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Model Curriculum Units Science

Model Curriculum Units Science

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Model Curriculum Units Science

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  1. Model Curriculum UnitsScience Curriculum Summit November 6-7, 2013

  2. Agenda • Introductions • Overview of the Model Curriculum Project • Design of a Model Curriculum Unit • Explore a Gr. 3 Science Model Curriculum Unit • Making Connections to Afternoon

  3. Introductions Jacob Foster Assistant Director, STEM Susan Berglund Educator Evaluation Implementation Specialist

  4. Introductions Elementary? Science/STEM? Curriculum coordinator? Administrator? RTTT? Familiar with UBD? (1-5) Familiar with MCU? (1-5)

  5. Overview of Model Curriculum Project

  6. Overarching Goals of the Model Curriculum Project • Provide model units that illustrate the shifts in the new Common Core State Standards • Provide models for creating units with Curriculum Embedded Performance Assessments in English Language Arts, mathematics, science, and history/social sciences • Promote growth and development of leaders, teachers, and districts through curriculum design aligned to the frameworks • Meet the needs of all students in general and close the achievement gap in particular

  7. Model Curriculum Units • 100 PK-12 units in ELA/literacy, mathematics, science, and social studies by 2014 • Exemplify the shifts in the 2011 Frameworks • Understanding By Design model with lesson plans and print/digital media resources • Lesson Planning Template that prompts teachers to meet the needs of all students. • Extensive unit review process • WGBH documenting the process

  8. Model Curriculum Units The model units provide districts and teachers with high quality and rigorous units they can choose to teach and/or use to advance their own curriculum development efforts.

  9. Model Curriculum Units • Units typically take 2-6 weeks • Some standards may appear in several units (either revisited or broken out into discrete parts)

  10. Release of Model Curriculum Units • 66units have been publicly released, most of which will be tried out during this school year • 24more units will be released in November • Additional MCUs will be released in early 2014 Released units can be found at: http://www.doe.mass.edu/Candi/model/download_form.aspx

  11. Model Curriculum Units Project Resources • Curriculum Development Guide • Including MCU Planning Template • Curriculum Development Videos The MA Curriculum Development Project http://www.youtube.com/watch?v=rzpeLQMKLKc

  12. A Walk Through of a Model Curriculum Unit Plan

  13. Unit Components • Unit Plan (Understanding by Design process) • Lesson Plans • Lesson Resources • CEPA – Curriculum Embedded Performance Assessment • CEPA Resources

  14. Take a Look Inside a MCU: Understanding by Design • Stage 1- Desired Results • Standards/Goals • Understandings and Essential Questions • Knowledge and Skills • Stage 2- Evidence • Curriculum Embedded Performance Assessment • Other evidence- formative and summative assessments • Stage 3- Learning Plan • Detailed lesson plans

  15. Identify desired outcomes and results. Determine what constitutes acceptable evidence of the targeted standards (assessment). • Plan learning experiences and instructional strategies that prepare students to achieve success on the CEPA and meet the high level of the targeted standards.

  16. Stage 1 Desired Results

  17. Shifts in Revised Draft STE Standards • Preparation for post-secondary success • Coherent progressions of learning (practices and concepts) • Integration of practices with concepts • PreK-8 integrated, grade-by-grade standards (excerpt of Gr. 3 standards)

  18. STE Strand map

  19. Note prior standards learned • Standards contribute to this unit; this unit builds to other standards • Note that students come to the unit with understandings they need to be successful with these standards • Can use for pre-assessment • Prior to unit (direct measure of knowledge) • Within unit (misconception probes)

  20. Essential Questions from this Unit Turn and talk about the essential questions: • EQ1. What happens to organisms when they cannot meet their needs? • EQ2. How big of a change to an environment causes an organism to go extinct? • How would you answer these questions? • How might a student answer these questions?

  21. Stage 2 Evidence

  22. Stage 2 - Evidence • Curriculum Embedded Performance Assessment (CEPA) • Designed with the end in mind • Requires students to independently apply and demonstrate their understanding through complex performance • Goal is for students to independently complete the CEPA(s) • Other assessments, evaluative criteria

  23. CEPATurn & Talk • How is the CEPA aligned to/reflective of the stage 1 goals? • What aspects of these lessons represent important skills and performances for students? • How might this assessment fit into your overall district, school, classroom assessment plan?

  24. Stage 3- Learning Plan • A “roadmap” of the learning experiences throughout the unit as defined in the targeted standards • Followed by detailed lesson plans

  25. Stage 3 – Learning Plan

  26. MCU Lesson Components • Standards & Essential Questions • Assumptions of what students need to know coming into the unit • Objectives • Language objectives • Targeted Academic Language • Instructional resources/tools • Anticipated student preconceptions/misconceptions • Assessment- formative/summative • Lesson details with Teacher Notes and Technology resources • Lesson Opening • During the Lesson • Lesson Closing

  27. Lesson Plan Jigsaw Individually: • Scan a lesson plan and consider how it support students to meet the standards and expectations of the CEPA. In groups: • Share a brief overview of your lesson. Provide evidence of how it contributes to the goals/CEPA. • Discuss and chart how the set of lesson plans represents a storyline or purposeful flow of student experience leading to the CEPA. • What aspects of these lessons represent important skills and performances for students?

  28. Digital Resources • All lesson plans contain rich digital resources, many of which are from PBS Learning Media • Videos • Interactive activities • Nova, Library of Congress, Leventhal Library, NCTM, etc.

  29. Ensuring Quality MCUs

  30. Quality Review Rubrics • ELA and Mathematics Rubrics Developed by the Tri-State Collaborative (MA, NY, RI) • HSS, Science Rubrics developed by ESE staff • CVTE Rubric developed with educators • Used to evaluate all model units • Can be used to: • create high quality model units • review existing units for quality • revise units

  31. Structure of the Quality Review Rubric

  32. Purposes of Quality Review Rubrics • Provide clear, descriptive criteria for alignment of units to the new Frameworks • Designed for determining quality of units only • Provide meaningful, constructive feedback to developers of units • Identify units that can serve as models • Guide collegial review and jurying processes

  33. Model Curriculum Units Tryouts • The purpose of the tryouts is to: • Collect qualitative feedback to ensure MCUs are high quality • Inform final editing and refinement of MCUs prior to publication • Feedback requested from teachers who try out the units • Provide general feedback to us • Complete an online survey

  34. Connections Questions about MCU: modelcurr@doe.mass.edu