teaching, learning, and assessment: meaningful instruction

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Teaching, Learning, and Assessment:

Meaningful Instruction Participant Workbook

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Core Knowledge Licensed ProfessionalsCore Knowledge Licensed Professionals are educators who can assist you with your Core Knowledge implementation. These educators have experience in planning and implementation of the Core Knowledge Sequence and can assist you with on-site professional development and support.

To learn more, visit: http://www.coreknowledge.org/licensed-professionals

For support with the Core Knowledge Language Arts program, contact Amplify Education: http://www.amplify.com/curriculum/core-knowledge-language-arts800-823-1969


ACTIVATOR: PRE‐ASSESSMENT

For the following statements, please indicate either: T = true F = false

1. The Principle of Alignment has to do with planning multiple lessons corresponding to the same domain.

2. These 3 terms—standards, guidelines, objectives—can be used interchangeably.

3. A mastery objective indicates what students should know and be able to do by the end of the lesson.

4. This is an effective objective: Students will understand that that the Underground

Railroad was a network of houses, farms, churches, or “stations” where escaping slaves could be safe.

5. The objectives for unit domains can be cut and pasted from the Core Knowledge Sequence.

6. Objectives must include only those vocabulary terms students know prior to the lesson.

7. Mastery objectives are phrased to indicate the development of capacity, not the completion of activity.

8. A set of criteria for success is the same thing as a rubric for an assignment.

9. As teachers, we can assess many things; but with limited time, we must focus just on that what is most important for students to know or be able to do.

10. Since it comes at the end of a lesson, the assessment is the last component of the lesson you should create.

11. Feedback and re‐teaching are as vital to learning as assessing.

Indicate by writing “yes” or “no” whether the following are examples of “good” mastery objectives.

By the end of the lesson:

12. …students will be able to show their knowledge of sound waves.

13. …students will be able to compare and contrast the features of autobiography and biography.

14. …students will understand the concepts of photosynthesis and plant needs.

15. …student will write their thoughts in response to prompt #2 from the Cyrano packet.


1

PRINCIPLE OF ALIGNMENT

A. What does alignment mean to you?

B. What are the key instructional components you consciously plan to align?


2

KEY TERMS & DEFINITIONS

1. broad statements from the local State Department of Education or Common

Core State Standards Initiative that define the content knowledge and skills students should attain at the end of a specific grade level.

2.

domain‐based, specific concepts, content, or skills within the Core Knowledge Sequence that students at a particular grade level are expected to learn or be able to do.

3.

a statement derived from a standard that states specifically what students should know and be able to do by the end of the lesson. Also referred to as a lesson target, an objective, shared with students can be a motivating factor for learning.

Content objective: a statement that focuses the goal of what students should know and be able to do on content.

Language Arts skill objective: a statement that focuses the goal of what students should know and be able to do on a language arts skill. The skill can be taught through content, emphasizing the skill and reinforcing the content (and eventually, vice versa).

4.

a means of determining what students know or can do.

Pre‐assessment: An activity designed to determine what students know and can do. Pre‐assessments are administered before instruction and used to plan for instruction.

Formative Assessment: An informal activity designed to determine whether students are learning the concepts, knowledge or skills being taught. Formative assessments are administered during instruction and used to adjust instruction.

Summative Assessment: A formal activity designed to determine whether students know or can do what has been taught. Summative assessments are administered after instruction and provide students the opportunity to demonstrate their knowledge and skills.

5.

the characteristics of a good product or performance used to assess a mastery objective.

Unlike a rubric, a set of criteria for success does not define what all levels of performance look like. Instead, it defines only the characteristics of a successful product or performance that would rank at the top of the scale.

Developing criteria for success is a crucial step in crafting common assessments so all teachers are grading equitably.

6. the instruction, learning experiences, and tasks designed to support students in mastering an objective and being successful on assessments.

Activities are designed to take students from the lesson objective to successful performance on the assessment as defined by the criteria for success.


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Common Core State Standard

Core Knowledge Guidelines (from the Sequence)

Objective Assessment Criteria for Success

Grad

e 3

CCSS MATH‐ 3.OA 7. By the end of the year, students will be able to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division. (e.g., knowing that 8 × 5= 40, one knows 40 ÷ 5 = 8) or properties of operations.

