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5th Grade UbD Bill of Rights Type: Unit Plan

Page 1 of 3 Gail Komarek

5th Grade UbD Bill of Rights Unit Dates:

Class:

Sections:

2-21-11 to 4-22-11

5th Grade Research

5-JA, 5-KB, 5-DW, 5-BP

Teachers: Gail Komarek

Stage One - Desired Results Content Area Standards

Enduring Understandings

Essential Questions

Identify the content area standards that will be address in this research unit. 5th Grade Standards

The Bill of Rights was created to ensure that citizens' rights would never be taken away.

A question is essential if it: •has no simple "right answer". •is meant to be investigated, argued, looked at from different points of view (not answered with finality. •raises other important questions. •constantly and appropriately recurs. It can be asked and re-asked over time. The Bill of Rights was created to protect the new citizens of the United States. How is the Bill of Rights relevant today? Focus Questions: Why did many Americans want to include a list of rights (Bill of Rights) that the new government would have to respect? How do these amendments apply to your life? What are the similarities and differences in life today vs. life in Colonial times?

Knowledge

Skills

Students will know... •key factual information •critical details

What we want students to be able to do: •Communication Skills: listening, speaking, reading and writing


5th Grade UbD Bill of Rights Type: Unit Plan •important events and people

Page 2 of 3 Gail Komarek •Thinking Skills: compare, infer, analyze, interpret •Research, inquiry, investigation skills •Interpersonal, group skills •21st Century Skills: use technology and digital media strategically and capably

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

Other Evidence tests quizzes prompts work samples observations

Stage Three - Learning Plan Hook and Hold

Classroom Component

How will I introduce this project, spark curiosity and hold students' interest?

How much content will be covered in the classroom? What background knowledge will students bring to this research project?

4th amendment Something is missing in the LMC. The Principal goes into each classroom and searches their desks and backpacks. Is this okay for him to do?

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)

Differentiation Explanation Time was very tight, so this was a very limited project. Taught the research skills and did not require a product.

learning) Learning Profile (learning styles, intelligence & modality preferences, cultural background)

Unit Resources Attach a bibliography of the resources available in your

Project Activities

Unit Reflection I think this was a good beginning to a UbD project. The


5th Grade UbD Bill of Rights Type: Unit Plan library. Link to a pathfinder posted on your library website. On WindsorLMC website, go to Pathfinder, 5th grade, Bill of Rights. Preselected sites for the Amendments List specific resources available through AHML to support this unit. Created a Google Spreadsheet with all print resources available at Windsor and those in the AHML book bag, included reading and interest levels.

Page 3 of 3 Gail Komarek staff and students were exposed to note-taking, citing sources, web evaluation, and organization skills.


5th Grade UbD Bill of Rights (2-21-11) Type: Daily Plan

Page 1 of 15 Gail Komarek

5th Grade UbD Bill of Rights (2-21-11) Unit Dates:

Class:

Plan:

2-21-11 to 4-22-11

5th Grade Research

5-BP, 5-DW, 5-JA, 5-KB

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Note Taking Skills

Modeling note-taking using print resource. Poster size note-fact sheet on easel. Provide the students with a packet that includes Title page, verso page and pages of text. Give each student a note-fact sheet with rubric on the bottom. Have classroom teacher model note-taking. Author - last name, first name. Title of book - underlined. Copyright date. Read the text aloud and start to decide if text answers our Essential or Think About Questions. Is it nice to know or need to know information? Allow 40 minutes for this lesson.

Digital format of student packet. Projector Pencils Erasers Dry Erase marker

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


5th Grade UbD Bill of Rights (2-21-11) Type: Daily Plan

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

Page 2 of 15 Gail Komarek

Skills A. Use prior and background knowledge as context for new learning. 1. Articulate what is known about a topic, problem or question. 2. Generate a list of keywords, synonyms, and related terms for a research project. 3. Identify and use appropriate sources to acquire background information and answer questions. 4. Predict answers to inquiry questions based on background knowledge and beginning observations or experiences.

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. With guidance, formulate questions about a topic. 2. Assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry. 3. Revise the question or problem as needed to arrive at a manageable topic.

