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Concept Based Unit

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Lindsey Flatley

on 13 December 2012

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Transcript of Concept Based Unit

Nine Unit Design Steps Concept Based Unit 1. The Unit Theme 2. Concept 3. Webbing the Topics for Study 4. Generalizations Change Should the categories around the web always be different subject areas?
How do we maintain discipline integrity? What are generalizations?
How do we write generalizations? 5. Essential Questions What are essential questions?
Why are they important? 6. Processes and Skills What's the difference between a process and a skill?
Why do they need to be identified? 7. Instructional Activities What is the purpose of the instructional activities? 8. Culminating Performance What is the culminating performance? 9. Scoring Guide What is the scoring guide?
What are the steps for developing the scoring guide? "Growth and Development" What is the difference between a concept and a theme? A theme can be topical. "Growth and development" is a conceptual theme that requires deeper complex thinking. A concept is broad and timeless. Why use a conceptual lens for my topic of study?
How do I select a suitable conceptual lens? A conceptual lens forces integration and allows students to make connections. Notice the difference between a concept and a topic-then choose a concept that is compatible with the unit theme. "Change" is broad, timeless, universal, and the unit theme is covered under this concept. It can be carried over to other subjects and units at the grade level. Science
States of matter
Chemical reactions
Physical reactions
Life cycle Social Studies
Industrial Revolution
Rites of Passage
Civil War
Society Language Arts
Writing development
Giving speeches
Text themes Art
Colors Growth and Development Math
Exponents Change The web doesn't always have to include different subject areas, but if the unit is interdisciplinary it should. Different disciplines will feel like a "handmaiden" if integrity is not maintained. In order to keep discipline integrity the concept has to reach multiple subjects. Generalizations are deep ideas that come from fact-based study, otherwise called "essential understandings" Generalizations are broad and abstract. When writing, do not use the topic or theme that is being studied. Do not include proper or personal nouns. Use active nouns. Generalizations are statements, not definitions. Change is constant.
Societal Changes have resulted in generational gaps.
Change is not always permanent.
In a multicultural society, physical changes are viewed from multiple perspectives Essential questions engage the students in the theme and connect activities to deeper understandings Essential questions help students make connections and allows for inductive teaching. The message is clearer to the students than objectives. How can we see society change?
Can physical changes ever be undone?
Is change always good? Bad? Necessary?
What causes change?
How do people react to change? A process is a complex performance... ...a skill is a specific ability needed to complete the process. Process and skills are part of national learning standards. It is necessary to know what to do and how to do it. Instructional activities are designed so students can practice their processes and skills. These activities will increase the students' critical knowledge and generalizations. The activities should connect to the essential questions and understandings. A final assessment Answers: "What do I want my students to understand and know?" How do we write the culminating performance? 1. What?
2. Why?
3. How? Express the concept of physical change in order to understand the continuity of change across multiple domains. Demonstrate understanding by evaluating the evidence of change that were studied via text, video, experiments, etc. Use the evidence to produce an original piece of art that depicts physical change. Art will be presented and “physical change” should be evident within the piece before and/or after the presentation. The scoring guide is a rubric used to assess the students' progress toward the standard. It is helpful for laying out criteria and descriptors for the students. 1. State the mode and criteria to be assessed.
2. Expand the criteria with descriptors.
3. Determine the Format for presenting the scale.
4. Set the standard for quality performance.
5. Define the levels of performance by qualifying the descriptors for each level. Artwork

Presentation Originality




Delivery unique




eye contact
body language Mode Criteria Descriptors Originality Appearance Delivery Concept
knowledge Exceptional (3) Acceptable (2) Needs work (1) Poor (0) Explored several choices; generated many ideas before choosing one; original piece is created. Explored a few choices; generated only a few ideas before choosing one; expressive piece is created based off of someone else’s idea. Only one idea was developed and used; piece lacks originality and is a copy or interpretation of an already existing piece of art. No thought or effort is evident; piece was created by someone else. Notable, deliberate use of colors and shades to enhance artwork; Striking details are visible and increase the piece’s visual appeal; complete. Clear use of colors to add to artwork; some details are present to increase the visual appeal of the piece; complete. Thoughtless use of colors, does not add to the visual appeal of the artwork; very little detail and piece is simple; incomplete. No color is used; no effort is evident; piece is incomplete. Notable eye contact throughout the presentation; Noteworthy control of volume; Superior use of body language; Excellent pronunciation. Sufficient eye contact throughout the presentation; effective control of volume; some body language is used; clear and well pronounced. Little eye contact throughout presentation; volume was too high or too low; very little body language used; unclear and apparently unrehearsed. No eye contact made with the audience; volume was inadequate; no body language used; unrehearsed and incomprehensible. Meticulous understanding of the concept is evident; explanations are thoughtful, precise, and relevant to the concept; clear connections between the content and the project; 4-5 references to unit texts and activities are made. Informed understanding of the concept is evident; explanations are clear and relevant to the concept; some connections made between the content of the unit and the project; 2-3 references to unit texts and activities are made. Some understanding of the concept is evident; explanations are vague and sometimes irrelevant to the concept; very few connections are made between the content of the unit and the project; 1-2 references to unit materials are made. Little or no evidence of concept knowledge; explanations are absent or irrelevant to the concept; no connections are made between the content of the unit and the project; no references to unit materials are made.
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