1. Big Idea

2. The words know and understand are not synonyms. A student can have an accurate and thorough knowledge of something without understanding why the knowledge is justified, what the knowledge means, or what can be done with that knowledge Wiggins and McTighe, 1999,UbD Handbook

3. Common Core Unit

4. Big Idea Guidelines

5. Some Examples Subject Big Idea English / Foreign Language Everyone has a story to share/tell. Relationships are never black and white. Social Studies What people have done in the past is the foundation of what we do today. Power can have positive and negative effects. Science Different processes affect the world. Life exists in a delicate balance. Principles of chemistry underlie the functioning of all living things. Math Relationships come in many forms. Rules are essential in a structured system. Physical Education Structure is dependent on rules. What goes up, must come down. VAPA Power is the ability to influence others

6. Essential Questions

7. Common Core Unit

8. Essential Questions Essential questions are – concepts in the form of questions. – organizers that set the focus for the lesson or unit. – initiators of creative and critical thinking. – not clear-cut. – interesting to students - sparking their curiosity and sense of wonder. – engage students in real life problem- solving.

9. Essential Question Examples SubjectBig IdeaEssential Questions English/ Foreign Language Everyone has a story to share/tell. i. How does conflict impact relationships? ii. How do an author’s experiences affect plot? iii. How does structure impact “everyone’s” story? iv. How does perspective affect meaning? Social Studies What people have done in the past is the foundation of what we do today. i. What types of issues cause great empires (nations, governments…) to fall? ii. How did external forces contribute to early revolutions? iii. Why have some revolutions resulted in lasting democracies and others not? ScienceDifferent processes affect the world. i. How do organisms affect the Earth’s surface? ii. How is topography affected by weathering? iii. Why are there different types of soils?

10. SubjectBig IdeaEssential Questions MathRelationships come in many forms. i. What is the relationship between plotted points and the slope of a line? ii. How are x and y related? iii. How do functions show a relation between two quantities? Physical Education Structure is dependent on rules. i. What social skills are needed to work cooperatively? ii. Why are rules needed to play an organized sport? iii. What motor skills are needed to play basketball successfully and why are these important? Visual And Performing Arts Power is the ability to influence others. i.How is music used to convey power? ii.How is music used to influence emotional responses?

11. Essential Questions Checklist

12. EQ’s Usage Tips Organize units around EQ’s Design assessment tasks that link the unit’s EQ’s 2-5 EQ’s per unit Frame questions in “kid language”, but provocative and engaging for the age group Link lesson activities to the EQ’s. Logically sequence the questions to assure a natural flow of thought Post the EQ’s clearly in class Help students make personal connections to the EQ’s via personal stories and outside evidence like news clippings. Unpack the questions using sub-questions and Thinking Maps

13. EQ Litmus Test A question is essential when it: Causes genuine INQUIRY into the big ideas and core content ARGUABLE: provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions Requires students to CONSIDER alternatives and viewpoints, WEIGH evidence, SUPPORT their ideas, and JUSTIFY their answers Stimulates vital, on-going RE-THINKING of big ideas and assumptions Sparks meaningful CONNECTIONS with prior learning and personal experiences. A question is essential when it: Causes genuine INQUIRY into the big ideas and core content ARGUABLE: provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions Requires students to CONSIDER alternatives and viewpoints, WEIGH evidence, SUPPORT their ideas, and JUSTIFY their answers Stimulates vital, on-going RE-THINKING of big ideas and assumptions Sparks meaningful CONNECTIONS with prior learning and personal experiences. “An essential question is – well, essential: important, vital, at the heart of the matter – the essence of the issue.” - Grant Wiggins

14. Two Types of EQ’s Points beyond a unit to larger, transferable ideas Specific topics, events or texts are not mentioned (ex: Is it inevitable that history repeats itself?) Links one topic to other related topics and subjects (ex: Can the health care policy of the present Administration be financially solvent in 50 years?) Linking math and social studies Overarching Can be answered through the course of learning about the unit content and stay within the bounds of that subject No single correct answer; answers can be defended from content facts (ex: How many ways can we achieve the sum of 23?) Topical

15. What’s the Connection to Big Ideas and Essential Questions? Big ideas and essential questions: – assist students in gaining deeper understanding of content and skills. – assist teachers in focusing their teaching at helping the students gain deeper understanding.

16. Big Idea/Essential Question Task Using your content standards: Partner with someone within your content. Choose a specific content standard. Generate a “big idea” Create 3-5 “essential questions” Write your big idea and essential questions on a piece of paper, indicating your subject and names. Leave your paper with me. I will type it up and distribute it to all MacArthur staff.