1. Crumbled Papers
Please think about your answers to the following question:
List 3 ideas and/or strategies that have “stuck” with you since we last met.
When you are done, crumble your papers and form a circle around the room. Await further instruction.

2. Secondary Science Training
Understanding By Design Stage 1: Review Desired Results Stage 2: Assessment Evidence
Secondary Science Training
Day 2

3. Ground Rules We facilitate our own learning and the learning of others
Honor time limits
Active participation
Be open to learning, possibilities, and sharing
Respect each other

4. Language and UbD - Review
Language in the content area is an important part of lesson and unit planning
Scientific language becomes a part of stage 1 content and skills section of the UbD stage 1 framework

5. Group Task
You will be asked to sit with your group: life science, physical science and earth and space science
There will be a total of 6 strategies that will be introduced
You should have an example from 1 of the 6 strategies.

6. Vocabulary – Strategy 1 Fold Ups
Select a single word or 2 opposing terms
Single Word
Draw a picture on face of paper
Inside flap will contain a definition and an example
Opposing terms
Pictures on the face of the paper
Inside flap has the definition and examples
Bottom half – Venn diagram that compares and contrasts the 2 words
Strategy taken from AVID (Advancement Via Individual Determination)

7. Vocabulary – Strategy 2 Photo Caption
Select a picture from a magazine that exemplifies the meaning of one of the vocabulary word
Provide an explanation of the word and how that particular picture demonstrates the meaning of that word
Idea taken from AVID (Advancement Via Individual Determination)

8. Vocabulary – Strategy 3 Frayer Model
Definition (in own words)
Characteristics
Examples (What it is)
Non-Examples (What it is not)
WORD

9. Vocabulary – Strategy 4 Word Sort
Put the following words in order from most important to the Earth to least. Then explain why you choose that order.
Sun, Moon, Mars, Jupiter, Gravity
MOST LEAST

10. Vocabulary – Strategy 5 Scrap Book
Scrapbook is supposed to be like a scrapbook page you make for trips etc.
Its focus is to have students make personal connections between the picture and their prior knowledge.
In the example below, the students makes a connection between the process and a factory.
Students should feel free to modify the page as needed. As long as they have the three parts, WORD, PICTURE (drawn or photo), and CONNECTION.
They can decorate the page, or have the items in any order. Just like a real scrapbook.
Unlike the photo activity, this is meant to make prior connections. So its not a repeat of the definition. But what they think of when they see this picture or word.

11. Vocabulary – Strategy 6 “Your Own Model”
Share something you use to help your students understand science vocabulary.
Another option might be to combine parts of the other 5 strategies to form a “custom” vocabulary strategy for your students.

12. 2003 Grant Wiggins & Jay McTighe UBD 07/2003
Where Have We Been?
Stage 1 - Identify Desired Results
Established Goals: Benchmarks and Standards being addressed and assessed in your unit plan.
Enduring Understandings: What specific insights about big ideas do we want students to leave with
What Essential Questions will frame the teaching and learning, pointing towards key issues and ideas?
What should students know and be able to do? What needs to be acquired to understand the big ideas? What core abilities does ‘content” enable?
2003 Grant Wiggins & Jay McTighe UBD 07/2003

13. Stage 2 – Assessment Evidence
What are key performance tasks indicative of understanding?
What other evidence will be collected to build the case for understanding, knowledge, and skill (identified in stage 1)?
How will students self-assess to show understanding?
2003 Grant Wiggins & Jay McTighe UBD 07/2003

14. Clear Targets Triangulation of Evidence Observation of Process
Dialog with peers
Presentations
Observation logs of group dialog
Observation of a group performance
Observation of Process
Constructed response
Visual organizer/outline
Story illustration
Dialectial Journal
Diagram
Posters/letters to. .
Conferencing with
teacher/peers
Oral questioning
Retelling on own words
Journals
Reflections
Clear Targets
Conversations
listening to learners
Collection of Products
Taken From: Gentry Hirohata’s UbD Day 2 presentation 2007

15. Desired Outcomes Revisit stage 1 (universal science vocabulary)
Awareness of strategies that incorporate the development of scientific vocabulary
Awareness of strategies to increase the amount of information on what students understand (observation of process and conversations)
Completion of Stage 2 of the UbD process

16. Collecting Diverse Evidence of Assessment
Performance tasks
Academic prompts
Tests/quizzes
Observations/dialog
Informal checks for understanding
Taken from ASCD and Grant Wiggins and Jay McTighe 2003

