Page 1

3rd UbD State Government Type: Unit Plan

Page 1 of 3 Jeff McHugh

3rd UbD State Government Unit Dates:

Class:

Sections:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Teachers: Jeff McHugh

Stage One - Desired Results Content Area Standards

Enduring Understandings

Essential Questions

• describe the purpose of the Illinois state government • identify the current Governor of the State of Illinois • explain the responsibilities of the governor • explain the three branches of government in Illinois

Illinois state government makes decisions for the people of Illinois.

How does state government affect me?

3rd Grade Learning Standards

Knowledge

Skills

Students will know... Key Vocabulary government governor Congress House representative Senate senator legislative branch executive branch judicial branch

Students to be able to:

•extract paraphrase relevant information from print and audio resources;

•cite sources;

•synthesize information to construct new knowledge;

•generate, analyze and share ideas about how the various branches of state government impact them


3rd UbD State Government Type: Unit Plan

Page 2 of 3 Jeff McHugh

Stage Two - Assessment Evidence Performance Task(s)/Assessment

Other Evidence

Prepare questions to interview state representative addressing the issue described in the hook.

notefact samples observations

Stage Three - Learning Plan Hook and Hold

Classroom Component

Mr. McHugh's daughter's elementary school can have up to 37 students in a 3rd grade classroom. Outraged, Mr. McHugh asked the principal how this happened; she told him to talk to the state government.

None - this project took the place of the Illinois government social studies unit; no additional time was spent in the classroom.

To help him out, students will research the following questions: •Who is the state government? (positions, people, etc.) •What do they do? •Who should he talk to about this issue?

Differentiation Through:

Differentiation According to Student:

Content

Readiness (relative standing to the learning goals)

Process (how students take in and make sense of the

Interest (passions, affinities, kinships that motivate

content) Product (how students show what they have learned)

learning) Learning Profile (learning styles, intelligence &

Differentiation Explanation The Illinois Our Home government section was read aloud and recorded so that students reading below grade level and/or auditory learners could choose this format. We paired students heterogenously for the notetaking process.

modality preferences, cultural background)

Unit Resources

Project Activities

Unit Reflection

Illinois Our Home - Gibbs Smith

Preteaching skills: locating information, notetaking, source citing Discuss prior knowledge of state government Strengthen students' background knowledge Research Organize information

The intention was to create this for the low readers, but nearly all students chose this option. However, many found it difficult to extract information from this medium and ultimately decided that they liked the book better. One problem with the partner listening was that one


3rd UbD State Government Type: Unit Plan

Page 3 of 3 Jeff McHugh Organize information Discuss information Answer essential question Product Share product and concerns with state politicians

One problem with the partner listening was that one student wanted to stop the recording while the other was listening. Having guidelines before listening (listen once through, then go back and listen again with pauses to take notes) might be a better procedure.


3rd UbD State Government (1-25-11) Type: Daily Plan

Page 1 of 47 Jeff McHugh

3rd UbD State Government (1-25-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Note Taking Skills

•Show notetaking PowerPoint

•Notefact and source sheets

•Model notetaking, citing sources

•Projector

•Students practice taking notes using a print resource about Illinois features

•Computer •Elmo

•Collect and assess notefacts •Book about Illinois features

Daily Reflection

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge


3rd UbD State Government (1-25-11) Type: Daily Plan

Content A. Use prior and background knowledge as context for new learning.

Page 2 of 47 Jeff McHugh

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name

Questioning Skills Content A. Develop and refine a range of questions to frame the search for new understanding.

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic.

Assessment Name


3rd UbD State Government (1-25-11) Type: Daily Plan

Page 3 of 47 Jeff McHugh 2. Locate copyright or publication date of print and electronic resources.

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

B. Use information and technology ethically and responsibly.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name

2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Collaboration

Skills A. Organize knowledge so that it is useful. 1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Assessment Name


3rd UbD State Government (1-25-11) Type: Daily Plan

Content A. Collaborate with others to broaden and deepen understanding.

Page 4 of 47 Jeff McHugh

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and teacher modeled examples.

