The culminating activity should answer the question,

“What do I want students to know, understand and be able to do as a result of this unit of study?” Plan an alternative summative assessment that

takes into account differentiation based on interest and ability.

Course/Grade Level:_____________________________________________________________

STEP 8 Culminating Activity and Scoring Rubric

[What] Investigate...

[Why] in order to understand that...

[How] Demonstrate understanding by...

Note: Performances of deep understanding “pick up language” from the Generalization (the WHY statement above) and

build it into the task (the How). Erickson, 2008


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4. The Alignment Question:

How does one ensure that objectives, instruction, and assessment are consistent with one another? STEP 9

The Knowledge

Dimension

The Cognitive Process Dimension 1.

Remember

2.

Understand

3.

Apply

4.

Analyze

5.

Evaluate

6.

Create

A.

Factual

Knowledge

B.

Conceptual

Knowledge

C.

Procedural

Knowledge

D.

Meta-

Cognitive

Knowledge

Key: Tag Objectives, Instruction and Assessments

Clarifying Objective:

Activity:

Assessment:

(NC Professional Teaching Standard V: Teachers Reflect on Their Practice)


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STEP 10 Unit Overview

(NC Professional Teaching Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students)

Unit Overview


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Unit Level Teacher Notes:

Resources: (Materials/Equipment)

Student Teacher

Bibliography (Printed Text and Web links)


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Implementing the Plan:

Utilize a weekly plan template to document how you will teach your unit. From your weekly plan, decide how you will teach on

a daily basis. Reflect daily on your progress through the unit. Monitor your progress and prepare to make decisions about

adjusting for days when the timing is off. If your school requires a daily plan, design your daily plan from your weekly plan.

Preparing daily plans without a weekly plan often leads to disjointed ideas and difficulty managing time. The end-of-year tends to

catch us by surprise when relying solely on daily planning.

How does this unit relate to the yearly plan? (As a team, decide on the elements that will guide your yearly map.)

Professional Learning Team (PLT) Planning: Curriculum Development Timeline Unit Level Teacher Notes:

2015-2016 Jun

Jul

Aug Sept

Oct

Nov Dec

Jan Feb

Mar

Apr May Jun

PLC Activity

School/ District Events

Unit Number (See Pacing

Guide)

Common Assessment #

Assessment Blueprint

(Unit & Item Number)

(Consider State, LEA, Team & Classroom Assessments)

Unit

Reflections

NC Professional Teaching Standard VI:

Teachers Contribute to the Academic Success of Students

How does this unit relate to the curriculum?

This is a description of how the content that is taught in this unit relates to content taught in previous and future grades as well as the

current grade. It should include the specific concepts that are taught in those grades, and how they relate to the concepts taught in this

unit. Often, this information is provided in the curriculum guide; however, a better description may develop from the collaborative

efforts of grade-level team members sharing their experiences. As a team, answer the following questions to describe only the most

relevant concepts to be included in the unit:

1. What prior knowledge is necessary to learn the content that is the focus of this unit?

2. What new knowledge can be developed from the content that is mastered in this unit?


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Teacher________________ Room #______ Subject/Grade Level_______________ Unit Length__________

Unit Title ________________________________ Unit Theme __________________ Conceptual Lens ______________

Instructional Sequence (Week-at-a-Glance) Team Planning Guide

Unit Goal(s):

Essential Standards & Clarifying Obj(s)

Date Weekly Goals Engage Explore Elaborate Notes/FA PLAN


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How will you facilitate learning to meet the needs of diverse learners? Teacher Notes:

School-wide System of Support Weekly Resources By Lesson

(Including Technology)

Differentiation Strategies/ Ref. Lesson Planner

See Lesson Planer

Enrichment/Extension

(Targeted Student #)

Tier 1 RtI

(UDL)

Tier 2 RtI


Tier 3


Targeted Designed

Instruction (IEP)

SIOP

ELL Strategies

Before/After school

Tutorial hours

Teacher/Room No.