Assessment Name

Information Access and Evaluation Content A. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

B. Find, evaluate, and select appropriate sources to answer questions.

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

Skills A. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Search an online catalog and locate materials on the shelf. 2. Use selected websites and periodical databases to find appropriate information. 3. Use selected search engines to find appropriate information. B. Find, evaluate, and select appropriate sources to answer questions. 1. Skim/scan to locate information that is appropriate to age and ability. 2. Use the organizational structure of a book to locate information to answer questions. 3. Use text features and illustrations to determine best resources. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs. 1. Identify facts and details that support main ideas.

Assessment Name


5th Grade UbD Bill of Rights (2-21-11) Type: Daily Plan

Page 3 of 15 Gail Komarek 2. Distinguish between fact and opinion. 3. Evaluate facts for accuracy.

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. Use various note-taking strategies (e.g. outlining, highlighting, graphic organizers). 2. Paraphrase or summarize information in various formats. 3. Use two-column approach to note taking to capture personal connections to information. B. Use information and technology ethically and responsibly. 1. Demonstrate understanding of plagiarism by paraphrasing information or noting direct quotes. 2. Understand that authors and illustrators own their writings and art, and it is against the law to copy their work. 3. Credit all sources properly with title, author, publication date and page number. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Assessment Name Notefact Rubric

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

B. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

C. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further

Skills A. Organize knowledge so that is is useful. 1. Use simple graphic organizers and technology tools to capture the main ideas and their relationships to each other. 2. Organize the information in a way that is appropriate for the assignment or question. B. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1. Recognize when facts from two different sources conflict and seek additional sources to verify accuracy. 2. Recognize their own misconceptions when new information conflicts with previously held opinions. C. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further

Assessment Name


5th Grade UbD Bill of Rights (2-21-11) Type: Daily Plan

Page 4 of 15 Gail Komarek

areas, real-world situations, and further investigations.

areas, real-world situations, and further investigations. 1. Review ideas held at the beginning of inquiry and reflections captured during note taking. 2. Draw conclusions about the main idea. 3. Make inferences about the topic at the conclusions of a research project. 4. Identify connections to the curriculum and real world.

Collaboration Content A. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

Skills A. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 1. Express their own ideas appropriately and effectively while working in groups to identify and resolve information problems. 2. Respect others' opinions through active listening and questioning. 3. Work in teams to produce original works or solve problems.

Assessment Name

Constructing and Sharing New Knowledge Content

Skills

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

A. 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. Follow steps of the writing/creation process: prewriting, drafting, revising, editing, and publishing. 3. Edit drafts based on feedback.

B. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.

B. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. 1. Experiment with text and visual media to create products. 2. Use a variety of media and formats to create and edit products that communicate the synthesis of information and ideas. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly so that main points are evident. 2. Reflect at the end of an inquiry experience about

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

Assessment Name


5th Grade UbD Bill of Rights (2-21-11) Type: Daily Plan

Page 5 of 15 Gail Komarek what ideas would still be interesting pursue.

Sharing New Understanding Project Activities

Project Software


5th Grade UbD Bill of Rights (2-28-11) Type: Daily Plan

Page 6 of 15 Gail Komarek

5th Grade UbD Bill of Rights (2-28-11) Unit Dates:

Class:

Plan:

2-21-11 to 4-22-11

5th Grade Research

5-BP, 5-DW, 5-JA, 5-KB

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Model note-taking from a website. Provide students with note-fact sheet.

Projector Note Fact Sheet on Easel -markers Note-fact sheet for student - pencils, erasers World Book online computer

Using World Book Online, (Student) show students how to use the dictionary, highlight, and cite information. http://www.worldbookonline.com Date accessed website. Read together and search for information to answer Essential and Think About Questions. Allow 40 minutes.

Daily Reflection

The Research Process Pathfinders

Collaboration Tools

Technology Resources

wiki

computer lab

blog

laptops

Skype

iPods

online chat

iPads


5th Grade UbD Bill of Rights (2-28-11) Type: Daily Plan

Page 7 of 15 Gail Komarek

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. 2. Generate a list of keywords, synonyms, and related terms for a research project. 3. Identify and use appropriate sources to acquire background information and answer questions. 4. Predict answers to inquiry questions based on background knowledge and beginning observations or experiences.

