Unpacking Standards Resources



Unpacking Standards Resources

KIN 402: PE Practicum

Developed by the Conestoga Valley Health & Physical Education Department

Reference: Wiggins & McTighe: Understanding by Design, 2nd Edition; ASCD

Modified Unpacking Standards Graphic Organizer

|Step 1: List the Standard Statement: Underline the VERBS; Circle the CONTENT (nouns & adjectives) |

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Unpacking Standards Worksheet

Step 1: List the Standard Statement: Underline the VERBS; Circle the NOUNS

Step 2: List the Content: Step 2: List the Verbs:

Step 3: Define the Content (includes substeps 1, 2 and 3):

Step 4: Essential Questions: Compose essential questions using the Nouns (what, why, how, when, where, similarities & differences, etc.)

Step 5: Answers to Essential Questions: This is the Essential Content of the lesson - List the answers by Essential Question number

Step 6: What is the meaning of the Verbs? What do the Verbs imply? Refer to Standards Verbs.

Step 7: Assessment Ideas: Use the VERBS in the standard statement to create assessment ideas. Refer to Assessment Strategy Descriptions

Unpacking Standards Guidelines

Step 1: List the Standard Statement: Underline the VERBS; Circle the Content (Nouns & Adjectives)

• List the standard statement by number and letter, for example: 10.4.6.A

• List the standard descriptors (bullets)

Step 2: List the Content (Nouns & Adjectives):

List the Content from the standard statement as well as the standard descriptors (bullets); the descriptors represent the content (for standard statements that have descriptors), however it’s important to refer back to the standard statement to understand the “context” of the standard; the bullets represent the “content”; the statement represents the “context”. For example:

10.5.6.D: Describe and apply the principles of exercise to the components of health and skill-related fitness.

• Cardiorespiratory endurance

• Muscular strength

• Muscular endurance

• Flexibility

• Body composition

Content & Context: the health-related components are listed as bullets (content); principles of exercise (FITT) and skill-related fitness components are listed in the statement (context); therefore, the health and skill related components need to be applied in context TO the principles of exercise (FITT). Principles of Exercise – refer to 10.5.3.D:

• Frequency

• Intensity

• Time

• Type

The skill-related components are NOT listed as bullets but ARE listed in the statement; therefore, this content should be addressed.

Adjectives should be utilized in conjunction with the associated noun, for example, physical activity: “physical” is an adjective and “activity” is a noun. In other words – don’t separate the adjective from its noun.

It may be necessary to add “sub bullets” that are not listed in the standards due to our curriculum, for example:

10.5.9.F: Describe and apply game strategies to complex games and physical activities.

• Offensive strategies

o Depth

o Width

Step 2: List the Verbs:

Review the standard statement carefully since some have more than one verb, especially grades 9 & 12.

10.5.12.D: Incorporate and synthesize knowledge of exercise principles, training principles, and health and skill-related fitness components to create a fitness program for personal use.

Step 3: Define the Content (nouns & adjectives):

Compose the definitions in developmentally appropriate language; list the meanings of the words in language that you would use with your students (depending on the grade level).

Refer to a variety of resources to obtain current information.

Step 4: Essential Questions: Compose essential questions using the Content (what, why, how, when, where, similarities & differences, etc.). Refer to Question Starters for ideas.

The number of essential questions utilized is up to the staff to decide; it may be necessary to compose fewer questions in the elementary grades and more in secondary. The essential questions should be used in the assessment and/or the learning activity.

For standard statements that have descriptors, utilize the nouns in the statement within the questions (content and context). For example:

10.1.6.A: Identify and describe the structure and function of the major body systems.

• Muscular

Questions:

• What is the function of the muscular system?

• How does the function determine the structure of the muscles (form follows function)?

10.5.6.D: Describe and apply the principles of exercise to the components of health and skill-related fitness.

