MANY OF US
BELIEVE THAT
SCHOOLS SHOULD
DEVOTE MORE
TIME TO ESSENTIAL
QUESTIONS AND
LESS TIME TO
TRIVIAL PURSUIT.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
1
What’s the Big Idea?
Contact Information: Pat Loncto
Workshop Enduring Understandings:
 Big ideas are remembered after many of the details are forgotten.
 Experience is the best teacher.
Workshop Essential Question: What’s the Big Idea?
Workshop Guiding Questions:
How can the big ideas be discovered? (details
How can the big ideas be unpacked (big idea
to big idea)
to details)
Workshop Resources to bring to class:

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NYS Standards/Performance Indicators
CORE Curriculum
Curriculum Maps
Course Text
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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LEARNING OPPORTUNITY TASKS contained in this lesson:
□
TASK 1: Complete the “PRE-ASSESSMENT”.
□
TASK 2: Complete “Finding the Big Ideas” worksheet.
□
TASK 3: Express the Big Ideas as Enduring Understandings.
□
TASK 4: Link the Enduring Understandings to an Essential
Question.
□
TASK 5: Develop Guiding Questions from Essential Question.
□
TASK 6: Complete “POST-ASSESSMENT” and “Reflection”
using different color ink.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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TASK 1 (and 6): Take Pre- (and Post-) Assessments
Answer Reflection Questions at the end of each class.
Name or Code:
What do you know?
Big Ideas PRE-Assessment/POST-Assessment
(change color ink for post-assessment)
In words or graphics explain how these words are related:
Big Idea
Enduring Understanding
Essential Question
Guiding/Topical Questions
Reflection
PRE -
POST-
Your reflection
End of Session 1: Why do I want to continue to listen and learn?
End of Session 2: What do today’s learning opportunities tell me about my current
practice?
End of Session 3: How will I use what I learned? (continue answer on the back)
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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Diagnostic/Summative Assessment on Essential Questions
IS IT ESSENTIAL?
A.
Number these Essential Questions in order from Best (6) to Least (1) quality. Have
a rationale for your choices.
RANK (Task A)
RUBRIC Score (Task B)
_____What problem-solving strategies can individuals use to manage conflict and change?
_____
_____How does conflict lead to change?
_____
_____How does an individual’s point of view affect the way he/she deals with conflict?
_____
_____How might it feel to live through a conflict that disrupts your way of life?
_____
_____How does conflict influence an individual’s decision and actions?
_____
_____How are people transformed through their relationships with others?
_____
B.
Rate each of the above Essential Questions using the rubric strip below (4-1). Then
reflect on the differences and similarities between your ranking and the score you
gave. You will share this reflection with a partner.
ESSENTIAL QUESTIONS RUBRIC
Essential questions are universal, sometimes paradoxical; addressable but never fully answerable questions that can be used in
inquiry-based learning experiences to draw students into the material presented.
Dimension
4
3
2
1
-Compelling and open-ended, -Significant, open-ended
-Unimportant and/or open-Trivial and/or closed
Inquiry-based
providing the central focus on enough to drive student’s
ended requiring only rote
question requiring a “yes” or
question
a theme/issue that provokes
inquiry and clearly linked to
answers that can be found in
“no” answer. If an
The extent to
and sustains student
the theme, issue, or question,
references.
explanation is required, the
which the
discussion to drive students’
with unpredictable student
explanation is a rote answer
Essential
inquiry by raising other
information related to the
that can be found in
Question can
important questions.
question.
references.
sustain inquiry
for the
-Must be argued, discovered
-Must be investigated and
-Are researched.
-Are copied from a resource
theme/issue on
during investigation.
synthesized.
as a “right answer” or merely
an objective
stated as an opinion.
level.
-Is stated objectively avoiding - Is stated objectively
- If stated objectively, the
-Whether stated objectively
use of pronouns such as “my” avoiding use of pronouns
clues in the question limit
or subjectively the fact that
or “our” allowing a search for such as “my” or “our” unless
thinking by pointing to
the question is “closed” leads
ideas/facts and problemmeant collectively. This
answers in resources.
to predictable results or
solving with outside-the-box
narrows the focus and
-If stated subjectively, using
personal reflection.
thinking, resulting in unique,
thinking thereby limiting the
pronouns such as “my” or
unpredictable results.
results.
“our”, the question implies a
request for personal reflection
rather than inquiry.
C.
Rewrite the question you ranked last (1) to make it a quality essential question.
Use the rubric as a guide:
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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D.
Rate each of the following Essential Questions using the rubric strip below (4-1).
Then discuss your rating with a partner:
free?
_____ What do you do that infringes on the rights of others?
e sacrifice freedom in the interest of security?
ESSENTIAL QUESTIONS RUBRIC
Essential questions are universal, sometimes paradoxical; addressable but never
questions that can be used in inquiry-based learning experiences to draw students
presented.
Dimension
4
3
2
-Compelling
and
open-Significant,
open-ended
-Unimportant
and/or
Inquiryended, providing the
enough to drive
open-ended requiring
based
central focus on a
student’s inquiry and
only rote answers that
question
theme/issue that
clearly linked to the
can be found in
The extent to provokes and sustains
theme, issue, or
references.
which the
student discussion to
question, with
Essential
drive students’ inquiry
unpredictable student
Question can by raising other
information related to
sustain
important questions.
the question.
inquiry for
the
-Must be argued,
-Must be investigated
-Are researched.
theme/issue
discovered during
and synthesized.
on an
investigation.
objective
level.
-Is stated objectively
- Is stated objectively
