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Designing Cornerstone Tasks to Anchor the Curriculum

presented by

Jay McTigheEducational Consultant phone: (410) 531-1610

e-mail: [email protected]: jaymctighe.com

Understanding-based Curriculum and Cornerstone Assessments

© 2012 Jay McTighe & Grant Wiggins 2

Stage 2 – Assessment Evidence

Stage 1 – Desired Results

Stage 3 – Learning Plan

What “real-world” tasks will reveal students’ under-standing and proficiency? What transfer performan-ces should students be able to do well if they have met this standard?

What should students come to understand if they really learn this content well?

What should students eventually be able to do on their own if they can meet the Standard?

What important ques-tions are raised by this content?What essential ques-tions will guide inquiry into it?

What instruction is needed to equip students to meet this standard?What learning experiences will help learners acquire the knowldge and skills, make meaning of the important ideas and equip them to transfer their learning?

What evidence of learning is called for by the standard (and its indicators)?What assessments are needed?

Working with Standards using UbD

What big ideas and transfer goals are embedded in this Standard?

What factual knowledge must students acquire to meet the Standard?

What specific skills are stated or implied in the Standard? What proficiencies must students attain to meet the Standard?

What Standard(s) will the unit focus on? Given your reasons for teaching the unit, which Standard(s) are most relevant?



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Mathe-matics

ScienceArts History World Languages

P. E./Health

TechnologyEd.

Language Arts

Mission and Transfer Goals

Content Standards

Overarching Understandings

Course 6

Course 1Course 2Course 3

Course 4Course 5

Course 12

Course 7Course 8Course 9

Course 10Course 11

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Mapping a Coherent Curriculum:The Big Picture

U Q

T OE

Understandings

CornerstoneAssessments

Essential Questions

CornerstoneAssessments

OverarchingEssential Questions



Students presented with vast amounts of content knowledge that is not organized into meaningful patterns are likely to forget what they have learned and to be unable to apply the knowledge to new problems or unfamiliar contexts (Haidar, 1997). Curriculum for understanding provides ample opportunity for students to apply their knowledge in a variety of contexts and conditions. This helps them transfer their learning to new situations and better prepares them for future learning (Bransford and Schwartz, 2000). Providing students with frequent opportunities to apply what they learn in multiple contexts requires a reallocation of instructional time. Allow-ing time for in-depth learning means decisions must be made about what knowledge is of most worth. For this reason, the curriculum needs to specify clearly the appropriate balance between breadth and depth of coverage in terms of student learning outcomes.

-- Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

The Common Core State Standards in Mathematics“…the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement .... To deliver on the promise of common standards, the stan-dards must address the problem of a curriculum that is a mile wide and an inch deep. That is, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. This implies that ‘to be coherent,’ a set of content standards must evolve from particulars… to deeper structures inherent in the discipline.” -- Common Core Mathematics Standards, p. 2The (Draft) Common Core State Standards in Science“The framework focuses on a limited number of core ideas in science and engineering both within and across the disciplines. The committee made this choice in order to avoid shallow coverage of a large number of top-ics and to allow more time for teachers and students to explore each idea in greater depth. Reduction of the sheer sum of details to be mastered is intended to give time for students to engage in scientific investigations and argumentation and to achieve depth of understanding of the core ideas presented. Delimiting what is to be learned about each core idea within each grade band also helps clarify what is most important to spend time on, and avoid the proliferation of detail to be learned with no conceptual grounding. -- Common Core Science Standards (draft), p. I-4

Course Revisions to Advanced Placement (AP) Courses“The revised AP Biology course addresses this challenge by shifting from a traditional “content coverage” model of instruction to one that focuses on enduring, conceptual understandings and the content that supports them. This approach will enable students to spend less time on factual recall and more time on inquiry-based learning of essential concepts, and will help them develop the reasoning skills necessary to engage in the sci-ence practices...”“The AP World History Curriculum… is organized around key concepts and core themes, along with four Historical Thinking Skills:. 1. Crafting Historical Arguments from Historical Evidence 2. Chronological Reasoning 3. Comparison and Contextualization 4. Historical Interpretation and Synthesis”

Noteworthy Trends

-- The College Board



English Language Arts Standards College and Career Readiness

Anchor Standards for Reading

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical infer-ences from it; cite specific textual evidence when writing or speaking to support con-clusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summa-rize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining tech-nical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.18. Delineate and evaluate the argument and specific claims in a text, including the va-lidity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.



