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CNMI Public School SystemUnderstanding by Design Collaborative Curriculum Unit PlanningSchool: Oleai Elementary School Grade Level: 3rd Week(s) of : Oct. 29-Nov. 2, 2012Stage 1: Identify Desired ResultsESTABLISHED GOALSStandard(s) and Benchmark(s):Content Objective(s):Language Arts3. RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.3.L1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.Mathematics3.OA. 1. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.3.OA. 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.3.OA. 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., Knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers.Science3.1.2 Know that scientific investigations involve asking and answering a question and comparing the answer to what scientists already know about the world3.1.3 Know that scientists use different kinds of investigations depending on the question they are trying to answer Physical Education3.1.1 Demonstrate various locomotor skills (e.g., walking, running, jumping, hopping, leaping, sliding, galloping, skipping) and non-locomotor skills (e.g., throwing, catching, striking, kicking)3.5.2 Work with others to complete assigned tasks during physical activity3.3.1 Participate in a variety of regularly scheduled physical activities3.5.1 Follow simple directions during physical activities3.5.2 Work with others to complete assigned tasks during physical activity 3.5.3 Demonstrate respect for individuals, property, and equipmentSocial StudiesG.3.3.1 Describe the basic elements of maps and globes and how to find locations and follow directions (e.g., title, legend/map key, map symbols, cardinal and intermediate directions, scale, grid, principal parallels-longitude and latitude, meridian-international date line).?elements of maps and globes?finding a location?following spatial direction?compass rose?equatorLanguage Objective(s)(DOL)3.L1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.3.L2.a Capitalize appropriate words in titles.3.L2.d Form and use possessives.3.L2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.WHAT UNDERSTANDINGS ARE DESIRED?Big Idea(s)-Students will understand that…Language ArtsA play is a form of literature that can be expressed through dramatics.MathMultiplication is putting equal groups together to find the total. Skip counting is related to multiplication and arrays.ScienceScientific method is a body of techniques for investigating phenomena.Hypothesis is an educated guess.Physical EducationTeamwork is a critical element in physical activities.Social StudiesEight cardinal directions are N, S, E, W, NE, SE, NW, pass rose is used to indicate cardinal directions.A compass is used to tell directions.What essential questions will be considered?Language ArtsWhat is a play?What are pronouns?MathWhat is multiplication?How are skip counting, arrays, and multiplication related?ScienceWhat are scientific methods?What are the general steps to perform an experiment?What is a hypothesis?Physical EducationHow do I work with others?How do I demonstrate respect for others, property, and equipment?Social StudiesHow cardinal directions help to indicate directions?How is compass rose used in a map?What are the map skills?WHAT KEY KNOWLEDGE AND SKILLS WILL STUDENTS ACQUIRE AS A RESULT OF THIS UNIT?Students will know…Language ArtsPunctuationsCapitalizationsPronounsPlayMathSkip countingArraysMultiplicationMultiplication chartSciencehypothesisquestionsexperimentsanalysisdataconclusionPEteamworkrespectrunningSocial StudiesCompass RoseCardinal directionsMap skillsStudents will be able to…Language ArtsTake a spelling quizRole play “The Legend of Damon and Pythias”Identify pronouns and antecedentsMathFluently count by 6s, 7s, and 8sDemonstrate the process of multiplication through arrays of manipulativesMemorize the Table 2 -9Correct math worksheetsPlay different multiplication gamesSciencegenerate a hypothesisPerform scientific experiments according to the scientific methodAnalyze dataDraw a conclusionPEWork together towards a goalRespect individuals, properties, and equipmentsSocial studiesApply cardinal directions to tell a directionIdentify the eight directions of a compass roseUse a compass to tell a directionStage 2: Determine Acceptable EvidenceWHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND?Performance Task(s) (summary in GRASPS form-See Reference):Language ArtsRole-play “The Legend of Damon and Pythias”MathUse Math Manupulatives for arraysOrally memorize Table 4-9Social StudiesCompass WalkNote-takingPerformance Task Rubric:CriteriaAdvance (4)Proficient (3)Developing (2)Beginning (1)Language Arts- Role-playStudents expressed all the parts of the story.Students missed 1 or 2 part(s) of the story.Students missed 3-4 parts of the story.Students missed more than 5 parts of the story.Math- multiplication table memorizationStudents can memorize the table 2-9 fluently orally.Students can memorize the table 2-9 when they write on a paper.Students need to use manupulatives to get an answer.Students did not get the concept of multiplication.Social StudiesStudents were able to identify five or more directions, using a compass.Students were able to identify 3-4 directions, using a compass.Students were able to identify 1-2 directions, using a compass.Students were unable to identify any directions, using a compass.Add more rows as necessaryOther Evidence(s), quizzes, tests, prompts, observations, dialogues, work sample:Daily Math Multiplication QuizzesSpelling & vocabulary quizJournalsDOLWorksheetsPortfolioStudent Self-Assessment and Reflection:JournalsHomeworkNote: See Facet of Understanding ReferenceStage 3: Plan Learning Experiences and InstructionActivity Bank (See Reference on?WHERETO Elements?for guided questions to plan activities): List all activities for the week(s)- class work, projects, homework, learning tasks, assessments, etc.Language ArtsJournal (Topics)-FOCUS QUESTION, writing prompts: Write about your weekend. Draw about it.Tuesday: What is something you dislike about yourself?Wednesday: What is something you do well?Thursday: What would happen if there were no televisions? Why would this be good? Bad?Friday: What would happen if there were no cars, buses, trains, boats, or planes? How would this change your life?Journal Sharing (3 students)Journal manager passes out ticketsDOL (week 4)5 minutes to work onStudents become a DOL teacher and show the corrections1 minute of correction for each questionLanguage Arts LessonMondayMaterials: pronoun worksheet, butcher paper for background, props, spelling and vocabulary quiz, LA textbooksBellwork: journalWarm-up activity: DOLActivity 1: Spelling and Vocabularies QuizActivity 2: Pronoun worksheet (Pronoun_WDDRM. Pdf)Activity 3: Practice play on the Legend of Damon and PythiasHW: Memorize your lines & Bring in props for your roleTuesdayMaterials: Why Do We Need Pronouns worksheet, props, language arts textbooksBellwork: journalWarm-up activity: DOLActivity 1: Why do we need pronouns worksheetActivity 2: Practice play on the Legend of Damon and PythiasHW: Memorize your linesWednesdayMaterials: small ball, library books, notebookBellwork: journalWarm-up activity: DOLActivity 1: students stand in a circle. Whoever receives a ball needs to tell a pronoun and throws a ball to the other students.Activity 2: Find pronouns and antecedents in their library booksActivity 3: Practice for playHW: memorize your linesThursdayBell-work: journalWarm-up activity: DOLActivity: Group 1 presents the role-playFeedbacks from Group 2FridayBell-work: journalWarm-up activity: DOLActivity: Group 2 presents the role-playFeedbacks from Group 1MathematicsMondayTransition: “I Love Math” SongSLOI can memorize the Table 4 and 5!I can skip count by 6’s and 7’sI can multiply by 0’s and 1’sI can draw arrays for multiplicationClassroom RulesOral quiz with Mrs. Ano on Table 4 and 5 and Skip Counting by 6’s and 7’sSkip Counting by (3’s, 4’s,) 5’s and 6’sActivity 1: Worksheet Correction (differentiated instruction) (Group 1 to 5 in performance level)Group 1: Jannah, Gayle, Jzl, Raven, Dareandraw arrays to correct your problem5s and 6s worksheetmultiplication card game Activity: “I Have.. Who Has…” Group 2: Gabriel, Veronica, Kepina, Easton, KristineGroup 3: Joel, Lance, Izabela, Angelo, TaliyahDraw arrays to correct answers5s and 6s worksheetGroup 4: Atasha, Miguel, Damian, Stephanie, OliverUse manupulatives for correctionHW: 5s and 6s worksheetGroup 5: Ashely, Joerome, Roland, Juan, Jonathan, and MiteichyRe-teach by teacher using arrays using