Designing Lessons for
Understanding while Addressing
Students’ Learning Needs
Marcia B. Imbeau, Ph.D.
Associate Professor
[email protected]
http:/public.me.com/marciaimbeau
Unit Questions to Consider….
1.
After deciding on a grade level for this particular
unit, which of your state standards do you believe
you could address in this unit?
2.
Think of at least 2 ways you might determine what
students already know about this unit based on the
Knows, Understands and Be Able to Dos? Discuss
these with others in your group. Would these same
pre-assessments be appropriate for other units of
study? If not, could they be adapted to do so?
1
Unit Questions to Consider….
3.
4.
Since it is likely that you will have students who have
difficulty reading and/or writing and other students who may
not have difficulty with these areas, how might you address
this readiness difference in your lesson planning? Develop a
learning experience that you believe would be appropriate
and would assist students in coming to understand your
learning goals.
In what ways could you address interest? Learning Profile?
Develop a second learning experience that you believe
would address students’ interests or learning preferences and
also come to assist students with understanding your
learning goals.
Unit Questions to Consider….
5.
What instructional strategies for differentiation have you
learned this week that you believe might be a match for your
learners and will assist your students in reaching the
understandings for your unit?
6.
How will you determine if the students are gaining the
understanding you intend during the unit?
7.
What would be a good way to check for understanding at the
end of the unit?
2
The World of Geometry
Unit Concepts and Generalizations
Structure
There is structure in everything around us.
Structure helps us define and categorize objects in our world.
Structure is often based on patterns of parts that create a whole.
The structure of some objects can be explained in geometrical terms.
Knows: As a result of this unit, students will know
The attributes of points, lines, line segments, planes, rays, parallel lines, and
perpendicular lines.
Types of angles (right angles, acute angle, obtuse angle).
The unique characteristics of circles and their related parts (radius, diameter,
circumference, chord).
What makes shapes and objects congruent and symmetrical.
The distinguishing characteristics of the following polyhedrons: cone, cube,
pyramid, rectangular prism, cylinder, and triangular prism.
Different rules for grouping polygons and polyhedrons using the following terms:
faces, angles, edges, and vertices.
The World of Geometry
Understand – As a result of this unit, students will understand that
The shortest distance between two points is a straight line.
Geometry and symmetry are found in nature.
There is a structure to everything around us.
Using geometric terms is one way to describe the structure of the
environment.
Geometry is very important part of the building industry and of
architecture, art, science, astronomy, clothing design, farming, and many
other professions.
There is often a relationship between the shape of an object and its use.
Dos – As result of this unit, students will be able to
Describe, draw, compare, and classify geometric objects.
Communicate effectively using geometric terms.
Gather, analyze, and apply geometric information in problem solving.
Work cooperatively in pairs and small groups.
Establish a project plan, including a timeline, and follow it.
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource
guide for differentiating curriculum. Grades K-5. Alexandria, VA:ASCD.
3
Some Lesson Examples…
Option 1:Verbal/Linguistic
Option 2: Logical/Mathematical
Choose two polyhedrons that we have worked with. Write detailed
descriptions of each one, including the correct terms; face, edge,
vertex, and base. Your descriptions should enable us to “see” your
polyhedrons without have to a picture to look at.
Create a Venn diagram comparing and contrasting two polyhedrons
we have worked with. Your diagram should include the following
terms: face, edge, vertex, and base. Create a second Venn diagram
using two different polyhedrons.
Option 3: Kinesthetic
Using materials provided in the classroom, build models of two of the
polyhedrons we have studied. Find a way to label the following on
your models, faces, edges, vertices, and bases.
Some Lesson Examples…
Option 4:Visual/Spatial
Draw detailed diagrams of two of the polyhedrons we
have worked with. How will you show all the parts of
these polyhedrons (faces, edges, vertices, and bases)?
Label the parts.
Option 5: Naturalist
Choose one polyhedron that we have studied. Find and
list examples of this polyhedron in nature. Then select
one of the objects from your list, draw it, and label the
following parts: faces, edges, vertices, and bases.
