Science Unit Design and You!

David Bydlowski

Science Consultant

Wayne County Math and Science Center

734-334-1455

Bydlowd@resa.net

What a Game!!!!

Backward Design Model

•Standards / Statements / Expectations

•Assessments

•Lesson Plans

Time to Start….

•Look over the eleven steps of unit design.

•“Thumb through” the template pages.

•Look at the sample unit.

•Let’s summarize all of this in a song…….

Design Time

September’s here and we’ll start the year off fine

Teachin’ to expectations usin’ Unit Design

Layin’ down your topics that your coverin’ all year

Buildin’ up a calendar then shiftin’ in gear

Chorus:

Oh yeah, yeah throughout the whole year

You’re designin’ units and you’re makin’ them clear

Everyday, the right way is finally here!

Designin’ units backward is the right way to go

Writing your assessments to expectations you know

Teaching your topics in an inquiring way

Constructing lesson worksheets as you go day-by-day

Chorus:

Oh yeah, yeah throughout the whole year

You’re designin’ units and you’re makin’ them clear

Everyday, the right way is finally here!

A major understanding that all students should know

Content, process, critical thinking that’s how it goes

Vocabulary, real-world experiences you’ll show

Listing expectations in an orderly row

Chorus:

Oh yeah, yeah throughout the whole year

You’re designin’ units and you’re makin’ them clear

Everyday, the right way is finally here!

Write essential questions use Bloom’s taxonomy

With these questions as your guide assess student needs

Consider misconceptions that may lurk in their past

Always inquiring so knowledge will last

Chorus:

Oh yeah, yeah throughout the whole year

You’re designin’ units and you’re makin’ them clear

Everyday, the right way is finally here!

I love, I love, I love Unit Design, yeah it’s backward but fine

I love, I love, I love Unit Design, each and every day of the year!

Let’s Design A Unit!

Unit Design -- Step One

Identify the content expectations that you will

teach this year!

What is the value in knowing all of the content expectations for the

year?

Compare and Share

How well do you know your

expectations in…….. Life Science

Physical ScienceEarth Science

Now it is your turn!

Think about the expectations you teach. List them by life, physical

and earth science.

Unit Design -- Step Two

Cluster the content expectations into Units.

How can the unit clusters be helpful to a teacher?

Compare and Share

What are Units?

•Rainforest•Energy

•Electricity and Magnetism•Landforms

•What are your ideas????

Now it is your turn!

Cluster all of your content expectations

into Units!

Unit Design -- Step Three

Construct a calendar for the school year, using all of

the units from Step Two

In relation to the yearly calendar, what is meant by the statement “without a commitment to time

there is no commitment?”

Compare and Share

“Without a commitment to time,

there is no commitment.” For example………….

In order to get organized, certain things you must prescribe

When in groups they all are placed, fewer problems you will face

Take your choice what to include, start with a topic that you choose

First be general with units per month, then start to break them up a bunch!

Expectations Calendar

The things you do each and every day, should be written down in a special way

You might add or delete, but being structured is really neat

Stick with an agenda, stay right on track, keep movin’ forward and never back

Stay in the lead, fill in the cracks, don’t give up, no room for slack

Chorus:Make an expectation

calendar, fill with topics you prefer

For the year, month, or the day, organize your thoughts it’s the only way. (2 X)

When you construct a calendar, fill with events that you incur

From month-to-month, then day-to-day, a pattern forms, you’re on your way

Why do this? Why not, it’s fun, fill in one day and you’ve begun

Stretch the day into a week, now your journey’s not so bleak

Your finished product on a wall, for all to see, large not small

Fill with expectations that you’ll teach, activities using inquiry

Some say it’s good, some say it’s fine, “there’s no commitment without commitment to time”

Design your units on a calendar where each day’s clear, not a total blur!

Chorus:Make an expectations

calendar, fill with topics you prefer

For the year, month, or the day, organize your thoughts it’s the only way. (2 X)

When you construct a calendar, fill with events that you incur

From month-to-month, then day-to-day, a pattern forms, you’re on your way

Why do this? Why not, it’s fun, fill in one day and you’ve begun

Stretch the day into a week, now your journey’s not so bleak

Your finished product on a wall, for all to see, large not small

Fill with expectations that you’ll teach, activities using inquiry

Some say it’s good, some say it’s fine, “there’s no commitment without commitment to time”

Design your units on a calendar where each day’s clear, not a total blur!

