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Science Curriculum by using the Backwards Design Model

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Brittany Barrington

on 28 July 2014

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Transcript of Science Curriculum by using the Backwards Design Model

Use as many sources as possible to illustrate your lesson. Use scholarly sources, videos, social media, other teachers or peer groups, look at what lessons failed to produce the needed results.
Have Learning Objectives
Learning objectives should be reasonable and specific to be attainable. Learning is based off of the learning objectives during class activated and time.
Develop Clear Learning Objectives
Ask questions as to the knowledge and skills that the teacher expects from students
Research
In order to support learning strategies, activities need to use materials and resources that have “clarity, completeness, and specificity” (Newman, 2013, pg. 231). Having a good learning objective will give the teacher a sense of organization to the rest of the plans. By having an established lesson plan, this also represents to other teachers, administration and parents that the teacher is on topic and understands what needs to be taught.
Example:
A learning object example would be: Students will research, collect and analyze data collected from various sources in order to solve a problem and answer the questions provided by the teacher. This learning objective establishes critical thinking, communication and literature.
What are the most important elements of effective lesson design?
Why are good learning objectives critical to planning effective instruction?
Examples of a good learning objective aligned with the Common Core State Standards.
Science Curriculum by using the Backwards Design Model

Brittany Barrington
Chart from Wiggins, G., & McTighe, J. (2004).
Understanding by design: Professional development workbook.
Alexandra,

VA: Association for Supervision and Curriculum Development
In order for a learning object to be “good” there needs to be what the student will actually do and learn by the end of the lesson.
Common Pitfalls in
Planning Effective Lessons
Teachers will ultimately have a lesson plan that is more “hands on without being minds-on” (Wiggins & McTighe, 2005, pg.232) because of all of the learning centers on the directions and output rather than the meaning behind the activity to begin with.

The second pitfall is when the teachers “focus of coverage of material” (Wiggins & McTighe, 2005, pg.233) without having an overall objective in mind.


Avoid These Pitfalls By?
Structure the lesson plans to no matter what kind of activity you have they students will always know the real meaning behind what you are trying to establish. Clearly state the objectives and discuss prior to the activity why you are actually doing the activity. Comprehension prior will help keep the activity lesson in perspective.

Make sure the teacher is involved in the activity to steer it on the course of learning and not just for a fun time consuming activity.

What Does Backwards Design Mean?
The backwards design mode, also known as “backward mapping” (Newman, 2013, pg. 236), is based on a three tier organizational chart that establishes the first step with the end outcome in mind. The three stages are: “Identify desired results, determine acceptable evidence and plan learning experiences and instruction” (Wiggins & McTighe, 2004, pg. 236). Based on this organizational standard there are established goals, terminal performance objects, questions, supported results and continuing questions to help keep students engaged.
How Does the Common Core State Standards Initiative Play a Role in Designing Effective Instruction?
The Common Core State Standards establish goals in order to establish the desired results. They help assist with lesson plan organization to establish what criteria needs to be admitted into the lesson plan per state standards. They give the teachers a head start as to how to flow their lesson plans and have established values to fall back on when questioned by parents about the education procedures.
Chart adapted From — Wiggins & McTighe, Understanding by Design. Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action & achievement. Alexandra, VA: Association for Supervision and Curriculum Development



Stage 1: Identify Desired Results
Established Goals Literary and Reading in Science and Technical Subject Standards Grades 11-12:

L11-12RST10 (Georgia Common Core Standard): The student will have independently, with proficiency, comprehend the reading materials in the science and technical classrooms from the 11-12 grades by the end of the 12th year.

Understanding(s):

Skills represented by students understanding that…
• Building knowledge from nonfiction reading materials
• Taking text from the reading material by producing writings and speeches
• Practice until fluent in complex texts and course vocabulary terms Essential Questions
• What is The Scientific Method?
• Who are the leading scientists and what are their education representations?
• How do you develop an items using the Periodic Table?
• Explain what the purpose of science is in society today.


Students will know…
The Scientific Method

Students will be able to…
Individually or in a group setting develop their own Scientific Methods and represent them by using various modes of technology or research from text.

Students will know…
The Periodic Table

Students will be able to…
Comprehend and retain the knowledge of what each element represents and does by classroom experiments using various chemicals while implementing The Scientific Method to help with results.

Students will know…
The scientists that influence science and science technologies.

Students will be able to…
Represent a scientist by completing research through various modes and giving speeches to inform other students of the particular scientist.
Stage 2: Determine Evidence for Assessing Learning
Performance Tasks:

• The student will take the guidance of the Periodic Table and create their own element and everything that is associated with creating it to the purpose and how it works.

• The student will take the Scientific Method and break down each step and explain through terms and research what the Scientific Method is and represents. Other Evidence:

• Perform group and individual hands on experiments dealing with the text on certain scientific experiments.

• Read specific chapters and answer end of unit questions for homework review


• Unit quizzes and assessments over individual topics that were included for




Stage 3: Build Learning Plan
Learning Activities:

• Use multiple sources of media (websites, videos, texts) in helping with solving a problem
• Analyze scientist purposes by describing their procedures, mimic experiments and identify issues that are still unsolved
• Follow steps in a multistep procedure (The Scientific Method) by performing tasks, obtaining numbers or measurements, seeking out references and talk about the results as a class.


References
Newman, R. (2013). Teaching and Learning in the 21st Century. San Diego: Bridgepoint Education, Inc.
Wiggins, G., & McTighe, J. (2000). Understanding by designs. Englewood Cliffs, NJ: Prentice Hall
Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandra, VA: Association for Supervision and Curriculum Development
Wiggins, G., & McTighe, J. (2005). Understanding by design: (expanded 2nd ed.). Alexandra, VA: Association for Supervision and Curriculum Development
Wiggins, G., & McTighe, J. (2007)). Schooling by design: Mission, action & achievement. Alexandra, VA: Association for Supervision and Curriculum Development

Questions?
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