4
Some Lesson Examples…
3-2-1 exit card activity for lesson closure.
Three things in nature that are shaped like
common polyhedrons.
Two ways to identify a specific polyhedron.
One important use of polyhedrons.
Some Lesson Examples…
Role
Audience
Format
Topic
Write/Illustrate
Kindergartners
Illustrated Children’s
Book
Shapes in my House
Yourself
Our class
Riddles (written or
audio tape)
What Am I?
Songwriter
The World
Song (write and sing) These are a few of
My Favorite Shapes
Artist with the
Department of
Transportation
Drivers
Road Signs
New Warning Signs
Jeopardy Host
Contestants
Quiz questions
Shapes for $200
Teacher
3rd graders
Crossword puzzle
Geometric terms
Poet
The world
Poem
Lines, Circles, or
Shapes
Yourself
Our Class
Collage
Shapes in Nature
5
Some Lesson Examples…
Level 1 Task
Level 2 Task
Draw and color your state flag or a flag from another state. List all of the
geometric shapes that you see. Where do you see examples of parallel,
perpendicular, or intersecting lines? Is the flag symmetrical or asymmetrical?
Why do you think so? Be specific!
Choose two country flags or two state flags. Draw and color each flag. Write
a paragraph comparing and contrasting the two flags using the terms parallel,
perpendicular, intersecting, and other geometric terms. Be sure to discuss the
geometric shapes that you see in the two flags. Which flag do you like better?
Why?
Level 3 Task
Imagine that your state has decided to split into two states: For example, East
Carolina and West Carolina or North Utah and South Utah. You have been
commissioned to design the flags for the two states. Draw and color the two
flags. Write two or three paragraphs discussing your designs. Include in your
discussion the geometric features, and how the two flags are alike and
different. Be sure your designs include the kinds of shapes, angles, and lines
we’ve studied.
What Plants Need
Unit Concepts and Generalizations
Needs (main concept), Growth, Change, System
All living things have needs.
Needs must be met in order for living things to survive, grow and be healthy.
Needs can be met in different ways.
Living things are built so that their needs can be met.
Plants and animals (including people) have some similar needs.
Knows: As a result of this unit, students will know
The names and functions of plant parts: root, stem, leaf, flower, and seed.
Plant needs: light, water, soil, and food.
Understand – As a result of this unit, students will understand that
Plants have needs that must be met in order for them to grow and survive.
Each plant part has a specific job that helps the plant.
If one plant part cannot do its job, then the whole plant suffers.
A plant and its parts change as the plant grows.
Plants are important to people in many ways.
Scientists use specific skills in their work.
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource
guide for differentiating curriculum. Grades K-5. Alexandria, VA:ASCD.
6
What Plants Need
Unit Concepts and Generalizations
Needs (main concept), Growth, Change, System
All living things have needs.
Needs must be met in order for living things to survive, grow and be healthy.
Needs can be met in different ways.
Living things are built so that their needs can be met.
Plants and animals (including people) have some similar needs.
Dos – As result of this unit, students will be able to
Identify and describe plant parts.
Explain the role of each plant part.
Explain what plants need.
Ask questions.
Make observations.
Describe, compare, and contrast.
Carry out simple experiments.
Record changes in the life cycle of a plant.
Work independently.
Work cooperatively.
Show appreciation for plants.
Some Lesson Examples…
Task 1
Task 2
You know someone who would like to grow a plant for a plant
competition. This person has never grown a plant before. Write a list
of everything this person should do to grow a healthy plant that will
win the competition.
Is there something that plants might need that we did not look at?
Write about what that might be, and then write about how you might
find out whether or not plants really need it.
Task 3
You have found a plant that is not healthy, and you would like to
make it better. Write about how you will find out what it needs and
what you will do to make it healthier.
7
Some Lesson Examples…
Explain to students that they must work together to complete
their research and that all group members will be responsible
for contributing to four product assignment. List the
following directions for all to see.
