"Concept based Curriculum Template Explanations"
Curriculum Development Year at a Glance Conceptual Planning For Each Grade Level Content Area Grade Level Course Name/Course Code ***May not be applicable for elementary grades*** Standard: Grade Level Expectations: The Colorado Academic The grade level expectations addressed over the course of the year for this grade level and content area Standards relevant to this grade level and content area st Colorado 21 Century Skills Critical Thinking and Reasoning: Think Deep, Think Different Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions Unit Titles: Length of Unit/Contact Hours: Unit Number/Sequence: The engaging titles of each unit to be taught over the The approximate teaching time required for each unit The order/sequence in which each course of the year (or class) unit will or should be taught. Questions or comments: firstname.lastname@example.org. Curriculum Development Unit Overview Conceptual Planning For Each Unit Unit Title The engaging title of this unit Length of Unit The amount of teaching time this unit will require Conceptual Lens(es) The broad concept that provides a frame through which students filter Standards and Grade The Colorado Academic Standards and Grade Level Expectations information. The conceptual lens serves as a bridge between the Level Expectations met in this unit factual and conceptual levels of knowledge and understanding (e.g. perspective, change, conflict; see Erickson, 2007, p. 71, 129). Inquiry Questions The engaging and over-arching (essential) questions that frame the unit. These should be relevant, catch students’ interest, and guide students’ thinking from concrete to (Provocative- abstract (see Erickson, 2007, p. 72). Debatable): Concepts The mental construct(s) that frames a set of examples with common attribute such as flight, conflict, system, or interdependence. Concepts are timeless, universal, (Unit Strands) and are not bound by place or situation. Concepts provide a breadth of understanding (see Erickson, 2007, p. 39 – 40, 129). Micro The concept(s) more specific to a discipline which provides the depth of understanding (see Erickson, 2007, p. 40-41). Concepts Topics The facts related to the content of the unit (e.g. the American Revolution, the Pythagorean Theorem; see Erickson, 2007, p. 30-31). For each statement below provide the appropriate codes (e.g., Standard, Grade Level Expectations and Evidence Outcomes). Generalizations Critical Content Key Content Skills My students will Understand that… My students will Know… My students will be able to Do… The essential or conceptual understandings in which two or The factual information that students must know in order to The skills students will use and develop; what they will do more concepts are stated in a relationship and are supported by understand the topic(s) within the unit (see Erickson, 2007, p. during the unit. The skills should be transferable across the critical content. Generally, there should be 5 – 10 72). learning experiences (see Erickson, 2007, p. 72). generalizations per unit (see Erickson, 2007, p. 31, 71). Guiding Questions (Factual and Conceptual): The questions that facilitate students’ learning of the generalizations. Generally, there should be 3 – 5 factual and conceptual questions per generalization (see Erickson, 2007, p. 10 and p. 72). Critical Language The academic and technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. th Here’s a sentence that contains the critical language students would comprehend at the end of a (sample) 8 grade music unit: “The timbre of the quartet distracted from the original intent of the composer’s phrasing, dynamics, and aesthetic texture.” Questions or comments: email@example.com.