- If stated objectively,
avoiding use of
avoiding use of
the clues in the question
pronouns such as “my”
pronouns such as “my”
limit thinking by
or “our” allowing a
or “our” unless meant
pointing to answers in
search for ideas/facts
collectively. This
resources.
and problem-solving
narrows the focus and
-If stated subjectively,
with outside-the-box
thinking thereby
using pronouns such as
thinking, resulting in
limiting the results.
“my” or “our”, the
unique, unpredictable
question implies a
results.
request for personal
reflection rather than
inquiry.
E.
fully answerable
into the material
1
-Trivial and/or closed
question requiring a
“yes” or “no” answer. If
an explanation is
required, the
explanation is a rote
answer that can be
found in references.
-Are copied from a
resource as a “right
answer” or merely
stated as an opinion.
-Whether stated
objectively or
subjectively the fact that
the question is “closed”
leads to predictable
results or personal
reflection.
Describe a unit that might have this essential question. You may think in or
outside the box. Essential Question: “Why have rules?”
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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F.
What do you notice about the following questions from Scott Foresman Reading
Street series:
Grade 3 ELA Unit 5
Unit 5 Concept Question: What happens when two ways of life come together?
Week 1: What can happen when someone’s clothes are different?
Week 2: How are communities and families similar around the world?
Day 1: How are communities and families similar around the world?
Day 2: In what way is Sanu proud of her heritage?
Day 3: What lessons can you learn from Sanu, Eric, and April?
Day 4: What holidays do both Americans and people from other cultures celebrate?
Day 5: How are communities and families similar around the world?
Week 3:What is gained and lost in a move from one culture to another?
Week 4:How can food from different cultures be mixed?
Week 5:How are families changed by the kind of place they live?
Answer:
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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TASK 2: Finding the Big Ideas
Grade level:
Directions: Fill in all the blanks with the topic of the unit and answer the questions in the space
under the question.
Why study ____________________? So what?
(topic)
What makes the study of ____________________universal?
(topic)
If the unit on ____________________is a story, what’s the moral of the story
(topic)
What’s the Big Idea implied in the skill or process of ____________________?
(topic)
What larger concept, issue, or problem underlies ____________________?
(topic)
What couldn’t we do if we didn’t understand ____________________?
How is ____________________used and applied in the larger world?
(topic)
What is real-world insight about ____________________?
(topic)
What is the value of studying ____________________?
(topic)
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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SAMPLE TASK 2: Finding the Big Ideas
Grade level: 5 (Jeff Arnold)
Directions: Fill in all the blanks with the topic of the unit and answer the questions in the space
under the question.
Why study measurement? So what?
(topic)
For communication – human interest for understanding and for trade purposes.
What makes the study of measurement universal?
(topic)
Communication of a system for comparison that everyone agrees on.
If the unit on measurement is a story, what’s the lesson of the story?
(topic)
Need a common language.
What’s the Big Idea implied in the skill or process of measurement?
(topic)
A standardized set of tools and procedures leads to acceptable estimations.
Skills in using the tool itself affects the estimation and level of error.
What larger concept, issue, or problem underlies measurement?
(topic)
Defining the standards of measurement so they are universally accepted and easy to use.
What couldn’t we do if we didn’t understand measurement?
(topic)
Communicate so we can trade with others effectively.
How is measurement used and applied in the larger world?
(topic)
As a world-wide standard language that is universally accepted and understood in an attempt to
answer how much.
What is real-world insight about measurement?
(topic)
As a people we agree on a common language for trade.
What is the value of studying measurement?
(topic)
To operate the global economy.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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SAMPLE TASK 2: Finding the Big Ideas
Grade level: 6 (Pat Loncto)
Directions: Fill in all the blanks with the topic of the unit and answer the questions in the space
under the question.
Why study measurement? So what?
(topic)
To create standardized items.
What makes the study of measurement universal?
(topic)
Communication of a system for comparison that everyone agrees on.
If the unit on measurement is a story, what’s the lesson of the story?
(topic)
Need a common language.
What’s the Big Idea implied in the skill or process of measurement?
(topic)
A standardized set of tools and procedures leads to acceptable approximations for creating
standardized items.
Skills in using the tool itself affects the estimation and level of error.
What larger concept, issue, or problem underlies measurement?
(topic)
Defining the standards of measurement so they are universally accepted and easy to use.
Creating tools that arrive at acceptable approximations for creating items.
Using measurement tools properly to arrive at estimation with a low level of error.
What couldn’t we do if we didn’t understand measurement?
(topic)
Create standardized products.
How is measurement used and applied in the larger world?
(topic)
As a world-wide standard language that is universally accepted and understood in an attempt to
answer how much.
What is real-world insight about measurement?
(topic)
As a people we agree on a common language for creating standardized items.
What is the value of studying measurement?
(topic)
To create standardized items.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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SAMPLE TASK 2: Finding the Big Ideas
Grade level: High School (Kim Clemons, Marc Cousins)
Directions: Fill in the blanks and answer the questions.