Assessment Name

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software

Assessment Name


3rd UbD State Government (2-1-11) Type: Daily Plan

Page 5 of 47 Jeff McHugh

3rd UbD State Government (2-1-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Note Taking Skills

•Review notetaking

•Notefact and source sheets

•Show scanned samples of student notefacts and discuss

•Projector

•Hand back students' assessed notefacts

•Computer

•Explain online notetaking and source-citing strategies

•Computer lab or laptops

•Students write notefacts that answer the question, "What is government?" using the World Book Online Kids site

Daily Reflection Students benefited from critiquing scanned notefacts.

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge


3rd UbD State Government (2-1-11) Type: Daily Plan

Content A. Use prior and background knowledge as context for new learning.

Page 6 of 47 Jeff McHugh

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name

Questioning Skills Content A. Develop and refine a range of questions to frame the search for new understanding.

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic.

Assessment Name


3rd UbD State Government (2-1-11) Type: Daily Plan

Page 7 of 47 Jeff McHugh 2. Locate copyright or publication date of print and electronic resources.

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

B. Use information and technology ethically and responsibly.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name

2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Collaboration

Skills A. Organize knowledge so that it is useful. 1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Assessment Name


3rd UbD State Government (2-1-11) Type: Daily Plan

Content A. Collaborate with others to broaden and deepen understanding.

Page 8 of 47 Jeff McHugh

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and teacher modeled examples.

Assessment Name

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software

Assessment Name


3rd UbD State Government (2-4-11) Type: Daily Plan

Page 9 of 47 Jeff McHugh

3rd UbD State Government (2-4-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Activate/Build Background Knowledge

•Using projector, show my house on Google Earth

•Projector

•Review vocabulary: continent, state, country, city, neighborhood, planet

•Computer

•Me on a Map •Have pairs draw symbols to represent the size difference between state, country, city and continent (this is the 'pretest')

•Whiteboards and dry erase makers/erasers

•Read Me on a Map

•Students revise their visual depiction •Zoom out and have kids name my city, state, country and continent

Daily Reflection Valuable in teaching students what a state is before trying to teach them about state government.

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods


3rd UbD State Government (2-4-11) Type: Daily Plan

Page 10 of 47 Jeff McHugh

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge Content A. Use prior and background knowledge as context for new learning.

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name

Questioning Skills Content A. Develop and refine a range of questions to frame the search for new understanding.

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with

Assessment Name


3rd UbD State Government (2-4-11) Type: Daily Plan

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Page 11 of 47 Jeff McHugh guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic. 2. Locate copyright or publication date of print and electronic resources.

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

B. Use information and technology ethically and responsibly.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name

2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content

Skills

A. Organize knowledge so that it is useful.

A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply

1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply

Assessment Name


3rd UbD State Government (2-4-11) Type: Daily Plan

Page 12 of 47 Jeff McHugh

knowledge to new situations, and create new knowledge.

knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Collaboration Content A. Collaborate with others to broaden and deepen understanding.

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and teacher modeled examples.

Assessment Name

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Assessment Name


3rd UbD State Government (2-4-11) Type: Daily Plan

Page 13 of 47 Jeff McHugh

Sharing New Understanding Project Activities

Project Software


3rd UbD State Government (2-7-11) Type: Daily Plan

Page 14 of 47 Jeff McHugh

3rd UbD State Government (2-7-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Questioning Skills

Introduce project

•Projector

- Jeff will present problem (overcrowded schools; gov responsible)

•Computer

- Essential question: how does state government affect us? - Probe for background knowledge (what state do they live in, what do they think state gov does, etc.), record notes and show on projector - Tell kids that research begins on Thursday; briefly explain process

Daily Reflection The hook really got the kids motivated, since they were able to relate it to themselves (37 kids in a class - crazy!). When we had 37 of the 50 kids stand up, they had a clear visual of what it would be like.

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads


3rd UbD State Government (2-7-11) Type: Daily Plan

Page 15 of 47 Jeff McHugh

Content, Skills, Assessment Activate/Build Background Knowledge Content A. Use prior and background knowledge as context for new learning.

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name

Questioning Skills Content A. Develop and refine a range of questions to frame the search for new understanding.

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance.

Assessment Name


3rd UbD State Government (2-7-11) Type: Daily Plan C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Page 16 of 47 Jeff McHugh C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic. 2. Locate copyright or publication date of print and electronic resources.