English Language Arts Standards College and Career Readiness

Anchor Standards for Writing

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to inter-act and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused ques-tions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revi-sion) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



Crosscutting Scientific and Engineering Concepts

1. Patterns – Observed patterns of forms and events guide organization and classifica-tion, and they prompt questions about relationships and the factors that influence them.2. Cause and Effect – Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and ex-plaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.3. Scale, Proportion, and Quantity – In considering phenomena, it is critical to rec-ognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or perfor-mance.4. Systems and System Models – Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for understand-ing and testing ideas that are applicable throughout science and engineering.5. Energy and Matter – Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibili-ties and limitations.6. Structure and Function – The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7. Stability and Change – For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the system are critical elements of study.

Practices for K-12 Science Classrooms

1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and computer technology, & computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Key Conceptual Understandings and Processes in the Science Standards



The Partnership for 21st Century Skills has developed a vision for 21st century student success in the new global economy. The Partnership created the Framework for 21st Century Learning, which describes the skills, knowledge and expertise students must master to succeed in work and life. Only when a school or district combines the framework with 21st century professional development, as-sessments and standards, can the American public be sure that high school graduates are prepared to thrive in today’s global economy.

21st century skills represent the necessary student outcomes for the 21st century, i.e. students need to obtain Learning and Innovation Skills (creativity and innovation, critical thinking and problem solving, etc.), Information, Media and Technology Skills, Core Subjects and 21st Century Themes (global awareness, financial literacy, etc.) and Life and Career Skills (initiative and self-direction, among others).

Learning and Innovation Skills Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in the 21st century and those who are not. They include:

• Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration

Information, Media and Technology SkillsPeople in the 21st century live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:

• Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy

Life and Career SkillsToday’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive informa-tion age requires students to pay rigorous attention to developing adequate life and career skills, such as:

• Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

The Partnership for 21st Century Skills



TRANSFER GOALS

Definition Transfer Goals highlight the effective uses of understanding, knowledge, and skill we seek in the long run; i.e., what we want students to be able to do when they confront new challenges – both in and outside of school, beyond the current lessons and unit.

There are a small number of overarching transfer goals in each subject area. For ex-ample, a long-term aim in mathematics is for students to be able to solve any problem on their own. A long-term transfer goal in history is for students to apply the lessons of history to contemporary issues and to become more pro-active citizens based on their understanding. In world languages we want learners to be able to communicate effec-tively in the target language, in different situations. In every case, the ability to transfer learning manifests itself in not just one setting but varied real-world situations.

Transfer is about independent performance in context. You can only be said to have fully understood if you can apply your learning without someone telling you what to do and when to do it. In the real world, no teacher is there to direct and remind you about which lesson to plug in here or there. Transfer is about intelligently and effectively drawing from your repertoire, independently, to handle new contexts on your own.

PurposeEffective transfer goals… • reflect research on learning from multiple sources – cognitive psychology, neuroscience and studies of student achievement; • resonate with our personal and professional experience in learning and teaching.

Examples Health and Physical Education – Make healthful choices and decisions regarding diet, exercise, stress management, alcohol/drug use. World Languages – Communicate effectively in realistic situations with an understanding of cultural and personal contexts.

See related materials in this packet and online.



Students will be able to independently use their learning to:

WritingEffectively write in various genre for various audiences in order to Explain (narrative, expository), Entertain (creative),Persuade (persuasive), Help perform a task (technical), andChallenge or Change Things (satirical).

Reading• Read, respond to text in various genres (literature, non-fiction, technical) for various purposes (entertainment, to be informed, to perform a task).• Comprehend text by getting the main idea (the “gist”), interpreting (“between the lines”), critically appraising, and making personal connections.

Mathematics• Recognize and solve never-seen-before, “messy” mathematical problems in which the appropriate solution approach is not obvious.

Health and Physical Education • Make healthful choices and decisions regarding diet, exercise, stress management, alcohol/drug use.

Science • Evaluate scientific claims (e.g., XX brand of paper towels absorbs the most liquid of all the leading brand), and analyze current issues involving science or technology. (e.g., Ethanol is the most cost-effective alternative fuel source.)

History • Apply lessons of the past (patterns of history) to current and future events and issues, and to other historical events. • Critically appraise historical and contemporary claims/decisions.

Performing Arts • Interpret the meaning of works of art. • Create and perform an original work in a selected medium to express ideas and/or to evoke mood and emotion.

World LanguagesEffectively communicate with varied audiences and for varied pur-poses while displaying appropriate cultural understanding.

In this unit...

Long Term Transfer Goals



CORNERSTONE TASKS

Definition Cornerstone tasks are curriculum-embedded that are intended to engage students in applying their knowledge and skills in an authentic and relevant context. Like a cor-nerstone anchors a building, these tasks are meant to anchor the curriculum around the most important performances that we want learners to be able to do (on their own) with acquired content knowledge and skills. They honor the intent of the Standards, within and across subject areas, instead of emphasizing only the tested (a.k.a. “eli-gible”) content.

