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For the Thinking Classroom

For the Thinking Classroom

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Concept-based Curriculum & Instruction. For the Thinking Classroom. Let’s Think About… Two-dimensional vs. Three-dimensional Curriculum & Instruction The Structure of Knowledge The Power of a Conceptual Lens Unit Webs and Concepts Performances vs. Activities. - PowerPoint PPT Presentation

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Page 1: For the Thinking Classroom

For the Thinking Classroom

Page 2: For the Thinking Classroom

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Let’s Think About…

Two-dimensional vs. Three-dimensional Curriculum & Instruction

The Structure of Knowledge

The Power of a Conceptual Lens

Unit Webs and Concepts

Performances vs. Activities

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Our Changing World

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Living, Learning and Working

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Critical, Creative, and Conceptual Thinking

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Living, Learning and Working

Critical, Creative, and Conceptual Thinking

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Two Dimensional Curriculum Model-

Processes & Skills

Factual Content

Topic-based

Concept-basedThree Dimensional Curriculum Model-

Processes &

Skills

Concepts &Principles

Factual Content

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Factual Conceptual Procedural

Types of Knowledge

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Think of—

KNOW = Factual Knowledge which is locked in time, place or situation

UNDERSTAND = Conceptual Understanding which transfers through time, across cultures, and across situations

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The Structure The Structure of Knowledgeof Knowledge

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The Structure of Knowledge

Cultures use available resources tomeet their basic needs.

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

Mexican-American Culture

Beliefs/values

Needs

Identity Culture

The beliefs, values and heritage of a people help shape their cultural identity.

Resources

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The Structure of Knowledge

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People migrate to meet a variety of needs.Migration may lead to new opportunities or greater freedom.

Early American settlers migrated west.

Early American settlers looked for new opportunities.

Westward Movement

• Migration • Opportunity• Needs • Freedom

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High School Generalizations:Social Studies (examples)

Government:1. Forces of imperialism, nationalism, militarism, and geo-political alliances, taken to the extreme, can lead to international conflicts.

History:2. Key events in history can signal turning points that drastically alter the social, economic and

political directions of a society.

Economics:3. Economic depression in one country can substantially affect the economies of other nations.

Culture:4. New technologies and scientific breakthroughs can improve the quality of life--but may also

present ethical dilemmas.

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FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

Texas Wildlife Preserves:Organisms and Adaptations

biology; evolution; mutation; environment;behavior patterns; adaptation;

Environmental factors influence an organism’s biology and behavior patterns.

The Structure of Knowledge

An organism’s behavior patterns exhibit an evolutionary logic.

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The Structure of Knowledge

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slope derivative line

Measurement of distance and speed

Velocity can be mathematically represented by the slope of a line.

The slope of a graph at a particular point indicates the instantaneous rate of change.

graph

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

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Concept

• Timeless• Universal• Abstract• Represented by 1 or 2 words• Examples share common

attributes

A concept is an organizing idea; a mental construct...

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Examples of Subject Area Concepts

-Science Order Organism Population System Change Evolution Cycle Interaction Energy/Matter Equilibrium

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Conflict/Cooperation Patterns Populations System Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence

Prejudice Perspective Conflict Cooperation Power Relationships Envy Emotions Oppression Influence

-Writers’ Craft Organization Word Choice Context Conventions Fluency Voice Presentation Symbolism Allegory Metaphor Protagonist Antagonist

-Literary Concepts- Social Studies

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Level 1 Verbs

• affects

• impacts

• influence

• is, are, have

The student understands that___________________________________________________________

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The Structure of Knowledge

The student understands

that..._____________________________________________________.

Hurricane Katrina

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11FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

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ScienceNatural disastersEcosystemsHabitatsBio-hazardsWater qualityErosionPlant lifeAnimal life

CultureDisaster responsesConflictInterdependenceSocial systemsEnduranceEconomic impactSocial impactPsychological impactFeelings of loss

Sample Concepts

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The Structure of Knowledge

The student understands that..._____________________________________________________.

U.S. Trade and Competition

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11FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

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Examples of Subject Area Concepts

– Social Studies Conflict/Cooperation Patterns Populations System Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence

Markets Supply and Demand Cost Interdependence Beliefs/Values Goods/Services Conflict Cooperation Perceptions Patterns Power Systems

- Economics

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The Structure of Knowledge

The student understands

that..._____________________________________________________.

Family and Community: ________

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FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

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When we teach to the levels of concepts and

generalizations we are teaching for deep

understanding and the transfer of knowledge.

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Scaffolding Thinking

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Scaffolding Thinking to Complex Levels

Level 3– Traditions help to unify a people.

• So what—is the significance or effect…?Level 2

– Celebrations express traditions of a culture.

– Why do cultures have celebrations?Level 1

– All cultures have celebrations.