• Cardiorespiratory endurance

• Muscular strength

• Muscular endurance

• Flexibility

• Body composition

Link the essential questions to the standards verbs - Sample Essential Questions 10.5.6.D:

• What are the Principles of Exercise? (Describe)

• How do we apply the principles of exercise to the health-related components of fitness? (Apply)

• How do we apply the principles of exercise to the skill-related components of fitness? (Apply)

• What are some examples of exercises or activities that would help us develop the health-related components? (Identify – not the standards verb, but appropriate in this case).

• What are some examples of exercises or activities that would help us develop the skill-related components? (Identify – not the standards verb, but appropriate in this case).

• What is cardiorespiratory endurance? (Describe)

• How can you improve cardiorespiratory endurance? (Apply)

• What is the FITT principle for cardiorespiratory endurance? (Describe)

• Why is the FITT principle important to understand? (Apply)

Step 5: Answers to Essential Questions: This is the Essential Content of the lesson - List the answers by Essential Question number

It’s important to know acceptable answers to any questions asked. For lower level questions, its best to supply the expected answer; for higher level or open ended questions, it may be best to provide cues as a reminder to yourself of the context of the question.

Step 6: What is the meaning of the Verbs?

Refer to Standards Verbs and list the definition.

Step 7: Assessment Ideas: Use the VERBS in the standard statement to create assessment ideas – form follows function. What do the Verbs imply?

Refer to Assessment Strategy Descriptions and list by Title and Type of assessment; be sure to develop assessments that require the use of the verb (apply, analyze, describe, etc.). If an assessment has already been developed – list it.

• Nutrition Graphic Organizer

• Weight Training Technique Tabular Matrix

If an assessment has not been developed – describe it. For example, if the students are to “apply” a concept, describe how “application” will be measured.

When completed – utilize the Unpacking Standards Checklist to check your work

Standards Verbs

Analyze: 1. Study something closely: to examine something in great detail in order to understand it better or discover more about it. 2. Break something down into components: to find out what something is made up of by identifying its constituent parts. 3. Examine structure: to study the structure of something or how its constituent parts are put together

• Synonyms: examine, study, investigate, scrutinize, evaluate, consider, question, explore, probe, dissect, inspect

Apply: Use something: to make use of something to achieve a result

• Synonyms: use, operate, put into operation, employ, utilize, direct, harness

Assess: 1. Judge something: to examine something in order to judge or evaluate it. 2. Determine amount: to calculate a value based on various factors (Insurance adjusters are assessing the damage)

• Synonyms: measure, evaluate, judge, weigh, calculate, consider, gauge

Compare: 1. Examine people or things for similarities: to examine two or more people or things in order to discover similarities and differences between them.

• Synonyms: contrast, evaluate, assess, measure up, match up to, weigh against, put side by side, balance, judge

Contrast: Seem or make things seem different: to compare different things or arrange them in a way that highlights their differences, or be markedly different when compared with something.

• Synonyms: difference, dissimilarity, distinction, disparity, divergence, and gap

Create: 1. Make something: to bring something into existence. 2. Give rise to something: to result in something or make something happen. 3. Produce inventions or art: to use imagination to invent things or produce works of art.

• Synonyms: make, generate, produce, fashion, form, craft, build, construct, invent, design, originate, initiate, give rise to, coin, conceive

Describe: 1. Explain something: to give an account of something by giving details of its characteristics. 2. Characterize somebody or something: to label or typify somebody or something. 3. Represent something: to represent something pictorially or with a model

• Synonyms: explain, portray, depict, illustrate, express, communicate, label, refer to, define, designate, pronounce, call, term, style

Engage: 1. Require use of something: to require the use or devotion of something; involve somebody, or become involved: to involve somebody in an activity, or become involved or take part in an activity.