MATH‐3

Master basic multiplication facts to 10X10.

Know basic division facts to 100÷10.

Understand multiplication and division as inverse operations.

By the end of this lesson, students will be able to use the property of inverse operations when given a multiplication or division problem.

Orally, students will use the property of inverse operations to show the relationship between 10 multiplication and division problems.

Criteria for a Good Performance: The student:

states the accurate inverse operation when given a multiplication or division problem

can provide the inverse for multiplication tables up to 10X10.

Grad

e 7

CCSS ELA‐RL.W.7.1. By the end of the year, students will be able to write arguments to support claims with clear reasons and relevant evidence.

ELA‐ 7 I.A. Writing and Research Write research essays, with attention to:

asking open‐ended questions.

gathering relevant data through library and field research.

summarizing, paraphrasing, and quoting accurately when taking notes.

defining a thesis. organizing with an outline integrating quotations from sources.

acknowledging sources and avoiding plagiarism

preparing a bibliography.

By the end of this lesson, students will be able to write an effective thesis statement for a research essay.

On an exit card, students will write a thesis statement for their research topic.

Criteria for a Good Product: The thesis statement is:

arguable: it expresses an idea that can be doubted.

narrow: it is limited to an aspect of a topic that can be discussed thoroughly enough to make the case.

clear: it uses precise, unambiguous language, and thus no figures of speech.

unified: it makes a unified statement expressed as a single sentence.

original: it is original (at least to some degree).

EXAMPLES OF ALIGNED PLANNING COMPONENTS


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NOW, YOU TRY Think of a unit you will soon be teaching. Consider the related larger standard and Core Knowledge guidelines that will be addressed, and focus on one aspect you could teach and assess in ONE LESSON. What will be the mastery objective(s) for the lesson? How will you assess students? What criteria for success will indicate a successful product or performance? What activities will be done to move students to success? Write down your thoughts and be prepared to share them with a partner.

YOUR GRADE LEV

EL:______

Objective Assessment Criteria for Success Activities

What do you want students to know or be able to do?

What product or performance will tell you they know it or can do it?

What are the characteristics of a successful product or performance?

What instruction, learning experiences, or tasks will get students there?

NOTE: If you are planning interdisciplinary lessons, be sure to maintain the integrity of your own content in each of the above components.


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“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that the steps you take are always in the right direction.” ‐‐ Stephen Covey, The 7 Habits of Highly Effective People

LOOKING AT OBJECTIVES:

1. WHO?

2. WHAT?

3. WHERE?

4. WHEN?

5. WHY?

A “No Secrets Environment” means:

6. HOW?


6

WHAT ARE THE CRITERIA FOR A MASTERY OBJECTIVE?

Review the examples and non‐examples of mastery objectives.

What criteria do you think makes for an effective mastery objective?

Write your CRITERIA in the box below.

On signal, compare your criteria to that provided and add to your list.

YES, these work: NO, these do NOT work:

1. Graph an equation on an x‐y coordinate plane.

(Math‐ ES) 2. Evaluate the benefits and drawbacks of a

command and market economy. (Economics‐ES) 3. Illustrate and explain the 4 stages in the life cycle

of a butterfly. (Science‐ES) 4. Synthesize reoccurring ideas in the drama

Cyrano in order to formulate a statement of theme. (ELA‐MS)

5. Identify warm and cool colors and use to create

effect in a painting. (Art‐ES) 6. Use commas to set off words in a series. (ELA‐ES) 7. Explain the significance of Charlemagne’s reign.

(History‐ES) 8. Discuss the characteristics of a Machiavellian

leader. (History‐MS)

1. Participate in discussions.

2. Complete art projects.

3. Know how to take notes.

Read an article on command and market economies.

5. Recognize that plants have life cycles.

6. Write an essay on Cyrano.

7. Understand changes in economic and political power in the 19th and 20th centuries

8. State 5 facts about Charlemagne.

9. Review for test on fractions

10. Punctuate correctly.

11. MATH 3.OA.7

12. Learn about the qualities of leadership.

CRITERIA for a MASTERY OBJECTIVE:


7

PARTNERS DISCUSS

Select any 2 non‐examples to discuss with your partner. Why don’t they work? What criteria are missing? What secrets are being kept from students?

