dr. melinda wilder [email protected] eastern kentucky university 859-622-1476
TRANSCRIPT
• The single overarching concept that is designed to connect learning with prior knowledge and/or experiences.
• Engages students.
• Focus on one or more realistic issues or problems.
• Uses a question format
• Reflect the content standards.
Develop a Unit Organizer
How Does Land Use Impact Streams?
How Do Humans Impact Habitats?
How Does Coal Mining Affect the Environment?
Anticipate what students misconceptions/prior knowledge about your topic may be in order to design effective learning strategies.
Information Google “Science misconceptions about _____” EBScHost search—Science misconceptions, grade
level (high school), topic (carbon cycling)
Science misconceptions Children’s Misconceptions About Science: http://www.amasci.com/miscon/opphys.html
Recurring Science Misconceptions in K-6 Textbooks: http://www.eskimo.com/~billb/miscon/miscon.html
SamCATS Science Misconceptions: http://www.shsu.edu/~sciteach/misc/misc.html
Earth Science Misconceptions: http://www.shsu.edu/~sciteach/misc/misc.html
Science Misconceptions: http://www.services-center.net/science-misconceptions/science-misconceptions.html
Science Misconceptions: http://www.geocities.com/lclane2/misconceptions.html
Misconceptions in Science: http://www.indiana.edu/~w505a/studwork/deborah/
Physics Resource Page: http://www.aber.ac.uk/education/PGCE/Secondary/Resources/Physres_02/scienmiscon.htm
Next Generation Science Standards A Framework for K-12 Science Education:
Practices,Crosscutting Concepts, and Core Ideas http://www.nap.edu/catalog.php?record_id=13165
Example Core Idea ESS3: Earth and Human Activity ESS3.A: Natural Resources ESS3.C: Human Impacts on Earth Systems
OR Combined Curriculum Document 4.1
OR Other States—appropriate state standards School requirements and implementation
Address the topic.
Can be taught within the allotted time.
Will be assessed.
Are grade level and developmentally appropriate.
• Guide instruction and learning.
• Narrow the focus of the learning by breaking the content into logical, sequenced parts for instruction.
• Encourage higher order thinking and promote inquiry.
• Can not be answered with a simple “yes” or “no”.
• Are written in student friendly language.
Organizer: How do Humans Affect Habitat? What are the basic needs of an organism? How does an organism’s habitat help it meet its
basic needs?
Organizer: How is geometry useful in
describing the trees around us? How can the diameter and height of a tree be useful
in determining the quantity of lumber in that tree?
Essential QuestionsEngage students, promote critical
or abstract thinking, and have to potential
to have more than one right answer
• Materials list—
• A list of all the materials including quantity needed
• May want to list this by day
• Resource List
• A list of at least 10 resources that can be used by teachers and students throughout the unit, including several types of media (multiple forms), web sites, objects, and text
• In APA bibliographic format
Assesses all targeted standards
Demonstrate critical thinking skills
Demonstrate learning in different ways
Allow for diverse needs of students
• Community/ school service projects
• Debate
• Diorama
• Dramatic presentation
• Multimedia Presentations
• Photo/picture journal or essay
• Transactive writing piece
• Web page
Designed to evaluate your summative/end of unit assessment
Questions for consideration What do we want students to know and be able to
do? How well do we want them to know it and be able to
do it? How will we know when they know it or do it well?
How do the learning experiences Address individual student needs?
Support active learning?
Promote critical thinking skills?
Address student interest and motivation
Consider the perspectives of the learner?
Include varied and rigorous experiences?
Day Essential Question
Learning Targets/Objectives
(Keyed to Standards)
Instructional Strategies
Assessment(Types of assessment list --Summative or Formative)