1. Understanding by Design (UBD) Think about … –What is a topic in science that you learned in high school?

2. Understanding by Design (UBD) What is it?

3. UBD Understanding by Design (Wiggins & McTighe, 2001) –Essential understandings (What must the students know?) –Assessment (How can students demonstrate/communicate their understanding?) –Lessons/Activities (What experiences will you create for your students to learn these concepts/ideas?)

4. UBD Example –North Shore Community School Essential Understanding

5. II. PHYSICAL SCIENCE A. Structure of Matter The student will understand that matter is made of small particles and this explains the properties of matter. 1. The student will know that there are more than 100 different elements with unique properties. 2. The student will use evidence to explain that matter is made of small particles called atoms or molecules which are too small to see. 3. The student will know that the mass of a substance remains constant whether it is together, in parts or in a different state. 4. The student will describe the states of matter in terms of the space between particles. 5. The student will distinguish between volume, mass and density. 6. The student will use the characteristic properties of density, melting point, boiling point and solubility to identify and distinguish mixtures and pure substances. 7. The student will know that atoms are the smallest unit of an element that maintains the characteristics of the element. MN Academic Standards Science - Grade 6

6. UBD Example –North Shore Community School Assessment –Matter LAB Assessment

7. Matter LAB Assessment(35 pts.)Name __________________ Directions: Determine the following. Make sure to label your answer with the correct units. VOLUME (6 pts) 1) What is the volume of this object? (2 pts.) ___________________________________ 2) What is the volume of this liquid? (2 pts.) ___________________________________ 3) Name two tools that can be used to measure volume. (2 pts.) ____________________ MASS (5 pts.) 4) What is the mass of this object? (2 pts.) _____________________________________ 5) What is the mass of this object? (2 pts.) _____________________________________ 6) What tool is used to measure mass? (1 pt.) __________________________________ DENSITY (9 pts.) 7) What is the mass of this object? (2 pts.) _____________________________________ 8) What is the volume of this object? (2 pts.) ___________________________________ 9) What is the density of this object?(2 pts.) ____________________________________ 10) a) Would this object sink or float in water, which has a density of 1 g/mL? (1 pt.) ________________________________________________________________ b) Explain why. (2 pts.) ______________________________________________ ________________________________________________________________

8. UBD Example –North Shore Community School Lesson Plan

9. Lesson Outlines Lecture/Discussion –Mass –Volume –Density –Examples Density Lab – Practice using a triple-beam balance, ruler, graduated cylinder, calculator –Discussion of results

10. UBD Example –North Shore Community School Essential Understanding

11. II. PHYSICAL SCIENCE A. Structure of Matter The student will understand that matter is made of small particles and this explains the properties of matter. 1. The student will know that there are more than 100 different elements with unique properties. 2. The student will use evidence to explain that matter is made of small particles called atoms or molecules which are too small to see. 3. The student will know that the mass of a substance remains constant whether it is together, in parts or in a different state. 4. The student will describe the states of matter in terms of the space between particles. 5. The student will distinguish between volume, mass and density. 6. The student will use the characteristic properties of density, melting point, boiling point and solubility to identify and distinguish mixtures and pure substances. 7. The student will know that atoms are the smallest unit of an element that maintains the characteristics of the element. MN Academic Standards Science - Grade 6

12. UBD Example –North Shore Community School Assessment

13. Build a model of an element of your choosing. Include the correct number and position of protons, electrons and neutrons.

14. UBD Example –North Shore Community School Lesson Plan –Discussion of elements and the periodic table –Discussion of the history of atomic models –Atomic models using Skittles

15. UBD Examples –North Shore Community School Essential Understandings Assessments Lesson Plans Why unit plan this way? What are some benefits? How does it help students?

16. UBD Create your own! –Where do we start? Unit Topic Essential Understandings - Identify a standard/objective from your unit Assessment – Identify a sufficient way to know if your students understand this standard/objective. Lesson Plans – Create components to your lesson plan that will help your students learn this standard/objective and be successful in demonstrating their understanding.

17. UBD Think about … –Does this make sense? What is UBD? Why plan a unit in this way? What are some benefits? How does it help students as learners? How does it help you as a teacher? Is it useful?

18. Announcements Professional Development assignment Midterm Make up Thursday – meet at Bagley 11:00 a.m. Friday – no class Bruce & Kevin at NAAEE Research projects

19. Methods What does the teacher do to motivate you as a learner? How does the teacher apply new information to your prior knowledge/experience? What teaching methods/techniques does the teacher use? What are the different components of the lesson that you observed? What forms of assessment did the teacher use to check for understanding? What are some possible strengths of this lesson? What are some possible limitations to this lesson? What standards might this lesson address?