Example 1 Example 2

DISTINGUISHING EFFECTIVE OBJECTIVES FROM OTHER KINDS OF STATEMENT

The statements below the chart were found on teachers’ boards. Sort each statement into the proper column showing its intent. Is it a true objective or something else? Write only the statement number.

(1) Standard (2) Core Knowledge Guideline

(3) Objective (4) Attempt at an objective

(5) Activity or Itinerary

3,

1. Identify materials that are good conductors and insulators for electricity.

2. Read John Henry, listen to the song, and write about how this reflects the lifestyle of the times.

3. MATH 3.OA.7. (Done for you, above.)

4. Geography of Africa: Surrounding bodies of water (Mediterranean Sea, Red Sea, Atlantic and Indian Oceans) , Cape of Good Hope, Madagascar, Major Rivers (Nile, Congo), Mt. Kilimanjaro, Contrasting Climates: (Sahara & Kalahari Deserts, West African & Congo rainforests, the savannah grasslands, the fertile Sudan)

5. Review chapter 20 and answer questions 10‐20.

6. Predict expected traits of offspring given sample crossings.

7. Understand the roles of the 3 branches of government.

8. State 6 facts about clouds.

9. Distinguish legato from staccato markings in musical notation and phrasing.

10. Identify the bombing of Pearl Harbor, December 7, 1941, as a key factor in the United States entering World War II.

CRAFT OBJECTIVES THAT MEET THE CRITERIA

Option 1:

Select ONE statement from column (2) or (4) above to rewrite into a specific mastery objective. Use the criteria for a mastery objective to guide you.

Option 2:

Craft an original objective for a lesson you teach.


8

Key Criteria Checklist for Writing Objectives

Focuses on what is important from curriculum;

Is specific to today’s lesson;

Uses an active verb that hints at assessment

Uses kid‐friendly language;

Expresses the outcome of instruction (“S.W.B.A.T.”), not the means or activity used to get there;

Expresses a target without embedding “the answer.”

Key Criteria Checklist for Writing Objectives








9

Key Criteria Checklist (PARTNER EXCHANGE ACTIVITY) for Writing Objectives

Comments








10

Morning Reflection

My greatest learning was…

How can I take this back to support my colleagues with alignment and mastery objectives?


11

Capture Sheet for the Jigsaw on Assessment

Read the guiding questions for your article. Silently read the article. Jot down first thoughts to share with your Expert Group.

Person # 1 reads:

What a Difference A Word Makes

Person # 2 reads:

Balanced Assessment

Person # 3 reads:

Inside the Black Box: (the sections on

self-esteem & self-assessment)

Person # 4 reads:

Inside the Black Box: (the section on the evolution of teaching)

Person # 1: What a Difference A Word Makes Guiding Questions: • How does assessment FOR learning differ from assessment OF learning? • What key implication can you draw from the five “sound classroom assessment practices”? • How can teams of teachers work together to improve assessment practices?

First Thoughts:

Expert Group Key Points:


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Person # 2: Balanced Assessment Guiding Questions: • How do the three types of assessment differ in purpose? • What are the advantages of developing and using common assessments? • Based on your own experience, list some of the most useful ways of informally assessing

students to inform instruction.

First Thoughts:



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Person # 3: Inside the Black Box: Self-esteem & Self-Assessment Guiding Questions: • How is student self-esteem relevant in a discussion on assessment? • What is the role of feedback in assessment and learning? • What is needed for student self-assessment to be a valuable part of formative assessment?

First Thoughts:



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Person # 4: Inside the Black Box: The Evolution of Effective Teaching Guiding Questions: • What teacher habits can create barriers to learning during questioning sessions? • What are some of the many informal ways to assess all students during questioning? • How do beliefs about learning or about students influence informal assessment practices?

First Thoughts:



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Scripting Questions in Advance

There are many ways to check understanding during a lesson. One of them is by asking

questions. There is a range of question types, but today, we are focusing on two types:

questions that focus students on a fact or detail

questions that extend student thinking in divergent or creative ways

Questions that Focus on Facts or Details

Examples: What do you notice about these types of questions?

Craft focusing questions for YOUR lesson.