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

Why study French? So what?
Understanding another’s culture helps one understand one’s own culture.
Understanding how another language is structured helps one analyze one’s native language and vice versa.
Understanding another language and culture makes one literate at understanding global issues.
Studying other cultures helps one recognize that people share more similarities than differences.
Understanding another’s culture and language supports and promotes tolerance.
Recognizing patterns in language improves one’s ability to speak the language.
What makes the study of French universal?
We all speak a language.
French is spoken on all 5 continents.
French is the language of live. It is also the language of culinary arts, fine arts, dance, music, cinema,
travel, sports, hospitality, haute couture, hair fashion beauty products, gardening, business, scientific
research, photography, architecture, government and the military.
If the unit on travel is a story, what’s the moral of the story?
Survival. How is knowing the target language a survival skill?
What’s the Big Idea implied in the skill or process of reading, writing, speaking, and listening in French?
Expanding your world view through your ability to communicate.

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What larger concept, issue, or problem underlies studying French?
Languages other than English have patterns that are similar to and different from English.
There is a melody and rhythm in spoken language.
Integrating language production and reception is necessary in order to develop proficiency.
Fear can inhibit willingness to speak a language.
It’s okay to make mistakes when speaking a language; perfect pronunciation is not essential to
communication and understanding;
What couldn’t we do if we didn’t understand French?
French influences American cooking, architecture, travel, fashion, art, music.
Guiding question: How is the French language a key to cooking, architecture, travel, fashion, art, music,
etc. in our culture?
Reflection question: What can I do if I understand French?
How is French used and applied in the larger world?
French is the second most used language on internet.
English uses phrases with French cognates i.e. laissez faire.


What is real-world insight about studying French?
French and English share a lot of common vocabulary
French students and American students share common interests and values.

