1. K-12 Social Studies Training on Concept-Based Lesson Planning
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K-12 Social Studies Training on Concept-Based Lesson Planning
Day Two
Region 6: NERESA Training
Plymouth, North Carolina
September 17-18, 2013

2. Ground Rules A few agreements for our two days together:
Place electronic devices on vibrate or off
Participate fully
Limit side-bar conversations
Respectfully disagree

3. A morning break around 10:30
Lunch at 12:00 noon
Afternoon break around 2:30

4. Overall Session Objectives
Identify the essential components in a conceptual lesson plan.
Understand the process of how to develop a concept-based lesson plan.
Use the essential components of a conceptual lesson plan to develop daily lessons based on a conceptual unit.
These objectives are for the two days.

5. During This Session We Will …
Discuss the process of conceptual lesson planning.
Collaborate on planning a conceptual lesson based on a conceptual unit.

6. Concepts are… Timeless Universal Transferable
Abstract and broad (to various degrees)
Examples share common attributes
Represented by 1-2 words

7. Concept vs. Topic? Table Talk:
Community
Environment
Citizenship
Manifest Destiny
Computer Age
Great Depression
Blackbeard
Needs and Wants
Lighthouses
Migration
My Neighborhood
System
Civil War
Movement
Table Talk:
As a group, decide whether each term is a concept or a topic.

8. Helpful Guidelines To Remember When Writing Generalizations
Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson
Guidelines:
No proper or personal nouns or pronouns
Use a present tense verb
Show a relationship between at least two concepts
Transferable idea that is supported by the factual content
Sometimes needs the use of a qualifier (often, can, may)
Think about the connections between and among concepts in the various strands from your web.

9. To Be or Not to Be… In the following slides, select whether each
statement is a generalization or not.
If the statement is a generalization, select “A;” but if not, select “B”

10. How does the environment change over time and what are the reasons for this change?
Generalization
Not a Generalization

11. 2. Wartime bombing decreases resource availability.
Generalization
Not a Generalization

12. 3. The physical environment of a region may be altered due to limited resources and human environment interaction.
Generalization
Not a Generalization

13. 4. Great Britain’s implementation of naval and aeronautic technology changed the course of World War Two in favor of the Allies.
Generalization
Not a Generalization

14. Using some of the following concepts, create some generalizations on the index cards in front of you.
Place Religion Scarcity
Politics Change Location
Resources Trade Power
Freedom Expansion Diversity
Exchange Conquest Rights
Responsibilities Compromise Revolution
Reform Culture Community
Regions Reaction War

15. “Thinking classrooms requires thinking teachers. ” H
“Thinking classrooms requires thinking teachers.” H. Lynn Erickson Concept- Based Curriculum & Instruction for the Thinking Classroom
If we are truly committed to developing student intellect, then it is very important that we, as facilitators of learning, must think critically, reflectively, creatively, and conceptually when planning lessons. We must always grapple with the “so what” of why we teach particular content and skills.

16. Let’s Take A Look At The Lesson Plan

18. The Lesson Planning Process, Part One
Sequence and chunk generalizations.
Copy guiding questions for selected generalization(s).
Identify content and skills necessary to arrive at generalization(s).
Assessment plan.
Extract learning experiences.
PULL UP ANNOTATED PROCESS
The first part of the conceptual lesson planning process addresses features that may be unique to conceptual lesson planning. These are the most important components of conceptual lessons, and add meaning to any additional elements you choose to include. As we discuss each of these steps, we will illustrate the connection between yesterday’s lesson experience and the unit plan from which it was derived.
Following our discussion of these five steps, we will discuss more traditional components that you may find relevant.
Point out as we go that even in these steps, as with the traditional steps, elements could be subjective. PASS OUT ANNOTATED STEPS TO USE AS WE GO OVER EACH ONE!

19. Sequence and Chunk the Generalizations
SCREENCAP OF UNIT PLAN GENERALIZATIONS!
Generalization Activity

20. Sequence and Chunk the Generalizations
*1. The physical characteristics of a place shape the development of a civilization.  
2. People may migrate to meet their basic needs.
3. Civilizations use, modify and adapt to their environments in order to meet their needs and wants.
4. People may use religion and philosophy to explain the ideas about human nature and the universe.
5. Competition for natural resources often causes conflict.
6. Innovation and/or technology can cause political, economic, social and/or cultural changes.
7. Cultural artifacts express the values and beliefs of a society.
8. Governmental structures are determined by the values and beliefs of a society.
9. Governments require citizens to fulfill certain roles and responsibilities.
10. Leaders with power and authority shape the course of history.
11. Leaders make economic choices that shape the quality of life of their citizens.
12. Regions often develop differently due to their distinctive physical, political and cultural characteristics.
Point out that this is subjective! Definitely an element for discussion in a PLC/PLN
ORGANIZE THE OBJECTIVES FROM THE UNIT PLAN. GROUP ACCORDING TO WHEN YOU WOULD LIKE TO TEACH THEM. This will help guide your crafting of the lesson plan! Note which generalizations are connected to a performance task! The first two generalizations appear in the lesson plan.