What are the critical components of an effective paragraph?

What literary device does this author use?

Questions that Extend Thinking

Examples: What do you notice about these types of questions?

Craft extending questions for YOUR lesson.

In what ways might an opponent argue against this author?

What would be the impact if there were no advocate for this issue?

Review the questions you wrote for your lesson.

Which would you want to ask first? Why?


36

Using True Feedback

Feedback provides information the learner can use to self‐adjust. Most of us confuse

feedback with other types of responses to student work. Consider the following:

Response: Is it Feedback or Something Else?

“You can do better.” Evaluation (criticism)

“You have not labeled your units, so your answer is only partially correct.”

Feedback (adjust)

A+ or C‐

“From your essay, it’s clear you love Italy. I’ve been to Italy, too. Isn’t it beautiful?”

A red X on a paper to indicate a brief constructed response is wrong.

“Great job!”

“You have supported your opinion with three examples from the text that make your case.”

Try these:

Response: Is it Feedback or Something Else?

“Your essay needs to be revised.”

“Nice effort. Keep it up.”

“These are fragments and need to be made into complete sentences.”

“I am confused as to why you approached the problem this way. What made you decide to do this?”

“You have confused the definition of convection with that of conduction.”


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What’s Wrong with This Picture?

The following examples illustrate the types of traps we can fall into when designing criteria for success. The first example will be done together on screen. State the issue you see from it below.

Example #1

Example #2 Mrs. Jones’ 5th grade class is studying the Civil War. She is developing a formative assessment for her third lesson in her unit. She decided to create an “Exit Card.” Review the lesson Objectives, Assessment (“Exit Card), and the Criteria for Success below. Think about and discuss the following questions with your group:

What are your thoughts?

What feedback would you give to the teacher about the Criteria of Success she developed?

LESSON OBJECTIVES

We will be able to:

identify the leaders of the Union and Confederacy;

identify the first battle of Civil War and the outcome of that battle.

ASSESSMENT

EXIT CARD

1. Who were the Presidents of the Union and the Confederacy?

2. What was the name of first battle of the Civil War? Where did it take place?

3. Who won the first battle of the Civil War?

CRITERIA FOR SUCCESS

Students wrote the following responses:

Answer #1: Abraham Lincoln (Union) & Jefferson Davis (Confederacy)

Answer #2: (First battle of)Bull Run (or First Battle of Manassas); Virginia

Answer #3: The Confederacy (or the South)


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Example # 3 You are a member of a 2nd grade team. One of your colleagues, Mr. Smith, developed a lesson on the Water Cycle for you all to use. As you review the lesson components think about how you would answer the questions below. Share your thoughts with your group.

What do you think the grading process would look like for each of your team members?

What feedback would you give to the teacher about the Criteria of Success he developed?

LESSON OBJECTIVE We will be able to describe the processes of evaporation, condensation and precipitation in the context of the water cycle.

ASSESSMENT The Water Cycle Name: _________________

Directions: 1. Write a story that explains what happens during water cycle.

Be sure to explain what happens during evaporation, condensation, and precipitation.

2. Include a picture that illustrates this process.

CRITERIA FOR SUCCESS Student Name:

Criteria Point Value Points Earned

Writes about the water cycle 1

Describes evaporation 1

Describes condensation 1

Describes precipitation 1

Picture includes labels 1

TOTAL SCORE ___/5


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FIVE CASE STUDIES ON MEANINGFUL ACTIVITIES

Your principal has asked you to support teams of new teachers as they plan activities for their

Core Knowledge lessons. Each team has submitted a common objective for a lesson they are

about to teach, and teachers have individually described an activity they will have students do

to master the objective or contribute to it.

Your task is to determine which activities are in alignment with the objective, which contribute

to the objective, and which are irrelevant. As you do so, assume that teaching occurred prior to

the activity and assess the activity only as to whether it aligns with or contributes to the specific

objective that is provided.

NOTE: Consider the kind of thinking you do to assess each case, as you will be applying the same

thinking to your own lesson later on.

CASE ONE: WESTWARD EXPANSION

Objective: Students will be able to describe the effect of Westward Expansion via the Oregon

Trail on the Native Americans.