Chorus:Make an expectations

calendar, fill with topics you prefer

For the year, month, or the day, organize your thoughts it’s the only way. (3 1/2 X)

Now it is your turn!

Make a calendar for the school year.

Use units and months!

Unit Design -- Step Four

Define the major understanding that you

want all students to know at the end of the unit.2 -3 Sentences Only!

Major understandings

are worth remembering!

Learning a “major understanding” as a child, makes that child a

better adult. Why do you agree or disagree with this statement?

Compare and Share

Now it is your turn!

Look at the expectations in your units. Draw a mind-map of each of the expectations or standards and when they are done, summarize them in a major understanding.

Unit Design -- Step Five

It is time to add the:• Inquiry / Process/Constructing• Analysis / Critical Thinking/Reflecting

Why do you think most people think about science as “content” instead of as a process or a way

of solving problems?

Compare and Share

What is Inquiry?

What does it look like in the classroom?

Inquiry / Process / Constructing

Scientific MethodWell, the scientific method is a

necessary tool.When performing an experiment, You must follow science rules.Solving unfamiliar problems

using reasoning and time.Like a puzzle fit the pieces; in the

end it should be fine.

Start with a question, then hypothesis.

Follow with procedure; use materials that fit,

Collecting all your data That you put in charts and

tables.Reaching a conclusion, you

retest and call it quits.

Now it is your turn!

What Inquiry Processand

Reflection / Social Implication

expectations go the best with your units?

Unit Design -- Step Six

Define the essential content in the unit:

Vocabulary (Science Builder)

Real-World ExperiencesExpectations as things to

do.

Expectations guide us to what students should know at a certain

level. This determines the “essential content.” What is your

reaction to this statement?

Compare and Share

Now it’s your turn!

List the expectations in your unit, look at the

essential content and real-world contexts and list all of the essential content.

Unit Design -- Step Seven

Write the two or three essential questions that will

focus the unit.

Essential Questions

Drive Inquiry

What drives science education? Is it the State Assessment? The State Curriculum Framework?

Inquiry? What are your thoughts?

Compare and Share

Bloom’s Taxonomy of Critical Thinking

Analysis--contrast, compare, outline

Knowledge--recall, memorize, define

Comprehension--give an example, locate, tell

Application--construct, explain, demonstrate

Synthesis--plan, compose, hypothesize

Evaluation--judge, decide, verify

Middle School -- Ecosystems

Analysis--Compare and contrast a food chain and a food web.

Knowledge--Define the word predator.

Comprehension--Give an example of a predator-prey relationship in your neighborhood.

Application--Tell what would happen to a fruit crop if you used insecticide to eliminate all insects in the spring of the year.

Synthesis--Use the following list of living things to create a food web.

Evaluation--Criticize or defend the role of hunterson the population of deer in our state.

1. Select an object in the room to observe carefully. Describe the object to a partner and see if they can identify it from your description.

2. Rate the importance of each of your senses.

Now it is your turn!

Write some essential questions.

Unit Design -- Step Eight

Determine how you are going to assess student

achievement.

Teachers struggle with assessment and evaluation. What do these

two terms mean to you?

Compare and Share

CCoommon mmon SSouou rrcece s s oo f Bf B iaia s s in in CClala ssss rooroo mm AssAss eessssmmenen ttMost Tests are Reading Tests. Poor readers cannot comprehend directions or the content of items.

PROBLEMS COMMON TO ALL METHODS OF ASSESSMENT

WITHIN THE STUDENT WITHIN THE ASSESSMENT CONTEXT WITHIN THE ASSESSMENT ITSELF

Lack of reading proficiencyLanguage barriersCognitive/learning disabilityEmotional/behavioral disability/upsetPhysical disabilityPeer pressure to mislead assessorLack of motivation at time of assessmentLack of test taking knowledge and skillsLack of personal confidence / test anxietyLack of required knowledge

Noise distractionsPoor lightingPoor ventilation and temperature controlUncomfortable furnitureInadequate facilities / lack of proper equipmentNo clock visible for timed testsNo provision for bathroom breaks or waterLack of rapport with assessorCultural insensitivity of assessorLack of attention by assessor to test directions

