1. “Understanding By Design” in 10 Steps SCAAT 2016 Science Summer Workshop July 11 th 8:00 am – 3:00 pm Professional Development Video Link DAY 1 Purpose: 1.Identify the “BIG IDEAS” of a course that you teach. 2.Unpack the new 2016 standards. DAY 2 Purpose: 1. Use UBD to plan out a unit. 1

2. MondayTuesdayWednesdayThursdayFriday Unit Purpose Investigation Purpose Activities Homework 2 Unit purpose - may not change over a 4-5 week period. Also known as Big Ideas Investigation purpose - written as an open ended question. Changes with each investigation Activities – in class Homework

3. Can You Feel the Pressure? Is technology the new curriculum? Are the standards the curriculum? Am I being replaced by technology? Are the learning targets the curriculum? Is the textbook the curriculum? How many different initiatives do we have to use in our curriculum? Are the assessments the curriculum? WHAT IS THE CURRICULUM? 3

4. Can We Simplify our Approach? What do you want students to learn? How will you know they have learned it? How will you teach to help them learn it? 4

5. The Focus  NACS Science Student What ABILITIES/SKILLS should they leave NACS Science with? Does it depend on type of student? TASK #1  List abilities/skills you want the following students to leave with: (10 minutes - mix up by grade) 1.College Bound Science Major 2.College Bound Non-Science Major 3.Work-Force Bound 5

6. ENDURING UNDERSTANDINGS NACS-SCIENCE K-12 (BIG IDEAS) The Scientific Method is used to Explore and Explain the Natural World METHODS OF SCIENCE Scientific Principles can be Applied to Society APPLICATION OF SCIENCE Matter, Energy, and Time are Interrelated CONTENT OF SCIENCE 6

7. Dietary Modifications (Seinfeld Clip)Seinfeld Clip We can use this as an opportunity to "cut the fat", focus on the "main course", and provide some flexibility in what "eating utensils" to use for the meal. "The Fat" = extraneous activities that do not develop mastery of the BIG IDEAS "The Main Course" = focus on the end goal (BIG IDEAS) when choosing activities, designing assessments, and learning targets "Eating Utensils" = tools (tech/1:1/activity/book/discussions) to eat "The Main Course" 7

8. Why? 1. Avoid getting lost in the details (standards, initiatives, targets) 2.Regain control as the maestro of the course. - Maestro (teacher) leads, but Orchestra (kids) creates the piece. 3. Refocus on the BIG IDEAS of the course and recognize that you have many tools in the toolbox 8

9. Planning Curriculum is NOT new Most of us have designed curriculum, assessments, and activities for years What’s NEW is a NEW Perspective on the way we plan curriculum - Riding a Bike VideoRiding a Bike Video 9

10. UBD - Top Down Perspective/Planning 10

11. UBD is Accomplished in 3 Basic Stages Stage 1: Identify Desired Results BIG IDEAS/Questions/Skills Stage 2: Determine Acceptable Evidence Products/Assessments Stage 3: Plan Learning Experiences and Instruction Activities/Lessons/Standards 11

12. What are the “Big Ideas”? Using the NACS K-12 Enduring Understandings as a frame of reference…….. 1.The Scientific Method is used to Explore and Explain the Natural World (METHODS) 2.Scientific Principles can be Applied to Society (APPLICATION) 3.Matter, Energy, and Time are Interrelated (CONTENT) TASK #2  WHAT ARE THE “BIG IDEAS” OF YOUR COURSE? Work individually to list the BIG IDEAS of your course. (15 minutes – meet by grade level) 12

13. Unpacking The Standards (Link)Link 3 Types of Standards -Science and Engineering Process - Literacy - Content TASK #3  Unpack the standards by sorting them into lists of nouns and verbs. List the 5 most common nouns and verbs. (Individually - 1 hour) 13

14. 5 Most Common Identified by Team NOUNS Varies based on Class CONTENT VERBS Produce, Graph, Create, Construct, Describe, Illustrate, Predict, Evaluate, Analyze, Differentiate, Explain, Develop, Use Models METHODS/APPLICATION 14 Synthesize information, solve a problem, and then communicate your opinion/findings.

