+ All Categories
Home > Documents > Stage Two of UBD Unit

Stage Two of UBD Unit

Date post: 08-Nov-2014
Category:
Upload: amy-womack
View: 69 times
Download: 1 times
Share this document with a friend
Popular Tags:
22
FRIT 7430: Instructional Design Understanding by Design Georgia Southern University Dr. Charles Hodges Summer 2012 Dolly W. Morris Denise Johns Amy Womack Leslie Walbert Erin Altmeyer
Transcript

FRIT 7430: Instructional DesignUnderstanding by Design

Georgia Southern UniversityDr. Charles Hodges

Summer 2012

Dolly W. Morris

Denise Johns

Amy Womack

Leslie Walbert

Erin Altmeyer

Title: Weather & Water Watchers Science Unit, 1st Grade (3 weeks)Stage 1 – Identify Desired Results

List the understandings of your unit:Content Standards:

S1E1.  Students will observe, measure, and communicate weather data to see patterns in weather and climate.a.  Identify different types of weather and the characteristics of each type.b.  Investigate weather by observing, with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally).c.  Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.

S1E2.  Students will observe and record changes in water as it relates to weather.a.  Recognize changes in water when it freezes (ice) and when it melts (water).b.   Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water)c.  Determine that the weight of water before freezing, after freezing, and after melting stays the same.d.  Determine that water in an open container disappears into the air overtime, but water in a closed container does not.

Essential Questions

Overarching Questions:

1.  How can we measure weather? 2.  How is weather predicted?3.  How does weather impact my community and me?4.  How would you illustrate the four seasons?5.  How would you build a simple weather instrument? 6.  How does weather affect our daily lives/activities?7.  Why study weather patterns?8.  How can you use your senses to observe the weather?

9.. How are different forms of water the same? How are the forms different? 10. Why is it important to think about/know about 'seasons' of the year?11. Where does water come from?12. Why is water important to daily living?13. How can we make a “weather calendar” to keep track of weather patterns?

Topical Questions:1.  What are the characteristics of water in its different states?2.  How does water appear (solid or liquid) in different forms of precipitation?3.  Does the weight of water change as its phase changes?4.   How can we measure water’s weight; is there only a singular way to measure the weight of water?5.  How are ice, liquid water, and water vapor the same? How are the forms different? (solid/liquid = frozen/melted)6.  How do we describe what happens to water left in an open container over time? A closed container?7.  Why is it important to know that water can take different forms?8.  What different types of tools can we use to measure weather?9.  What information can I get from building a simple weather instrument? (thermometer, wind vane, or rain gauge)12.  Why is it important to know the different types of weather? 13.  What are the different types of weather and what are their characteristics?14.  What types of weather occur during the four seasons of the year?

Task 1. Goal: Using a graphic organizer, students will accumulate observed weather data daily and write a blog weekly about weather and seasonal facts, predictions, patterns, and observations for the online post and whole-group or flexible-needs-based group discussions.

Task 1. Role: As a student science reporter, the student will analyze collected weather data and facts to be utilized as the basis for weekly online blog posts and whole-group discussions of weather trends, patterns, and predictions as well as related and unrelated seasonal characteristics.

Task 1. Audience: Student members of the classroom “Weather & Water Watchers’ Club”, classroom teacher, and general public with E-blog access (Blogger™).

Task 1. Situation: You have been appointed as a Weather & Water Watcher Club science reporter for Mrs. Walbert’s first grade class at Happy Valley Elementary School. As the reporter, you will post your weather observations and facts to verify predictions made about weather patterns and seasonal characteristic alignment in and around Happy Valley during the current season in preparation for the school’s outdoor fall carnival.

Task 1. Product Performance and Purpose: Use a graphic organizer to record daily weather data observations. You will organize the data you collect on the graphic organizer diary calendar. You will transfer your findings, thoughts, and predictions from the graphic organizer to the online blog weather diary for display and sharing with audience aloud in a whole group or flexible-needs-based group setting daily for “interpret results with rationale” sessions. At the conclusion of the 3-week weather and water science unit prior to and after the carnival, the weather predictions for the event will be verified or negated based on the actual weather outcome the day of the carnival. This product performance will initiate a “blogging” practice for first graders that will be amplified and ongoing throughout the school year.