• Synonyms: involve, occupy, engross, absorb, take part, and participate

Evaluate: 1. Examine and judge something: to consider or examine something in order to judge its value, quality, importance, extent, or condition. 2. Put value on something: to estimate the monetary value of something

• Synonyms: assess, appraise, gauge, estimate, calculate, weigh, value, price, and weigh up

Examine: 1. Study something: to inspect or study somebody or something in detail. 2. Investigate something: to analyze something in order to understand or expose it. 3. Test somebody: to test the knowledge or ability of somebody by giving written, oral, or practical examinations

• Synonyms: look at, inspect, scrutinize, observe, study, survey, scan, consider, think about, look into, investigate, research, analyze, appraise, weigh up, sift, weigh

Explain: 1. Give details about something: to give an account of something with enough clarity and detail to be understood by somebody else. 2. Clarify meaning of something: to make the meaning of something clear to somebody. 3. Give reason for something: to give the reason for something that has happened, often as justification for it.

• Synonyms: make clear, clarify, put in plain words, elucidate, enlighten, explicate, describe, illuminate, expound, justify, account for, defend, rationalize, vindicate, support

Identify: 1. Recognize and name: to recognize somebody or something and to be able to say who or what he, she, or it is. 2. Consider as same: to consider two or more things as being entirely or essentially the same.

• Synonyms: classify, recognize, find, categorize, detect, ascertain, formal, isolate, pinpoint, label, distinguish, characterize, name, equate, connect, relate, link, and associate

Improve: Make or become better: to make something better in quality or condition, or become better.

• Synonyms: get better, perk up, pick up, look up, recover, advance, progress, rally, expand, increase, mend, and develop

Incorporate: 1. Join with something that exists: to combine something with, or include it within, something already formed, or be combined or included in this way. 2. Merge things: to combine one thing with another, so as to form a united whole, or be combined in this way.

• Synonyms: join, slot in, fit in, add in, slip in, include, integrate, unite, combine, merge, feature, contain, encompass, absorb, and assimilate

Know: 1. Hold information in mind: to have information firmly in the mind or committed to memory. 2. Be certain about something: to believe firmly in the truth or certainty of something. 3. Realize something: to be or become aware of something.

• Synonyms: be aware of, be knowledgeable about, comprehend, appreciate, realize, grasp, recognize, see, get, be acquainted with, be familiar with, distinguish, see, have knowledge of, be friendly with, tell

Promote: Support or encourage something: to encourage the growth and development of something

• Synonyms: endorse, encourage, help, sponsor, stimulate, uphold, prop up, campaign for, support, and foster

Recognize: Identify somebody or something seen before: to identify a thing or person as a result of having seen or had some other experience of him, her, or it before

• Synonyms: know, identify, distinguish, make out, be familiar with, be aware of, be acquainted with, be on familiar terms with, diagnose, and spot

Synthesize: Combine various components into new whole: to combine different ideas, influences, or objects into a new whole, or be combined in this way.

• Synonyms: manufacture, create, make, and produce

Use: Employ something for purpose: to put something into action or service for some purpose

• Synonyms: usage, custom, habit, practice, routine, procedure

Source: MSN Encarta Online Dictionary Revised – April, 2006

Assessment Strategy Descriptions

Academic Prompts: open-ended questions or statements that require the student to think critically, not just recall knowledge; between a performance task and question and short answer;

Affinity Chart: classifying items based on category

• Post it notes with one idea; place on wall or blackboard; silently move the post it notes into categories

Analogies – two pairs of items that on the surface appear to have no connection but are joined by a concept; for example: hot is to cold as angry is to happy – opposites is the concept.

Best Answer: similar to multiple choice, however the Best Answer format consists on a question or prompt followed by four or five statements (options/distracters); it differs from multiple choice because the distracters are all correct, but only one is best.

Domain Matrix: used by the teacher to assess the alignment of unit outcomes, objectives, standards, and planning activities; the teacher uses this technique to assess whether the outcomes, understandings, or standards will be met using the selected learning activities.

Double Matching: dual associations between concepts

• Leg Press exercise – multi joint (multi or single joint exercise) and gluteus maximus (major muscle strengthened)

Essay Question: higher level question that requires an extended response; the question will be evaluated with a rubric; the rubric should be distributed to the students prior to the test/assessment.

