1. DESIGNING AND PLANNING H-RMS CYCLE 1: WEEK 1 UBD STAGE I UNPACKING STANDARDS AND ESSENTIAL QUESTIONS September 18, 2014

2. Identify Need (Current Action Item)  By the end of cluster, teachers will review and discuss Stage I – Desired Results: Essential Questions of the Understanding By Design Curriculum Planning Template and make connections with the TAP Rubric (Questioning). Identify the Problem or Need 5 minutes

3. Cycle IV CODE Data 5 minutes Identify the Problem or Need

4. Why “Backward”? The stages are logical but they go against habits  We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students  By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results Obtain New Learning 15-20 minutes

5. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design 15-20 minutes Obtain New Learning

6. 15-20 minutes Obtain New Learning

7. Understanding by Design: The Twin Sins Aimless coverage of content Isolated activities that are merely engaging while disconnected from intellectual goals in the learners mind 15-20 minutes Obtain New Learning

8. Unpacking the Goal/Standard (G) Established Goals: Stated or implied real-world performances in the VERBS: Stated or implied Big Ideas in the NOUNS and ADJECTIVES: 15-20 minutes Obtain New Learning

9. Unpacking the Standard Grade 6 Science- SOL 6.6c The student will investigate and understand the properties of air and the structures and dynamics of the Earth’s atmosphere. Key concepts include: C- how the atmosphere changes with altitude. Stated or implied ideas in Nouns & Adjectives: Structure and dynamics of Earth’s atmosphere Changes with altitude Stated or implied real- world performance in the verbs: Investigate the structures and dynamics of the atmosphere Understand how the atmosphere changes with altitude 15-20 minutes Obtain New Learning

10. Chapter 5: Essential Question? Understanding by Design 15-20 minutes Obtain New Learning Brainstorming/Think Aloud What are Essential Questions? Chart Results

11. What is an Essential Question? Let’s compare responses with Research Not easily answered in one sentence- meant to be discussed Broad in scope Important questions that recur throughout all our lives- K-12 and beyond Sparks more questionsMight be controversial or pose a dilemmaRequires reasoning and justification 15-20 minutes Obtain New Learning

12. What connection can you make with the TAP Rubric: Questioning Elbow Partner: Let’s Practice: Handout: Concept Attainment for Essential Questions

13. Two Types of Essential Questions... Frame courses and programs of study around truly big ideas Overarching Unit specific but still promote inquiry Topical 15-20 minutes Obtain New Learning

14. Two Types of Essential Questions... More general, broader Point beyond specific topics or ideas Promote transfer and understanding Overarching Unit specific – used to guide individual units Promote inquiry Resist simple answers Require explanation and justification Topical 15-20 minutes Obtain New Learning

15. Examples of Overarching EQ How does what we measure influence how we measure? How does technological change influence people’s lives? Society? How do a region’s geography, climate, and natural resources affect the way people live and work? Can a fictional story be “true”?How do we classify the things around us? 15-20 minutes Obtain New Learning

16. Examples of Topical EQ Should we require DNA samples from every convicted criminal? How might Congress have better protected minority rights in the 1950s & 1960s? What is the value of place value?What is electricity? How do we hit with greatest power without losing control? 15-20 minutes Obtain New Learning

17. Essential Questions What are the structures and dynamics of the earth’s atmosphere? How do the layers of the atmosphere impact our lives? 15-20 minutes Obtain New Learning

18. Your Turn  Pull out your Unit Plan Template and compare the pre-determine characteristics of Essential Questions to your present unit questions  Make a T Chart: on the left side list at least one or more of your Essential Questions  On the right hand side– check to see if they meet the characteristics and name the type (Overaching or Topical)

19. Debriefing/Follow=Up  Looking at the questioning rubric: Which one do your believe is the most important and What Makes you Say That?  Bring Back: The type of Essential Questions used this week during instructions and reflection on desired results.