Task 1. Standards and Criteria for Success: Your graphic organizer diary and online blog posts will be evaluated using a self-reflection and teacher-created rubric.

* *Performance Task Assessment # 2 – Water, Water Everywhere & We’ve Got it on Tape! Student Weather & Water Watchers will observe, measure, and describe water as it changes states and identify the different forms of precipitation (solid/liquid = frozen/melted).  The students will observe a bag of ice and record their observations of the weight and temperature of the water in the solid state on a graphic organizer. Next, they will record the weight and temperature of the water in the liquid state on the graphic organizer as the ice melts. Then, the students will take turns holding the bags of ice and discuss the changes that have happened. Students will record observed differences and changes about the states of water in this investigation utilizing guided questions via a written prompt and a recorded audiotape of their paired peer-discussions about the entire learning experience and how water is important to overall weather patterns, seasons, and daily living.

Task 2. Goal: Using a guided question written prompt, students will audiotape paired peer- discussions about the observed similarities & changes of water in various forms and use the audio taped recordings to record conclusions as talking points for whole-class or flexible-needs-based group summations about the importance of precipitation in changing weather and seasons.

Task 2. Role: As a member of the class “Weather & Water Watchers” club, you will collect and analyze water measurements and observations to create an audio recording of paired peer-conversations about observed changes, important facts, predictions, and conclusions for playback and whole-group or flexible-needs-based group discussion time.

Task 2. Audience: Student members of the classroom “Weather & Water Watchers’ Club”, classroom teacher, partner fourth grade class

Task 2. Situation: You are a member of the classroom Weather & Water Watchers Club and you have been asked to audiotape your observations with other club members about the different forms of water and any changes you learn about observing and measuring it immediately or changes in it that you observe over time. Additionally, you will include audio taped commentary on the role of water in changing weather and seasons and daily living. These audio recordings will be played for audience discussion and peer review & comparison with Mrs. Morris’ partner 4th grade class who is also studying weather and water science.

Task 2. Product Performance and Purpose: Use a graphic organizer to record and

organize measurable, observed water data. You will use a written guided question prompt to frame your discussion about water characteristics and its changes as well as the role of water in seasonal weather and/or changing weather seasons and daily living. You will record the resulting paired peer-discussion about these observations on an audiotape. This audiotape serves a practice scaffold activity before summative in-class oral presentations in other content areas for first graders.

Task 2. Standards and Criteria for Success: Your paired peer-discussion audiotape will be evaluated using a teacher-created rubric and a peer checklist (fourth grade student).

**When working on Performance Task Completion, students always wear “Wonderful Weather & Water Watcher Club Member Goggles” to investigate and report throughout the duration of the learning unit.

Stage 2 - Performance Task(s) Assessment(s)

Weather Diary/Blog Rubric - Performance Task 1[Facets 1, 2, & 3; S1E1]  

Student: _______________________________________________________

Total Score: ___________________ of 15 possible = E - M - NI

CATEGORY

Exceeds expectations

3

Meets expectations

2

Needs Improvement

1

Content

Content in blog shows 3 of the 5 weather characteristics (sun, rain, wind, clouds, temperature) of each day of the school week. Content also has one of the five predictions made by the student represented in the blog.

Content in blog shows 2 of the 5 weather characteristics of each day of the school week.

Content in blog shows only 1 of the weather characteristics.

Organization

Weather data is correctly organized and labeled within the graphic organizer. Data is on topic, neat, and legible.

Weather data is correctly organized and labeled within the graphic organizer.

Weather data is organized in the graphic organizer.  Some information and/or labels are incorrect.

Effectiveness Blog includes all material needed to give a good understanding of weather. The blog is consistent with information in the graphic organizer

Blog is lacking one or two key elements laid out in the graphic organizer.  

The blog is missing several key elements laid out in the graphic organizer and has some inaccuracies in the weather.

Text-Font Choice &

Formatting

Font formats (color, bold, italic) have been carefully planned to enhance the readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting makes it very difficult to read the material.  

Delivery Student spoke at a good rate, volume and with good grammar. Students maintained eye contact while using, but not reading his/her blog.

Student spoke a little faster or slower than necessary and made little eye contact.

