1. UbD: Goals for the Session
Participants will …
Explore the meaning of “standards-based instruction”
Experiment with the use of “Backwards Design” as an approach to instructional planning
by…..
focusing on “unpacking” the NGSSS, identify objectives related to the Standard and the DOK’s, then create activities that “uncover” rigorous curriculum
PD Provider Notes: 5 minutes slides 2-4
Present goals for the session.
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2. Standards-based Instruction
Standards-based instruction involves
Careful consideration of the key concepts embedded within the standard or benchmark
Effective strategies for assessing student understandings at multiple time points
Selection and development of learning experiences (e.g., classroom activities) and pedagogical strategies to support student learning.
It is NOT linking a standard to a favorite activity unless the activity supports the learning goal of the standard.
Order is important-activity or lesson details come last…assessment before activity
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3. The Backwards Design Process

4. An Example: Step 1
Identify what students need to know or what they need to be able to do
Select appropriate standard and benchmark(s)
SC.912.E.6.3: Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.
PD Provider Notes: 30 minutes
The first step in backward design is to identifying what students need to know, which in this case, is provided by the new Sunshine State Benchmark.
Give the participants time to break this benchmark into smaller objectives or ideas. Have them list these.
You may give participants a list of objectives (see below) and have the participants rank them into “Overarching Ideas” and “Supporting Ideas.”
Reconstruct Pangaea and the evidence for continental drift.
Analyze the ages of sediments at increasing distances from the mid-ocean ridges.
Compare the composition of the plates
Trace the development of the theory of plate tectonics.
Explain the major processes involved in plate movement.
Determine the features (or results) of specific types of plate movement.
Describe the motion of convection currents in the mantle.
Analyze the pattern of magnetic reversal recorded in the seafloor rocks.
Identify and label the plates.
Locate earthquakes and volcanoes on a world map.
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5. 7th grade vs. 9-12
Compare the 9-12 benchmark to the 7th grade benchmark
SC.7.E.6.5: (MOD) Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building.
SC.912.E.6.3: (HIGH) Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.
In Grade 7, students explored the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building (SC.7.E.6.5 with DOK Moderate). In the 9-12th grade benchmark, students should develop a deeper understanding that includes an analysis of the theory of plate tectonics and the processes and features related to plate movement.

6. Step 1: Possible responses
Deconstruct this benchmark into smaller objectives or ideas that a student would need to know to deeply understand the benchmark.
Overarching Objectives or Ideas:
Trace the development of the theory of plate tectonics.
Explain the major processes involved in plate movement.
Determine the features (or results) of specific types of plate movement.
PD Provider Notes:
Help participants break the benchmark into overarching objectives or ideas. The benchmark appears to have 3 overarching objectives or ideas. However, participants may also have ideas that would also be “overarching.” Participants may interpret “analyze” in different ways also. You may ask teachers to develop a concept map to help them further breakdown a benchmark into smaller more manageable objectives or ideas.
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7. Step 2: Identify Assessment Strategies
You need to know what students know and are able to do so you can develop meaningful lessons and make your lessons better each time you teach them
Students need feedback so they can improve
What kinds of assessments could be used before, during and/or after instruction to identify student understandings and competencies in regard to
SC.912.E.6.3?
PD Provider Notes: Have participants work in their groups.
If time permits, groups could share some ideas.
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8. Step 2: Possible Initial Assessment Strategies
Activating Lesson/Before Instruction
Pangaea Puzzle - Work in your teams to place the landmasses in their position hundreds of millions of years ago.
Provide a rationale for your model of Pangaea.
What evidence would you need to test the hypothesis that continents were once joined in one large landmass?
What are some reasons that the theory of continental drift was not accepted?
PD Provider Notes:
Prior to Activity 1
Cut out each colored Pangaea puzzle for groups of 3 to 4
Instructions for groups of 3 to 4
Instruct each group to recreate Pangaea.
After the map is completed have them answer the following questions:
Ask participants what they know about plate tectonics and how it relates to their map of Pangaea. This will help identify their misconceptions, such as that the theory of plate tectonics is the same as the theory of continental drift. Participants may also not understand that a plate is made up of both continental and oceanic crust.
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9. Possible Final Assessment of Benchmark
After participating in the learning experience,
Students should be able to analyze how new evidence resulted in the unifying theory of plate tectonics. This may be accomplished through a timeline activity at the end of the lesson.
Students should be able to correlate the formation of geologic features with the processes involved in their formation.

10. Step 3: Design Instruction
What kinds of instructional activities could be used to help students build understandings and competencies regarding SC.912.E.6.3?
PD Provider Notes:
Have participants work in their groups to develop some ideas.
If time permits, groups could share some ideas.
Have teachers brainstorm ideas for lessons.
Teachers may need more background knowledge on how the theory of plate tectonics was developed. You may want to return to this question after doing the activity.
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11. Step 3: Design Instruction
EXAMPLE: The Theory of Plate Tectonics - A Scientific Revolution
Students given several common maps and/or diagrams about tectonic plates, Plate boundaries, magnetic reversal recorded, etc. with guiding questions
Students retrieve some information from the maps and diagrams recognize a scientific representation of continental drift, seafloor spreading, and plate tectonics theories.
They are also asked to apply or infer relationships among variables presented on the maps.
Students analyze prior theories and the evidence that led to the unifying theory of plate tectonics
PD Provider Notes:
Hand out the activity and go over directions. Give the teachers approximately 30 minutes to analyze the maps and complete the questions that will guide them through the activity.
Indicate to them that they will be using a series of maps and diagrams that are common in Earth science textbooks to trace the development of the Theory of Plate Tectonics. They will play particular attention to the evidence that was collected as new technology became available and discoveries were made. Relate this back to Module 3 on the Nature of Science.
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12. Depth of Knowledge and the Learning Experience
What Depth of Knowledge level do you believe the “learning experience,” The Theory of Plate Tectonics: A Scientific Revolution, fits?
Explain.
PD Provider Notes:
By looking at the Depth of Knowledge level for this benchmark, ask the participants to discuss the level of the activity or learning experience that they complete during the workshop. Answers should vary.
The activity or learning experience has some components of all levels of DOK. The participants retrieved some information from maps and diagrams and should have recognized a scientific representation of continental drift, seafloor spreading, and plate tectonics theories. They also have to apply or infer relationships among variables presented on the maps.
Participants also had to analyze prior theories and the evidence that led to the unifying theory of plate tectonics, which would be at a higher level.

13. Implementing the Backwards Design Approach to other Benchmarks
As a group (by content area):
Explore the new Standards and identify a benchmark(s) that would fit into your curriculum
Engage in a Backwards Design Process to
Choose a standard that addresses your content area.
Select an activity that addresses this standard (that you currently use
Identify target understandings and practices
Develop appropriate assessments
Design corresponding instruction
PD Provider Notes: As you transition to this slide, talk about moving from a structured example of backwards design to an opportunity for participants to employ the strategy.
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14. Think about what are you doing?
What ideas concepts are you targeting?
What do you expect your students to find challenging about the this content?
What misconceptions might students hold about the content that you will need to address?
How and when are you assessing student understanding?
PD Provider Notes: Have each group give a quick presentation to the other groups that addresses each of these questions. Leave this slide up to help teachers focus their presentations.
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