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Designing the Instructional Unit Components and Directions for Completing Task G Education 532 Required components and specific instructions for preparation and formatting: Learning Context and Implications. Based on Task A-1, identify two to three implications and/or a give a focused rationale for teaching this unit. Explain why this unit is important and appropriate for students. Anticipate the students’ question, “When am I ever going to need to know this?” Will you be able to give reasons why the content is important to study in this way? Also, provide an overview of available technology that could be used to enhance your instruction and student learning. This "Why are we learning this?" Q & A is repeated several times throughout the unit: How many students know of someone who has gotten a speeding ticket? Have you been in the car with someone who was speeding? How do you know when you were speeding? How did the policeman know? What marks are on the speedometer of your car? Miles per hour? Kilometers per hour? This lesson introduces the formula for speed with a cockroach race. I maintain a colony of Madagascar hissing cockroaches in my classroom. The students will race the cockroaches for a prize (plastic medal on a ribbon, one for each of the winning members of the group). The winner of the race for each class will be determined through the use of the formula for speed. Additional technology that could be used to enhance my unit would be to download Unitedstreaming video clips, use additional websites with additional computer days. A power point (http://www.pppst.com/science.html) could be helpful. Kentucky Core Content and Program of Studies to be addressed. Identify the Program of Studies and Core Content that will be the focus of instruction for the unit. Use the Combined Curriculum Document at the link above. Other Standards (national, district, English language proficiency, Kentucky World Languages Framework, etc.). Program of Studies: Understandings - SC-8-MF-U-1 Students will understand that Isaac Newton developed a set of rules that can be used to describe and predict virtually all observed motion on Earth and in the universe. These Laws of Motion demonstrate that the rules governing the Earth are the same as those controlling the rest of the observed universe. Program of Studies: Skills and Concepts - SC-8-MF-S-1 Students will differentiate speed and acceleration and classify real-life examples of each. SC-8-MF-S-2 Students will explain and experimentally verify how Newton's Laws show that forces between objects affect their motion, allowing future positions to be predicted from their present speeds and positions SC-8-MF-S-3 Students will investigate motion of objects to generate and experimentally test predictions/conclusions. Compare and critique the results of others for accuracy, identifying strengths and weaknesses in the experiment, insisting on the use of evidence to support decisions Core Content SC-08-1.2.1 Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena. Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects. DOK 3 Motion and Forces - SC-08-1.2.1 Students will describe and explain the effects of balanced and unbalanced forces on motion and real-life phenomenon. Objects change their motion only when a net force is applied. Newton's Laws of Motion are used to describe the effects of forces on the motion of objects. DOK 3 Speed is part of a larger concept of motion. Levels and Categories of Student Performance Expected. Identify the levels or categories of performance you will expect from your students as a result of instruction in this unit of study. You may use the schema or descriptors of your choosing, but you should indicate the different kinds of learning (e.g., thinking skills, taxonomies) you expect from your students. Key Concepts/Big Ideas/Essential Question Focus. Identify 3-6 “Key Concepts” or “Big Ideas” or “Essential Questions” that will guide the planning and focus for this unit. Kentucky’s Core Content lists specific knowledge and skills that all students should know and be able to demonstrate. Describe how your unit will contribute to what Kentucky expects all students to know and be able to do. The focus of your unit should be the “hook” or “essential knowledge” or “hub” or “big ideas” that catch the interest of your students and demonstrate the relevance or value of learning the content in the unit. Remember: You must also have a focus for each lesson plan in your unit. 1. How can the formula for speed be applied to real-world problems? 2. What steps are required to successfully apply the formula for speed to a problem/ situation? 3. How can you modify the formula for speed to find distance or time? 4. What does a graph representing the results of a speed problem/situation typically look like? This "Why are we learning this?" Q & A is repeated several times throughout the unit: How many students know of someone who has gotten a speeding ticket? Have you been in the car with someone who was speeding? How do you know when you were speeding? How did the policeman know? What marks are on the speedometer of your car? Miles per hour? Kilometers per hour? On a smaller scale: At the end of the year our 8th graders have sporting competitions between the maroon and gold teams (students and teachers). This unit will not only determine their knowledge of this core content (speed) but it will help them make informed choices about what students represent the maroon team in these end of the year competitions. Connections to Literacy. Literacy includes reading, writing, and the creative and analytical acts involved in producing and comprehending text. WR-M-3.5.0 Language: Students will exemplify effective language choices by Applying correct grammar and usage Applying concise use of language