Student read his/her blog and did not make any eye contact.

Peer Discussion Audiotape Rubric - Performance Task 2[Facets 1, 2, 3, 4, & 5; S1E2]  

Student: _______________________________________________________

Total Score: ___________________ of 12 possible = E - M - NI

CATEGORY Exceeds expectation

s3

Meets expectations

2

Needs Improvement

1

Content

Content on audiotape contains the answers to all 21 questions from the guided questions using 1-2 sentences. Both students in the group took turns answering each question.

Content on audiotape contains the answers to 21 questions from the guided questions using some 1-word answers and some sentences.  Both

students in the group took turns answering

each question.

Content on audiotape contains some

answers of the 21 guide questions using one word

answers.  Students may or may not have

taken turns answering each

question.

Organization Information stated on audiotape is clear, understandable, and recorded each answer in the correct order.

Information stated on audiotape is harder to understand and has most things recorded

in the correct sequence.

Information stated on audiotape is unclear, harder to understand, and not in the correct order of sequence.

Effectiveness Audiotape consists of all the correct answers to the guided question.

Audiotape lacks some of the correct answers

to the guided questions.    

Audiotape lacks several correct answers to the

guided questions.

Delivery/Audio quality

Student spoke at a good rate, volume and with good grammar. Audio was clear.

Student spoke a little faster or slower than

necessary.  Audio was not as clear.

Student spoke faster or slower than

necessary and audio as very hard to

understand.

Audiotape Recording Peer Checklist - Performance Task 2[Facets 1, 2, 3, & 4; S1E2]  

Student: _______________________________________________________

1. Weather Water Watchers shared one thing he/she learned about water.

         <INPUT TYPE=\ <INPUT TYPE=\      <INPUT NAME=\    <INPUT NAME=\   2. Weather Water Watchers took turns sharing data.                        <INPUT TYPE=\ <INPUT TYPE=\   <INPUT NAME=\    <INPUT NAME=\                                                    3. I could hear the Weather Water Watchers very well on the audiotape.

<INPUT TYPE=\ <INPUT TYPE=\   <INPUT NAME=\    <INPUT NAME=\                                                    4.  The Weather Water Watchers know so much about WATER!

<INPUT TYPE=\ <INPUT TYPE=\   <INPUT NAME=\    <INPUT NAME=\   5. The Weather Water Watchers taught me something “new” about water.

             <INPUT TYPE=\ <INPUT TYPE=\   <INPUT NAME=\    <INPUT NAME=\                        6. The Weather Water Watchers answered most of the questions on the prompt.     

<INPUT TYPE=\ <INPUT TYPE=\   <INPUT NAME=\    <INPUT NAME=\                                                     Weather Water Watchers’ Names (1st): 1. __________________ 2. _______________________ Peer Evaluator Name (4th): _________________________________

Overall, I think these Water Watchers deserve a grade of _____________ on this assignment because __________________________________________________________

__________________________________________________________________________________________________ Stage 2 - Other Evidence

(e.g. tests, quizzes, work samples, observations)

Test:  Weather and Seasons Unit Post Test [Facets 1, 2, & 3; S1E1 & S1E2]    http://www.thatquiz.org/tq/previewtest?P/T/X/L/32311230771343

Prompt:  Scripted Question Prompt to create water data peer-discussion audiotape [Facets 2, 4, & 5; S1E2]

**Audiotape Guided Questions: Water Watcher Observation – Performance Task 2 Hello Weather & Water Watchers Club Members!1.   Are you wearing your trusty Weather & Water Watchers Observation Goggles? 2.   Take turns with your partner and talk into the tape recorder to say hello and tell your name. 3.   Are you speaking clearly with an inside voice into the tape recorder? Not too close to the microphone because your voice may become “fuzzy” and we won’t be able to understand you when we play back the tape. Remember, the Club is counting on you! 4.   Take turns and tell the name of (introduce) the Water Watcher Partner you’re working with on this Water Watcher observation today. Tell one thing that you like about working with your Water Watcher Partner today.