What is the value of studying French?
French language study reveals insights into English, extends the ability to communicate, and inspires
cultural appreciation.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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Enduring Understandings
Ideas taken from a variety of internet sites created from workshops and publications referencing Understanding By Design
authors Grant Wiggins and Jay McTighe
Enduring Understandings refer to the big ideas we want the students to understand after they
have forgotten many of the details.
How does one go about determining what is worth understanding amid a range of content standards and
topics? Grant Wiggins and Jay McTighe suggest making choices by using the following model when
establishing curricular priorities.
Understanding by Design Model
Grant Wiggins, Jay McTighe
Worth being
familiar with
Important to know
& do
Enduring
understanding
Lower Circle: Enduring understanding answers the question “Why is this topic worth studying?”
Middle Circle: Important to know and do answers the question “What prerequisite knowledge
and skills need to be learned to reach the Enduring Understanding?”
Outer Circle: Worth being familiar with answers the question “What can be learned if there is
time or can be learned as general information that provides background?”
Example:
Enduring understanding = Measurement provides a common language for creating
standardized items
Important to know and do = know equivalent liquid and solid measures, practice the skill of
using measurement tools to follow recipes with accuracy, double and half recipes
Worth being familiar with = metric measures used in other countries
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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Characteristics of Enduring Understandings:

Provide the learning context that anchor unit of study

Are the BIG IDEAS that reside at the heart of the discipline

Have value beyond the classroom

Require uncoverage of abstract or often misunderstood ideas
Examples of Enduring Understandings

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
Cooperation, rights, respect, and responsibility create an orderly and productive learning
environment, establishing the foundation for citizenship.
Art is communication.
Epic heroes reflect the culture from which they emerged.
Culture, media and social pressures influence health behaviors.
All living things need to adapt to their habitat to survive and thrive.
All living things need each other to survive
The study of language helps us understand and experience the world around us.
Geographical, economic, technological, religious, and social variables affect the course of
history.
Actions have consequences.
Math is a language.
Numbers tell the story of business.
Observations help explain past observations and predict future events.
TASK 3: Expressing the Big Ideas as Enduring Understandings
Step A – complete My Performance Indicator Vocabulary List by selecting the
appropriate Standards/Performance Indicators and recording significant vocabulary
for the topic used in Task 2.
Step B – write Enduring Understanding(s) for the topic used in Task 2
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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MY Performance Indicator Vocabulary List
Name:
Standards Area:
Brief description of the related series of lessons:
List of Performance Indicators to be assessed during this series of lessons:
In the chart below, list the words in the Standards and Performance Indicators selected that you think are
significant. Pay particular attention to words that are part of that discipline’s literacy. (For example: plot
in ELA, inquiry in Science, strategy in Math, pitch Music). Next, list other significant words that you
commonly use, or would like to use, during this series of lessons.
Key Phrases
Nouns
Verbs
Adjectives
Directions: Write 1-3 Enduring Understandings for the Topic you used in Task 2.
1.
2.
3.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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SAMPLE:
MY Performance Indicator Vocabulary List
Name: Pat Loncto
Standards Area: Family and Consumer Sciences
Brief description of the related series of lessons:
6th grade students follow healthy recipes using food-related measuring tools to create food products. Food
products are evaluated based on standard criteria for the completed particular item (ie. Brown, firm,
tender). Skill in using measuring tools is evaluated based on using proper technique to create standard
products and application of principals of safety and sanitation.
List of Performance Indicators to be assessed during this series of lessons:
FACS Standard 1: Students will use an understanding of the elements of good nutrition to plan
appropriate diets for themselves and others. They will know and use the appropriate tools and
techniques for safe and healthy food preparation
A. Understand the relationships among diet, health, and physical activities; evaluate their own eating
patterns; and use appropriate technology and resources to make food selections and prepare
simple, nutritious meals
B. Apply principles of food safety and sanitation
In the chart below, list the words in the Standards and Performance Indicators selected that you think are
significant. Pay particular attention to words that are part of that discipline’s literacy. (For example: plot
in ELA, inquiry in Science, strategy in Math, pitch Music). Next, list other significant words that you
commonly use, or would like to use, during this series of lessons.
Key Phrases
Nouns
Verbs
Adjectives
safe and healthy food
preparation
standard products
tools
technology
resources
food
safety
sanitation
criteria
technique
standardization
procedure
estimation
error
use
prepare
measure
appropriate
Directions: Write 1-3 Enduring Understandings for the Topic you used in Task 2.
1. Measurement allows for standardization of products.
2. Skill in using measuring tools affects the level of success/error when creating products.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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DEVELOPING QUESTIONS (taken from Grant Wiggins 1998)
1.
Design “essential” questions. Essential questions uncover the
important ideas that get at matters of deep and “enduring understanding”.
These types of questions:

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


cannot be answered in a sentence
go to the heart of life, or of the discipline
provide “glue” for a learning experience
recur naturally throughout one’s learning in the discipline
raise other important questions
have no simple “right answer and are meant to be argued, discovered
are designed to provoke and sustain student discussion, inquiry and research, while
focusing learning and summative assessment
are stated objectively avoiding use of pronouns such as “my” or “our” unless meant
collectively
can be derived from enduring understandings, and content standards/performance
indicators
Enduring Understanding
Measurement allows for standardization of
products.
How much?
Through adaptation an organism can become better
suited to its habitat.
How do organisms survive in harsh or changing
environments?

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



Essential Question
Sample Essential Questions:
Can we look but not see?
What causes change
When is the cost of
discovery too high?
Are numbers real?
What is progress?
How does the
environment affect the
development of culture
and civilization?
Does history really repeat
itself?
Does art reflect culture or
help shape it?
What is a number?
Are censorship and
democracy compatible?
What makes a great book
great?
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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How do advancements in
technology and science
affect society?
How does the body
process its outside
environment to sustain
itself?
What are the limits of
mathematical
representation and
modeling?
In nature, who survives?
Why write?
Nature or nurture?
What if we didn’t have
numbers?
Is the world a fair and just
place?
What do cultures have in
common?
16
ESSENTIAL QUESTIONS RUBRIC
Essential questions are universal, sometimes paradoxical; addressable but never fully answerable
questions that can be used in inquiry-based learning experiences to draw students into the
material presented.
Dimension
4
3
2
1
-Compelling and open-Significant, open-ended -Unimportant and/or
-Trivial and/or closed
Inquiry-based
ended, providing the
enough to drive
open-ended requiring
question requiring a
question
central focus on a
theme/issue that
provokes and sustains
student discussion to
drive students’ inquiry
by raising other
important questions.
student’s inquiry and
clearly linked to the
theme, issue, or
question, with
unpredictable student
information related to
the question.
only rote answers that
can be found in
references.
“yes” or “no” answer. If
an explanation is
required, the explanation
is a rote answer that can
be found in references.
-Must be argued,
discovered during
investigation.
-Must be investigated
and synthesized.
-Are researched.
-Are copied from a
resource as a “right
answer” or merely stated
as an opinion.
-Is stated objectively
avoiding use of
pronouns such as “my”
or “our” allowing a
search for ideas/facts
and problem-solving
with outside-the-box
thinking, resulting in
unique, unpredictable
results.
- Is stated objectively
avoiding use of
pronouns such as “my”
or “our” unless meant
collectively. This
narrows the focus and
thinking thereby limiting
the results.
-Whether stated
objectively or
subjectively the fact that
the question is “closed”
leads to predictable
results or personal
reflection.
Alignment to
NYS Standards
and Core
Curriculum
-Clearly supports the
NYS Standards, and go
to the heart of the theme,
concepts, issues of the
discipline(s)
-Clearly supports the
NYS Standards, and go
to the heart of the theme,
concepts, issues of the
discipline(s).
- If stated objectively,
the clues in the question
limit thinking by
pointing to answers in
resources.
-If stated subjectively,
using pronouns such as
“my” or “our”, the
question implies a
request for personal
reflection rather than
inquiry.
-Linked to the NYS
Standards and the
theme, concepts, issues
of the discipline(s)
The extent to which
the Essential Question
aligns to the NYS
Standards and
discipline(s)
-Recur naturally
throughout one’s
learning in the study of
the discipline(s).
-Recur in the study of
the topic.
-Isolated within a
segment of the topic.
Unrelated to the theme,
concepts, issues of the
discipline(s).
The extent to which
the Essential Question
can sustain inquiry for
the theme/issue on an
objective level.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
-Relationship to the
NYS Standards is
questionable and must
be defended.
and/or
17
2.
Design “guiding questions”. Guiding/topical questions are more
subject- and topic-specific and support the “essential question”. These
types of questions:

