John+Wilson+Unit+Project+Page


 * ** Timeline for Project Completion ** ||
 * **// Unit 1 //** || Get into the Project Wiki space. ||
 * **// Unit 2 //** || Determine the Unit standards and the ways in which your students can demonstrate those standards to you. ||
 * **// Unit 3 //** || Develop the preliminary summative assessment criteria that you will use to assess learning of the standards. ||
 * **// Unit 4 //** || Develop higher order thinking and engaging questions that you can use to get students thinking about the content you want them to learn. ||
 * **// Unit 5 //** || Develop a project that students can work on throughout the unit to gain experience and practice using the content you want them to learn. ||
 * **// Unit 6 //** || Incorporate multimedia resources that enhance your instructional activities and provide students will other ways to learn content. ||
 * **// Unit 7 //** || Incorporate the use of Web 2.0 tools or resources that extend learning by providing opportunities for learning through collaboration. ||
 * ** Section 1: General Information ** ||
 * Name |||||||| John Wilson ||  Title  || Teacher ||
 * SAU |||||||| 38 ||  Grade Level  || 9-12 ||
 * District |||||||| Hinsdale ||  Content Area  || Earth Science ||
 * School |||||||| Hinsdale High School ||  Content Domain  || Geology ||
 * ** Backward Design Unit Planning ** ||
 * ** Unit 2: Standards and Learning Goals ** ||
 * Online or Hybrid Unit |||||||||||| Plate Tectonics ||
 * Source of Standards |||||||||||| **NH_Curriculum_Frameworks** ||
 * // What are the standards you want to teach with this unit? // |||||||| // Brainstorm ideas for how students can demonstrate this standard to you. // ||
 * Proficiency Standard 4b.1Use maps and globes to identify surface features of the Earth |||||||| Analyze a world map and see how the continents fit together like a puzzle. ||
 * Proficiency Standard 4b.12Describe the relationship of plate tectonics to earthquakes and volcanism |||||||| Identify that each plate boundary has associated features such as volcanoes earth quakes and mountains. ||
 * Proficiency Standard 4b.2Establish a correlation between different locations using rock and fossil evidence |||||||| Research Wegener's research on Continental Drift and recognize his evidence such as matching fossil records and correlating rock units. ||
 * 4 ||||||||  ||
 * 5 ||||||||  ||
 * // Inset more rows if necessary. // ||
 * ** Unit 3: Assessment Criteria and Measurement ** ||
 * // Design a draft of the assessment you will use to determine students have achieved the standards. // ||
 * // List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. // |||||||| // What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. // ||
 * 1Home work from text and worksheets |||||||| 2-3 assignments weekly based on current section of unit (25%) ||
 * 2Weekly quizzes |||||||| once a week to review unit sections (25%) ||
 * 3Projects (labs, hands on, power points) |||||||| Enrichment for going beyond standard knowledge base (25%) ||
 * 4Tests |||||||| 2 quarterly to assess knowledge of total units of study (25%) ||
 * 5 ||||||||  ||
 * // Inset more rows if necessary. // ||
 * ** Unit 4: Instructional Design: Discussion Questions ** ||
 * // Design a discussion starter question, or set of questions that require students use higher order thinking skills to develop a deeper understanding of the concept. Connect this discussion question to your unit standards and assessment criteria. // ||
 * // On what cognitive level of Bloom’s Taxonomy would you place this discussion starter question? If the discussion starter frame consists of more than one, identify all of them. // |||||||| // To what assessment criteria does this discussion question connect? Tie the learning students will get through this discussion to the assessment criteria/standard you want them to achieve. // ||
 * I would consider this to be on the level of remembering, applying and analyzing |||||||| The questions connect directly to the standards of correlation of fossil and rock records and also maps of surface features. The students are not only required to remember the information but how it applies and supports the theory. ||
 * // Write the Discussion Starter question or set of questions below. Include all framing language necessary. // ||
 * The theory of Plate Tectonics is one of the most famous theories in Modern Earth Science. Alfred Wegner is well known for contributing early on to this theory. What was the name of his theory and what evidence did he provide to support it? How does this evidence support his theory? Why did the scientific community not support his ideas? What important pieces of evidence discovered later would have supported his theory? ||
 * // Inset more rows if necessary. // ||
 * ** Unit 5: Instructional Design: Projects ** ||
 * // Design a short online project or activity that would provide students with an opportunity to gain experience and practice with the content of your unit. Connect this project to your unit standards and assessment criteria. // ||