Product 1
Make a small poster of different examples of your plant part. You
may either draw pictures yourself or cut examples from magazines or
catalogs.
Product 2
Create a list of the great things about your plant part. Include at least
three ideas on your list.
Some Lesson Examples…
Explain to students that they must work together to complete
their research and that all group members will be responsible
for contributing to four product assignment. List the
following directions for all to see.
Product 3
How does your plant part help the plant meets its needs? List two
ways that it works to help the plant.
Product 4
As a group, write a thank you letter from a plant to your plant part.
What would a plant say to your plant part to show it is glad to have it?
8
Some Lesson Examples…
What are some Anchoring Activities that you can
think of that would be appropriate for this unit?
What management issues can you think of that you
would need to consider to make this unit run
smoothly?
Share ideas with others sitting near you and compile
a list of possibilities. Be ready to share with the
large group?
It’s All a Matter of Chance
Unit Concepts and Generalizations
Chance, Patterns
Chance is the occurrence of an event with no apparent cause.
Chance is random.
Despite this randomness, we can determine the chance of the occurrence of an event.
Patterns help us determine chances.
We can predict the occurrence of a single event by the number of possible outcomes.
Knows: As a result of this unit, students will know
Dependent and independent events.
Equivalent fractions, decimals, and percentages.
Data collection methods, including tallying and sampling.
Factorial notation.
Permutations versus combinations.
Tree diagrams.
Vocabulary related to the language of probability [likely, probable, absolute] as well as
outcome, prediction, experiment, sample space and likelihood.
9
It’s All a Matter of Chance
Understand that…..
Probability refers to the chance or likelihood of an occurrence or event.
We can determine the probability of an event through mathematical problem solving.
Probability is based on the number of possible outcomes for a single event.
The probability of independent events is based on the number of possibilities.
We can predict future outcomes by understanding the probability of the occurrence of a single event.
A greater number of trials increases the accuracy of our prediction of probability (the Law of Large
Numbers).
Be Able to Do…
Determine the probability of a single event.
Determine the number of outcomes for a single event.
Make predictions.
Collect data.
Express data as fractions, decimals, and percentages.
Organize data into tables and graphs.
Interpret and draw conclusions.
Analyze patterns and trends.
Relate the concept of chance to real-life situations.
Apply factorial notation.
Create tree diagram.
Work cooperatively to solve problems.
It’s All a Matter of Chance
Unit Pre-Assessment
1.
Tell whether each event is certain, impossible, likely or unlikely:
a.
b.
c.
d.
e.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Spinning an even number on a spinner labeled 2, 4, 6, and 8.
Pulling out a blue chip from a bag with nine blue chips and one red chip.
Snow falling in Florida in July.
Rolling a die without it landing on 6.
Pulling out a consonant from a bag containing five tiles labeled A,E,I,O and U.
What are the chances that a penny will land on heads?
How many outcomes exist when one die is rolled?
If you had three blue chips and one red chip in a bag, what is the probability that you will pull out
a blue chip?
If there is a 1/6 chance that you will run a race, what is the probability that you will not run a race?
It is predicted that the Bears will win one out of four games. What is their percentage chance of
winning the first game?
You are given the choice of PB& J, grilled cheese, or a ham sandwich with either milk or orange
juice. How many combinations are possible for your lunch?
Marshall has 15 cents. What are all of the different combinations of coins he could have?
If Marshall has only two coins and is willing to let you choose one from a bag, what are the
chances that you will pull out a dime?
Write ¼ as a decimal and as a percent.
Write 40% as a decimal and as a fraction.
There are 10 students who ride the bus to school, 8 who ride in a car, and 5 who walk. Make a
graph to represent these data.
10
It’s All a Matter of Chance
Mathematics Self-Assessment
Directions: Rate yourself along the scale for each of the following statements:
I enjoy math.
________________________________________________________________________________________________________
Never
Sometimes
Always
I am good at math.