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





grow from essential question
point to essential question
uncover essential question
require the use of inference
are stated objectively avoiding use of pronouns such as “my” or “our” unless meant
collectively
can be objectives/performance indicators turned into questions
are deliberately framed to provoke and sustain student interest
are sequenced so that they lead naturally from one to another
become more specific and content related as the essential question is unpacked
are sometimes called “topical” questions and may require a more direct answer than
higher level guiding questions.
EXAMPLE:
Essential Question
How much?
Are we really free?
Guiding/Topical Questions
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
What tools measure liquids when cooking?
What tools measure solids when cooking?
What happens if the tools are not used correctly?
What if the necessary tools are not available?
What do the numbers/fractions on the tools mean?
How can the tools be combined to create a product?
When in American history have men and women not been free?
What freedoms did American men have that American women didn’t?
What freedoms were denied the Japanese Americans during their
confinement?
How was freedom achieved in the past?
3. Tips for using Essential/Guiding(Topical) Questions:
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
Organize programs, courses, units of study, and lessons around the questions; make the
content answer the questions.
Select or design assessment tasks (up front) that are explicitly linked to the questions.
Make the questions as engaging and provocative for the age-group as possible. Frame the
questions in “kid language”.
Ensure that every child understands the questions and see their value.
Derive and design specific concrete learning opportunities for each question.
Sequence the questions so they “naturally” lead from one to another.
Post the essential question in the classroom.
Allot sufficient time for “unpacking” the questions.
Use question/concept maps to show relatedness of questions.
NOTE: Help students personalize the questions through reflection opportunities and
Reflection questions. These questions use pronouns such as “my” and “our”.
EXAMPLE: After cooking today what do I need to remember most when measuring to
create food products.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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TASK 4: Linking the Enduring Understandings to an
Essential Question
Directions: After reading the sample below, complete the chart using the Enduring
Understanding(s) from Task 3.
(Content descriptions from your previous tasks)
Grade Level:
Enduring Understanding(s)
1.
Essential Question(s)
2.
3.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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SAMPLE TASK 4: Linking the Enduring Understandings to an
Essential Question
Directions: After reading the sample below, complete the chart using the Enduring
Understandings from Task 3.
Concept: Cultural Unity and Diversity
Theme: Regions of the U.S.
Grade: 4
Possible Enduring Understandings
 A lack of available resources can
change the density of populations.
 Survival depends on adaptations to the
environment.
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Changing economic conditions can
create shifts in immigration patterns.
Legislative decisions reflect social and
economic issues.
Economic need can lead to
advancements in transportation and
communication systems.
Different cultural groups in a region
have different degrees of power and
influence.
Celebrations and traditions reinforce
cultural identity.
The arts of a region communicate
cultural traditions, and historic events.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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Possible Essential Questions
How do physical characteristics define
regions, their boundaries, and their
people?
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How do cultures develop and change?
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How do cultures express their beliefs
and ways of thinking, knowing, and
doing?
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TASK 5: Developing Guiding Questions from the Essential
Question
Directions: After reading the sample below, complete the chart using Essential Questions from
Task 4.
SAMPLES
Science Learning Experience on: Insects
Essential Question
Guiding Questions
How is art/music communication?
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How can color transform a realistic form into an expressive form?
What does the artist want you to know?
How did artist, Gustav Klmit’s convey an expressive quality in his
trees?
Science Learning Experience on: Insects
Essential Question
Guiding Questions
How do organisms survive in
harsh or changing environments?
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How does the structure and behavior of insects enable them to
survive?
How do insects survive when their environment changes?
Math Learning Experience on: Parallel postulate
Essential Question
Guiding Questions
If axioms are like the rules of a
game, when should we change the
rules?
Learning Experience on:
Essential Questions
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Why is this an axiom if it’s so complex?
What no longer holds true if we deny it?
Guiding Questions
1.
2.
3.
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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REFLECTION
ENDURING UNDERSTANDING
ESSENTIAL QUESTION
GUIDING QUESTIONS
REFLECTION
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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REFLECTION
REFLECTION
BIG IDEA
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SOME SAMPLE ESSENTIAL QUESTIONS – collected from a variety of resources and educators