Activity #1: I will divide students into two groups –pioneers and Native Americans—and have them write journals that illustrate the perspective of each group during the Westward Expansion. I will have students discuss the impact of Western Expansion on Native Americans. Then, I’ll have students discuss how one culture affects another, especially where emigrating people affect established communities.

Activity #2: I will have students use internet websites that provide background information on the Oregon Trail, its location, and the tribes that lived along the route.

Activity #3: I will have students simulate life on the Oregon Trail by making covered wagons with shoe boxes, making pioneer toys, and telling campfire stories.

NOTE: There is not necessarily a one‐to‐one correspondence of activity with the types below.

ALIGNED CONTRIBUTING IRRELEVANT


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CASE TWO: FEUDAL JAPAN

Objective: Students will be able to describe the rigid class system in feudal Japanese society.

Activity #1: I will provide students with a body‐sized picture of a samurai. We will discuss the various armor parts and students will label the helmet, neck shield, body armor, breastplate, and boots. We will discuss the position of honor the samurai held in feudal society.

Activity #2: I will have students write haikus that depict the life of a shogun, a daimyo, a samurai, a peasant, an artisan, and a merchant.

Activity #3: I will have students rotate through centers which include: a Japanese tea ceremony, a Japanese scroll and writing station, an origami station, an authentic Japanese food tasting station, and a Haiku station.



CASE THREE: CHEMISTRY of FOOD & RESPIRATION

Objective: Students will be able to compare and contrast the chemical reactions of plant and animal cells.

Activity #1: I will have each student create an audio‐visual presentation during which he/she must describe photosynthesis or cellular respiration in detail.

Activity #2: I will have students create a Venn diagram that will include key details regarding photosynthesis and cellular respiration. Then, students will write at least 1 paragraph to summarize this visual.

Activity #3: I will have pairs of students visit websites to gather information about how our bodies digest vegetables and other plant life.




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CASE FOUR: LIVING THINGS & THEIR ENVIRONMENT

Objective: Students will be able to identify a plant and animal that live in a forest, prairie, or

desert and describe why they are able to survive in that habitat.

Activity #1: I will have students create a diorama of a forest, prairie or desert habitat. Their diorama must include at least one plant and animal that lives in the specific habitat. I will then have the students write a paragraph identifying the habitat they created, plants and animals they included, and a description of why the plants and animals are well suited for the habitat.

Activity #2: I will have students research animals that live in forests, prairies, and deserts and use the learned information to identify what features enable them to live in that environment.

Activity #3: I will have a “Habitat Bee.” When presented with a plant or animal, students will have to correctly identify the habitat it lives in. They will create a worksheet matching the plant and animal with the habitat.

NOTE: There is not necessarily a one-to-one correspondence of activity with the types below.



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CASE FIVE America from the Twenties to the New Deal

Objective: Students will be able to identify specific cause and effect relationships describing

how the Stock Market crash of 1929 led to the Great Depression.

Activity #1: I will have the students write a letter to President Hoover from the perspective of an individual (e.g. farmer) affected by the Great Depression. In the letter, the student will identify how he/she (as this individual) has been negatively affected and request specific support to improve his/her situation.

Activity #2: Working in small groups, students will create a timeline that spans from the Stock Market Crash of 1929 to Roosevelt’s New Deal. Starting with the Stock Market Crash, students will collaboratively identify significant events that occurred during these time periods. Students will then draw arrows to illustrate which events caused others. Underneath each arrow students write a paragraph describing the causal relationship. When the activity is completed, students will present their timeline and use it to illustrate the relationship between the 1929 Stock Market Crash and the Great Depression.

Activity #3: I will have the students write an essay identifying projects and programs that were developed through Roosevelt’s New Deal as a result of failed policies which contributed to the 1929 Stock Market crash. Students will elaborate on how these new programs provided support to improve the economic crisis and preventions from happening again.




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MAKING FOCUS VISIBLE

To make focus visible:

• Make explicit the purpose of the activity.

• Indicate the objective with which it aligns.

• Make evident how the activity will lead students to the objective.

Crafting a Statement of Focus

Exam

ple 1

“Students, we are making this quilt to illustrate the sequence of significant events leading up to the Civil War. By carefully depicting and labeling key scenes and placing them in order, we will have a synopsis of events leading up to the war.”