manipulativesHW: 2s and 3s correction & 5s and 6s worksheetTuesday“I Love Math” SongSLOI can memorize Table 6 and 7!I can skip count by 8’s and 9’s fluentlyI can correct my worksheet!I can draw arrays for multiplicationOral-Quiz on Table 6 and 7 and skip counting by 8’s and 9’sSkip Counting (6’s and 7’s)Continue yesterday’s differentiated instruction activity with 6’s and 7’s worksheetWednesday“I Love Math” SongSLOI can memorize Table 8 and 9!I can skip count by 6’s, 7’s, 8’s, and 9’s fluentlyI can correct my worksheet!I can draw arrays for multiplicationOral-Quiz on Table 8 and 9Skip Counting (8’s and 9’s)Continue yesterday’s differentiated instruction activity with 8’s and 9’s worksheetHW: memorize multiplication Table 1-9Thursday“I Love Math” songSLOI can multiply integersI can find patterns in the multiplication tableActivity 1: Fill out the multiplication table using memoryActivity 2: Correct your multiplication table referring to the correct oneActivity 3: Find patterns in the multiplication tableHW: memorize multiplication Table 1-9 for testFriday“I Love Math” songSLOI can multiply integersI can memorize multiplication Table 1-9Activity: Write a multiplication chart table 1-9 on a paper (Test)ScienceMondayPre-quiz from BrainpopJr. Scientific MethodSLOI can take a pre-quiz on scientific methodI can take note while watching a BrainpopJr. VideoclipActivity: Watch BrainpopJr. Videoclip on Scientific MethodReview SLOTuesdaySLOI can take note while watching a BrainpopJr. VideoclipI can list down the five steps of scientific methodActivity: Watch BrainpopJr. Videoclip on Scientific MethodReview the five steps of scientific methodReview SLOWednesday-ThursdayMaterials: 2 white flowers, thermometer, timer, food coloring, boiling water, chart paper for each groupReview the five steps of scientific methodIntroduce our experiments Water TemperatureThis science project is suitable for children in third grade and is relatively simple. It aims to establish whether cut flowers survive longer in cold or warm water. You need several white carnations or roses, food coloring, and two vases (juice jugs or pop bottles will do). Fill one jug with cold water and the other with warm (but not boiling) water. Add some food coloring, as this makes it easier to see how quickly the flowers are taking in the water. The food additives also make the flowers change color. ()Generate questions to answerGenerate hypothesis to answerPrepare ways to collect the data(Thursday)Perform the experimentsAnalyze the dataDraw a conclusionFriday-Next Week MondayMaterials: 2 identical drinking glasses or jars for each group, water, thermometer, 2 elastic bands of some sellotape, white paper, black paperReview the five steps of scientific methodIntroduce our experiments Instructions:Wrap the white paper around one of the glasses using an elastic band or sellotape to hold it on.Do the same with the black paper and the other glass.Fill the glasses with the exact same amount of water.Leave the glasses out in the sun for a couple of hours before returning to measure the temperature of the water in each.? (What's happening?: Dark surfaces such as the black paper absorb more light and heat than the lighter ones such as the white paper. After measuring the temperatures of the water, the glass with the black paper around it should be hotter than the other. Lighter surfaces reflect more light, that's why people where lighter colored clothes in the summer, it keeps them cooler.)Generate questions to answerGenerate hypothesis to answerPrepare ways to collect the data(nextweek Monday)Perform the experimentsAnalyze the dataDraw a conclusionPhysical EducationMondayWarm-up stretches: pick two leadersKick ball (Boys vs. Girls)TuesdayMaterials: two ballsWarm-up stretchesStudents in lines need to pass the ball under their legs to the last student. Last student needs to pass the ball the ball above their heads to the first student.Whoever gets the ball first is the winnerWednesdayMaterials: Two hoolahoopsWarm-up stretchesHoolahoop RaceTwo students become a pair and need to carry a hoolahoop without using their hands to the next pairHoolahoop ThroughStudents make a circle and hold their hands. They need to make the hoola hoop to pass through them one round without touching the hoop with