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Ten Good Things to do when… Teaching Students to "Remember Factual Knowledge"

1. Focus attention on important facts and terms (e.g., verbal markers, study guides)

2. Structure the information to be remembered (e.g., outlines)

3. Use repetition (e.g., flash cards, paired associates)

4. Use mnemonic devices & acronyms

5. Use of songs and rhythm activities (clapping, chanting, cheering)

6. Use distributed practice

7. Make connections and associations with familiar things (verbal then visual)

8. Use different colors to highlight different things

9. Uses pictures, charts, cartoons (visual images)

10. Teach memory strategies (e.g., rehearsal, method of loci)

Teaching Students to "Understand Conceptual Knowledge"

1. Emphasize defining features or key characteristics; ask "what makes X X?"

2. Give examples, non-examples, and near examples.

3. Teach concepts in relation to one another; show connections -- similarities and differences.

4. Use hands-on activities (e.g., coins to teach division) and manipulatives; build models.

5. Use metaphors and similes.

6. Use visual imagery.

7. Use "webs," concept maps, and other graphic organizers.

8. Engage students in practical applications.

9. Have students teach other students the conceptual knowledge.

10. Use literature circles

Teaching Students to "Apply Procedural Knowledge" 1. Use visual displays to focus on the entire procedure (e.g. flow charts)

2. Emphasize each step in the procedure.

3. For branching procedures, help students make proper decisions by engaging them in "if- then" reasoning.

4. For behavioral procedures, engage in "shaping behaviors."

5. Demonstrate (model) application for students, stopping periodically to "see where you are" and making

adjustments as needed (promote self-regulation). (Incorporate independent study and/or long term

research.)

6. Discuss limits and extent of application (e.g., real world examples; "this applies here but not there").

7. Give students worked out examples of the application of procedural knowledge.

8. Work with partners; in teams.

9. Engage students in guided, then independent practice (cooperative learning).

10. Move students toward automaticity using a combination of massed and distributed

practice.

A Few Good Things to Do When Teaching Analyzing, Evaluating, and Creating

ANALYZING 1. Teach students how to determine what is important and relevant within a larger context.

2. Teach students how to examine the structure of various things (e.g., sentence, paragraph,

logical argument, geometric proof, human body).

3. Discuss ways in which things can be organized, giving examples.

EVALUATING

1. Make explicit the criteria to be used in evaluating.

2. Emphasize both checking (as you go) and critiquing (of finished product/performance).

3. Use modeling and show models.

CREATING

1. Structure task properly (what to create, for what purpose, and to what specifications).

2. Provide constructive feedback.

3. Share criteria/rating scales/rubric that will be used to evaluate the process or product.


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Date Learning Target *Engage *Explore

M O N

T U E

W E D

T H U

F R I

*For each activity, include the relevance of the activity to the objective and the learning process.

Bell Ringer

Learning Targets

(written by teachers)

facilitate learning for

students Standard IV


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*Explain *Elaborate Homework NOTES/FA PLAN :

FA

Plan

Unit Length _______Week ___ of ___ Dates_________


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Good Things to Do When Teaching Science

External Sources

Cl-

Ev-

R

TH

OU

GH

TS!

Handouts

Internal Sources


28

Good Things to Do When Teaching Science – SWH


29


30


31


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Scientific and Engineering Practices

Instructional Strategies

__ Direct Instruction

___ Interactive Lecture/ Think Aloud

___ Inquiry/Virtual Labs

___ KWL (Know, Want to Know, Learned)

___ Question – All Write

___ Think-Pair-Share

___ Whip Around (…the circle with responses)

___ Note-Taking

___ Graphic-Organizers

___ Summary Reflection Statements

___ Reflective Discussion: Socratic Questioning,

Open-ended Questions

___ Cooperative Learning

___ Independent Study/Research

Differentiation Strategies

___ Multiple Intelligences

(perform in different modalities)

___ Peer Tutoring

___ Leveled “Big Ideas” (generalizations)

___ Leveled Guiding Questions

___ Differentiated Instructional Materials

___ Differentiated Assessments

(alternative and leveled)