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. With guidance, formulate questions about a topic. 2. Assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry. 3. Revise the question or problem as needed to arrive at a manageable topic.

Assessment Name

Information Access and Evaluation Content A. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

B. Find, evaluate, and select appropriate sources to answer questions.

Skills A. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Search an online catalog and locate materials on the shelf. 2. Use selected websites and periodical databases to find appropriate information. 3. Use selected search engines to find appropriate information. B. Find, evaluate, and select appropriate sources to answer questions. 1. Skim/scan to locate information that is appropriate to age and ability. 2. Use the organizational structure of a book to locate information to answer questions. 3. Use text features and illustrations to determine best resources.

Assessment Name


5th Grade UbD Bill of Rights (2-28-11) Type: Daily Plan C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs.

Page 8 of 15 Gail Komarek C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs. 1. Identify facts and details that support main ideas. 2. Distinguish between fact and opinion. 3. Evaluate facts for accuracy.

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. Use various note-taking strategies (e.g. outlining, highlighting, graphic organizers). 2. Paraphrase or summarize information in various formats. 3. Use two-column approach to note taking to capture personal connections to information. B. Use information and technology ethically and responsibly. 1. Demonstrate understanding of plagiarism by paraphrasing information or noting direct quotes. 2. Understand that authors and illustrators own their writings and art, and it is against the law to copy their work. 3. Credit all sources properly with title, author, publication date and page number. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Assessment Name Notefact Rubric

Organizing and Synthesizing Information Content

Skills

A. Organize knowledge so that is is useful.

A. Organize knowledge so that is is useful.

B. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

1. Use simple graphic organizers and technology tools to capture the main ideas and their relationships to each other. 2. Organize the information in a way that is appropriate for the assignment or question. B. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1. Recognize when facts from two different sources conflict and seek additional sources to verify accuracy. 2. Recognize their own misconceptions when new

Assessment Name


5th Grade UbD Bill of Rights (2-28-11) Type: Daily Plan

C. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Page 9 of 15 Gail Komarek 2. Recognize their own misconceptions when new information conflicts with previously held opinions. C. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1. Review ideas held at the beginning of inquiry and reflections captured during note taking. 2. Draw conclusions about the main idea. 3. Make inferences about the topic at the conclusions of a research project. 4. Identify connections to the curriculum and real world.

Collaboration Content A. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

Skills A. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 1. Express their own ideas appropriately and effectively while working in groups to identify and resolve information problems. 2. Respect others' opinions through active listening and questioning. 3. Work in teams to produce original works or solve problems.

Assessment Name

Constructing and Sharing New Knowledge Content

Skills

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

A. 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. Follow steps of the writing/creation process: prewriting, drafting, revising, editing, and publishing. 3. Edit drafts based on feedback.

B. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.

B. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. 1. Experiment with text and visual media to create products. 2. Use a variety of media and formats to create and edit products that communicate the synthesis of information and ideas. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the

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

Assessment Name


5th Grade UbD Bill of Rights (2-28-11) Type: Daily Plan sharing new understandings and reflecting on the learning.

Page 10 of 15 Gail Komarek sharing new understandings and reflecting on the learning. 1. Present information clearly so that main points are evident. 2. Reflect at the end of an inquiry experience about what ideas would still be interesting pursue.

Sharing New Understanding Project Activities

Project Software


5th Grade UbD Bill of Rights (3-7-11) Type: Daily Plan

Page 11 of 15 Gail Komarek

5th Grade UbD Bill of Rights (3-7-11) Unit Dates:

Class:

Plan:

2-21-11 to 4-22-11

5th Grade Research

5-BP, 5-DW, 5-JA, 5-KB

Getting Ready for Research Lesson Focus

Lesson Procedures

Lesson Resources

Information Access and Evaluation

Pass out booklets and have the students pick an amendment that sparks their interest. Work in collaborative groups and collect information. Choose between print or digital resources. Allow 40 minutes.

