stage 2
Content
Lora Alligood FRIT 7430, Instructional Design Stage 2, Understanding by design Fall 2012
UbD Stage 2 Stage 2 – Determine Acceptable Evidence
Title of Unit Magnets Grade Level 3
Stage 1 – Identify Desired Results
List the understandings of your unit: (explain) some common objects are attracted to magnets while others are not. (apply) only objects containing iron or steel are attracted to magnets. (apply) opposite poles attract while like poles repel. (explain) magnets have differing strengths. (explain) the magnet exerts force over a certain area called the magnetic field. (interpret) the magnetic field has a predictable pattern. (explain) some magnets are permanent while others are temporary. (interpret) it is possible to create a temporary magnet. (explain) magnets have poles. (have perspective) everyday objects contain/use magnets. (apply) magnets are useful.
Essential Questions
(copy and paste from Stage 1) Overarching Questions: How do magnets interact with other objects? What are the characteristics of objects to which magnets are attracted? Topical Questions: Which objects in the classroom will be attracted to a magnet?
How do magnets interact with each other?
Why do magnets sometimes pull other magnets toward themselves and sometimes push away? What causes magnets to have differing strengths? How can the magnetic field be measured and represented? How can we make a magnet? What can you create with a magnet? In what ways do you personally use magnets daily? How can man use naturally occurring forces?
How are magnets different from one another?
How can a magnet be created? How can you use magnets? How are magnets used in everyday life?
Stage 2 - Evidence Performance Task(s)
Essential questions addressed by this task: How can you use magnets? How are magnets used in everyday life? What can you create with a magnet? In what ways do you personally use magnets daily? How can man use naturally occurring forces? Goal: The goal is to use magnets to locate the Earth’s poles. Role: You are a researcher. Audience: Your target audience is the class (peers) and your teacher. Situation: The context you find yourself in is the classroom. Product Performance and Purpose: You will create four compasses and compare the results of each. Standards and Criteria for Success: Your lab sheet will be graded by your teacher. Your peers will judge your work as part of the group using a rubric. You will evaluate yourself.
Performance Task(s) Rubric(s)
Cooperative Learning Rubric 1 (perspective, empathy, and self-knowledge)
Contribution to group goals
2
Works toward group goals only when prompted
3
Works toward group goals with occasional prompting Works toward group goals without occasional prompting; accepts and fulfills individual role within group Shows and expresses sensitivity to the feelings of others; encourages the participation of others
4
Consistently and actively works toward group goals; willingly accepts and fulfills individual role within group
Consideration of others
Needs occasional reminders to be sensitive to the feelings of others
Shows sensitivity to the feelings of others
Shows sensitivity to the feelings and learning needs of others; values the knowledge, opinion, and skills of all group members and encourages their contribution Consistently and actively contributes knowledge, opinions, and skills without prompting or reminding Helps the group identify necessary changes and encourages group action for change; always does the assigned work without having to be reminded
Contribution of Contributes information to the knowledge
group only when prompted
Contributes information to the group with occasional prompting or reminding Participates in needed changes with occasional prompting; often needs reminding to do the assigned work
Contributes knowledge, opinions, and skills without prompting or reminding Willingly participates in needed changes; usually does the assigned work and rarely needs reminding
Working and sharing with others
Participates in needed changes when prompted and encouraged; always or often relies on others to do the work
http://www.readwritethink.org/files/resources/lesson_images/lesson95/coop_rubric.pdf
explain, interpret, apply
(e.g. tests, quizzes, work samples, observations)
Other Evidence Lab Results
Complete the following: Floating Magnet 1. Magnetized the needle 2. Pushed the needle through the cork 3. Placed the needle and cork in a cup of water 4. Drawing
5. Results (Describe/Explain what you observe): ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Chinese Hanging Magnet 6. Magnetized the needle 7. Hang the needle from a pencil by a thread 8. Place the pencil over a cup
9. Drawing
10. Results: Describe/Explain what you observed ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Horseshoe Magnet (repeat above) Needle and Magnet (repeat above)
http://notebookingfairy.com/pixiedust/science/scienceexperiment-log-booklet.pdf
Student Self-Assessment and Reflection
Science Journal (self-knowledge) 1. What have I learned?__________________________________________ 2. What went well? _______________________________________________ 3. What would I do differently next time? ___________________ 4. What were the results off the experiments? _____________ 5. What have I learned that I can apply to the real world and other problems? _________________________________________
Adapted from: Center for Gifted Education University of Arkansas at Little Rock
Appendix A http://tlc.howstuffworks.com/family/science-projects-for-kids-magnets-andmetal4.htm ©2007 Publications International, Ltd.