5.  Take turns and tell one thing you have learned about water as part of the Water Watchers’ Club in Mrs. Walbert’s class. Tell one way that we use water in our daily lives. Tell one way that you have learned that water is important when learning about seasons of the year. 6.   Take turns and tell one thing you have learned about water when it is in the form of ice? 7.   Take turns and tell how ice feels in your hands when you hold it IN THE BAG and how it looks when you look at it. 8.   Take turns and tell the temperature of the ice when you measured it. 9.   Take turns and tell what instrument you used to measure the temperature of the ice in the bag. 10.   Take turns and tell the weight of the ice when you measured it. 11.   Take turns and tell what instrument you used to measure the weight of the ice.

12.   Take turns and tell if there are any other kinds of instruments that you have used as a Weather & Water Watcher in Mrs. Walbert’s class. Take turns and tell what the other instrument was used for. 13.   Take turns and tell what season of the year that you would expect to see ice/snow as part of the weather. Why? 14.  Take turns and tell what is happening to the water in the bag the longer you hold it. 15.  Take turns and tell the word, or words, used to describe what is happening to the water as time passes. 16.  Take turns and tell what you could do to stop the ice from melting or changing form. Is there anything that you could do? What? 17.   Take turns and tell IF the water that has melted is the same or different from the water that was ice in the bag? How is it the same? How is it different? 18.   Take turns and tell one thing that you and your Water Watcher Partner can do or will do to prove that the water in the bag is the same or different from the ice in the bag? What instrument could you use? Why? 19.   Take turns and tell ONE thing that you will write in your Weather & Water Watcher Blog Diary about today’s water observation. 20.   Would you like to thank anyone for helping you learn more about water, weather, or seasons? Take turns and say thank you into the tape recorder. Remember: We always give credit to others who help us learn important information. 21.   Take turns and tell your name as you say good-bye into the audiotape. The Weather & Water Watchers Club thanks you for good work!

Write your names here:    ↙ ↘       ___________________________________________                  ___________________________________________ Partner 1                                                Partner 2 ** This assessment can be easily modified for instructional differentiation and/or scaffolding in flexible-needs-based instructional groups. Number of questions may be lessened. Teacher can prerecord questions for auditory learners, etc.

Work Samples:  Graphic Organizer, Daily Weather Journal and Blog, Weather and Water Watcher Audiotape Recording [Facets 1, 2, 3, 4, 5, & 6; S1E1 & S1E2]

Observations:  Daily Weather Diary- students will record data collections and observations of the weather each day at school.  They will use these collections and observations to make predictions of what the weather will be the day of the outdoor Fall Carnival at Happy Valley Elementary.  The teacher will also observe students as they use thermometers to record daily temperatures, when working with peer partner, and when presenting their blog to the class.  [Facets 1, 2, & 3; S1E1]

Stage 2 - Student Self-Assessment and Reflection

Self-assessment - Performance Task 1[Facets 1, 2, & 6; S1E1]  

Student: _______________________________________________________

CATEGORY Sunshine

Yes Maybe No

Cloudy

Yes Maybe No

Stormy

Yes Maybe No

Did I observe the weather?Did I use a graphic organizer?Did I observe weather daily?Did I gather facts?Did I blog facts using the computer?Did I make

predictions?

I think that my weather diary and blogs should receive a grade of _____________because ______________________________________________________________________________.

Self-assessment – Weather & Water Unit (Summative)[Facets 2, 4, 5, & 6; S1E1 & S1E2 ]  

Name  ____________________________ Date  _______________________

Write about what you did and what you learned in this unit.

___________________________________________________________________

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

___________________________________________________________________

Write about what you liked best about the weather and water unit blogging.

___________________________________________________________________

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

___________________________________________________________________

Write about what you think your audiotape partner thought about the weather & water unit and why.

___________________________________________________________________

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

___________________________________________________________________

Circle the smiley that describes your work.

I made a plan before I began working on the blog.   

I knew what to do on the computer.  

I did not know what to do on the computer.

  I like using blogs to share my data.

  I could help someone do this – blog on computer.

  The work in this unit was easy.  

The work in this unit was hard.  

I helped my partner when we audiotaped our water observation and measurement.  

  I did not help my partner when we audiotaped our water observation and measurement.

  The thing I liked most about being part of the Weather & Water Watchers Club is …

___________________________________________________________________

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

___________________________________________________________________

___________________________________________________________________

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

___________________________________________________________________


Recommended