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Social Studies

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Scaffolding Thinking to Complex Levels

Level 3– Animals that could not meet their needs in an environment would not survive.

• So what if animals could not meet their needs in an environment?

Level 2– Animals meet their unique needs in different

environments.

• Why do animals live in different environments?

Level 1– Animals live in different environments.

Science

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Scaffolding Thinking to Complex Levels

Level 3 Nations with a strong economic infrastructure wield

greater political power in international relations.

So what is the effect or significance of a strong economic infrastructure for a society?

Level 2 Advances in technology lead to the development of new

products and materials which can strengthen the economic infrastructure of a society.

How (or Why) do advances in technology impact a society?

Level 1 Advances in technology impact a society. 32

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Gothic Literature: Edgar Allan PoeScaffolding Understandings—

Thematic “Big Ideas” (Enduring Understandings)

The Writer’s Craft

Level 1 Level 2 Level 3

Level 1 Level 2 Level 3

Consonance,assonanceand alliteration enhance reading pleasure.

Consonance, assonanceand alliteration create a flow to the languagethrough sound, rhyme, cadence and repetition.

The use of literarydevices creates moods and empha-sizes words, connect-ing them to the ideas they express.

Guilt affects perception.

Guilt narrows and intensifies focusand shapes perception.

Perception can causepeople to makepoor choices anddecisions.

How? So what?

How? So what?

by Del Whitmire & Amy Pritzl Green Bay, WI.

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Scaffolding Thinking

Level 1:_________________________________________________

________________________________________________________

Why or How?

Level 2: ________________________________________________

________________________________________________________

So What—is the significance or effect?

Level 3:________________________________________________

________________________________________________________

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Uses critical content (topics and facts) as a tool to help students understand concepts and generalizations that transfer through time and across cultures.

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The American Media

Conceptual Lens?

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The American Media

Persuasive ForceConceptual lens:

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Topic:_______________

Conceptual Lens:_________________

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Sample Conceptual LensesConflict Complexity

Beliefs/Values Paradox

Interdependence Interactions

Freedom Transformations

Identity Patterns

Relationships Origins

Change Revolution

Perspective Reform

Power Influence

System Balance

Structure/Function Innovation

Design Genius

Aesthetic Heroes

Force Creativity

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To develop the intellect and increase

motivation for learning, curriculum and

instruction must create a “synergy”

between the lower (factual) and higher

(conceptual) levels of thinking.

Cartoons by David [email protected]

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© 2005 David Ford Cartoons

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© 2005 David Ford Cartoons

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creates connections to prior experience and finds relevance;

synergistically works with factual level knowledge to develop the intellect;

creates deeper understanding at the factual and conceptual levels;

recognizes the transferablity of knowledge.

creates the motivation for learning

It is the conceptual mind that…

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The Integration of Thinking

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A Crisis is Simmering

CurriculumStew

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Integration refers to the

cognitive process of seeing

patterns and connections at the conceptual

levelof thinking.

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Coordinated, Multidisciplinary

Topic Organizer:A Little Art

Use of Language Processes

A Little Literature

A Little Science

A Little Math

The “Potpourri Unit”of facts & activities

The Human Body

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INTEGRATED, INTERDISCIPLINARY CURRICULUM…

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looks at a topically-based theme,

problem, or issue through an

integrating, “conceptual lens”

such as Interdependence or System.

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Integrated, Interdisciplinary

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Conceptual Lens:System

Health

ScienceMathCalculations: heart rate, body mass,StatisticsMeasurements: height, weightRatiosCharts; graphs

Literature

Art

The Human Body

Physical EducationWellnessNutritionEating DisordersWeight ManagementSubstance AbuseDiseases

Circulatory SystemRespiratory SystemDigestive System, etc.Function & structureInterdependence

Body ControlMovementCoordinationMusculatory SystemFitnessEndurance

Draw a body:symmetry, line, shapeHuman forms - art realism, abstract, cubist

The Human Body (Science concepts)The Scarlet Ibis (J. Hurst) (limits of the human body)To the Top: Annapurna (Blum) (endurance, respiratory system)

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The goal of integration...

The conceptual lens

pulls thinking to the

integration level.

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... is to facilitate integrated, higher level thinking.