Choose a Compass to Make
Make a compass, and you'll always know which direction you're headed. You can make a floating compass and a Chinese hanging compass.
What You'll Need:
2 needles (one for each compass) Magnet Straight pin Cork Scissors 2 clear plastic cups (one for each compass) Water Thread Pencil
Magnetized Needle for Both Compasses Step 1: Rub the pointed end of the needle along one side of the magnet, always rubbing in the same direction. Do this about 30 times to magnetize the needle. Step 2: Test the magnetized needle by trying to pick up the straight pin with it. If you can pick up the pin, the needle is ready. Step 3: If you will be making both compasses, repeat the process with the other needle. Floating Compass Step 1: Cut a small piece of cork, and push the magnetized needle through it. Step 2: Fill a plastic cup with water. Step 3: Carefully place the cork with the magnetized needle into the cup so the cork floats in the center. The magnetized end will always face north. Chinese Hanging Compass Step 1: Tie an end of a short piece of thread to the center of the magnetized needle. Step 2: Tie the other end of the thread to a pencil. Step 3: Place the pencil over the rim of the plastic cup. Again, the magnetized end of the needle will point north.
Appendix B http://tlc.howstuffworks.com/family/science-projects-for-kids-magnets-and-metal3.htm ©2007 Publications International, Ltd.
Find the Earth's Poles
Make your own compass, and you can find the Earth's poles. You'll observe the magnetic pull of the poles when you do this science project for kids. And you'll have the chance to try finding the poles with two different types of compasses. What You'll Need: Modeling clay Pencil Horseshoe magnet Needle Waxed paper Scissors Bowl Water
Pencil and Horseshoe Magnet Compass Step 1: Roll out a lump of modeling clay to form a firm base for a compass stand. Step 2: Set the eraser end of the pencil in the base so the pencil is standing upright with the point up. Step 3: Balance a horseshoe magnet on the tip of the pencil. Once balanced, the magnet will align itself on a north-south line. This happens because the earth itself acts as a huge magnet with lines of force running between the North and South Poles. The compass automatically aligns itself with these invisible magnetic lines. Needle and Magnet Compass Step 1: Rub one end of the needle on the positive side of the magnet and the other end on the negative side. (Run the needle in one direction only -- not back and forth.) Step 2: Cut a small circle of waxed paper, and stick the needle through the paper. Step 3: Gently place the waxed paper in a bowl of water so it floats, and give it a spin. When the paper stops spinning, the needle will be lined up on a north-south line.
UbD Stage 2 Scoring Rubric
(0 Point) 1. Assessments are not representative of different facets of understanding. (1-2 Points) Assessments appear to utilize some facets to build assessments for understanding. (3 Points) Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet. Labels where the six facets have been used. Assessments demonstrate congruency among goals Designs authentic performance task(s) Task(s) in alignment with goals and standards Designs a scoring rubric that includes distinct traits of understanding and successful performance Includes a variety (at least 3 types) of appropriate assessment formats within the unit to provide additional evidence of learning Self-assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation.
Your
Score
/3
2.
Performance task(s) are not authentic
Designs performance task, which requires learners to exhibit understanding through authentic performance tasks. Designs appropriate criterion-based scoring rubric to evaluate learner performance task(s) Includes at least two different formats of assessment.
/3 /3 /3 /3
3.
4.
Does not provide scoring rubric for the performance task(s) Selection of assessment formats is limited.
5.
Fails to provide opportunities for learners to selfassess.
