Sharing Out
3-2-1 Think, Pair, Square
Please think about your answers to the
following questions:

What are 3 ideas from UbD that have
stuck with you

List

What’s the 1 thing you want to try this
time around
2 things that you’d like to share
Understanding By Design
Stage 1: Desired Results
Secondary Science Training
Day 1
Ground Rules

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We facilitate our own learning and the
learning of others
Honor time limits
Active participation
Be open to learning, possibilities, and
sharing
Respect each other
Desired Outcomes

Revisit the Established Goals, Enduring
Understandings, Essential Questions,
Knowledge and Skills

The common language of science K-12

Strategies that incorporate vocabulary
words

Develop another unit and/or continue with
last years unit
Let’s Back It Up A Bit
What’s UbD?
 Backwards design model

Follows the research of NAEP report to
improve student performance
NAEP and other programs all stress (1) teach the
concepts and (2) problem solving and critical thinking
skills.

Based on teaching for understanding
rather then memorization
Stage 1 - Identify Desired Results

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Established Goals: Benchmarks and
Standards being addressed and assessed in
your unit plan.
Enduring Understandings: What specific
insights about big ideas do we want students
to leave with
What Essential Questions will frame the
teaching and learning, pointing towards key
issues and ideas?
What should students know and be able to
do? What needs to be acquired to
understand the big ideas? What core abilities
does ‘content” enable?
2003 Grant Wiggins & Jay McTighe UBD 07/2003
Established Goals
What is the depth of thinking required to meet the benchmarks?
Taxonomic Levels (Marzano)

Level 1: Retrieve
recognize, recall, execute

Level 2: Comprehension
integrate, symbolize

Level 3: Analysis
match, classify, analyze, generalize, specify

Level 4: Knowledge Utilization
decision making, problem solving, inquire experimentally,
investigate
Marzano’s Taxonomic Levels of
Understanding (Cognitive Domain)
Topic and HCPS III Benchmark
Topic
Cells, Tissues, Organs,
and Organ Systems
Benchmark BS.4.1
Describe different cell
parts and their
functions
Topic
The Universe
Benchmark ES.8.10
Compare different
theories concerning
the formation of the
universe
Level 1Knowledge
Retrieval
Level 3 Analysis
Reminder: taxonomy of benchmarks are the assessment
levels. So, lessons/instruction should be at or above the
matching taxonomic level.
Slide was taken from Gentry Hirohata’s Taxonomic Levels and Rubrics Presentation
Enduring Understandings
Refer to the Science Big Ideas
handout.
 Big Ideas builds consistent
understanding of the concepts.
 You may recall that you actually
created this handout at last years
UbD training session.

Do we need time to discuss and revise the current document?
Essential Questions

Look at the Big Ideas handout

You will be asked to sit in groups: life science, physical
science and earth and space science

Groups:
• Life Science – Standards 3, 4, 5
• Physical Science – Standards 6, 7
• Earth/Space Science – Standards 1, 2, 8


Come up with essential questions that
(1) address the big ideas or (2) come up with
questions that you would need to ask in order for
students to gain an understanding
Keys to academic success

Discuss the rationale of why common vocab is
important.
• Keys to academic success are:
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Background knowledge
Repetition of information
Collaborative effort
Vertical Alignment
• SO: To build background knowledge we have to expose
students to new opportunities in science
• We also need to use consistent vocabulary in science K12
• That’s why the need to build a common list is so very
important.
Knowledge and Skills
Focus on The Common Language of Science
Desired Outcomes
 to come up with a vocabulary list of words for
certain strands (grades 6-12)
Objectives
 For each strand (Life Science, Physical, Earth and
Space) come up with a list of “common language”
used
 Share out your lists to the other strands
Time Frame
 You will be given a total of 20 minutes to complete
this task. Time might need to be extended
Language and UbD
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Language in the content area is an
important part of lesson and unit
planning
Scientific language becomes a part of
stage 1 content and skills section of
the UbD stage 1 framework
Group Task
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You will be asked to stay in your
groups: life science, physical science
and earth and space science
There will be a total of 6 strategies
that will be introduced
Your group should have 1 example of
each of the 6 strategies.
Vocabulary – Strategy 1
Fold Ups
Select a single word or 2 opposing terms
Single Word
 Draw a picture on face of paper
 Inside flap will contain a definition and an
example
Opposing terms
 Pictures on the face of the paper
 Inside flap has the definition and examples
 Bottom half – Venn diagram that compares and
contrasts the 2 words
Strategy taken from AVID (Advancement Via Individual Determination)
Vocabulary – Strategy 2
Photo Caption


Select a picture from a magazine
that exemplifies the meaning of one
of the vocabulary word
Provide an explanation of the word
and how that particular picture
demonstrates the meaning of that
word
Idea taken from AVID (Advancement Via Individual Determination)
Vocabulary – Strategy 3
Frayer Model
Definition (in own words)
Examples (What it is)
Characteristics
Non-Examples (What it is not)
Vocabulary – Strategy 4
Word Sort

Put the following words in order from
most important to the Earth to least.
Then explain why you choose that
order.
• Sun, Moon, Mars, Jupiter, Gravity
For this strategy any ordering system can be used. Most
energy, least energy. Most complex, least complex etc…
Main idea is to see what students think about the words.

MOST
LEAST
Vocabulary – Strategy 5
Scrap Book
•Scrapbook is supposed to be like a scrapbook page you make for
trips etc.
•Its focus is to have students make personal connections between the
picture and their prior knowledge.
•In the example below, the students makes a connection between the
process and a factory.
•Students should feel free to modify the page as needed. As long as
they have the three parts, WORD, PICTURE (drawn or photo), and
CONNECTION.
•They can decorate the page, or have the items in any order. Just like
a real scrapbook.
Unlike the photo activity, this is meant to make prior
connections. So its not a repeat of the definition. But
what they think of when they see this picture or word.
Vocabulary – Strategy 6
“Your Own Model”


Share something you use to help
your students understand science
vocabulary.
Another option might be to combine
parts of the other 5 strategies to
form a “custom” vocabulary strategy
for your students.
Desired Outcomes




Revisit the Established Goals, Enduring
Understandings, Essential Questions,
Knowledge and Skills
The common language of science K-12
Strategies that incorporate vocabulary
words
Develop another unit and/or continue
with last years unit