PurposeEffective cornerstone tasks: • are curriculum embedded (as opposed to externally imposed); • recur over the grades, becoming increasingly sophisticated over time; • establish authentic contexts for performance; • assess understanding and transfer via genuine performance; • integrate 21st century skills (e.g., critical thinking, technology use, teamwork) with subject area content; • can be used as rich learning activities and/or assessments; • evaluate performance with established rubrics; • engage students in meaningful learning while encouraging the best teaching; • provide content for a student’s portfolio (so that they graduate with a resume of demonstrated accomplishments rather than simply a transcript of courses taken).

ExampleAfter investigating a current political issue, write a letter to a public policy maker regarding the official’s position on a current political issue. Your letter should pres-ent your opinion and attempt to persuade the public policy maker to vote accordingly. This public policy maker is opposed to the student’s position. (Students will be pro-vided documentation of public policy maker’s position and background information. Students will be given a choice of several situations if they do not propose an issue.)



[Science]

Upper Elementary/Middle School ThePooperScooperKittyLitterCompanyclaimsthattheirlitteris40%moreabsorbentthanotherbrands. YouareaConsumerAdvocatesresearcherwhohasbeenaskedtoevaluatetheirclaim.Developaplanforconductingtheinvestigation.Yourplanshouldbespecificenoughsothatthelabinvestigatorscouldfollowittoevaluatetheclaim.

High School Designaninvestigationtoanswerthequestion,How much does it cost to take a shower? Identifythevariablesthatmustbeconsideredandthendevelopaplanforcon-ductingtheinvestigation.Yourplanshouldbespecificenoughsothatotherinvestiga-torscouldfollowitandanswerthequestion.

[Social Studies]

Upper Elementary/Middle School Youhaveanideathatyoubelievewillmakeyourschoolbetter,andyouwanttoconvinceschoolleadersthattheyshouldactonyouridea.Identifyyouraudience(e.g.,principal,PTSABoard,students)and: •Describeyouridea. •Explainwhy&howitwillimprovetheschool. •Developaplanforactingonyouridea. Yourideaandplancanbecommunicatedtoyourtargetaudienceinaletter,e-mail,orpresentation.

High School Afterinvestigatingacurrentpoliticalissue,prepareapositionpaper/presenta-tionforapublicpolicymaker(e.g.,Congressperson)orgroup(e.g.,schoolboard,legislativecommittee).Assumethatthepolicymakerorgroupisopposedtoyourposition.Yourpositionstatementshouldprovideananalysisoftheissue,consideroptions,presentyourposition,rebutopposingpositions,andattempttopersuadethepublicpolicymakerorgrouptovoteaccordingly. Yourpositioncanbecommunicatedinawrittenreport,viaawebblog,ordeliveredasapresentation.

Examples of Recurring Cornerstone Tasks



Tour Director [World Languages - secondary]

Level I – You are required to take a “trip” around the school (or town, or mall). Incorporate the following vocabulary: directions (left, right, near, far, next to, etc.), places (classrooms, cafeteria, gym, library, labs, churches, police and fire stations, schools, restaurants, stores) and transportation (bus, taxi, train, car, bike, stairs, esca-lators, elevators). Keep sentences simple and narrate – in the target language – your “trip” to five places using a variety of directions (and transportation).

Level II – You are to plan a trip to the capital of _________. You will be in that city for only two days. Keep a diary – in the target language – and tell which places you have visited and what you have seen. Be sure that these places are close enough to each other to be visited in a two-day period and are open on the days you will be there.

Level III – You have been selected by the members of the World Languages Club to plan their annual trip to two of the countries whose languages are studied in your school. You must plan an itinerary that will include at least five places of cultural and historic importance. You must include at lease one site/activity that might be of particular in-terest to teenagers (e.g. Euro-Disney, a bull fight or a soccer game). Use public trans-portation wherever possible. Create a brochure to advertise the trip and be prepared to give a presentation to those students who may be interested in traveling with you.

Level IV – You are traveling in the foreign country of your choice on business. Be prepared to role play with, a partner(s), making reservations with the airline and the hotel; narrate/role play: arriving and checking in at the airport in the U.S., going through customs upon landing, and getting to the hotel by taxi. Since you will have some limited time when you are not involved in your business dealings, you will want to make some brief cultural excursions and will need to get information from and make arrangements with the concierge in your hotel.

Source: World languages Department – Woodbury High School, Woodbury, NJ

Cornerstone Tasks for World Languagesexamples



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Understanding:

Part 1 – How would you define “understanding”? What does it mean to “really understand” or “get it”?

Indicators of UnderstandingIndicators of Knowledge without Understanding

Part 2 - What are concrete indicators of really understanding something (as apposed to merely knowing important facts about it)? What can the person with understanding do that the person with only knowledge – even lots of knowledge – cannot do?