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History• Native Americans - attitudes and policies toward Native Americans by government officials, the U.S. Army, missionaries, and settlers - Dawes Severalty Act of 1877

Government• Growth of cities and changes in urban life - increasing power of urban political machines and how they were viewed by immigrants and middle class reformers

Culture• Growth of cities - response of urban leaders, such as architects and philanthropists to the challenges of rapid urbanization• Immigration after 1870 - changing patterns: population, ethnicity, religion, language, place of origin, and motives - response of Catholic and Jewish immigrants to religious discrimination• New cultural movements

Geography• Industrialization and the environment - impact of rapid industrialization, extractive mining techniques, and the “gridiron” pattern of urban growth on the environment

Economics• Industrialization, the advent of the modern corporation, and material well-being - ideas of business leaders to limit competition and maximize profits• Farming, mining, and ranching - commercial farming in the Northeast, South, Great Plains, and West . Differences in terms of crop production, farm labor, financing, and transportation

The Developmentof the Industrial

United States1870-1900

Industrialization and Paradox

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Chemical Bonding

Atomic Structures• valence electrons• formation of ions• electronegativity

Molecular Shape• VSEPR Theory• Valence-bond theory• polarity

Bond Energy• potential energy• bond strength• exothermic and endothermic bonds

System/Interaction (Conceptual Lens)

Unit Theme

Bond Types• covalent, ionic, metallic• polar covalent• orbital hybridization• sigma and pi bonds

Compounds & Properties• amorphous solid• crystalline solid - moelcular, ionic, atomic• liquids - molecules with strong intermolecular forces• gases - molecules with weak intermolecular forces

Electronegativity• periodic table trend• ionic/covalent continuum

Figure 5.11. Chemistry UnitSource: Jean Lummis, Washington Township High SchoolWashington Township School District, Sewell, New Jersey; used with permission

Intermolecular Forces• London dispersion• dipole-dipole• hydrogen bonding

Modern Materials• liquid crystals• polymers• ceramics

Integrated, Intradisciplinary

(Concepts italicized)

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GENERALIZATION=Enduring Understanding

Two or more concepts in a relationship...

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Concept Concept

• CONCEPTUAL IDEAS THAT TRANSFER• DEVELOP “DEEP UNDERSTANDING’

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UNIVERSAL GENERALIZATIONS

• Broad and Abstract• Universal in Application• Generally Timeless• Represented by different

examples that support the generalization

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GENERALIZATIONS

PAST

PAST PERFECT

PRESENT PERFECT

TENSE VERBS

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PROPER OR PERSONAL

NOUNS

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Sample GeneralizationsScience

• Properties distinguish living and non-living things.

• Genetic and environmental influences lead to diversity of populations.

• Cells store energy in a variety of forms.• Environmental factors influence an

organism’s biology and behavior patterns.

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Mathematics GeneralizationsExamples

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Pre algebra: • Ordered pairs name a unique point of a grid. • Geometric figures encompass a measurable amount of space.Algebra: • Absolute value measures the distance from zero. • Rational numbers are a subset of the real number system. • Solving linear equations and inequalities involves the reversal of operations influencing the variable.Geometry: • Geometric figures can be replicated or distorted through transformations.Algebra 3/4 • A root is the inverse of a power. • Triangular and circular representations define trigonometric functions.

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Types of Guiding QuestionsProvocative/Debatable – (or “essential questions”) “Can a nation have too much wealth?” “Should a more powerful nation dominate weaker nations?” “Is war ever justifiable?”

Conceptual – “Why do nations desire to explore new lands?”

Factual - “In what ways did the early American explorers disrupt Native American cultures?”

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Student Performances:

Reflect the most important Understand (Generalizations), Know (Factual Knowledge), and able to Do (Skills) of the unit Student Performances are the assessment evidence of mastery. Student Performances are not simple “activities.”

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Working on Performance Statements

Key Understanding (Generalization): Watershed events mark turning points in history.

TEKS: “Analyze Lincoln’s ideas about liberty, equality, union,

and government as contained in his first and second inaugural address and the Gettysburg Address.”

Student Performance or Activity? Recite from memory key passages from the Gettysburg

Address.

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Page 60: For the Thinking Classroom

Working on Performance Statements

Key Understanding (Generalization): Watershed events mark turning points in history.

TEKS: “Analyze Lincoln’s ideas about liberty, equality,

union, and government as contained in his first and second inaugural address and the Gettysburg Address.”

Student Performance or Activity? Recite from memory key passages from the

Gettysburg Address. Tell why Lincoln’s Gettysburg Address is

considered a “watershed event” in American History 64

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Working on Performance StatementsKey Understanding (Generalization): Political documents can set forth social ideals such as justice,

equality, or freedom, but the path to ideals is impeded by conflicting notions.

TEKS “Identify the influence of ideas from historic documents

including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anit-federalist writing on the U.S. system of government.”

Student Performance or Activity? Create an outline highlighting social ideas such as justice,

equality, or freedom for the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected Anti-Federalist writing on the U.S. Constitution. Select one of these social ideas and describe how conflicting notions have impeded the progress to these ideals. [cite specific examples from history or current events to support your position.]

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Working on Performance StatementsKey Understanding (Generalization):

As a society becomes more complex, the role of government increases in the daily life of its citizens.