theirhandsThursdayMaterials: 25 scratch papersWarm-up stretches“Have you ever…” FridayMaterials: musicWarm-up stretches“Get into Groups of…”Social StudiesMondaySLOI can identify eight intermediate directionsI can apply those directions to indicate an object’s positionWarm-up: Compass Rose: Activity 1: Think-pair-share: Let students partner-up with the person next to them and think of an object in the classroom. Give 3 minutes each to describe the location of the object that students could think of using cardinal directions. Activity 2: Read-aloud on North, East, West, and SouthTuesday (compass rose)Materials: compass rose worksheet, compasses, compass walk tableBell-work: think of five destinations in OES with your groupSLOI can identify what is a compass roseI can use 8 cardinal and intermediate directions to tell a directionRulesReview compass rose worksheetTeach students how to use a compassCompass walk! Students need to tell the direction of 5 destinations in schoolDestinationDirection from Rm. 15Number of Steps1.2.3.4. 5. WednesdayMrs. Ano’s Pumpkin ActivityThursdayWatch Brainpop Jr. “Reading Maps” part 1Take notes while students watch the videoclipFridayWatch Brainpop Jr. “Reading Maps” part 2Take notes while students watch the videoclipDEAR TimeMondaypractice the playTuesdaypractice the playWednesdayMrs. Ano’s pumpkin activityThursdaypractice the playFridayPreferred Activity Time (Learning Center)Origami (Fine Arts)Multiplication on-line games (Math)Brain Quest (Many subjects)Sudoku (Math)Imaps on ipads (Social Studies)Observing slides using microscopes (Science)Life-cycle mobile (Science: life-cycle)Scootpads (Language Arts & Math)AR (Language Arts)Oobleck (Science: states of matter) Clean pennies with vinegar (Science: chemical change) RESPONSE TO INTERVENTION (RtI)Tier I Activities:Language ArtsRole-play “The Legend of Damon and Pythias”MathOrally memorize Table 2-9Social StudiesCompass WalkTier II Activities:Students: Miteichy, Ashely, Joerome, JuanRe-teach multiplication in small group setting Pulled out for Title 1 class for reading and mathSocial Studies: Peer TutorialTier III Activities:Students: Roland and JonathanSmall group teaching (multiplication)Pulled out for Title 1 class for reading and mathSocial Studies: Peer TutorialSWD AND ELL NEEDS- STEP WISE PROCESSStudent(s) w/ DisabilitiesELL Student(s)What barriers are keeping the students from accessing instruction, participating in activities, demonstrating learning, etc?Student 1: N/AStudent 1: N/AWhat supports will reduce identified barriers?Student 1: N/AStudent 1: N/AHow will the support assist the students in accessing instruction, participating in activities, demonstrating learning, etc?Student 1: N/AStudent 1: N/A4. TARGET SPECIFIC IEP OBJECTIVES AND FOUNDATIONAL SKILLS THAT CAN BE ADDRESSED DURING THE UNIT (SPED). List key words from IEP objectives and/or foundational skills and indicate which IEP objectives and foundational skills can be addressed within each instructional activity.IEP objectives & foundational skills (write key words)N/AUnit instructional activities (write the number of the activity or key words)N/AReferenceInstructional Strategies (CITW)Technology Materials/ Resources:Student Work/Evidences:Identifying Similarities & Differences: Compare ClassifyMetaphorAnalogyGenerating & Testing Hypothesis:Decision MakingExperimentalInquiryHistorical InvestigationInventionProblem SolvingSystems AnalysisNon-Linguistic Representation:KinestheticMental Imagery/SensesPhysical ModelPictograph Other:Advance OrganizerCues and QuestionsNote TakingPracticeProviding FeedbackProviding RecognitionReinforcing EffortSetting ObjectivesData CollectionBrainstorming/ Idea Mapping SoftwareDiagnostic Prescriptive SystemCalculatorsDisplay ToolsClickersInteractive WhiteboardCollaborative ApplicationEducational gamesCommunication ToolsVirtual manipulativeMultimedia (watching)Multimedia (creating)SpreadsheetWeb-based ResearchWord ProcessingOther (make note)Play/SkitsCreating new poem/short stories/songsProjects (3D models, dioramas, etc.)Group discussionPeer/Self EvaluationDebatesInterviewsPeer TeachingProblem SolvingSummarizingOutlineCompare & ContrastStudent DemonstrationSilent ReadingJournaling/WritingReportsOral PresentationsGraphic OrganizersInvestigation/ExperimentLearning