What is Understanding?



The facets of understanding provide indicators of understanding and thus can be used to select or develop assessments. If someone really understands something, they can...

Explanation

Inte

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Pers

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Self-Knowledge

The Facets of Understanding

Empathy

• Explain it in their own words.•Represent it in a different form.

•Teach it to someone else.•Make and support an

inference.

• Make meaning from a text or data set.• See and describe patterns.• Make new connections.

• Use their learning effectivelyin a new situation.• Transfer.

• Get “inside” another person’s feelings and world view.• Recognize merit in the odd, unorthodox, or unfamiliar.

• Realize their strengths and weaknesses.

• Recognize the limits of their own understanding.

• Reflect on their learning and actions.

• Recognize different points of view. • See the “big picture.”• Take a critical stance.

Facets of Understanding

Application



Evaluate historical claims or interpretations based on:o Primary source evidenceo Secondary source evidenceo Personal opinion

Critically analyze current events/ issues o Summarize/ compare key pointso Analyze causes and effectso Identify points of view and potential biaso Debate possible courses of action

Make predictions for current or future events or issues based on understanding of historical patterns.

Make informed decisions using critical thinking and understanding of historical patterns.

Act as a responsible citizen in a democracy (e.g., stay informed, study issues, participate in com-munity events, vote).

Other: ___________________________________

_________________________________________

Creating Cornerstone Assessments Tasks:Idea Starters in Social Studies

Task Ideas



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twee

n lin

ear a

nd a

rea

mea

sure

s.Re

ason

with

shap

es a

nd th

eir

attr

ibut

es.

Stan

dard

s fo

r M

athe

mat

ical

Pra

ctic

e:

o 1

. Mak

e se

nse

of p

robl

ems

and

pers

ever

e in

sol

ving

them

.o

2.

Rea

son

abst

ract

ly a

nd q

uant

itativ

ely.

o

3. C

onst

ruct

via

ble

argu

men

ts a

nd c

ritiq

ue th

e re

ason

ing

of o

ther

s.o

4.

Mod

el w

ith m

athe

mat

ics.

o

5. U

se a

ppro

pria

te to

ols

stra

tegi

cally

.o

6.

Atte

nd to

pre

cisi

on.

o

7. L

ook

for

and

mak

e us

e of

str

uctu

re.

o

8. L

ook

for

and

expr

ess

regu

lari

ty in

rep

eate

d re

ason

ing.

Colle

ct,

orga

nize

, di

spla

y da

ta o

n re

al-w

orld

phe

nom

ena;

ana

lyze

dat

a to

id

enti

fy p

atte

rns;

use

pat

tern

s to

mak

e pr

edic

iton

s; c

omm

unic

ate

clea

rly

usin

g m

athe

mat

ical

ter

min

olog

y.

Ever

y se

ven

wee

ks s

tude

nts

wor

k in

gro

ups

of f

our

to m

easu

re t

he h

eigh

t of

eac

h ot

her

usin

g ta

pe m

easu

res

affix

ed t

o th

e cl

assr

oom

wal

ls.

By m

id-M

ay,

the

clas

s ha

s ob

tain

ed s

ix

heig

ht m

easu

res.

The

n, s

tude

nts

crea

te a

sim

ple

grap

h (h

eigh

t in

inch

es p

lott

ed a

gain

st

the

mon

ths

of t

he s

choo

l yea

r) a

nd p

lot

the

data

. U

sing

rul

ers,

the

y co

nnec

t th

e do

ts t

o se

e “r

ise

over

run

” (a

vis

ual r

epre

sent

atio

n of

the

ir g

row

th o

ver

tim

e).

The

char

t pa

pers

ar

e po

sted

thr

ough

out

the

room

, an

d th

e st

uden

ts c

ircu

late

in a

gal

lery

wal

k to

vie

w t

he

chan

ges

in h

eigh

ts o

f th

e va

riou

s gr

oups

. St

uden

ts t

hen

anal

yze

the

data

to

answ

er g

uidi

ng q

uest

ions

: “I

n w

hat

mon

ths

did

we

grow

th

e m

ost

this

yea

r?”

“Is

ther

e a

diff

eren

ce b

etw

een

how

boy

s an

d gi

rls

have

gro

wn

in

seco

nd g

rade

?” “

How

doe

s ou

r cl

ass

grow

th c

ompa

re t

o th

at in

the

oth

er s

econ

d gr

ades

?”

“Wha

t ca

n w

e pr

edic

t fo

r ne

xt y

ear’

s se

cond

gra

ders

abo

ut h

ow t

hey

will

gro

w b

ased

on

our

data

?” S

tude

nts

are

then

wor

k in

the

ir g

roup

s to

dev

elop

a p

rese

ntat

ion

for

the

curr

ent

2nd

grad

ers

to p

redi

ct h

ow m

uch

they

will

gro

w in

3rd

gra

de.

