MAIN MENU 1. Introduction 2. Unit Info 3. Unit Overview 4. Subtasks 5. Analysis and Revision Click a Subtitle to jump to that section. Click the Spacebar to go to next slide. 1

3. Unit Overview 3.1 Select the unit expectations 3.2 Describe the unit context and rationale 3.3 Provide an overview of the unit 3.4 Describe the summative assessment 3.5 Identify prior knowledge 3.6 Identify unit-wide resources 3.7 Identify planning considerations 3.8 Prepare for teaching the unit 3.9 List the unit subtasks Menu 2

3.1 Select the unit expectations © Queen’s Printer for Ontario, 2003 1 2 Click on Unit Overview Tab (1) and Unit Expectations (2). Click the “+” symbol on this page to view expectations from curriculum documents. Browse from program to strand to section.

3.1 Select the unit expectations © Queen’s Printer for Ontario, 2003 Use Find (magnifying glass) to search for related expectations.

3.1 Select the unit expectations © Queen’s Printer for Ontario, 2003 Click the “+” symbol to the right of an expectation to add it to the Holding Tank for use while writing the unit.

3.1 Select the unit expectations © Queen’s Printer for Ontario, 2003 2 1 Click the expectation to see its full text (1). Click Trash Can icon (2) to remove an expectation.

3.1 Select the unit expectations © Queen’s Printer for Ontario, 2003 The expectations now appear under “Unit Expectations. When a unit is completed (locked), all expectations attached to subtasks are listed as in the Expectation Summary.

3.1 Select the unit expectations © Queen’s Printer for Ontario, 2003 While a unit is in progress, you can print the Holding Tank to reflect on the expectations that have been selected.

3.1 Select the unit expectations © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: · Do the unit expectations support the unit’s rationale? · Can the unit expectations be clustered into groupings around which effective subtasks can be developed?

3.2 Describe the unit context and rationale © Queen’s Printer for Ontario, 2003 1 Click on Unit Context (1). Consider the clustered expectations. In the first paragraph, describe how the unit will develop skills and knowledge that are important to students, essential to the subject, or necessary for further study.

3.2 Describe the unit context and rationale © Queen’s Printer for Ontario, 2003 In the second paragraph, describe the real-life or simul-ated situation within which the work of the unit occurs that will encourage students to explore key questions, solve authentic problems, and apply new learning.

3.2 Describe the unit context and rationale © Queen’s Printer for Ontario, 2003 For a Catholic unit, you may provide a statement of rationale and click the “+” symbol on this page to select appropriate Catholic Graduate Expectations (CGEs).

3.2 Describe the unit context and rationale © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: Is the unit fully aligned with the Ontario curriculum? Is the rationale for the unit clear and well conceived? Does the unit encourage students to explore key questions, solve authentic problems, and apply new learning? For a Catholic unit, are CGEs selected for the teaching/learning of the unit where appropriate?

3.3 Provide an overview of the unit © Queen’s Printer for Ontario, 2003 1 Click on Unit Summary (1). First summarize the contents and focus of the unit, describing key ideas, issues, or questions addressed by the unit as a whole.

3.3 Provide an overview of the unit © Queen’s Printer for Ontario, 2003 Then describe the sequence of individual and group activities and the intended connections to other units. The Unit Summary becomes the unit’s description in Planner libraries and indexes.

3.3 Provide an overview of the unit © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: · Are the content and focus of the unit clearly summarized? · Do the unit’s activities offer opportunities for appropriate treatment of the subject/topic under study? · Do the unit’s activities offer opportunities to work independently and collaboratively?

3.4 Describe the summative assessment © Queen’s Printer for Ontario, 2003 1 Click on Culminating Task (1). Create the Culminating Task as a summative assessment by which students can demonstrate achievement of the skills and knowledge (related to the expectations) that they have practised and learned throughout the unit. This description will automatically appear as the Culminating Subtask description in the Subtask section.

3.4 Describe the summative assessment © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: · Does the culminating task offer students authentic opportunities to demonstrate the achievement of the expectations by the end of the unit? · Does the culminating task describe the enduring understandings that students will have? · For combined grades, does the culminating task provide for student demonstration of each grade’s expectations?

3.5 Identify prior knowledge © Queen’s Printer for Ontario, 2003 1 Click on Prior Knowledge (1). Provide relevant details regarding key knowledge and skills that students should have to begin the work of the unit.

3.5 Identify prior knowledge © Queen’s Printer for Ontario, 2003 1 To add the text of an expectation from a previous grade or course (1) (e.g., here Grade 6), click the expectation code (2) on any expectation list (unit overview or subtask), and copy and paste the expectation (3) into the Prior Knowledge field. 2 3

3.5 Identify prior knowledge © Queen’s Printer for Ontario, 2003 2 1 Based on this information (1), develop the first subtask of the unit (2) as an initial assessment of student readiness.

3.5 Identify prior knowledge © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: · Does the unit clearly identify the prior knowledge and skills required to begin the work of this unit? · Does the unit include an initial subtask to offer students opportunities to demonstrate their previous learning? · For combined grades, are the differences in skills and knowledge accounted for?