Incorporating strong verbs, precise nouns, concrete details and sensory details Applying language appropriate to the content, purpose and audience DOK2 WR-M-2.4.0 Sentence Structure: Students will create effective sentences by Applying a variety of structures and lengths Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate DOK3 Students will address these core content areas when writing the lab report as a part of the authentic assessment/ inquiry lesson (lesson 5). Connections for Career/Workplace. These are the skills necessary for a successful transition to postsecondary education or work and a desire for life-long learning in a global society. The cooperative learning skills (ability to problem-solve with others who are not their close friends) is essential for the work place. The organizational skills involved in compiling a lab report apply to any report on the job. Inquiry skills in middle school develop critical thinking abilities. Being a more independent learner fosters the desire to be a life-long learner and provides the skills to do it. Communication with Students, Parent/Caregivers, and Colleagues. Describe several ways in which you plan to provide feedback throughout the INSTRUCTIONAL UNIT. How will you provide information to students, parents/caregivers, and colleagues prior to instruction, during instruction, and after the post–assessment? As the students get graded work, I have them staple the pages together and take those packets of graded work home to have signed by a parent or guardian. If a student demonstrates difficulty with the formula for speed, I use our enrichm ent period to pull the student into my classroom and tutor him/her. Usually there are several students and we form a study group to tackle the concept. I use exit surveys with or without student names to get feedback as closure. I review these questions as bell ringers the next day to address problems with speed. After the assessment I pass out the graded papers and have the students make corrections to their test as needed. Students who received high marks act as peer tutors. Objectives for the Unit. Develop three to six learning objectives/outcomes that will be the focus of instruction in this unit. Write these as performance statements/behavioral objectives (use Bloom’s Process Verbs). Remember: (1) you must include the appropriate DOK Level for each objective and (2) the level of Bloom’s Process Verbs and the “descriptive” DOK Level Verbs are not always the same. Use the Objective/Assessment Plan Organizer from the Conceptualization Map to record your objectives. Assessment Unit Learner Objective Type of Description of Depth of Adaptations Number Assessment Assessment Knowledge and/or Level Accommodations* Objective 1 Formative** Experiment 3 Partially completed The student will create two Scientific method graph. X and y to three graphs based on the axis with intervals formula for speed. completed. A poster hanging in the room with a scientific method outline. Objective 2 Formative Written experiment 3 Prepared outline The students will modify the and lab report for formula, formula for six speed word Student will plug in problems. appropriate numbers and units. Objective 3 Summative Written 3 Combination of The student will create and manipulated both above conduct an experiment using formulas accommodations. the formula for speed. Assessment Plan for the Unit. In tabular format, organize how each unit objective will be assessed. Include the following components described in the Conceptualization Map: (1) Procedures using a T-chart (2) Pre-Instructional Assessment, and (3) Post Unit Assessment (Culminating Activity/Assessment). The culminating project (authentic performance task) or assessment MUST allow students to demonstrate what they learned from the WHOLE unit (matched to stated unit objectives), be engaging, challenging, developmentally appropriate, feasible, and a worthwhile use of instructional time. References and Credits. Texts, articles, films, Web sources, etc., should be given in APA bibliography form. Give proper credit for another person’s ideas or materials. Peterson, Arlys. (1999). Assessment Sites. Retrieved July 3, 2008 from Web site: http://faculty.usiouxfalls.edu/arpeterson/assessment.htm Unit Organizer: Unit Instructional Design. Using the visual organizer in the Conceptualization Map, outline a series of lessons that facilitate student learning toward unit learning objectives/outcomes. Your lessons should include a variety of appropriate instructional strategies. In addition, please explain how your awareness of achievement gaps within your students guides your instruction. Sequence of Lessons. For this class, develop 5-10 sequential lessons using the recommended lesson plan format. The sequence of lessons is the “heart” of the unit plan; the organization and presentation of concepts is critical for student understanding. Make sure each lesson includes objectives with corresponding student assessments that are matched to each lesson objective. Place the actual lesson plans for this unit (using the recommended lesson plan format) behind this framework in your notebook portfolio. Your unit self-assessment should be placed in front of the unit framework and your self-assessment for each lesson should be placed in front of the appropriate lesson. The final unit must include all essential components listed on “Designing the Instructional Unit: Components and Directions for Completing Task G” including the Cover Page and Table of Contents. Identify, in the Table of Contents, the lesson being used to meet the requirement of (1) Lesson with Significant Use of Technology (2) Lesson with Differentiation Using Tiered Activities, and (3) Lesson that addresses higher order thinking using an inquiry or critical reasoning lesson. 12-13-07
"Designing the Instructional Unit"