________________________________________________________________________________________________________
Never
Sometimes
Always
I am a good problem solver.
________________________________________________________________________________________________________
Never
Sometimes
Always
I know a lot about probability and statistics.
________________________________________________________________________________________________________
Never
Sometimes
Always
I know a lot about fractions, decimals, and percentages.
________________________________________________________________________________________________________
Never
Sometimes
Always
I understand graphs.
________________________________________________________________________________________________________
Never
Sometimes
Always
I work well with others.
________________________________________________________________________________________________________
Never
Sometimes
Always
It’s All a Matter of Chance
Mathematics Self-Assessment continued………
Finish each of the following statements:
My favorite part of math is…………
My least favorite part of math is ……….
What I know about probability is ………
What I want to know about probability is ………
When we study probability, I hope we………
11
Social Studies Example
What is a Region?
Unit Concepts and Generalizations: Region, Interaction, Variation
Geographic regions are divided by variations in landforms, climate, and natural resources.
Regions vary with regard to development of natural resources, art, architecture, literature,
customs, religion, economics, and transportation.
The characteristics of a region can change.
People interact with their physical environment.
People’s interactions with their physical environment affect cultural and economic development.
As a result of this unit, the students will know
Specific vocabulary terms, including globe, map, atlas, latitude, longitude, equator, Prime Meridian,
distortion, legend, key, relief, contour line, compass rose, cardinal directions, map scale, political units,
plan, plateau, mountain, hill, elevation, erosion, natural resources.
Basic map skills, including how to find absolute location using latitude and longitude, how to use cardinal
directions, and how to identify places using a legend or key.
As a result of this unit, the students will understand that
The United States is made up of regions that are unique and that vary in both natural occurring and
human-made ways.
We can learn to appreciate others by studying regional differences and similarities.
People can modify their physical environments.
The characteristics and distribution of human populations are always changing.
The movement of people, goods and ideas occurs through various modes of transportation and
communication.
Geographers examine more than just the physical geography of places.
Social Studies Example
What is a Region?
Unit Concepts and Generalizations: Region, Interaction, Variation
Geographic regions are divided by variations in landforms, climate, and natural
resources.
Regions vary with regard to development of natural resources, art, architecture,
literature, customs, religion, economics, and transportation.
The characteristics of a region can change.
People interact with their physical environment.
People’s interactions with their physical environment affect cultural and economic
development.
As a result of this unit, the student will be able to
Demonstrate an understanding of the spatial concepts related to reading, using and creating
maps.
Recognize and use appropriate geographic tools and technology.
Explain how humans affect their environments.
Describe, compare, and contrast the physical, cultural, and economic characteristics of
regions.
Describe how the physical characteristics of a region affect human behavior.
Analyze changes in regions over time.
Work independently to complete a project.
Work cooperatively with others to reach a common goal.
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource guide for differentiating
curriculum. Grades 5-9. Alexandria, VA:ASCD.
12
What is a Region?
Reflection Questions………
How could this unit overview address
your state standards?
Which standards do you see would be
addressed in this unit?
What additional learning experiences do
you believe would be appropriate for
addressing the diverse learning needs of
your students?
Lessons for What is a Region?
Activity 1
Examine the maps provided. What kind of maps do you think they
are and for what might they be used? Why do you say so? What
information do they show? Create a chart that shows the similarities
and differences among all of the different types of maps. Be sure to
use the correct vocabulary to describe each map.
Activity 2
Using what you know about map symbols and terminology about
types of maps, create two different maps of the school grounds. Each
map should serve a different purpose, and you should be able to
explain these purpose clearly. In addition, your maps should be
accurate and attractive enough to be useful to someone visiting the
school for the first time.
13
What is a Region?
For what purpose might these 2 activities have been
created? In your opinion, what element of
differentiation are these two activities attempting to
address?
What data might the teacher have used to assign
these activities to students?
How would the results of these two activities be
assessed to inform the teacher’s instruction?
How do these activities address the teacher’s
learning goals?