Exam

ple 2

“Students, we are writing our own tall tales so we can illustrate the characteristics of them and the location they represent. When you turn in your story, you should be able to defend why it is a tall tale based on its characteristics and how it is an appropriate tall tale for your location.”

You try: Think of a meaningful activity you might use for your lesson. Jot down some ideas of how you might communicate the focus explicitly to your students. Reference the bulleted list above.

Students, we are…


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CROSS‐CURRICULAR CONNECTIONS CRITERIA CHECKLIST

Making cross‐curricular connections serves learning when the connections are carefully selected by the following criteria:

Is this connection authentic and natural?

This means the connections fit naturally, and are not forced. “Thematic units”

make artificial connections; for example, reading Johnny Appleseed and

forcing anything that deals with apples together: baking apple pie, hearing the

story of Newton and the Apple Tree, cutting apples into fractions, etc. These

are not authentic connections.

Is this connection purposeful?

This means there is a purpose or reason for connecting the concepts, and you

can state it.

Does this connection bring a value‐added component?

This is the effect of being purposeful; the value‐added is that connections

enhance context, understanding, and retention. Generally, the whole is

greater than the sum of its parts.

Does this connection maintain the integrity of the disciplines?

This is the “mother” of connection criteria, as it encompasses all the previous

criteria. There’s nothing more frustrating as a teacher than to have a group

treat your content as a tagged on after‐thought in a context that really has

nothing to do with your content or standards. Strive to create connections

that are not just connections for connections sake.


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Domain/Topic Lesson #

Grade

Template © 2012 Core Knowledge Foundation. All rights reserved.

Updated April 24, 2012

Essential Understanding(s)

What significant concept are students going to develop an understanding of in this lesson?

Content Knowledge Content Guidelines Language Arts Skill Guidelines

List guidelines from the Core Knowledge Sequence

Content Objectives Language Arts Skill Objectives

What will students know and/or be able to do by the completion of this lesson. State the objective in measurable terms.

Assessment & Criteria for Success

Product or Performance Assessment Criteria for Success

Describe assessment Describe the specific criteria that determines whether or not a student was successful on the assessment

Check the type of lesson you are developing:

Direct instruction Other (including guided inquiry, discovery, etc.)

Activities and Procedures

Activities and the procedure to conduct them:

(A) Anticipatory Set

(The Hook) How are you going to motivate the learner?

( The Review) How are you going to connect this lesson to pervious learning?

(B) Framing the Learning

What is the purpose of this lesson?

Review the objectives of the lesson and its itinerary.

(C) The Instructional Input

How are you going to model the instruction?

(D) Practice and Application

How are students going to apply what they learned?

(E) Summary & Closure

How are students going to summarize what they have learned?

How are you going to close the lesson?

Comprehension Questions

What are 3-5 essential questions you should ask during this lesson to assess understanding and promote higher –level thinking?


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Domain/Topic Lesson #

Grade



Support & Enrichment

How are you going to support students who are struggling and provide enrichment experiences for students who need a challenge?

Materials & Resources

What materials do you need to complete this lesson?


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Questions to Ponder

LESSON PLAN MODELS

As you review these models, note the components in relation to your current lesson’s activities and procedures. Begin to think about (1) what model your lesson follows and (2) what you need to do to effectively include all of the components of that model.

Lesson Models

GUIDED INQUIRY DIRECT INSTRUCTION

Engagement

Exploration

Explanation

Extension

Evaluation

Anticipatory Set

Framing the Learning

Input & Check for Understanding

Practice & Application

Summary & Closure

1. What model does your lesson follow?

Guided Inquiry Direct Instruction

2. I need to:


48

Astronomy Lesson #2

Grade1

Copyright © 2012 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved.

Updated July 6, 2012


In this lesson, students will learn that the Earth rotates on an axis, making one full rotation every 24 hours. Different sides of the Earth are exposed to the sun during the course of these 24 hours, with half of the planet being exposed to sun while the other half is deprived of light. It is this rotation that causes day and night.


Vocabulary- Earth, Sun, rotate, axis, sunrise, sunset, horizon. (Review: planet, star.)

The Earth rotates (spins)

When it is day where you are, it is night for people on the opposite side of the Earth

Use basic capitalization and punctuation in sentences to convey meaning.