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

B. Use information and technology ethically and responsibly.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name

2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills A. Organize knowledge so that it is useful. 1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions.

Assessment Name


3rd UbD State Government (2-7-11) Type: Daily Plan

Page 17 of 47 Jeff McHugh questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Collaboration Content A. Collaborate with others to broaden and deepen understanding.

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and teacher modeled examples.

Assessment Name

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding

Assessment Name


3rd UbD State Government (2-7-11) Type: Daily Plan

Project Activities

Page 18 of 47 Jeff McHugh

Project Software


3rd UbD State Government (2-10-11) Type: Daily Plan

Page 19 of 47 Jeff McHugh

3rd UbD State Government (2-10-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Note Taking Skills

Prep work:

See procedures

- Jeff will put up pillars representing branches, signs with state seal (see pics attached below) - Jeff will copy notefact and source sheets - Lorrie and Joy will make sure each pair has one twopocket folder to keep notefacts, source sheets organized - Lorrie and Joy will heterogeneously pair students up by reading level (don’t group kids across classes in case we need to finish research in classroom) - Lorrie and Joy will bring Illinois books Research - Research question: Who makes up the government and what do they do? - Pairs research all branches (no jigsaw) using books or listening to recording on iPads or iPods - End of hour: pairs evaluate own notefacts (amount, own words, short but make sense) and source sheets

Daily Reflection

The Research Process Pathfinders

Collaboration Tools wiki

Technology Resources computer lab


3rd UbD State Government (2-10-11) Type: Daily Plan

Page 20 of 47 Jeff McHugh

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge Content A. Use prior and background knowledge as context for new learning.

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name

Questioning Skills Content A. Develop and refine a range of questions to frame the search for new understanding.

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books.

Assessment Name


3rd UbD State Government (2-10-11) Type: Daily Plan B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Page 21 of 47 Jeff McHugh B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic. 2. Locate copyright or publication date of print and electronic resources.

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

B. Use information and technology ethically and responsibly.

Skills

Assessment

A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Name

2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

Skills

Assessment

A. Organize knowledge so that it is useful. 1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance.

Name


3rd UbD State Government (2-10-11) Type: Daily Plan

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Page 22 of 47 Jeff McHugh assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Collaboration Content A. Collaborate with others to broaden and deepen understanding.

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and teacher modeled examples.

Assessment Name

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric.

Assessment Name


3rd UbD State Government (2-10-11) Type: Daily Plan

Page 23 of 47 Jeff McHugh 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software


3rd UbD State Government (2-11-11) Type: Daily Plan

Page 24 of 47 Jeff McHugh

3rd UbD State Government (2-11-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Note Taking Skills

- Continue research

See procedures

- End of hour: Jeff collects pairs’ notefacts for assessment

Daily Reflection

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge Content A. Use prior and background knowledge as context for new learning.

Questioning Skills

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name


3rd UbD State Government (2-11-11) Type: Daily Plan

Content A. Develop and refine a range of questions to frame the search for new understanding.

Page 25 of 47 Jeff McHugh

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic. 2. Locate copyright or publication date of print and electronic resources.

Assessment Name

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name


3rd UbD State Government (2-11-11) Type: Daily Plan

B. Use information and technology ethically and responsibly.

Page 26 of 47 Jeff McHugh 2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills A. Organize knowledge so that it is useful.

Assessment Name

1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Collaboration Content A. Collaborate with others to broaden and deepen understanding.

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and

Assessment Name


3rd UbD State Government (2-11-11) Type: Daily Plan

Page 27 of 47 Jeff McHugh teacher modeled examples.

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software

Assessment Name


3rd UbD State Government (2-15-11) Type: Daily Plan

Page 28 of 47 Jeff McHugh

3rd UbD State Government (2-15-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Information Access and Evaluation

- Pairs cut out and organize their facts (by branch and job)

Lesson Resources

- Add notefacts to pillars

Daily Reflection

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge Content A. Use prior and background knowledge as context for new learning.

Questioning Skills

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name


3rd UbD State Government (2-15-11) Type: Daily Plan

Content A. Develop and refine a range of questions to frame the search for new understanding.