 * // Describe a project or activity that you could use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. How does the project provide evidence of learning? // |||||||| // To what assessment criteria do this does this project or activity connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * The students would be required to create an online presentation about Plate Tectonics. First the students would identify the two main theories and evidence that support them. Next they would identify the scientists who developed these theories and why they were not always accepted by the scientific community. Based on the information gathered the students would then apply the facts of Tectonics to actual geologic features of the earth. They will also identify natural disturbances associated with tectonics processes. |||||||| The project ties in with all standards listed above. The students will learn the history and evidence supporting these theories. They will also apply this information to real examples on earth. This would allow the students to analyze how the forces of earth have shaped their current view of the planet. ||
 * // Inset more rows if you have additional projects you want to include. // ||
 * ** Unit 6: Instructional Design: Multimedia Resources ** ||
 * // Find multimedia resources online that would provide students with an opportunity to gain a deeper understanding of the content of your unit. Connect the content of the multimedia resource to your unit standards and assessment criteria. // ||
 * // From **Thinkfinity**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. // |||||||| // To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * This site includes information on the topic, interactive diagrams and links to other sites for more information. It also identifies the state standards that match up with the topic of discussion. |||||||| Proficiency Standard 4b.1Use maps and globes to identify surface features of the Earth
 * The students would be required to create an online presentation about Plate Tectonics. First the students would identify the two main theories and evidence that support them. Next they would identify the scientists who developed these theories and why they were not always accepted by the scientific community. Based on the information gathered the students would then apply the facts of Tectonics to actual geologic features of the earth. They will also identify natural disturbances associated with tectonics processes. |||||||| The project ties in with all standards listed above. The students will learn the history and evidence supporting these theories. They will also apply this information to real examples on earth. This would allow the students to analyze how the forces of earth have shaped their current view of the planet. ||
 * // Inset more rows if you have additional projects you want to include. // ||
 * ** Unit 6: Instructional Design: Multimedia Resources ** ||
 * // Find multimedia resources online that would provide students with an opportunity to gain a deeper understanding of the content of your unit. Connect the content of the multimedia resource to your unit standards and assessment criteria. // ||
 * // From **Thinkfinity**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. // |||||||| // To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * This site includes information on the topic, interactive diagrams and links to other sites for more information. It also identifies the state standards that match up with the topic of discussion. |||||||| Proficiency Standard 4b.1Use maps and globes to identify surface features of the Earth
 * This site includes information on the topic, interactive diagrams and links to other sites for more information. It also identifies the state standards that match up with the topic of discussion. |||||||| Proficiency Standard 4b.1Use maps and globes to identify surface features of the Earth

Proficiency Standard 4b.12Describe the relationship of plate tectonics to earthquakes and volcanism ||
 * // Provide the link to the **Thinkfinity** multimedia resource. // |||||||||| http://www.nationalgeographic.com/xpeditions/lessons/15/g912/ring.html ||
 * // From **You Tube**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. // |||||||| // To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * // Provide the link to the **You Tube** multimedia resource. // ||||||||||  ||
 * // Inset more rows if you would like to include more resources in your project. // ||
 * ** Unit 7: Instructional Design: Using Web 2.0 Tools ** ||
 * // Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria. // ||
 * // Describe the tool you would have them use for collaboration. // ||
 * // Provide the link to the online multimedia resource // ||||||||||  ||
 * // How would your students use this tool for collaboration? What would you have them do to learn the content of your unit? // |||||| // How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve. // ||
 * // Inset more rows if necessary. // ||
 * // Provide the link to the online multimedia resource // ||||||||||  ||
 * // How would your students use this tool for collaboration? What would you have them do to learn the content of your unit? // |||||| // How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve. // ||
 * // Inset more rows if necessary. // ||
 * // Inset more rows if necessary. // ||