3.6 Identify unit-wide resources © Queen’s Printer for Ontario, 2003 Click on Unit-Wide Resources (1). Click the “+” symbol (2) to view the menu of types of resources (3), click a type (4). 2 3 1 4

3.6 Identify unit-wide resources © Queen’s Printer for Ontario, 2003 1 2 3 In each template, complete the details (1) in bibliographic form. Click “Done or “Add Another” (2) (for the same type or resource) and click “Back” (3).

3.6 Identify unit-wide resources © Queen’s Printer for Ontario, 2003 1 2 For blackline masters, click “Attach File” (1) and browse to the file (2) you wish to attach. Click and open (3) the file. 3

3.6 Identify unit-wide resources © Queen’s Printer for Ontario, 2003 1 2 Once the resource is attached, click to select the resource (1) from the Resource List, and click to launch (2) the file (3). 3

3.6 Identify unit-wide resources © Queen’s Printer for Ontario, 2003 2 3 1 4 To select an existing resource, click the “+” symbol (1) at the bottom of the menu of resource types. Click either “Library” or “My Work” (2). Click the resource type icon (3) and click the “+” symbol (4) to attach the resource to the unit.

3.6 Identify unit-wide resources © Queen’s Printer for Ontario, 2003 A complete list of all resources is provided in the Resource Summary.

3.6 Identify unit-wide resources © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: · Are unit-wide resources identified and described clearly and accurately (e.g., bibliographic form, titles, names, ISBN numbers, active web sites)? · Are unit-wide resources of recognizable quality (e.g., authoritative, current, and reflecting Canadian context, where possible)? · Do unit-wide resources support teaching and learning (e.g., will they interest students, develop themes, foster new learning)?

3.6 Identify unit-wide resources © Queen’s Printer for Ontario, 2003 QUESTIONS TO CONSIDER (cont): Do subtask resources accommodate different learning styles and needs? Are copyright and license restrictions that are applicable to specific resources noted (e.g., copyrighted materials have been listed but not copied; registered names have not been used)? Is AppleWorks used as the integrated application for the creation of blackline masters (e.g., handouts) to support province-wide sharing of units?

3.7 Identify planning considerations © Queen’s Printer for Ontario, 2003 2 3 1 Click on Considerations (1). Click the box (2) next to an area (e.g., Technology, ESL) and enter a brief description, if necessary, below the heading that appears in the field (3).

3.7 Identify planning considerations © Queen’s Printer for Ontario, 2003 Click the Choices into Action button (1), check the grade range in the top right-hand corner (2), select the Area of Learning (3) and click the ADD button (4). 1 2 3 4

3.7 Identify planning considerations © Queen’s Printer for Ontario, 2003 This will paste relevant competencies into the Considerations field. Provide a title and/or any additional details.

3.7 Identify planning considerations © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: · Does the unit clearly identify relevant considerations for program planning? · Does the unit contribute significantly to the inclusion of considerations for planning an entire year’s work?

3.8 Prepare for teaching the subtask © Queen’s Printer for Ontario, 2003 1 Click on Unit Notes (1). Briefly describe specific ideas for planning and implementing the unit (e.g., background information for teachers; description of classroom organization).

3.8 Prepare for teaching the subtask © Queen’s Printer for Ontario, 2003 Include statements regarding cautions and sensitivities, as appropriate (e.g., suggestions about possible problems encountered with unit’s focus or activities).

3.8 Prepare for teaching the subtask © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: · Are the Notes to Teacher appropriate to the unit’s purpose and activities? · Do the Notes to Teacher provide useful information for teachers using or adapting the unit?

3.9 List the unit subtasks © Queen’s Printer for Ontario, 2003 Culminating Task Subtask 4 Assessment Subtask 1 Subtask 3 Subtask 2 Subtasks are those activities by which students learn and practise new skills and knowledge that they will later apply in the culminating task. Please Note: For convenience, this presentation will complete each step sequentially within a single subtask. You may design differently (e.g., complete the same step at the same time for all subtasks).

Click on Subtask List (1). 3.9 List the unit subtasks © Queen’s Printer for Ontario, 2003 2 3 4 Click on Subtask List (1). The Planner presets the first subtask (2) as an initial assessment (see Prior Knowledge description), provides a placeholder for additional sequential subtasks (3) and presets the last subtask (4) as a summative assessment (see Culminating Task description). 1

3.9 List the unit subtasks © Queen’s Printer for Ontario, 2003 For each subtask enter a brief title (2) and the time (3) it will take to complete (minutes or hours as set in Unit Preferences). 3 2 1

3.9 List the unit subtasks © Queen’s Printer for Ontario, 2003 1 2 1. Click the “+” symbol to add subtasks. 2. Click the “++” symbol to copy an existing subtask from another unit. 3. To reorder subtasks, change the numbers in the first column (3) and click the Reorder button (4). 3 4

HERE ARE SOME QUESTIONS TO CONSIDER: 3.9 List the unit subtasks © Queen’s Printer for Ontario, 2003 HERE ARE SOME QUESTIONS TO CONSIDER: · Are subtasks organized in a logical sequence that builds on previous skills and knowledge, offers opportunities for practice and growth, and leads to the culminating task? · Do the subtask titles indicate what the subtask is about? · Are appropriate time allocations identified for the subtasks?

Designing an Elementary Unit in the Open Environment Thank you for viewing this presentation: Designing an Elementary Unit in the Open Environment For other presentations go to www.ocup.org Menu Exit © Queen’s Printer for Ontario, 2003 43