Participate in age appropriate activities involving listening and speaking.


Use domain vocabulary accurately to describe what causes night and day.

Explain what causes day and night.

Explain what happens during sunrise and sunset.

Write sentences that begin with a capital letter and end with a punctuation mark.

Look at the speaker during group discussions.



Match a picture that illustrates night or day (based on the location of a marked area on Earth and the location of the Sun) with the term day or night. Write a sentence to explain why the picture depicts night or day.

1. Matches the picture illustrating day with the term day.

2. Matches the picture illustrating night with the term night.

3. Writes a sentence(s) that includes the following points:

(A) When a side of earth faces the sun it is day.

(B) When a side of earth does not face the sun, it is night.

4. The sentence begins with a capital letter and ends with a punctuation mark.


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Astronomy Lesson #2

Grade1





Direct instruction Non–direct instruction (include inquiry, discovery, etc.)

(A) Anticipatory Set

Review previously learned content and vocabulary (e.g. astronomy, earth, sun, moon, stars, and atmosphere).

Remind students of key concepts about the sun and its relationship to Earth.

(B) Framing the Learning

Purpose of lesson is to learn more about how the earth moves and how that affects us living on earth.

Review the objectives of the lesson and itinerary of lesson

(C) The Instructional Input

Using a globe (the Earth), demonstrate how the Earth rotates on its axis. Use the terms rotate and axis as you demonstrate the process and ask students to explain what these words mean.

Place a lamp (the Sun) in the middle of the room and walk in a circle around the lamp while rotating the globe on its axis. Through questioning support students with discovering that the Earth’s rotation on its axis creates the experience of day and night.

(CCC*) Discuss Saying & Phrase: A.M. and P.M.

Draw a line on chart paper and label the sky above and ground below. Explain that the line represents the horizon—where the sky and ground appear to meet. Draw the sun above the horizon. Explain that this represents sunrise, the sun coming up over the horizon. Ask what they think sunset is (the sun going down below the horizon).

(D) Practice and Application

Students practice and apply what they learned through 3 centers:

Center # 1: (Partner work at computer) Students listen and follow along to the story As the Earth Turns with a partner (http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/default.htm) and complete activities together.

Center # 2: (Teacher table) Provide students with a toothpick, Styrofoam ball, and marker. Direct students to mark a small “x” in the upper portion of the ball. Remind students of the axis. Explain that they are going to pretend the toothpick represents the Earth’s axis. Model for students how put the toothpick through the ball on an angle. Holding the toothpick, they will turn their earth representation its axis while watching the path of the “x.” Students will talk to their partner about what happens to the “x” as the Earth turns on its axis. Place a small lamp in the middle of the table and give each student the opportunity to rotate and make a revolution around the lamp. Ask students to describe what is happening where the “x” is as they rotate their earth representation.

Center #3: (Differentiated Independent work) Student write about A.M. and P.M. using related vocabulary and draw a representation of their writing.

(E) Summary & Closure

Students group in triads. Student (1) summarizes how the Earth moves; Student (2) summarizes the Earth’ movement in relation to the Sun; Student (3) summarizes sunrise and sunset.

Students complete exit card (Appendix A)

(Review Exit Card to determine what needs to be re-taught)


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Astronomy Lesson #2

Grade1



Comprehension Questions

1. Describe what we see at sunrise each day. (sun coming up over the horizon)

2. Describe what we see at sunset each day. (sun going down below the horizon)

3. What is the path earth travels in a path around the sun, and that it takes one year to go all the way around the called?( an orbit or revolution)

4. If it is daytime now, what is it like on the other side of the Earth? (nighttime) How do you know? (that side of the Earth is not facing the Sun)


Center #3 writing activity on A.M. and P.M. is differentiated:

(Prompt #1) Explain what time of day is A.M.? What time of day is P.M.?

(Prompt #2) What is the cause of A.M. and P.M.?

Center #2 includes audio and text. Students who are not able to read the text independently can listen and follow along.


Globe (1)

Lamps (1 desk lamp and 1 standing lamp)

Chart paper (2 pieces)

Markers (1 per student)

Styrofoam balls (1 per student)

Toothpicks (1 per student)

Computer center (or laptops) with internet access

Appendix A (1 per student)

*CCC - Cross-curricular connection


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Astronomy Lesson #2

Appendix A



Name:_______________ Is it day or night?

