Unpacking Standards



Ensuring Deep Knowledge

Lora Romero

OTL502 – Learning Theories and Modules of Instruction

Colorado State University-Global

Nella B. Anderson, PhD

May 15, 2014

Ensuring Deep Knowledge

The goal of this assignment was to focus on items 9 and 10 of the Good Teaching Touchstones. Item 9 of the touchstones opened my eyes to how much time is wasted in the classroom. Goodwin and Hubbell offered great suggestions on how to make the most of the time spent in the classroom (2013). Item 10 highlighted the importance of allowing students to develop deep knowledge, specifically focusing on the “Six Essential C’s” of planning out lessons and units (Goodwin& Hubbell, 2013). Through this module, I will add opportunities for students to process their learning. I will show how I am going to implement the Six Essential C’s into my lesson. Lastly, I will add the amount of time that is going to be devoted to every activity in the lesson.

Critical Thinking: Module 6

Step One: Add opportunities for students to process every 15 minutes. (These are labeled within the lesson plan)

Step Two: Use the Six Essential C’s to assess everything in the lesson or unit to ensure that it has a purpose. (These are labeled within the lesson plan)

Step Three: Add amount of time devoted to every activity in the lesson or unit. (These are labeled within the lesson plan)

|Stage 1 – Desired Results |

|Content Standard(s): Content Area: Science |

|Standard: 2. Life Science Standard: 2. Life Science |

|Students can: Students can: |

|a. Identify the common needs a. Use senses to gather information about living things(DOK1-2) |

|such as food, air, and water b. observe and explore the natural process of growing changing, |

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|of familiar living things (DOK 1) and adapting to the environment (DOK 1-2) |

|b. Predict, explain, and infer c. Ask and pursue questions through simple investigations and |

|pattern based on observations and observations of living things (DOK 2-3) |

|representations of living things, their d. Collect, describe, and record information about living things |

|needs, and life cycles (DOK 1-3) through discussion, drawings, and charts (DOK 1-2) |

|c. Make and record by drawing, |

|acting out, or describing |

|observations of living things and |

|how they change over time |

|(DOK 1-2) |

|Unpacking the Standards: |Essential Questions: |

|Students will understand that…. | |

|All living things go through life cycles. |How do different living things change over time? |

|Living things have common needs. | |

|Life cycles can be represented in various |What are some similarities and differences in how living things develop? |

|ways. | |

|Students will know…. |How do the adults of various animals compare to younger versions of those same |

|Common needs of survival |animals? |

|Life cycle of butterfly | |

|How to predict other life cycles | |

|Students will be skilled at… | |

|Asking questions through observations | |

|Describing life cycles | |

|Exploring change | |

|Students will set their own personal goals by…. |

|Based on data gathered from the pre-assessment, students will draw |

|three learning goals using the worksheet provided |

|Students will use the rubric to guide |

|their learning goals. |

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|Progress on students' personalized goals will be monitored by… |

|One-on-one discussions with teacher and student. Students will refer back to the rubric to ensure that goals are being met at a mastery level. |

|Each student will have a caterpillar with their goals written/drawn on the body, as the student progresses, they will cover the body with chrysalises and once |

|their goal is met, they will add butterflies. |

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|Rules and Procedures |

|Class Rules: |

|Be respectful to self and others |

|Eyes and ears on speaker |

|Quiet mouths when speaker is talking |

|Raise your hand when you have something to say |

|Be prepared |

|Sit in learning position |

|Class Procedures: |

|You need to read the morning board |

|Hand in homework in basket |

|Check the job chart |

|Sit in your assigned spot |

|Be prepared to engage in discussions and activities. |

|Line up efficiently in groups for learning centers. |

|Gather homework and other belongings at the end of the day |

|Stage 2 – Assessment Evidence Directly Aligned to Content Standard |

|Pre-Assessment, including analysis of the pre-assessment results. |

|In order to assess what knowledge my students already have about butterflies and their life cycles I created simple worksheet with two boxes. Provided below is a |

|scaled down version of the pre-assessment I gave. |

|What I know about butterflies |

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|What I want to learn about butterflies |

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|In order to gain a better understanding of where the class is as a whole and where to I need to focus my instruction, I graphed the information gathered in the |

|pre-assessment. I used the same four standards and grouped the students into three groups, those who exceeded the standard, those who met the standard, and those |

|who were approaching the standard. |

|Performance Task: |

|Students will observe and record the life cycle of a butterfly. They will be able to correctly state and identify each cycle. |

|Students will actively participate in discussions on living things. |

|Students will show knowledge gained while playing life cycle movement games and in free learning centers |

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|Rubric: |

|Category |

|Standard |

|3 Mastery |

|2 Emerging |

|1 Not Yet Demonstrating |

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|Uses Senses |

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|Uses senses to gather information about living things. |

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|I am able to identify at least four senses I used to gather information about butterflies |

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|I am able to identify two senses I used to gather information about butterflies |

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|I am unable to identify senses used to gather information about butterflies |

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|Asks Questions |

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|Ask and pursue questions through simple investigations and observations of living things. |

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|After observing and investigating butterflies, I am able to ask three thought provoking questions. |

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|After observing and investigating butterflies, I am able to ask one thought provoking questions. |

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|After observing and investigating butterflies, I am unable to ask thought provoking questions. |