4 4

4

Gra

de 3

:

o o o o o o o o o o o4

Con

tent

Sta

ndar

ds

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

PE

RF

OR

MA

NC

E T

ASK

Ide

as

Unp

acki

ng S

tand

ards

– “

Mat

rix”

Met

hod

Pro

cess

Sta

ndar

ds



A

Fra

mew

ork

for

K-1

2 Sc

ienc

e

Edu

cati

on:

Pra

ctic

es, C

ross

cutt

ing

Con

cept

s, a

nd C

ore

Idea

s Sc

ienc

e

Hig

h Sc

hool

Bio

logy

Cor

e C

once

pts

of S

cien

ce a

nd E

ngin

eeri

ng

1

. Pat

tern

s. O

bser

ved

patte

rns

of f

orm

s an

d ev

ents

gu

ide

orga

niza

tion

and

clas

sific

atio

n, a

nd th

ey p

rom

pt

ques

tions

abo

ut r

elat

ions

hips

and

the

fact

ors

that

influ

-en

ce th

em.

2. C

ause

and

eff

ect.

Mec

hani

sm a

nd e

xpla

na-

tion.

Eve

nts

have

cau

ses,

som

etim

es s

impl

e, s

omet

imes

m

ultif

acet

ed. A

maj

or a

ctiv

ity o

f sc

ienc

e is

inve

stig

atin

g an

d ex

plai

ning

cau

sal r

elat

ions

hips

and

the

mec

hani

sms

by w

hich

they

are

med

iate

d. S

uch

mec

hani

sms

can

then

be

test

ed a

cros

s gi

ven

cont

exts

and

use

d to

pre

dict

and

ex

plai

n ev

ents

in n

ew c

onte

xts.

3. S

cale

, pro

port

ion,

and

qua

ntit

y. I

n co

nsid

erin

g ph

enom

ena,

it is

cri

tical

to r

ecog

nize

wha

t is

rele

vant

at

dif

fere

nt m

easu

res

of s

ize,

tim

e, a

nd e

nerg

y an

d to

re

cogn

ize

how

cha

nges

in s

cale

, pro

port

ion,

or

quan

tity

affe

ct a

sys

tem

’s s

truc

ture

or

perf

orm

ance

.

4

. Sys

tem

s an

d sy

stem

mod

els.

Defi

ning

the

syst

em u

nder

stu

dy –

spe

cify

ing

its b

ound

arie

s an

d m

akin

g ex

plic

it a

mod

el o

f th

at s

yste

m –

pro

vide

s to

ols

for

unde

rsta

ndin

g an

d te

stin

g id

eas

that

are

app

licab

le

thro

ugho

ut s

cien

ce a

nd e

ngin

eeri

ng.

5. E

nerg

y an

d m

atte

r. F

low

s, c

ycle

s, a

nd c

on-

serv

atio

n. T

rack

ing

fluxe

s of

ene

rgy

and

mat

ter

into

, ou

t of,

and

with

in s

yste

ms

help

s on

e un

ders

tand

the

syst

ems’

pos

sibi

litie

s an

d lim

itatio

ns.

6. S

truc

ture

and

fun

ctio

n. T

he w

ay in

whi

ch

an o

bjec

t or

livin

g th

ing

is s

hape

d an

d its

sub

stru

ctur

e de

term

ine

man

y of

its

prop

ertie

s an

d fu

nctio

ns.

7. S

tabi

lity

and

chan

ge. F

or n

atur

al a

nd b

uilt

syst

ems

alik

e, c

ondi

tions

of

stab

ility

and

det

erm

inan

ts

of r

ates

of

chan

ge o

r ev

olut

ion

of th

e sy

stem

are

cri

tical

el

emen

ts o

f st

udy.

o

1. A

skin

g qu

estio

ns (

for

scie

nce)

and

defi

ning

pro

blem

s (f

or e

ngin

eeri

ng)

o

2. D

evel

opin

g an

d us

ing

mod

els

o

3. P

lann

ing

and

carr

ying

out

inve

stig

atio

nso

4.

Ana

lyzi

ng a

nd in

terp

retin

g da

tao

5.

Usi

ng m

athe

mat

ics,

info

rmat

ion

and

com

pute

r te

chno

logy

, and

com

puta

tiona

l thi

nkin

go

6.

Con

stru

ctin

g ex

plan

atio

ns (

for

scie

nce)

and

des

igni

ng s

olut

ions

(fo

r en

gine

erin

g)o

7.