Provides opportunities for learners to self-assess.
Your Total Score
/15
UbD Stage 2 Stage 2 – Determine Acceptable Evidence
Title of Unit Magnets Grade Level 3
Stage 1 – Identify Desired Results
List the understandings of your unit: (explain) some common objects are attracted to magnets while others are not. (apply) only objects containing iron or steel are attracted to magnets. (apply) opposite poles attract while like poles repel. (explain) magnets have differing strengths. (explain) the magnet exerts force over a certain area called the magnetic field. (interpret) the magnetic field has a predictable pattern. (explain) some magnets are permanent while others are temporary. (interpret) it is possible to create a temporary magnet. (explain) magnets have poles. (have perspective) everyday objects contain/use magnets. (apply) magnets are useful.
Essential Questions
(copy and paste from Stage 1) Overarching Questions: How do magnets interact with other objects? What are the characteristics of objects to which magnets are attracted? Topical Questions: Which objects in the classroom will be attracted to a magnet?
How do magnets interact with each other?
Why do magnets sometimes pull other magnets toward themselves and sometimes push away? What causes magnets to have differing strengths? How can the magnetic field be measured and represented? How can we make a magnet? What can you create with a magnet? In what ways do you personally use magnets daily? How can man use naturally occurring forces?
How are magnets different from one another?
How can a magnet be created? How can you use magnets? How are magnets used in everyday life?
Stage 2 - Evidence Performance Task(s)
Essential questions addressed by this task: How can you use magnets? How are magnets used in everyday life? What can you create with a magnet? In what ways do you personally use magnets daily? How can man use naturally occurring forces? Goal: The goal is to use magnets to locate the Earth’s poles. Role: You are a researcher. Audience: Your target audience is the class (peers) and your teacher. Situation: The context you find yourself in is the classroom. Product Performance and Purpose: You will create four compasses and compare the results of each. Standards and Criteria for Success: Your lab sheet will be graded by your teacher. Your peers will judge your work as part of the group using a rubric. You will evaluate yourself.
Performance Task(s) Rubric(s)
Cooperative Learning Rubric 1 (perspective, empathy, and self-knowledge)
Contribution to group goals
2
Works toward group goals only when prompted
3
Works toward group goals with occasional prompting Works toward group goals without occasional prompting; accepts and fulfills individual role within group Shows and expresses sensitivity to the feelings of others; encourages the participation of others
4
Consistently and actively works toward group goals; willingly accepts and fulfills individual role within group
Consideration of others
Needs occasional reminders to be sensitive to the feelings of others
Shows sensitivity to the feelings of others
Shows sensitivity to the feelings and learning needs of others; values the knowledge, opinion, and skills of all group members and encourages their contribution Consistently and actively contributes knowledge, opinions, and skills without prompting or reminding Helps the group identify necessary changes and encourages group action for change; always does the assigned work without having to be reminded
Contribution of Contributes information to the knowledge
group only when prompted
Contributes information to the group with occasional prompting or reminding Participates in needed changes with occasional prompting; often needs reminding to do the assigned work
Contributes knowledge, opinions, and skills without prompting or reminding Willingly participates in needed changes; usually does the assigned work and rarely needs reminding
Working and sharing with others
Participates in needed changes when prompted and encouraged; always or often relies on others to do the work
http://www.readwritethink.org/files/resources/lesson_images/lesson95/coop_rubric.pdf
explain, interpret, apply
(e.g. tests, quizzes, work samples, observations)
Other Evidence Lab Results
Complete the following: Floating Magnet 1. Magnetized the needle 2. Pushed the needle through the cork 3. Placed the needle and cork in a cup of water 4. Drawing
5. Results (Describe/Explain what you observe): ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Chinese Hanging Magnet 6. Magnetized the needle 7. Hang the needle from a pencil by a thread 8. Place the pencil over a cup
9. Drawing
10. Results: Describe/Explain what you observed ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Horseshoe Magnet (repeat above) Needle and Magnet (repeat above)
http://notebookingfairy.com/pixiedust/science/scienceexperiment-log-booklet.pdf
Student Self-Assessment and Reflection
Science Journal (self-knowledge) 1. What have I learned?__________________________________________ 2. What went well? _______________________________________________ 3. What would I do differently next time? ___________________ 4. What were the results off the experiments? _____________ 5. What have I learned that I can apply to the real world and other problems? _________________________________________
Adapted from: Center for Gifted Education University of Arkansas at Little Rock
Appendix A http://tlc.howstuffworks.com/family/science-projects-for-kids-magnets-andmetal4.htm ©2007 Publications International, Ltd.