15. Morning Wrap-up Something to think about: Consider: 1. Skills/Abilities of NACS Students 2. Your individual “BIG IDEAS” 3. Standards (Nouns/Verbs) WHAT ARE THE “BIG IDEAS” of the course you and your team teach? 15

16. UBD - Top Down Perspective/Planning 16

17. What are the “Grade Level Enduring Understandings”? TASK #4  WHAT ARE THE “UNIT PURPOSES” OF YOUR COURSE? Work as a group by grade level to list what you think the BIG IDEAS of each unit. (20 minutes) Nature of Science Physical Science Earth and Space Life Science ***Limit 1 Purpose for each unit Frame of Reference (NACS K-12 Science “Big Ideas”) 1.The Scientific Method is used to Explore and Explain the Natural World 2.Scientific Principles can be Applied to Society 3.Matter, Energy, and Time are Interrelated 17

18. How Can Understanding/Skills be Measured? What does an effective Common Assessment look like that accurately measures a student’s understanding or mastery of the course BIG IDEAS? TASK #5  Create a sketch of an assessment that can be used for measuring understanding of each Unit Purpose (Essential Questions/Skills). (30 minutes) Frame of Reference (NACS K-12 Science “Big Ideas”) 1.The Scientific Method is used to Explore and Explain the Natural World 2.Scientific Principles can be Applied to Society 3.Matter, Energy, and Time are Interrelated 18

19. Flexibility is Key Must show mastery of a concept or skill through an individualized task or project. We don’t want all or nothing assessments! Kids must be able to attain partial credit. Possible Ideas Presentation Create a task they must accomplish – making an object move Open ended higher level Free Response question on an assessment Write up a lab design that is appropriate to our grade level 6 th – Purpose, Prediction/Hypothesis, and Procedures 7 th – Everything through Claims and Evidence 8 th – ALL through Conclusion and Reflection 19

20. What Does the Year Look Like? What are the units? In what order will you work with each unit? How much time is spent on each unit? TASK #6  Create a basic plan of the year considering each Unit Purpose and the most effective sequencing of topics (20 minutes) 1.The Scientific Method is used to Explore and Explain the Natural World 2.Scientific Principles can be Applied to Society 3.Matter, Energy, and Time are Interrelated 20

21. UBD - Top Down Perspective/Planning 21

22. What’s Important in Each Unit? What are the Investigation Purposes (Essential Questions/Skills) that students will answer/develop in the unit? TASK #7  Create a list of Investigation Purposes (Essential Questions/Skills) for the each unit of the year considering the “big ideas” of NACS and your particular course. (30 minutes) 1.The Scientific Method is used to Explore and Explain the Natural World 2.Scientific Principles can be Applied to Society 3.Matter, Energy, and Time are Interrelated 22

23. UBD - Top Down Perspective/Planning 23

24. Closing Thoughts You have reestablished control of YOUR classroom by building the curriculum of your course without tech, textbooks, detailed standards, activities, new rigid initiatives. WHAT IS THE CURRICULUM? 24

25. “BIG IDEAS” (Enduring Understandings) NACS Science Student 1.The Scientific Method is used to Explore and Explain the Natural World (METHODS) 2.Scientific Principles can be Applied to Society (APPLICATION) 3.Matter, Energy, and Time are Interrelated (CONTENT) Biology Student – “BIG IDEAS” of YOUR Biology I course – Course “Big Ideas” are used to define what students leave your course with – ECAs will accurately a students ENDURING UNDERSTANDING of Biology I – Units “Big Ideas” are used to create assessments and what TOOLS to use Under UBD these unit “Big Ideas” are called Essential Questions – TOOLS = technology, labs, presentations, textbook, discussion, videos. 25

26. How Can Understanding/Skills be Measured? What does an effective unit assessment look like that accurately measures a students understanding or mastery of the unit purpose? TASK #8  Create a sketch of an Assessment Piece that can be used for measuring understanding of your chosen unit purpose (Essential Questions/Skills). (20min) Frame of Reference (NACS K-12 Science “Big Ideas”) 1.The Scientific Method is used to Explore and Explain the Natural World 2.Scientific Principles can be Applied to Society 3.Matter, Energy, and Time are Interrelated 26

27. What Activities Will Be Used? What learning activities will be used to help students develop mastery of unit “BIG IDEAS” (Essential Questions/Topics)? TASK #9  Create a list of LEARNING ACTIVITIES (TOOLS) that will be used for instruction. (30min) 1.The Scientific Method is used to Explore and Explain the Natural World 2.Scientific Principles can be Applied to Society 3.Matter, Energy, and Time are Interrelated 27

28. UBD - Top Down Perspective/Planning 28

29. What About the Remaining Units? What are the BIG IDEAS (Essential Questions/Skills), ASSESSMENTS, and ACTIVITIES for the remaining units? TASK #10  UBD will be used to do the following: 1.Reflect, review, and evaluate completed units (ongoing) 2.Work through the rest of your units. Goal is a minimum of 1 unit per year. 29

30. Web Link Citations An Ignorant History Class. NBC. Saturday Night Live. Web. 25 Mar. 2016.. The Backwards Brain Bicycle. Smarter Every Day. Web. 27 May 2016.. "Indiana Academic Standards: Science." Indiana Department of Education. Web. 27 May 2016.. Professional Development : The Hook. Curtis Needs a Ride. Web. 27 May 2016.. Web. 27 May 2016.. 30