Eng

agin

g in

arg

umen

t fro

m e

vide

nce

o

8. O

btai

ning

, eva

luat

ing,

and

com

mun

icat

ing

info

rmat

ion

Des

ign

and

cond

uct

a sc

ient

ific

inve

stig

atio

n an

d co

mm

unic

ate

resu

lts

for

a se

lf-

gene

rate

d hy

poth

esis

.

Task

1 –

How

doe

s ex

erci

se a

ffec

t th

e pu

lse

rate

?

Des

ign

and

cond

uct

an in

vest

igat

ion

that

com

pare

s no

rmal

pul

se r

ate

to c

hang

es c

ause

d by

tw

o

sele

cted

phy

sica

l act

ivit

ies

(e.g

., j

oggi

ng,

swim

min

g, p

ush-

ups,

squ

ats)

for

des

igna

ted

inte

rval

s.

Prep

are

a re

port

incl

udin

g:•

an e

xpla

nati

on o

f ho

meo

stas

is,

oxyg

en/c

arbo

n di

oxid

e fe

edba

ck lo

op,

effe

ct o

f pu

lse

rate

• an

inte

rpre

tati

on o

f th

e re

sult

s

Answ

er t

hese

que

stio

ns in

you

r re

port

– H

ow d

id t

he p

ulse

rat

es d

urin

g ex

erci

se c

ompa

re t

o th

e no

rmal

(re

stin

g) p

ulse

rat

e? H

ow d

o CO

2 an

d O

2 le

vels

eff

ect

the

hear

t ra

te?

How

doe

s th

e he

art

rate

eff

ect

puls

e ra

te?

How

doe

s th

is a

ffec

t ho

meo

stas

is?

Is t

he r

espi

rato

ry r

ate

also

af-

fect

ed?

•

How

can

you

r de

sign

be

impr

oved

?

Task

2 –

Des

ign

and

cons

truc

t a

scie

ntifi

c ex

peri

men

t to

tes

t w

hich

of

four

ant

acid

s w

ould

be

the

mos

t ef

fect

ive

for

neut

raliz

ing

acid

. Pr

epar

e a

(new

s ar

ticl

e, p

odca

st,

Pow

er P

oint

slid

e sh

ow,

Anim

oto

anim

atio

n) t

o co

mm

unic

ate

your

find

ings

to

the

gene

ral p

ublic

.

4 4

*Sou

rce:

pal

s.sr

i.com

Scie

ntifi

c an

d E

ngin

eeri

ng P

ract

ices

:

4 4 4

Con

tent

Sta

ndar

ds

TR

AN

SFE

R G

OA

L(S

)

Stu

dent

s w

ill b

e ab

le to

inde

pend

entl

y us

e th

eir

lear

ning

to...

PE

RF

OR

MA

NC

E T

ASK

Ide

as

Unp

acki

ng S

tand

ards

– “

Mat

rix”

Met

hod

Pro

cess

Sta

ndar

ds



Map

ping

Cor

ners

tone

Tas

ks

K 1 2 3 4 5 6 7 8

High School Courses

Key

Pro

gram

G

oals

:

1. _

____

____

____

__

____

____

____

____

_

2. _

____

____

____

__

____

____

____

____

_

3. _

____

____

____

__

____

____

____

____

_

4. _

____

____

____

__

____

____

____

____

_

5. _

____

____

____

__

____

____

____

____

_

6. _

____

____

____

__

____

____

____

____

_

7. _

____

____

____

__

____

____

____

____

_

8.__

____

____

____

_

____

____

____

____

_

21st

Cen

tury

Ski

lls:

a. C

riti

cal/C

reat

ive

Thi

nkin

g

b. P

robl

em S

olvi

ng

c

. Tec

hnol

ogy

Use

d

. Com

mun

icat

ion

e

. Col

labo

rati

on



Com

preh

ensi

bilit

y

Res

pons

es r

eadi

ly c

ompr

ehen

-si

ble,

req

uiri

ng n

o in

terp

reta

tion

on th

e pa

rt o

f th

e lis

tene

r.

Res

pons

es c

ompr

ehen

sibl

e,

requ

irin

g m

inim

al in

terp

reta

tion

on th

e pa

rt o

f th

e lis

tene

r.

Res

pons

es m

ostly

com

preh

en-

sibl

e, r

equi

ring

inte

rpre

tatio

n on

the

part

of

the

liste

ner.

Res

pons

es b

arel

y co

mpr

ehen

-si

ble.

Flu

ency

Spee

ch c

ontin

uous

with

few

pa

uses

or

stum

blin

g.

Som

e he

sita

tion

but m

anag

es

to c

ontin

ue a

nd c

ompl

ete

thou

ghts

.

Spee

ch c

hopp

y an

d/or

slo

w

with

fre

quen

t pau

ses;

few

or

no in

com

plet

e th

ough

ts.

Spee

ch h

altin

g an

d un

even

w

ith lo

ng p

ause

s or

inco

mpl

ete

thou

ghts

.