___ Extension activities

___ IEP/504 Plan Initiated

___MTSS (Multi-Tiered System of Support) (specify)

Crosscutting Concepts

___Patterns, similarity and diversity

___Cause and effect: mechanism and prediction

___Scale, proportion, and quantity

___Systems and system models

___Energy and matter: flows, cycles and conservation

___Form and function

___Stability and change

____Asking questions (for science) and defining

problems (for engineering)

____Developing and using models

____Planning and carrying out investigations

___Analyzing and interpreting data

____Using mathematics, information and computer

technology, and computational thinking

____Constructing explanations (for science) and

designing solutions (for engineering)

____Engaging in argument from evidence

____Obtaining, evaluating, and communicating

information


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Grade/Subject_____________________________________ Today’s Date: _________________________ Day ________ of week _________

Learning Experience Title: ________________________________________________________________ Lesson ______ of ______

NC Essential Standard:_______ Clarifying Objective:______

Instructional Learning Target:

“We Are Learning To:”

Today’s Objective:

Guiding Question(s):

Success Criteria:“ What I am looking for”

Bell Ringer:

(focus)

Opening/Motivate: (Elicit/Engage)

Guided Activity

*(Learning Cycle Phase___________________)

Independent Practice

(Differentiation Plan)

Closing Activity: Homework Assignment:

Page 1

(Student-friendly Language)

*Assistance with the 5 E Model is available for download at National Institutes of Health (NIH) Curriculum Supplement Series –

Doing Science: The Process of Scientific Inquiry https://science.education.nih.gov/customers.nsf/MSInquiry.htm

How does this day relate to the weekly plan?



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Resources for today:

Safety Plan:

Formative Assessment Plan: (planned guiding & on-the-fly questions, and descriptive feedback)

Summative Assessment Plan:

Announcements /Attendance:

Daily Reflections!

NC Professional Teaching Standard V: Teachers Reflect on Their Practice

Page 2


35

References

Ainsworth, L. (2010). Rigorous Curriculum Design: how to create curricular units of study that align

standards, instruction, and assessment. Englewood, CO: Lead + Learn Press.

Anderson, L. W. and Krathwohl, D. R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R.,

Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision

of Bloom’s Taxonomy of Educational Objectives. New York: Allyn-Bacon Longman.

Anderson, L.W. (2005). Taxonomy Academy Handbook. Columbia, SC: The Anderson Research Group.

Anderson, L.W. (2003). Classroom assessment: enhancing the quality of teacher decision making.

Mahwah, New Jersey. Lawrence Erlbaum Associates.

Anderson, L.W. (2011). Designing North Carolina Career and Technical Education Courses: Using the

revised Bloom’s Taxonomy (RBT) A Handbook. Columbia, S.C: The Anderson Research Group.

Butler, Susan M., McColskey, W., & O’Sullivan, R. (2005). How to assess student performance in

science: Going beyond multiple choice tests. Third Edition. SERVE Center for Continuous

Improvement at University of North Carolina Greensboro. Available for download:

http://eric.ed.gov/?id=ED498183

Clarke, S. (2008). Active Learning Through Formative Assessment. Hachette UK: Hodder Education.

Butler, S.M. & McMunn, N. D. How to assess student performance in science: Using classroom

assessments to enhance learning Available for Download: (www.serve.org)

http://www.serve.org/uploads/publications/AssessScience.pdf Downloaded 03/22/2014.

Dufour, R., & Eaker, R. (1998). Professional learning communities at work. Bloomington, IN: National

Educational Service.

Erickson, H. L. (2007). Concept-based curriculum and instruction for the thinking classroom.

Thousand Oaks, CA.: Corwin Press, Inc.

Heritage, M. (2008). “Learning Progressions: Supporting Instruction and Formative Assessment.”

Washington, D.C.: The Council of Chief State School Officers.

Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA.:

Corwin Press, Inc.

National Research Council. (2012). A framework for K-12 science education: practices, crosscutting

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Documents

Standards-based Unit Planning Frameworkscnces.ncdpi.wikispaces.net/file/view/Unit+Template_0326.pdf · Deconstruct the Standards & Identify Clear Learning Targets ... “It” should