Page 29 of 47 Jeff McHugh

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic. 2. Locate copyright or publication date of print and electronic resources.

Assessment Name

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name


3rd UbD State Government (2-15-11) Type: Daily Plan

B. Use information and technology ethically and responsibly.

Page 30 of 47 Jeff McHugh 2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills A. Organize knowledge so that it is useful.

Assessment Name

1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Collaboration Content A. Collaborate with others to broaden and deepen understanding.

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and

Assessment Name


3rd UbD State Government (2-15-11) Type: Daily Plan

Page 31 of 47 Jeff McHugh teacher modeled examples.

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software

Assessment Name


3rd UbD State Government (2-17-11) Type: Daily Plan

Page 32 of 47 Jeff McHugh

3rd UbD State Government (2-17-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Information Access and Evaluation

Prep work:

Lesson Resources

- Jeff will type info on notefacts in large, bold letters that can be seen from tables - Discuss info on pillars - Make sure they have the background knowledge - Pose essential question again: how does gov affect kids? - Pairs/small groups discuss - Whole group discussion

Daily Reflection

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge


3rd UbD State Government (2-17-11) Type: Daily Plan

Content A. Use prior and background knowledge as context for new learning.

Page 33 of 47 Jeff McHugh

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name

Questioning Skills Content A. Develop and refine a range of questions to frame the search for new understanding.

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic.

Assessment Name


3rd UbD State Government (2-17-11) Type: Daily Plan

Page 34 of 47 Jeff McHugh 2. Locate copyright or publication date of print and electronic resources.

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

B. Use information and technology ethically and responsibly.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name

2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Collaboration

Skills A. Organize knowledge so that it is useful. 1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Assessment Name


3rd UbD State Government (2-17-11) Type: Daily Plan

Content A. Collaborate with others to broaden and deepen understanding.

Page 35 of 47 Jeff McHugh

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and teacher modeled examples.

Assessment Name

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software

Assessment Name


3rd UbD State Government (2-18-11) Type: Daily Plan

Page 36 of 47 Jeff McHugh

3rd UbD State Government (2-18-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Information Access and Evaluation

Review yesterday's discussion

Lesson Resources

Individuals write questions for Senator Murphy and Representative Mathias Groups decide which question(s) to ask

Daily Reflection

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge Content A. Use prior and background knowledge as context for new learning.

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem

Assessment Name


3rd UbD State Government (2-18-11) Type: Daily Plan

Page 37 of 47 Jeff McHugh 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Questioning Skills Content A. Develop and refine a range of questions to frame the search for new understanding.

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic. 2. Locate copyright or publication date of print and electronic resources.

Assessment Name


3rd UbD State Government (2-18-11) Type: Daily Plan

Page 38 of 47 Jeff McHugh

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

B. Use information and technology ethically and responsibly.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name

2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills A. Organize knowledge so that it is useful.

Assessment Name

1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Collaboration Content A. Collaborate with others to broaden and deepen

Skills A. Collaborate with others to broaden and deepen

Assessment Name


3rd UbD State Government (2-18-11) Type: Daily Plan

Page 39 of 47 Jeff McHugh

understanding.

understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and teacher modeled examples.

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software

Assessment Name


3rd UbD State Government (2-25-11) Type: Daily Plan

Page 40 of 47 Jeff McHugh

3rd UbD State Government (2-25-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Information Access and Evaluation

Q &A with Representative and/or State Senator

Questions from groupwork last week

Collaboration Tools

Technology Resources

Daily Reflection

The Research Process Pathfinders

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge Content A. Use prior and background knowledge as context for new learning.

Questioning Skills

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name


3rd UbD State Government (2-25-11) Type: Daily Plan

Content A. Develop and refine a range of questions to frame the search for new understanding.

Page 41 of 47 Jeff McHugh

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic. 2. Locate copyright or publication date of print and electronic resources.

Assessment Name

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name


3rd UbD State Government (2-25-11) Type: Daily Plan

B. Use information and technology ethically and responsibly.

Page 42 of 47 Jeff McHugh 2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills A. Organize knowledge so that it is useful.

Assessment Name

1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Collaboration Content A. Collaborate with others to broaden and deepen understanding.