Pro

nunc

iati

on

Acc

urat

e pr

onun

ciat

ion

enha

nces

com

mun

icat

ion.

Infr

eque

nt m

ispr

onun

ciat

ions

do

not

inte

rfer

e w

ith

com

mun

icat

ion.

Mis

pron

unci

atio

ns s

omet

imes

in

terf

ere

with

com

mun

icat

ion.

Freq

uent

mis

pron

unci

atio

ns

grea

tly in

terf

ere

with

co

mm

unic

atio

n.

Voc

abul

ary

Ric

h us

e of

voc

abul

ary

enha

nces

com

mun

icat

ion.

Ade

quat

e an

d ac

cura

te u

se

of v

ocab

ular

y fo

r th

is le

vel

enha

nces

com

mun

icat

ion.

Inad

equa

te a

nd/o

r in

accu

rate

us

e of

voc

abul

ary

som

etim

es

inte

rfer

es w

/ com

mun

icat

ion.

Inad

equa

te a

nd/o

r in

accu

rate

us

e of

voc

abul

ary

grea

tly in

-te

rfer

es w

ith c

omm

unic

atio

n.

Lan

guag

e C

ontr

ol

Acc

urat

e co

ntro

l of

basi

c la

ngua

ge s

truc

ture

s.

Gen

eral

ly a

ccur

ate

cont

rol

of b

asic

lang

uage

str

uc-

ture

s.

Em

ergi

ng u

se o

f ba

sic

lang

uage

str

uctu

res.

Inad

equa

te a

nd/o

r in

accu

-ra

te u

se o

f ba

sic

lang

uage

st

ruct

ures

.

4 3 2 1

Com

mon

Ana

lyti

c Sp

eaki

ng R

ubri

c fo

r W

orld

Lan

guag

es

Sour

ce: F

airf

ax C

ount

y, V

A P

ublic

Sch

ools

h

ttp://

ww

w.f

cps.

edu/

DIS

/OH

SIC

S/fo

rlan

g/PA

LS/

rubr

ics/



Common Analytic Rubric for Persuasive Writing

2/3

/03

S

KIL

L

AR

EA

6

Resp

on

ses

at

this

lev

el:

5

Resp

on

ses

at

this

lev

el:

4

Resp

on

ses

at

this

lev

el:

3

Resp

on

ses

at

this

lev

el:

2

Resp

on

ses

at

this

lev

el:

1

Resp

on

ses

at

this

lev

el:

Mea

nin

g:

the e

xte

nt

to w

hic

h t

he w

riti

ng

exh

ibit

s so

un

d

un

der

stan

din

g,

anal

ysi

s, a

nd

exp

lan

atio

n,

of

the

wri

tin

g t

ask

an

d

tex

t(s)

• c

on

vey

an

accu

rate

an

d i

n-

dep

th u

nd

erst

and

ing

of

the

top

ic,

aud

ien

ce,

an

d p

urp

ose

for

the

wri

tin

g t

ask

• o

ffer

insi

gh

tfu

l an

d t

ho

rou

gh

anal

ysi

s an

d e

xp

lan

ati

on

in

sup

po

rt o

f th

e a

rgu

men

t o

r

po

siti

on

• c

on

vey

an

accu

rate

an

d

com

ple

te u

nd

erst

and

ing

of

the

top

ic,

aud

ien

ce,

an

d

pu

rpo

se f

or

the

wri

tin

g t

ask

• o

ffer

clea

r an

d e

xp

licit

anal

ysi

s an

d e

xp

lan

ati

on

in

sup

po

rt o

f th

e a

rgu

men

t o

r

po

siti

on

• c

on

vey

an

accu

rate

alth

ou

gh

so

mew

hat

basi

c

un

der

stan

din

g o

f th

e t

op

ic,

aud

ien

ce,

and

pu

rpo

se f

or

the

wri

tin

g t

ask

• o

ffer

part

ial

anal

ysi

s an

d

exp

lan

atio

n i

n s

up

po

rt o

f

the

arg

um

ent

or

po

siti

on

• c

on

vey

a p

artl

y a

ccu

rate

un

der

stan

din

g o

f th

e t

op

ic,

aud

ien

ce,

and

pu

rpo

se o

f

the

wri

tin

g t

ask

• o

ffer

lim

ited

an

aly

sis

or

sup

erfi

cial

ex

pla

nati

on

th

at

on

ly p

arti

all

y s

up

po

rt t

he

arg

um

ent

or

po

siti

on

• c

on

vey

a c

on

fuse

d o

r

larg

ely

in

accu

rate

un

der

stan

din

g o

f th

e t

op

ic,

aud

ien

ce,

and

pu

rpo

se f

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Performance List for Writing FictionPrimary Level

1. I have an interesting setting and characters for my story.

Terrific O.K. Needs

Work

What will you try to do better the next time you write a story?