21. Copy guiding questions for selected generalization(s)
SCREENCAP LESSONPLAN AND UNIT PLAN.
Note that this refers only to guiding questions from unit plan. These questions may need to be modified. Additional questions may be necessary. (show this from the lesson plan).

22. Identify content and skills necessary to arrive at generalization(s)
SCREENCAP UNIT PLAN AND LESSON PLAN. Show in lesson plan where we see content and skills. Note that additional content and skills may be necessary. Lesson plan is where you elaborate on the shell laid out in the unit plan!

23. Assessment Plan
Screencap Unit and Lesson plan. Show in lesson plan where we see assessment occurring.
Point out that this includes both formative and summative assessments.

24. Assessing for Understanding
Begin with the end in mind (KUD) and
work toward assessing for understanding.
Identify the desired results (KUD – Know/Understand/Do).
Design meaningful performance tasks that meet critical KUD’s.
Develop effective criteria to evaluate the results.

25. A Quality Performance Assessment Is…
Aligned with generalizations/essential understandings
Authentic/Scenario/Simulation based
Designed to offer students options
Evaluated against clear criteria
These are applicable across the different types of performance tasks at all grade levels.

26. Performance Task [What]
The Topic: As part of a research team creating a handbook of civilization and society, explore the connection between the rise of civilization and the physical characteristics of the environment.
[Why]
Generalization(s): The physical characteristics of a place shape the development of a civilization. People may migrate to meet their needs.
[How]
Student
Performance: In order to contribute to a new book on civilization and society, explore one of a number of civilizations that arose in North Africa, the Fertile Crescent, or the Indian subcontinent, in collaboration with your research group and using a series of questions to guide your exploration. Complete a chart that organizes your findings. Connect what you find to the 5 themes of geography, developing questions concerning your civilization that may be asked through each of the 5 lenses of social science. Craft a timeline that highlights key events in your civilization’s history and geography and a map that illustrates why your civilization may have arisen in the location that it did.
The Components To Developing Performance Tasks
As you become comfortable with developing performance tasks within your units, you should eventually reach a point where there is no need for this template. Use a template that is most useful and comfortable for YOU, as long as it contains the most important components that we have discussed.

27. Extract learning experiences.
Screencap unit and lesson plan. Show where we see learning experiences occurring in lesson plan. Point out that learning experiences will be integrated throughout the lesson, based on your selected instructional strategies.

28. Planning The Learning Experiences
Plan backwards and teach forward!
Learning Experiences:
Are developed after you have designed the performance task.
Are the content, understandings and skills students will need to learn in order to effectively complete the performance task.
Require student engagement/involvement.

29. Reflection
How does this process differ from the traditional lesson planning process so far?
Think about what we experienced yesterday. How does it reflect this process?

30. The Lesson Planning Process, Cont’d
6. Determine the instructional strategies appropriate for your students based on your decisions for the learning experiences and assessments. 7. Determine time, materials, and resources which will be needed to deliver this lesson. 8.Decide on a what you want to entitle this lesson and write a brief overview. (Remember, this is not a linear process. Therefore, you may always go back and make revisions.) 9. Based on the learning objectives you have written in student friendly language determine your learning targets. (Keep in mind you are basing these decisions upon the identified skills and factual content.)
Point out that some schools and districts may have certain expectations for lesson plans that have not been covered so far. There are also pieces of lesson planning that really reflect teacher choice and student need.
Point out that there may be no particular order to these. There may be pieces you choose not to do.
What does YOUR school or district require or expect? What do YOU like to see in a lesson plan. (for example, perhaps you think objectives should be listed, or you do not include a lesson overview).

31. Your Turn!
Using your own units or units that can be provided to you, collaborate with your peers to craft a conceptual lesson plan using the process that we have explored.
Facilitators will be sitting in and rotating through!
Expect to share what you have developed so far around 2:30!

32. Follow up We want to continue our relationship with you!
Expect a follow up contact in the near future to see how you have used what you gained from this two day session!

33. Closing Thoughts
Please share your thought with us by filling out the Post Assessment
The link can be found on the Social Studies Wiki

34. Please complete the survey prior to leaving the session.
Day One Exit Ticket
Please complete the survey prior to leaving the session.
Start this by 3:30!!!!!!