MATHEMATICS
SCIENCE
What kind of problem is it?
 How does one come to know the natural world and one’s place in it?
What do the best problem solvers do?
 How can things around us be classified?
What does it mean to reason mathematically?
 What is the basis of life?
When is the “correct” mathematical answer not the best solution?
 How can one prove cells make up living things?
 How are characteristics of living things passed on through generations?
What is a number?
 How are form and function related?
Are numbers real?
 How do the structure and behavior patterns of organisms enable them to
What can be quantified?
survive?
What can be done because we have numbers?
 How do organisms survive in harsh or changing environments?
What could not be done if we did not have numbers?
 How do species change through time?
Why do we have negative numbers? Irrational numbers? Imaginary
 How do living things obtain and use energy?
numbers?
 Where does energy go?
 What is a system?
What is a pattern?
 How does an ecosystem respond to change?
How can patterns be found?
 How do I know this is a healthy place?
What can patterns reveal?
 Why is it important for humans to possess knowledge about how the body
What is the pattern? How do you know?
and mind function?
 How are force and motion connected?
How are mathematical relationships communicated? (a part to whole, a
 How is energy conserved?
pattern, a sequence)
 How is matter conserved?
What are the limits of mathematical modeling?
 How do matter and energy relate?
In what ways does a model illuminate and in what ways does it distort?
 How and why do machines make work easier?
How can numbers (data) lie or mislead?
 How can science and technology deliver a higher standard of living while
consuming fewer natural resources?
How does what is measured influence how it is measured?
 How is each life form interdependent?
How does how we measure influence what we conclude?
 How does the evidence of evolution interact with faith beliefs?
 If change in knowledge is inevitable, how can scientific knowledge be
When is estimation better than counting and when is it not?
durable?
When is simplification helpful? harmful?
 How can science explain and predict things and events in the universe?
How much or how many (of a sample) is enough?
 How can the world be understandable
 What is going on?
What is the likely margin of error?
 How can numbers be used in the study of science?
When is it accurate?
What is proof? When is there enough proof?
How is math a language?
What makes a mathematical argument convincing?
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How much space does it cover?
What are the exterior limits?
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02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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NATURE OF SCIENCE
How does science differ from other disciplines?
How is scientific knowledge generated and validated?
How are scientific questions answered?
How does one decide what scientific claims to believe? What is the
evidence?
How are science and common sense related?
How does opinion affect inquiry?
What is the role of serendipity in scientific advances?
How does one study the unobservable?
How does one measure the unquantifiable?
What drives scientific and technological advancement?
How might advances in science and technology affect society?
SPEAKING, LISTENING
Why speak?
What do good speakers sound like?
What makes a speaker easy to follow?
How is spoken language different from written language?
What is body language?
Why listen?
Who will listen?
What does a good listener do?
What does it mean to hear but not listen?
LITERATURE
What makes a great book or story great?
What is the difference between popularity and greatness in literature?
Why read? Why read fiction?
Can a fictional story be “true”? why, why not?
Can historical fiction be “true”? why, why not?
What makes a story a story?
What can be learned from print?
Does literature reflect culture or shape it?
What do good readers do?
How do texts differ?
Whose viewpoint is it?
Where does the author’s viewpoint begin and imposing one’s views and
experience begin?
Why does it matter?
What’s new here, what’s old?
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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SCIENCE and CHEMISTRY
How can materials with the same chemical composition be so different
(e.g. graphite, diamonds)?
How are materials recycled or disposed of?
How do the unique chemical and physical properties of water make life
on earth possible?
What is the role of carbon in the molecular diversity of life?
How do structures of biologically important molecules (e.g.
carbohydrates, lipids, proteins, nucleic acids) account for their functions?
WRITING
Why write?
What if writing did not exist?
Why share personal experiences in writing?
To what extent is the pen mightier than the sword?
How is written language different from spoken language?
What makes writing worth reading?
Where do ideas for writing come from?
What makes writing flow while reading?
How do effective writers hold the reader captive?
LANGUAGES OTHER THAN ENGLISH
Why learn another language?
What is culture?
Why study another culture?
How does language shape culture?
How does culture shape language?
How are native speakers differ from fluent foreigners?
Why isn’t a dictionary enough?
What can be done when one’s ideas are more complex than one’s ability
to communicate them?
How can one express complex ideas using simple terms?
How does what is known about a culture impact how people think about
the culture?
How does what is known about a culture impact how people respond to
the people of that culture?
How does the ability to communicate in a culture’s language impact how
people respond to each other?
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THE ARTS
What is art/music?
Where is art/music?