Missing or vague directionsPoorly worded questions (vague, ambiguous)No correct answerMultiple correct answersPoor reproduction and readabilityInadequate space to write answersBiased items based on gender, race, ethnicity, geography, etcOther ‘technical issues’ such as lack of reliability or validity

PROBLEMS UNIQUE TO EACH METHOD OF ASSESSMENT

SELECTED-RESPONSE TESTS WRITTEN-RESPONSE TESTS PERFORMANCE OBSERVATIONS INTERACTIVE CONVERSATIONS

No correct answerMultiple correct answers“Clangs” (clues to correct answer within an item or from other items)Errors in answer documentIncorrect bubbling of answer sheetDamaged answer sheetsIncorrect answer keysScanner errors

Lack of writing skillNo scoring criteria / rubricInappropriate scoring criteria or faulty rubricAssessor untrained in using rubric and/or applying scoring criteriaAssessor bias due to stereotypic thinking or knowledge of prior performanceInsufficient time and/or resources to read patiently and score carefully

Disability limits performanceNo scoring criteriaInappropriate scoring criteriaMissing or inadequate score sheetAssessor untrained in apply scoring criteriaAssessor bias due to stereotypic thinking or knowledge of prior performanceInsufficient time and/or resources to observe and score carefully

Insufficient sample per studentInaccurate record keepingDistortions in memory of assessorAssessor bias due to stereotypic thinking or knowledge of prior performance

CASB 20011205 adapted from Examples of Common Sources of Bias in Classroom Assessment © 2000 Assessment Training Institute – 800.480.3060

Wayne RESA Assessment and Evaluation . . . Data Driven Decision Making

Let’s look at assessment as it applies to our expectations

Now it’s your turn!

Fill in the assessment guide for a unit of your

choice.

Unit Design -- Step Nine

Identify the greatest difficulties in instruction and

content misconceptions.

How can looking at misconceptions be helpful to us

as teachers?

Compare and Share

Misconceptions

Look at the pages in the handout and think about the challenges that face us as teachers and students as

learners.

Unit Design -- Step Ten

Select the most appropriate inquiry-based instructional

materials.

What do you find to be the greatest challenge in finding

good inquiry-based instructional materials?

Compare and Share

The 5-E Learning Model

• Engage

• Explore

• Explain

• Extend

• Evaluate

InquiryAsking the “right” kind of questions.

Finally….Daily Lesson

Plans

Unit Design -- Step Eleven

Construct your day-to-day lesson plans, following “best

practices.”

Constructivism

• Prior Knowledge

• Concept Development

• Application to a Different Situation

The 5-E Learning Model

• Engage

• Explore

• Explain

• Extend

• Evaluate

Integrating Differentiation and Understanding by

Design

Differentiation does not advocate individualization!

Differentiation implements patterns of instruction likely to serve multiple

needs!

Teaching Patterns

• Find ways to get to know students more intentionally and regularly.– Journals– Welcome students when they enter

• Incorporate small-group teaching into daily or weekly teaching routines.– Shows a teaching is willing to help– Allows teacher to target instruction

• Learn to teach to the high end.– Provides challenges– “Leads to higher expectations

• Offer more ways to explore and express learning.– Varied products– Acting, visualizations, speaking

• Regularly use informal assessments to monitor student understanding.– End of class students answer 1-2 key questions

on an index card--”exit cards”

• Teach in multiple ways.– Use words and images– Stories, analogies, student experiences– More than one mode

• Use basic reading strategies throughout the curriculum.– Read alouds– Various reading strategies

• Allow working alone or with peer groups.– Give the option

• Use clear rubrics that coach for quality.– Traits of good work– Allows students to add personal goals

• Cultivate a taste for diversity.– Multiple vantage points– Diverse views– Culture of students

ReflectionAnother day’s gone by, the kids all leave

the roomYou’re thinking to yourself, did I do the

best I could?You try so hard each day just to get it

right.Sometimes it doesn’t work but other times

it mightIt’s always unpredictable but in the end

it’s rightYou hope they had the time of their life.

So take your daily plans, revise them if you like

Use more variety to make your teaching right

Help build their self-esteem, be positive and then

Next time they come to class they’ll treat you like a friend

It’s always unpredictable but in the end it’s right

You hope they had the time of their life.

Thank you for attending today’s

workshop

David BydlowskiBydlowd@resa.net