Experiment/Results: the “experiment” can be posed as a “situation”, which may lead to any number of “results” or “outcomes” with one result being the most likely (convergent).

Experiment/Results/Interpretation: extends the experiment/results format; interpretation of the results requires higher levels of understanding.

Graphic Organizer: visual diagram of connected concepts

• Comparisons – Venn Diagram – use of two intersecting circles to show how items are similar and different

• Classifications – grouping items into categories based on similar characteristics

Greater-Less-Same: the central concept is placed in the middle of two extreme opposites

Informal Checks for Understanding: AKA Zap - technique used to instantaneously assess students’ understanding of a concept or directions

• Thumbs up or thumbs down

• 4-3-2-1: students hold up fingers based on level of understanding

o 4: I understand this so well, I can teach it to another

o 3: I understand this but don’t think I can teach it

o 2: I’m a little confused

o 1: I don’t have a clue

Key List: classification of items in relationship to another set of items

• List of offensive strategies

• List of golf strokes

• List of multi joint exercises

Metaphors – two items that on the surface appear to have no connection; for example: writing standards lessons is a root canal.

Mind Map: graphical representation of key words or concepts using pictures and color

Performance Task: construction of an authentic product with numerous variables and outcomes; the student constructs an original product, while following the teacher’s predetermined guidelines.

• Personal fitness program design project

• Develop a checklist of badminton skills to be used by the US Olympic Committee to evaluate prospective Olympic athletes during game play

Question & Short Answer: a variation of the best answer and key list formats; the stem poses a question and the answer varies in length

RAFT Assignment: Role, Audience, Format, Topic – various possibilities for each category are conceived by the teacher and the students write within the format

• Role: family member

• Audience: grandparent

• Format: letter of concern

• Topic: diabetes

Rank Order: arranging concepts in a logical order or progression

Simple Matching: simple one-to-one associations between concepts

• Heart – cardiovascular system

• Racket sports – badminton, tennis, etc.

Statement and Comment: resembles the best answer and question and short answer formats, but differs in that the stem is posed as a statement and the students are expected to select the best or most appropriate comment.

Tabular Matrix: A way of representing a more complex structure of content area beyond matching or specific/ general distinctions; level of difficulty is determined by the degree of complexity of the inter-relationships of the elements of the content represented in the item.

• Topic: physical fitness

• Objective: relationships between exercise and fitness

| |Cardiovascular |Muscular strength |Muscular endurance |

|Running 5 miles |X | | |

|Situps | |X |X |

Think Trix: “thinking through question/response cues” – contains seven components that can be utilized separately, in groups, or all together; the components center around a big idea or concept

• Recall – define, design list, detail summarize

• Cause & Effect – postulate, note, consider motive, infer predict, hypothesize

• Difference – contrast, compare, distinguish, differentiate, discern (outside circles of Venn diagram)

• Similarity – analogies, compare, examine (intersecting circles of Venn diagram)

• Ideas to Examples – categorize, deduce, substantiate, make analogy, support

• Examples to Ideas – classify, induce, conclude, generalize, find essence

• Evaluation – consider ethics, evaluate, judge, rate, weigh evidence

Ticket Out: quick check for understanding prior to the students exiting the class

• What did you learn today? How does what you learned fit with something you already know? What are you confused about?

Word Splash: diagnostic assessment (to find out what the students know prior to instruction)

• Place list of vocabulary words on an overhead or on the board; have students define and use the words in a sentence.

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Step 2: List the Verbs:

Step 2: List the Content:

Step 3: Define the Content:

Step 4: Essential Questions: Compose essential questions using the Content (what, why, how, when, where, similarities & differences, etc.)

Step 5: Answers to Essential Questions: This is the Essential Content of the lesson - List the answers by Essential Question number

Step 6: Verbs: What do the Verbs imply? Refer to Standards Verbs.

Step 7: Assessment Ideas: Use the VERBS in the standard statement to create assessment ideas – Refer to Assessment Strategy Descriptions

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