Directions: Think about what happens in the sky during the day and at night. Look to see where the red X is in each example. Paste the word under the picture to tell whether it is day or night where the red X appears. Write a sentence explaining how you know.

I know it is I know it is because because

day night

X X


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Domain /Topic Lesson #

Grade




What significant concept are students going to develop an understanding of in this lesson?


List guidelines from the Core Knowledge Sequence


What will students know and/or be able to do by the completion of this lesson. State the objective in measurable terms.



Describe assessment

Describe the specific criteria that determines whether or

not a student was successful on the assessment


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Grade




Direct instruction Other (including guided inquiry, discovery, etc.)


Activities and the procedure to conduct them:


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Grade



Comprehension Questions (informal assessment)

What are 3-5 essential questions you should ask during this lesson to assess understanding and promote higher –level thinking?


How are you going to support students who are struggling and provide enrichment experiences for students who need a challenge?


What materials do you need to complete this lesson?


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Bibliography for the Meaningful Instruction Workshop

Black, P., & William, D. (1998). “Inside the Black Box: Raising Standards Through Classroom Assessment,” Phi Delta Kappa, 80 (2), 139‐148.

Bybee, R.W. et al. (1989). “Science and Technology Education for the Elementary Years: Frameworks for Curriculum and Instruction.” Washington, DC: National Center for Improving Instruction.

Cotton, Kathleen. (2001). “Classroom Questioning,” School Improvement Research Series. Portland, Oregon: Education Northwest.

Gladwell, Malcolm. (2008). Outliers. New York: Little, Brown and Company.

Good & Brophy. (2002). Looking in Classrooms. Boston, Massachusetts: Allyn & Bacon.

Huebner, T. A. (2009). “What Research Says About Balanced Assessment,” Educational Leadership, 67(3), 85‐87. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Hunter, Madeline C. (1994). Enhancing Teaching. New York: Macmillan College.

Stiggins, R., & Chappuis, J. (2006). What a Difference a Word Makes. Journal of Staff Development, 27(1), 10‐14.

Strong, Silver, and Perini. (2001). Teaching What Matters Most: Standards and Strategies for Raising Student Achievement. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Tomlinson, Carol Ann and Imbeau, Marcia B. (2010). Leading and Managing a Differentiated Classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Wiggins, Grant & McTighe, Jay. Understanding by Design. (2005). Alexandria, Virginia: Association for Supervision and Curriculum Development.


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MEANINGFUL INSTRUCTION FEEDBACK FORM School/State___________________________________ Date______________________________ Circle the answer that best represents your thoughts about this professional development experience. Please add specific comments that would help us to improve our supports for you.

A. Participant Self- Assessment:

1. I can now name the four key components of a lesson plan that must be aligned.

Disagree Somewhat agree Agree 2. I can now write an effective objective based on a set of criteria and can support a peer in

doing the same. Disagree Somewhat agree Agree

3. I can now defend the value of communicating and posting lesson objectives. Disagree Somewhat agree Agree

4. I can now write a set of criteria for success that evaluates what’s important. Disagree Somewhat agree Agree

5. I can now assess whether activities my team designs are meaningful. Disagree Somewhat agree Agree

(over…)

Comment:

Comment:

Comment:

Comment:

Comment:


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B. Feedback for the Facilitator(s): 6. The facilitator(s) of this training was well-prepared and able to support us. (e.g., If she/he didn’t

know an answer, she/he offered to find out.) Disagree Somewhat agree Agree

7. The facilitator(s) of this training was professional and respectful in interacting with us. Disagree Somewhat agree Agree

C. Feedback on the Learning:

D. Feedback on the Training:

**VOLUNTARY INFORMATION** We value your comments. We use them in our publications to promote this training. If you are especially pleased with this training, please take a moment to tell us so. By signing below, you give us permission to use your name with your statement(s) in future publications. Name ________________________Date ____________________

Comment:

Comment:

I wish there had been (more/less)…

This training could be enhanced by…

Three key things I learned are……


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teaching, learning, and assessment: meaningful instruction

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