Weather’s A System
Unit Concepts and Generalizations
Cause and Effect, Patterns ( main concepts), Systems, Cycles, Order, Change,
Influence
A cause can have multiple effects.
An effect can have multiple causes.
We can examine causes to predict effects.
By changing a cause, we can impact effect.
There are some cause-and-effect relationships that we can only witness and not control.
Patterns repeat.
We can make predictions based on patterns.
Patterns give order to our world.
As a result of the this unit, the students will know
Names of common weather instruments and how to use them.
Famous examples of extreme weather…..such as……
Properties of air.
Steps in the water (hydrologic) cycle.
Types of clouds.
Weather symbols used on maps.
Weather related vocabulary, including air pressure, air mass, front (warm and cold), water vapor,
precipitation, condensation, evaporation, transportation, molecule, hurricane, tornado, blizzard, drought,
satellite, radar, and meteorologist
14
Weather’s A System
As a result of this unit, the students will understand that
There are patterns in global and local weather that enable us to predict weather occurrences with some
accuracy.
Understanding cause-and-effect relationships helps us to make more accurate weather predictions.
Even though we may understand cause and effect relationships, we cannot always control them.
We can control to some degree how weather impacts us as individuals and as societies.
As a result of this unit, the students will be able to
Make observations.
Make predictions based on observations.
Use weather instruments accurately and appropriately.
Read weather maps.
Explain the steps in the water cycle.
Explain cloud formation.
Relate global weather trends to local weather conditions.
Demonstrate appreciation for the forces of weather.
Justify people’s interest in the weather.
Read for information.
Apply the scientific method.
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A
resource guide for differentiating curriculum. Grades 5-9. Alexandria, VA:ASCD.
Weather’s A System
Introduction to the unit – Ask students to describe the
relationship between the terms cause and effect. What
are some examples of cause and effect in students’
lives? Allow students to share their ideas. For
example, a cause might be not studying for a test, and
the effect might be not doing well on the test.
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A
resource guide for differentiating curriculum. Grades 5-9. Alexandria, VA:ASCD.
15
Weather’s A System
Homework Assignment:
Tell about a time in your own life when you have
experienced or witnessed a cause-and-effect relationship.
Choose one of the following formats in which to share your
experience: short story, poem, song or rap,
cartoon, collage, or detailed drawing.
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A
resource guide for differentiating curriculum. Grades 5-9. Alexandria, VA:ASCD.
Weather’s A System
Unit Self-Assessment
Here are some topics that we may study during our exploration of weather. Which of them are you most
interested in learning about? Number your choices from 1 (your favorite) to 10 (your least favorite). You
may also write-in another weather-related topic that is of interest to you.
_____ sand and dust storms
_____ hurricanes, typhoons, and cyclones
_____storms at sea
_____thunder and lightning
_____rain and hail
_____tornadoes
_____famous storms in history
_____people who work in the weather field
_____weather forecasting
_____global patterns and trends
Other idea: _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A
resource guide for differentiating curriculum. Grades 5-9. Alexandria, VA:ASCD.
16
Weather’s A System
Unit Self-Assessment
Now rate yourself on the following skills and interests. Use a scale of 1-10, with 1 indicating the highest
level of skills or interest and 10 indicating the lowest level of skills or interest.
______ interest in science
______ ability to read for information
______ interest in weather
______ ability to take notes
______understanding of science
______ presentation ability
______understanding of weather
______ability to follow directions
______ability to carry out experiments
______ability to work in a group
______ability to work independently
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource guide for differentiating curriculum. Grades 5-9.
Alexandria, VA:ASCD.
Weather’s A System
Keeping in mind the learning goals of
this unit, what are some learning
experiences that would be
appropriate for your grade level but
also address Students’ Interest?
Learning Profile? and/or Readiness
Needs?
Tomlinson, C.A. & Eidson, C.C. (Eds.) (2003). Differentiation in practice: A resource guide for differentiating curriculum. Grades 5-9.
Alexandria, VA:ASCD.
17