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and

Assessment Name


3rd UbD State Government (2-25-11) Type: Daily Plan

Page 43 of 47 Jeff McHugh teacher modeled examples.

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software

Assessment Name


3rd UbD State Government (3-4-11) Type: Daily Plan

Page 44 of 47 Jeff McHugh

3rd UbD State Government (3-4-11) Unit Dates:

Class:

Plan:

1-25-11 to 3-4-11

3rd Grade Research

3rd Grade

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Complete exit survey (click here for survey)

Daily Reflection

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads

Content, Skills, Assessment Activate/Build Background Knowledge Content A. Use prior and background knowledge as context for new learning.

Questioning Skills

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question with assistance. 2. Identify one or two keywords and a synonym or related term about a topic, problem or question with assistance.

Assessment Name


3rd UbD State Government (3-4-11) Type: Daily Plan

Content A. Develop and refine a range of questions to frame the search for new understanding.

Page 45 of 47 Jeff McHugh

Skills A. Develop and refine a range of questions to frame the search for new understanding. 1. Formulate questions related to listening and viewing activities. 2. Make connections between background knowledge and questions for inquiry. 3. With guidance, assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry.

Assessment Name

Information Access and Evaluation Content A. Find, evaluate, and select appropriate sources to answer questions.

B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need.

Skills A. Find, evaluate, and select appropriate sources to answer questions. 1. Use print and teacher selected electronic resources to acquire background information and answer questions. 2. Selects materials by scanning table of contents and assessing readability, presentation and quality of illustrations to determine best resources. 3. Uses keywords to access information from table of contents, index and glossary of nonfiction books. B. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Navigate selected websites and databases using the menu bar, forward/back arrows, and hyperlinks to find relevant information with guidance. 2. Use headings, subheadings and menus to locate information on a website with assistance. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for need. 1. Distinguish between "nice to know" and "need to know" facts about a topic. 2. Locate copyright or publication date of print and electronic resources.

Assessment Name

Note Taking Skills Content A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

Skills A. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1. Record information as simple notefacts (IIM).

Assessment Name


3rd UbD State Government (3-4-11) Type: Daily Plan

B. Use information and technology ethically and responsibly.

Page 46 of 47 Jeff McHugh 2. Paraphrase or summarize information from nonfiction books, print or electronic encyclopedia, video files, websites and databases with assistance. B. Use information and technology ethically and responsibly. 1. Identify the copyright symbol Š and develop an awareness of the concepts of Intellectual Property. 2. Demonstrate understanding of plagiarism by paraphrasing information with assistance. 3. Credit sources by citing author, title, and publication date with assistance. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Organizing and Synthesizing Information Content A. Organize knowledge so that it is useful.

B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills A. Organize knowledge so that it is useful.

Assessment Name

1. Organize information using concept maps and tables, notecards, and IIM notefacts with teacher assistance. 2. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information with assistance. 3. Synthesize information and generate categories based on common themes and ideas with assistance. B. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 1. With assistance, match information found with questions and predictions. 2. With guidance make inferences regarding the topic at the conclusion of a research project.

Collaboration Content A. Collaborate with others to broaden and deepen understanding.

Skills A. Collaborate with others to broaden and deepen understanding. 1. Work in cooperative groups to solve problems or answer questions. 2. Share information and ideas with others by discussions and listening. 3. Work in groups to create and evaluate pictures, images, and charts for worked processed reports and electronic presentations using a rubric and

Assessment Name


3rd UbD State Government (3-4-11) Type: Daily Plan

Page 47 of 47 Jeff McHugh teacher modeled examples.

Constructing and Sharing New Knowledge Content A. Use technology and other information tools to analyze and organize information.

B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

Skills A. Use technology and other information tools to analyze and organize information. 1. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas with assistance. B. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 1. Identify the audience and purpose before selecting a format for the product. 2. Locate and use digital images to enhance visual media projects with assistance. 3. Edit drafts based on feedback. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly stating main points at the beginning of the presentation. 2. Evaluate important features for a good product using a teacher-made (or teacher/student made) rubric. 3. With assistance, reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

Sharing New Understanding Project Activities

Project Software

Assessment Name

3rd State Government Greenbrier  

UbD Research Unit for 3rd Grade on State Government

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