TEKS “Explain the impact of significant international events such as

WWI and WWII on changes in the role of government.” “Predict the effects of selected contemporary legislation on the

roles of government.”

Student Performance or Activity?Create a 3-column chart. In the first column list significant international events such as WWI, WWII and Global Terrorism. In the second column show some of the resulting U.S. legislation, or governmental policies, enacted in response to these events. In the third column detail the impact of the legislation on the daily life of citizens. In a paragraph below the chart, answer this question: “How does the increasing complexity (social, economic, political) of a society lead to the expansion of government?” 66

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Science: Working with Student Performances

Key Understanding (Generalization): Organisms maintain a constant internal environment called homeostasis in order to ensure survival.

TEKS“Describe how organisms maintain stable internal conditions while living in changing external environments.”

Student Performance or Activity?Create a symbol or design to represent the idea of “homeostasis.”

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Science: Working with Student PerformancesKey Understanding (Generalization): Organisms maintain a constant internal environment calledhomeostasis in order to ensure survival.

TEKS“Describe how organisms maintain stable internal conditions while

living in changing external environments.”

Student Performance:Create a symbol or design to represent the idea of “homeostasis.”Write a summary paragraph under your symbol or design telling how

it represents the idea of homeostasis; then tell why homeostasis is important for organisms that live in changing external environments.

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Mathematics-Grade 8• Key Understanding (Generalization):

The arc of an angle, measured in degrees, indicates whether the angle is acute, obtuse, or right.

• TEKS Use angle measurements to classify angles as acute, obtuse,

or right.

• Student Performance or Activity? Classify each of the following angles as 1) acute, 2) obtuse, or 3) right: ____ 90 degrees ____180 degrees ____ 120 degrees ____ 30 degrees ____ 60 degrees ____ 45 degrees

Write an answer to this question: What is the relationship between the arc of an angle and its classification?

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English/Language ArtsHigh School

• Key Understanding (Generalization): Authors use connotative language to create strong images, or to move the reader to figurative rather than literal interpretations.

• TEKS Discriminate between connotative and denotative meanings

and interpret the connotative power of words.

• Student Performance or Activity? In this excerpt from Shakespeare’s “Taming of the Shrew,”

highlight denotative language in blue, and connotative language in red.”

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English/Language ArtsHigh School

• Key Understanding (Generalization): Authors use connotative language to create strong images, or to move the reader to figurative rather than literal interpretations.

• TEKS Discriminate between connotative and denotative meanings

and interpret the connotative power of words.

• Student Performance or Activity? In this excerpt from Shakespeare’s “Taming of the Shrew,”

highlight denotative language in blue, and connotative language in red.”

What do we have to add to turn this into a Performance?

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Working on Performance StatementsKey Understanding (Generalization):

“People celebrate national holidays to recognize the contributions of famous people and special events.”

“People may use symbols to recognize certain holidays.”

TEKS: Recognize the importance of national holidays. Identify symbols that are associated with certain holidays.

Student Performance or Activity? Choose two of the following holidays and tell why people

celebrate that day. Martin Luther King Day July 4th Veterans’ Day

Cinco de Mayo…

Match each symbol to its related holiday: United States Flag Peace or Freedom Symbol… 72

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Mathematics• Key Understanding (Generalization):

Standard units of measure allow accurate, numerical comparisons of objects.

Non-standard units of measure provide a general comparison of objects.

• TEKS: Measure objects using standard units of measure. Measure objects using non-standard, everyday items.

• Student Performance or Activity? Use a 12 inch ruler to compare the length of a book, your foot, and the side of your desk. Record your results on the chart. Choose a non-standard item (pencil, your hand, an opened paper clip…) and measure the same objects. Record your results.

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Mathematics• Key Understanding (Generalization):

Standard units of measure allow accurate, numerical comparisons of objects. Non-standard units of measure provide a general comparison of objects.

• TEKS: Measure objects using standard units of measure. Measure objects using non-standard, everyday items.

• Student Performance or Activity? Use a 12 inch ruler to compare the length of a book, your foot, and the side of your desk. Record your results on the chart. Choose a non-standard item (pencil, your hand, an opened paper clip…) and measure the same objects. Record your results.

In two paragraphs compare the lengths of the book, your foot, and the side of your desk as accurately as possible for both your standards ruler measurements, and your non-standard item measurements. Answer the question:

“Why do home builders use standard units of measure?”

Differentiation: Have advanced students compare their measurements (standard and non-standard) with another student, chart their differences, and determine how they could “standardize” their non-standards measurements. (hint: use a ruler to measure the exact length of a non-standard item)

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_______________:Working with Student Performances

• Key Understanding (Generalization):

• TEK:

• Student Performance [expectation(s)]:

Lesson Plan:

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Subject/Grade Level