1. Essential Questions How do we create units maps aligned to the Common Core Standards? How do we assure maps are quality?

2. What information do we collect initially on a map? Big Idea/Concept Essential Questions Content Vocabulary Skills Assessments Activities Resources/Supporting Materials

4. 1. Common Core Standards – unpacked 2. Determine possible units 3. Select and name a unit 4. Identify content 5. Identify precise skills 6. Big Idea/Concept 7. Essential Question(s) 8. Assessments

5. Understand the connections between proportional relationships, lines, and linear equations. 5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. Investigate patterns of association in bivariate data. 1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

6.  There are several possible units that include content and skills from this standard.  Discussion with team to determine possible units and to narrow the options.  Problem-Solving and Data Analysis  Share your unit title with a partner

7. Content THE “WHAT” THAT IS TO BE TAUGHT ● Targeted facts and key information ● Content Topics ● Discipline, interdisciplinary, or student- centered ● Written in noun form

8. Skills WHAT STUDENTS NEED TO KNOW OR BE ABLE TO DO IN ORDER TO DEMONSTRATE MASTERY OR UNDERSTANDING OF THE CONTENT ● Are specific, observable and measurable ● Include benchmark skills, critical skills, and 21 st century skills ● Begin with action verbs….

9.  Knowledge – memorizing  Comprehension – understanding  Application – using  Analysis – taking apart  Synthesis – putting together  Evaluation - judging Levels of Thinking - Bloom

12. Using Big Ideas to sharpen the Focus  Big Idea: -A relational phrase or statement -sharpens focus and helps to determine what needs to be taught - enduring understanding Example(s): 1. Teamwork promotes cooperation 2. History repeats itself 3. Problems can be solved in different ways. 4. Biologists can relate human activities and technology to changes in ecosystems.

13.  If you have difficulty stating the Big Idea... Identify three words that describe the focus of the unit; force these into a statement.

14.  Mathematicians name and write a decimal to represent tenths and hundredths given a set of objects.  Scientists recognize that results for similar scientific investigations may turn out differently because of inconsistencies.  Biologists can relate human activities and technology to changes in ecosystems.

15.  Essential questions are over- arching questions that focus on a key concept, an enduring understanding, and/or a big idea; they are the concept(s) turned into questions. Their purpose is to prompt student inquiry.

16. Essential Questions Over-arching interrogatives that provide focus and engage students ● Encourage higher-level thinking ● Help students make connections beyond content being studied ● Focus on “So why am I teaching this”? ● Written in student friendly form

17.  Is there a clear concept driving the question?  Is it written for the targeted students as the audience?  Can it organize and frame a set of classroom experiences?  Is it essential for the students given their experiences K-12?  Does it align with standards?  If there is more than one question, are all of them necessary?  Does it link and bind content, skills, and assessments on the maps?

19. Assessments  Demonstrations of learning  Are tangible products, projects, or observable performances  Include multiple types of assessment to give a more complete picture of learning  Written in noun form

20. Three Tiers of assessments  Drill and practice  Rehearsal  Authentic performance

21. 21 A Well Balanced Assessment System A Well Balanced Assessment System Balanced Assessment

22.  Documentaries  Podcast  Web sites  E-mail exchanges  Webcasts from live sites  Online journals  Screenplays  Video Conference Heidi Hayes Jacobs  Blogs Curriculum 21

23.  Are we using a variety of assessments?  Are assessments aligned to precise skills?  What about the level of thinking – is it aligned?  Is the assessment at the correct level?  Does the assessment reflect 21 st Century skills?

26.  Describe one assessment for your unit. Share with a partner.  Determine the precise skills that directly align to the assessment.