GamesParaphrasing/RetellIllustrateMemorizeWorksheetsNote-taking/ ListingDiscussionHands-on LearningBloom’s TaxonomyRememberUnderstandApplyAnalyzeEvaluateCreateTell, list, describe, relate, locate, write, find, state, name, identify, label, recall, define, recognize, match reproduce, memorize, draw, select, reciteExplain, interpret, outline, discuss, distinguish, predict, restate, translate, compare, describe, relate, generalize, summarize, put in own words, paraphrase, convert, demonstrate, visualize, find out more infoSolve, show, use, illustrate, construct, complete, examine, classify, choose, interpret, make, put together, change, apply, produce, translate, calculate, manipulate, modify, put into practiceAnalyze, distinguish, examine, compare, contrast, investigate, categorize, identify, explain, separate, advertise, take apart, differentiate, subdivide, deduceJudge, select, choose, decide, justify, debate, verify, argue, recommend, assess, discuss, rate, prioritize, determine, critique, weigh, value, estimate, defendCreate, invent, compose, predict, plan, construct, propose, devise, formulate, combine, hypothesize, originate, add to, forecastCONSTRUCTING A PERFORMANCE TASK USING GRASPSGoalRoleAudienceSituationProduct, Performance and PurposeStandards and Criteria for SuccessYour task is…The goal is to…The problem or challenge is…The obstacles to overcome...You are…You have been asked to…Your job is…Your clients are…The target audience…You need to convince…The context you find yourself in is…The challenge involves dealing with…You will create a __ in order to___.You need to develop___ so that___.Your performance needs to…Your work will be judged by…Your product must meet the following standardsA successful result will…SIX FACETS OF UNDERSTANDINGExample of Using 6 Facets of Understanding (Topic: Nutrition)1. EXPLANATION: What are the key ideas in..? What are examples of..? What are the characteristics and parts of..? What caused..? What are the effects of..? How might we prove, confirm, justify..? How is..connected to..? What might happen if..? What are the common misconceptions about..? How did this come about? Why is this so?Develop a brochure to help young students understand what is meant by a balanced diet2. INTERPRETATION: What is the meaning of..? What are the implications of..? What does…reveal about..? How is…like…(analogy or metaphor)? How does…relate to me or us? So what? Why does it matter?Discuss what the popularity of fast foods say about modern life?3. APPLICATION: How is…applied in the larger world? How might…help to..? How could we use… to overcome..? How and when can we use this (knowledge or process)? Plan a menu for a class party consisting of healthy, yet tasty snacks.4. PERSPECTIVE: What are the different points of view about..? How might this look from a different perspective? How is this similar to or different from..? What are other possible reactions to..? What are the strengths and weaknesses of..? What are the limits of..? What is the evidence for..? Is the evidence reliable? Sufficient?Conduct a research to find out if the Food Pyramid guidelines apply in the other regions (e.g. Antarctica, Asia, the Middle East) and the impact of diverse diets on health and longevity. 5. EMPATHY: What would it be like to walk in …’s shoes? How might…feel about..? How might we reach an understanding about..?What was…trying to make us feel and see? Imagine: How might it feel like to live with a dietary restriction due to a medical condition>6. SELF-KNOWLEDGE: How do I know..? What are the limits of my knowledge of..? What are my “blind spots” about..? How can I best show..? How are my views about…shaped by..(experiences, habits, prejudices, style)? What are my strengths and weaknesses in..? Reflect: To what extent are you a healthy eater? How might you become a healthier eater?WHERETO ELEMENTSWHERETOWhere are we going? Why? What is expected?How will we hook and hold student interest?How will we equip students for expected performances?How will we help students to rethink and revise?How will students self-evaluate and reflect on their learning?How will we tailor learning to varied needs, interests, styles?How will we organize and sequence the learning? ................
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