Why create art/music?
How is art/music communication?
How does art/music reflect as well as shape culture?
What can artworks/musical compositions tell about a society?
What does the design of art/music say about its creator?
How do artists/musicians from different eras explore and express similar
themes?
What influences artistic/musical expression?
How and where do artists/musicians get their ideas?
How can we “read” a work/compositions of art/music?
Who determines the meaning of art/music?
How can we know if art/music has a message?
Is one picture worth 1,000 words?
How is feeling or mood conveyed musically? Visually? Through
movement?
In what ways have technological changes influenced artistic/musical
expression?
Is the medium the message?
How is the message enhanced by the medium used?
Should aesthetics supersede function? Why, why not?
What if we did not have art/music in our world?
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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What happens when people from different cultures meet?
How does the study of a language other than English promote tolerance?
What can be learned about a culture through: its art forms, personal
accounts, its music, travel, foreign language study.
What are the benefits and challenges of a culturally diverse society?
How does one’s beliefs about others impact the community?
SOCIAL STUDIES
Why study history?
How can we learn from the past?
How are the people of the present connected to the people in the past?
To what extent is history different from the past?
How do we know what happened in the past “really” happened?
What can be legitimately inferred from artifacts?
What can be believed? What if primary sources disagree?
Whose “story” is it?
Whose perspective tells history – the Winners or Losers?
Who is a winner and who is a loser in any historical event?
What causes change?
What remains the same?
How do patterns manifest themselves in history?
How has the world changed?
Is history doomed to repeat itself? Why, why not?
Why is “where” important?
What makes places unique and different?
What defines a place?
How do geography, climate, and natural resources affect the way people
live and work?
How does where people live affect how they live?
Why do people move?
What story do maps and globes tell?
How do maps and globes reflect history?
What is the “third” world? Is there a “fourth”?
Is slavery history?
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GOVERNMENT
Who should govern or rule?
Should the majority always rule?
Why have rules/laws?
When, if ever, can rules/laws be broken?
What are the limits of government control of individuals?
How do governments balance the rights of individuals with the common
good?
What are “inalienable rights”?
How do structures and functions of government interrelate?
TECHNOLOGY
How does technological change influence people’s lives? Society?
What social, political, and economic opportunities and problems arise
from technological development?
How can technology enhance understanding?
In what ways does technology enhance expression/communication, and
hinder it?
What is the cost of progress?
Who controls technology?
What is the best source of information?
What is worth remembering vs. what can be “googled”?
What makes information “true”?
What social, political, and economic opportunities and problems arise
from technological development?
How can technology enhance understanding?
In what ways does technology enhance expression/communication, and
hinder it?
How has communication assisted in the development of technology and
visa versa?
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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POLITICS
How do political systems differ in toleration/encouragement of change?
How do personal responsibilities and civic responsibilities differ?
Can an individual really make a difference?
What are the roles and responsibilities of citizens? Elected officials?
What is a good citizen?
How do citizens (both individually and collectively) influence
government policy?
What is power? What forms does power take?
How is power gained, used, and justified?
How can abuse of power be avoided? What constitutes a great leader?
Are great leaders made or born?
In what ways are language and power inseparable?
CULTURE
What does it mean to be “civilized”?
Why study another culture?
Who are the “heroes” in a culture and what do they reveal about the
culture?
How do cultures celebrate?
What role do symbols and icons play in a culture?
Who and what do cultures memorialize?
What happens when cultures collide?
What is religion?
How are all religions alike?
How does religion affect culture and visa versa?
How and why do beliefs change?
Is conflict inevitable? Why, why not?
What is worth fighting for?
Can there be a “just war”? why, why not?
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ECONOMICS
Why do we have money?
How does something acquire value?
How does the free market system affect the life of a person, community,
society, the world?
What is the role of government in business?
Who should pay? Who should benefit?
What does it mean to “make a living”?
How do economics and politics interrelate?
02/12/16 Enduring Understanding-Essential Question EXERCISE Packet
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HEALTH/PHYSICAL EDUCATION
What is healthful living?
What is wellness?
Who is a winner?
How does physical fitness relate to health?
What constitutes a lifelong sport?
When is physical activity good and not so good for the body?
What makes a top performer/winning team?
Progress and pain – are they both necessary in athletics?
How do you achieve greater power without losing control?
What improves performance?
How do you achieve greater power without losing control?
How does torque affect power?
When should we swing softly?
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