Choose a Compass to Make
Make a compass, and you'll always know which direction you're headed. You can make a floating compass and a Chinese hanging compass.
What You'll Need:
2 needles (one for each compass) Magnet Straight pin Cork Scissors 2 clear plastic cups (one for each compass) Water Thread Pencil
Magnetized Needle for Both Compasses Step 1: Rub the pointed end of the needle along one side of the magnet, always rubbing in the same direction. Do this about 30 times to magnetize the needle. Step 2: Test the magnetized needle by trying to pick up the straight pin with it. If you can pick up the pin, the needle is ready. Step 3: If you will be making both compasses, repeat the process with the other needle. Floating Compass Step 1: Cut a small piece of cork, and push the magnetized needle through it. Step 2: Fill a plastic cup with water. Step 3: Carefully place the cork with the magnetized needle into the cup so the cork floats in the center. The magnetized end will always face north. Chinese Hanging Compass Step 1: Tie an end of a short piece of thread to the center of the magnetized needle. Step 2: Tie the other end of the thread to a pencil. Step 3: Place the pencil over the rim of the plastic cup. Again, the magnetized end of the needle will point north.
Appendix B http://tlc.howstuffworks.com/family/science-projects-for-kids-magnets-and-metal3.htm ©2007 Publications International, Ltd.
Find the Earth's Poles
Make your own compass, and you can find the Earth's poles. You'll observe the magnetic pull of the poles when you do this science project for kids. And you'll have the chance to try finding the poles with two different types of compasses. What You'll Need: Modeling clay Pencil Horseshoe magnet Needle Waxed paper Scissors Bowl Water
Pencil and Horseshoe Magnet Compass Step 1: Roll out a lump of modeling clay to form a firm base for a compass stand. Step 2: Set the eraser end of the pencil in the base so the pencil is standing upright with the point up. Step 3: Balance a horseshoe magnet on the tip of the pencil. Once balanced, the magnet will align itself on a north-south line. This happens because the earth itself acts as a huge magnet with lines of force running between the North and South Poles. The compass automatically aligns itself with these invisible magnetic lines. Needle and Magnet Compass Step 1: Rub one end of the needle on the positive side of the magnet and the other end on the negative side. (Run the needle in one direction only -- not back and forth.) Step 2: Cut a small circle of waxed paper, and stick the needle through the paper. Step 3: Gently place the waxed paper in a bowl of water so it floats, and give it a spin. When the paper stops spinning, the needle will be lined up on a north-south line.
UbD Stage 2 Scoring Rubric
(0 Point) 1. Assessments are not representative of different facets of understanding. (1-2 Points) Assessments appear to utilize some facets to build assessments for understanding. (3 Points) Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet. Labels where the six facets have been used. Assessments demonstrate congruency among goals Designs authentic performance task(s) Task(s) in alignment with goals and standards Designs a scoring rubric that includes distinct traits of understanding and successful performance Includes a variety (at least 3 types) of appropriate assessment formats within the unit to provide additional evidence of learning Self-assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation.
Your
Score
/3
2.
Performance task(s) are not authentic
Designs performance task, which requires learners to exhibit understanding through authentic performance tasks. Designs appropriate criterion-based scoring rubric to evaluate learner performance task(s) Includes at least two different formats of assessment.
/3 /3 /3 /3
3.
4.
Does not provide scoring rubric for the performance task(s) Selection of assessment formats is limited.
5.
Fails to provide opportunities for learners to selfassess.
Provides opportunities for learners to self-assess.
Your Total Score
/15