2. The problem in my story willbe clear to my readers.

3. My story events are in order.

4. The solution will be clear to my readers.

5. I used many describing words to tell what is happening. 6. My words “paint a picture.”

7. I have a title that goes with my story.



INFORMATION GATHERING and PROCESSING

Effectively uses a variety of information-gathering techniques and information resources.4 Uses the important information-gathering techniques and information resources necessary to complete the task. Identifies little-known information resources or uses unique information- gathering techniques.3 Uses the important information-gathering techniques and information resources necessary to complete the task.2 Fails to use some significant information-gathering techniques and information resources necessary to complete the task.1 Fails to use the most important information-gathering techniques or the major information resources necessary to complete the task.

Effectively interprets and synthesizes information.4 Interprets the information gathered for a task in accurate and highly insightful ways. Provides a highly creative and unique synthesis of the information.3 Accurately interprets information gathered for a task and concisely synthesizes it.2 Makes significant errors in interpreting the information gathered for a task or synthesizes the information imprecisely or awkwardly.1 Grossly misinterprets the information gathered for the task or fails to synthesize it.

Accurately assesses the value of information.4 Analyzes information in detail, accurately and insightfully determining whether it is credible and relevant to a specific task.3 Accurately determines whether information is credible and relevant to a specific task.2 Makes some significant errors in determining whether information is credible and relevant to a specific task.1 Makes little or no attempt to determine whether information is credible and relevant to a specific task or totally misjudges the relevance and credibility of information.

Recognizes where and how projects would benefit from additional information.4 Insightfully determines the types of information that will benefit a task and effectively seeks out that information.3 Accurately assesses a task to identify areas requiring additional information for clarification or support and seeks out the needed information.2 Does not accurately assess the information needs of the task or fails to seek out needed information.1 Makes little or no attempt to assess whether a task would benefit from additional information.

Generic Rubric for 21st Century Skills



COLLABORATION and TEAMWORK

Works towards the achievement of group goals.4 Actively helps identify group goals and works hard to meet them.3 Communicates commitment to the group goals and effectively carries out assigned roles.2 Communicates a commitment to the group goals but does not carry out assigned roles.1 Does not work toward group goals or actively works against them.

Demonstrates effective interpersonal skills.4 Actively promotes effective group interaction and the expression of ideas and opinions in a way that is sensitive to the feelings and knowledge base of others.3 Participates in group interaction without prompting. Expresses ideas and opinions in a way that is sensitive to the feelings and knowledge base of others.2 Participates in group interaction with prompting or expresses ideas and opinions without considering the feelings and knowledge base of others.1 Does not participate in group interaction, even with prompting, or expresses ideas and opinions in a way that is insensitive to the feelings or knowledge base of others.

Contributes to group maintenance.4 Actively helps the group identify changes or modifications necessary in the group process and works toward carrying out those changes.3 Helps identify changes or modifications necessary in the group process and works toward carrying out those changes.2 When prompted, helps identify changes or modifications necessary in the group process, or is only minimally involved in carrying out those changes.1 Does not attempt to identify changes or modifications necessary in the group process, even when prompted, or refuses to work toward carrying out those changes.

Effectively performs a variety of roles within a group.4 Effectively performs multiple roles within the group.3 Effectively performs two roles within the group.2 Makes an attempt to perform more than one role within the group but has little success with secondary roles.

Generic Rubric for 21st Century Skills

Source: Marzano, B., Pickering, D. and McTighe, J. (1993) Assessing Outcomes: Performance Assessment based on the Dimensions of Learning Model. Alexandria, VA: ASCD.



CRITERIA1. The task addresses/assesses targeted standard(s) and associated Mission-related goals.

2. The task involves a complex, real-world (i.e., “authentic”) application of knowledge and skills.

3. The task calls for understanding and transfer, not simply recall ora formulaic response.

4. The task requires explanation and/or support – not just an answer.

5. The task(s) is/are contextualized; i.e., written in the G.R.A.S.P.S. form.

6. The task effectively integrates two or more subject areas

7. The task includes criteria/rubric(s) targeting distinct traits of understanding and successful performance based on the targeted standard(s)/understanding(s); i.e., criteria do not simply focus on sur-face features of a product or performance.

8. The task directions for students are clear. Optional: 9. The task allows students to demonstrate their understanding/proficiency with some appropriate choice/variety (e.g., of products or performances).

10. The task incorporates appropriate use of technology.

Other: _______________________________________________

__________________________________________________

Cornerstone Task Review Criteria

3 2 1

KEY TO RATINGS: 3 = extensively 2 = somewhat 1 = not yet

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

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