17. Performance Tasks
Complex challenges that mirror the issues and problems faced by adults. They often yield one or more tangible products and performances.
The setting is real or simulated and is authentic
Typically require students to address an identified audience
Allows students to personalize the task
Task, evaluative criteria, and performance standards are known in advance and guide student work.
Taken from ASCD and Grant Wiggins and Jay McTighe 2003

18. Academic Prompts
Open ended questions or problems that require students to think critically, not just recall knowledge, and to prepare a specific “academic” response , product, or performance.
Require constructed responses or specific prompts under school/exam conditions
Are “open” with no single best answer or strategy.
Often require the development of a strategy
Involve analysis, synthesis, and/or evaluation
Typically require an explanation or defense of the answer given
Involve questions typically asked only of students on school.
Taken from ASCD and Grant Wiggins and Jay McTighe 2003

19. Tests and Quizzes
Familiar assessment formats consisting of simple, content-focused items that
Assess factual information, concepts and discrete skill
Use selected responses (multiple choice, matching, true-false) or short answer formats
Typically have a single best answer
May be easily scored using an answer key or machine
Items are not known in advance
Taken from ASCD and Grant Wiggins and Jay McTighe 2003

20. Student Activities in the Rigor/Relevance Framework
Quadrant A Acquisition
Measure the effect of temperature and concentration on the rate of reaction, such as Alka-Seltzer in water.
Observe wave property of light, especially the phenomenon of interference, using soap bubbles.
Construct models of molecules using toothpicks, marshmallows and gumdrops.
Examine biological rhythms by recording changes in body temperatures.
Use different colored clay/dough to demonstrate tectonic plates.
Catalog human physical traits to determine inherited genetic traits.
Illustrate proportion of worlds/freshwater, ice caps, and saltwater using an aquarium.
Quadrant B Application
Analyze heat produces from different fuel sources.
Build a simple electrical circuit to illustrate digital principle of computers.
Explore the stopping characteristics of a toy car, altering one variable at a time.
Investigate the importance of interdependency and diversity in a rain forest ecosystem.
Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream.
Complete an energy audit of heat loss in a home.
Conduct experiments to measure calories in food.
Taken from: International Center for Leadership in Education

21. Student Activities in the Rigor/Relevance Framework
Quadrant D Adaptation
Measure light pollution in the community.
Collect data and make recommendations
to address a community.
Design an air pollution control device.
Design a device to transport human organs.
Develop a concept for a new product and research the process for patenting the design.
Collaborate with other students in collecting data on acid rain pH levels in area lakes.
Design a model bridge to carry a specific load.
Research communication innovations and predict innovations in the next 20 years.
Quadrant C Assimilation
Design a science project to illustrate a science concept (e.g. photosynthesis)
Analyze similarities and differences of spiders and insects.
Research and sequence ages of plant and animal species.
Discuss the impact of fat cholesterol in nutrition and health.
Research and produce news program on earthquakes.
Research and give presentations on astronomy topics.
Identify chemicals dissolved in an unknown solution
Taken from: International Center for Leadership in Education

22. 2 Questions for a practical test of your tests
Could your test be passed without in-depth understanding?
Could the specific test result be poor, but the student still understand or be able to effectively apply the ideas in question?
The goal is to answer “no” to both
Taken from: Grant Wiggins and Jay McTighe /2003

23. Match Your Assessment With Your Benchmark
Align your rigor/relevance according to the taxonomic levels of your benchmarks.
Make sure you are assessing at the appropriate level.
You can assess at the benchmark level, then take your student to a higher rigor and relevance level of understanding.

24. Clear Targets Triangulation of Evidence Observation of Process
Dialog with peers
Presentations
Observation logs of group dialog
Observation of a group performance
Observation of Process
Conferencing with teacher/peers
Oral questioning
Retelling on own words
Journals
Reflections
Constructed response
Visual organizer/outline
Story illustration
Dialectial Journal
Diagram
Posters/letters to. .
Clear Targets
Conversations
listening to learners
Collection of Products
Taken From: Gentry Hirohata’s UbD Day 2 presentation 2007

25. Observation of Process
Seating chart (track data)
Thumbs Up . . .Thumbs Down
5 Fingers
3-2-1
Crumbled Papers
Entrance / Exit Passes
Presentations

26. Conversations 1:1 conversations Journal Entries
Student Self Assessment
Peer Assessment
Think, Pair, Square
Track who is asking questions and what taxonomic levels are the questions