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|Identifies Common Needs |

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|Identify the common needs such as food, air, and water of familiar living things. |

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|I can name three items a butterfly needs to be able to live. |

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|I can correctly name one item a butterfly needs to be able to live. |

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|I am unable to name any needs of a butterfly. |

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|Describes Observations |

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|Make and record by drawing, acting out, or describing observations of living things. |

|[pic] |

|I can correctly identify and describe the four stages of the butterfly life cycle. |

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|I can correctly identify and describe two stages of the butterfly life cycle. |

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|I am unable to identify and describe any of the stages of the butterfly life cycle. |

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|Self or Peer Assessments |Formative Assessments, Summative Assessments, etc. |

|During one-on-one time with the teacher, students will have the opportunity to |Formative Assessments- Use “Galileo” to |

|discuss how they are progressing on their goals |determine if students meet standards |

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|Teacher will provide feedback |Online picture quiz |

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|Students will draw steps needed to move forward and met goals. |Thumbs up/ thumbs down checks |

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|Students will, in teams, have a butterfly life cycle race |Students will have opportunity to teach parents/ other students. |

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|Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments |

|Learning Activities: |

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|Essential Question (5 Minute discussion): How do different living things change over time? This question will capture attention and spark curiosity (Curiosity, |

|Connections, Concentration, Coherence, Context ) |

|Pre-assessment (15 minutes): Students will draw what they already know about butterflies, and what they would like to learn. (Connection, Coherence, Concentration)|

|**Processing Opportunity (3 minutes)- Students will discuss, in their small groups, knowledge they have about butterflies (Curiosity, Connections, |

|Concentration, Coherence, Context) |

|Introduction of lesson (15 minutes): Using visuals, the teacher will introduce the vocabulary associated with the buttery fly life cycle. The teacher will put up |

|visuals of the life cycle of a butterfly and identify each stage using ordinal language. The teacher will then pass around the live caterpillars and discuss how we|

|will be watching the caterpillar as it transitions through the 3rd and 4th stages. (Curiosity, Connections, Concentration, Coherence, Context, Coaching) |

|**Processing Opportunity (3 minutes)- The teacher will pick popsicle sticks with names out of the bucket, when picked, the children will have the opportunity to |

|come up and practice using ordinal language to describe the life cycle of a butterfly the teacher will be there to support and reinforce learning if needed |

|(Connections, Concentration, Coherence, Context, Coaching) |

|Students will then be allowed to have free time (30 minutes): Each area will be supplied with items that relate to the butterfly. Science area- live caterpillars, |

|diorama of the stages of the butterfly, Computer area- butterfly videos, Art area- life cycle coloring sheets, Block area- life cycle puzzles, House area- |

|butterfly dress up wings (Curiosity, Connections) |

|**Processing Opportunity (10 minutes)- Children will recall what they did in their areas and discuss what they found and how it connects to the butterfly life |

|cycle (Curiosity, Connections) |

|Children will engage in three learning centers ( 10 minutes in each center /30 minutes total) 1) Journal what a butterfly needs in order to survive 2) Look at |

|butterfly parts and stages in microscopes 3) Create the life cycle of a butterfly with pasta (Curiosity, Connections, Concentration, Coherence, Context, Coaching) |

|**Processing Opportunity (3 minutes)- As students line up to switch centers, a quick check for understanding will be used with a transition question based on |

|butterflies (Connections, Concentration, Coherence, Context, Coaching) |

|Outside Movement (20 Minutes)- Students will engage in a race where they will, in pairs, act out each stage of the life cycle, the first one to change into a |

|butterfly and pick a flower wins, this game will be repeated a few times (Connections, Concentration, Coherence, Context, Coaching) **Processing Opportunity |

|(throughout game)- Students will be engaged in conversation with their partner planning out and identifying each stage of the lifecycle (Curiosity, Connections, |

|Concentration, Coherence, Context |

|Student teacher interaction is going to happen through this whole lesson, through individual discussions, and whole group questioning (Coaching) |

|Stage 4 Feedback Strategies, including Timeliness (Module 5) |

|One-on-one meetings (rubric checks) with students at least twice a week |

|Daily homework checks/ Feedback on homework |

|Caterpillar goal checks one-two times a week |

|Allow for student feedback on what and how they are learning once a week |

References

Colorado Department of Education, Office of Standards and Instructional Support. (2009).

Colorado academic standards: Science.Retrieved from website:

preschool_kindergarten.pdf

Department of Education and Early Childhood Development, Office of Learning and

Teaching. (2006). Developing, monitoring, and reporting on personal goals.

Retrieved from State Government Victoria website

Descriptive feedback. (n.d.). Retrieved from Ontario website:



Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching. (pgs. 5-152).

Denver, Colorado: McRel.

Jablon, J. R., & Wilkinson, M. (2006, March). Using engagement strategies to facilitate

children's learning and success. Retrieved from

Nces kid's zone. (n.d.). Retrieved from

9b200b9f9ab

Schellaas, A. (2006). The interest center choice of preschool children. (Master's thesis,

Louisiana State University and Agricultural and Mechanical College). Retrieved from

Teachers pay teachers: Planning out my goals. (n.d.). Retrieved from        

Wright, D. (n.d.). Classroom strategies increasing and maintaining active engagement.

Retrieved from

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