Print resources Web resources - Pathfinder booklets pencils - erasers United Streaming videos Brain Pop - Bill of Rights

Collaboration Tools

Technology Resources

Daily Reflection Students worked in small groups and stayed focused on task. Asked for assistance as needed. They took ownership of their research.

The Research Process Pathfinders Bill of Rights

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.

Assessment Name


5th Grade UbD Bill of Rights (3-7-11) Type: Daily Plan

Page 12 of 15 Gail Komarek 1. Articulate what is known about a topic, problem or question. 2. Generate a list of keywords, synonyms, and related terms for a research project. 3. Identify and use appropriate sources to acquire background information and answer questions. 4. Predict answers to inquiry questions based on background knowledge and beginning observations or experiences.

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

Skills

Assessment

A. Develop and refine a range of questions to frame the search for new understanding. 1. With guidance, formulate questions about a topic. 2. Assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to inquiry. 3. Revise the question or problem as needed to arrive at a manageable topic.

Name

Information Access and Evaluation Content A. Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

B. Find, evaluate, and select appropriate sources to answer questions.

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

Skills

Assessment

A. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. Search an online catalog and locate materials on the shelf. 2. Use selected websites and periodical databases to find appropriate information. 3. Use selected search engines to find appropriate information. B. Find, evaluate, and select appropriate sources to answer questions. 1. Skim/scan to locate information that is appropriate to age and ability. 2. Use the organizational structure of a book to locate information to answer questions. 3. Use text features and illustrations to determine best resources. C. Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs. 1. Identify facts and details that support main ideas. 2. Distinguish between fact and opinion. 3. Evaluate facts for accuracy.

Name


5th Grade UbD Bill of Rights (3-7-11) Type: Daily Plan

Page 13 of 15 Gail Komarek

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. Use various note-taking strategies (e.g. outlining, highlighting, graphic organizers). 2. Paraphrase or summarize information in various formats. 3. Use two-column approach to note taking to capture personal connections to information. B. Use information and technology ethically and responsibly. 1. Demonstrate understanding of plagiarism by paraphrasing information or noting direct quotes. 2. Understand that authors and illustrators own their writings and art, and it is against the law to copy their work. 3. Credit all sources properly with title, author, publication date and page number. 4. Practice responsible use of technology and describe personal consequences of inappropriate use.

Assessment Name Notefact Rubric

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

B. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

C. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Skills A. Organize knowledge so that is is useful. 1. Use simple graphic organizers and technology tools to capture the main ideas and their relationships to each other. 2. Organize the information in a way that is appropriate for the assignment or question. B. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1. Recognize when facts from two different sources conflict and seek additional sources to verify accuracy. 2. Recognize their own misconceptions when new information conflicts with previously held opinions. C. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 1. Review ideas held at the beginning of inquiry and reflections captured during note taking.

Assessment Name


5th Grade UbD Bill of Rights (3-7-11) Type: Daily Plan

Page 14 of 15 Gail Komarek 2. Draw conclusions about the main idea. 3. Make inferences about the topic at the conclusions of a research project. 4. Identify connections to the curriculum and real world.

Collaboration Content A. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

Skills A. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 1. Express their own ideas appropriately and effectively while working in groups to identify and resolve information problems. 2. Respect others' opinions through active listening and questioning. 3. Work in teams to produce original works or solve problems.

Assessment Name

Constructing and Sharing New Knowledge Content

Skills

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

A. 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. Follow steps of the writing/creation process: prewriting, drafting, revising, editing, and publishing. 3. Edit drafts based on feedback.

B. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.

B. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. 1. Experiment with text and visual media to create products. 2. Use a variety of media and formats to create and edit products that communicate the synthesis of information and ideas. C. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 1. Present information clearly so that main points are evident. 2. Reflect at the end of an inquiry experience about what ideas would still be interesting pursue.

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

Assessment Name


5th Grade UbD Bill of Rights (3-7-11) Type: Daily Plan

Page 15 of 15 Gail Komarek

Sharing New Understanding Project Activities

Project Software


5th Bill of Rights Windsor