Unpacking Worksheets 1 24 12 1
Unpacking Worksheets 1 24 12 1
Unpacking Worksheets 1 24 12 1
page 1
Mathematical Practices #4
Model with mathematics
Mathematically proficient
students can apply the
mathematics they know to solve
problems arising in everyday
life, society, and the workplace.
In early grades, this might be
as simple as writing an addition
equation to describe a situation.
In middle grades, a student might
apply proportional reasoning to
plan a school event or analyze a
problem in the community....
MATHEMATICS Common
Core State Standards
Standards
Students will be able to independently use their learning to...
CRITERIA
Skill
Other Evidence
PERFORMANCE TASKS
Knowledge
ESSENTIAL QUESTIONS
UNDERSTANDINGS
TRANSFER GOAL(S)
page 2
Performance Indicators:
1. Demonstrate the correct
use of skills in simplified
versions of a variety of physical activities.
Standards
Students will be able to independently use their learning to...
detailed
observations of
effect
appropriate
skill weaknesses
identified
full muscle
contraction
complete follow
through
PERFORMANCE TASKS
Skill
CRITERIA
Knowledge
ESSENTIAL QUESTIONS
UNDERSTANDINGS
maximize force production and accuracy in all physical activities involving striking
(e.g., tennis), throwing (baseball), and kicking (e.g., soccer).
effectively seek and use feedback to improve their performance.
TRANSFER GOAL(S)
page 3
Mathematical Practices
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and
quantitatively.
3. Construct viable arguments
and critique the reasoning of
others.
MATHEMATICS Common
Core State Standards
Standards
Students will be able to independently use their learning to...
CRITERIA
Skill
Other Evidence
PERFORMANCE TASKS
Knowledge
ESSENTIAL QUESTIONS
UNDERSTANDINGS
Solve non-routine problems by persevering: simplify them, interpret expressions, and use equivalent forms based on the properties of real numbers and the
order of operations.
TRANSFER GOAL(S)
page 4
Standards
detailed
analysis
effective use
of narrative
conventions, art
elements and
design principles
to communicate
a story
effective use
of media
CRITERIA
Skill
Student self-reflections defending decisions made in creating, selecting media, and completing narrative compositions.
Teacher observations of the artistic process of planning and use of materials.
Other Evidence
PERFORMANCE TASKS
Students will use information learned from an analysis of selected
artists to generate ideas for a personal narrative by planning a
series of sketches, selecting one idea to enlarge and finalize in a
medium (collage, mixed media, and/or paint) influenced by their
study. Students will include a written description of their process.
Knowledge
ESSENTIAL QUESTIONS
UNDERSTANDINGS
TRANSFER GOAL(S)
page 5
Standards
CRITERIA
Skill
Other Evidence
PERFORMANCE TASKS
Knowledge
ESSENTIAL QUESTIONS
UNDERSTANDINGS
TRANSFER GOAL(S)
page 6
ideas
text
determine
analyze
summarize
themes
details
central
key
supporting
Understandings
Authors do not always state the
central idea or theme overtly; readers
have to infer it between the lines.
Effective readers use specific strategies to help them infer the implied
main ideas of a text.
Essential Questions
How can I to determine the central
idea or theme of what I read?
How can I read between the lines
to determine the authors meaning?
What strategies do effective readers
use to make meaning from a text?
Transfer Goal(s)
Determine central ideas or themes of
a text and analyze their development.
Summarize the key supporting details
and ideas.
Performance Task(s)
Prepare a study guide for students
by summarizing the central ideas or
key themes of a text.
Use the Adding up the Facts organizer to show how supporting details
lead to an inference about main ideas.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Source: Common Core College and Career Readiness Anchor Standards Writing
Produce (writing)
Understandings
A writers purpose (e.g., to inform,
entertain, persuade, etc.) and audience
shapes the style, development and
organization of the writing.
Different writing genres and purposes
have unique organizational patterns.
Essential Questions
What is my goal? For whom am I writing?
How does purpose and audience affect a
writers style and organization?
How do effective writers hook and hold
their readers in different genres (e.g.,
mystery, essay, poem, historical fiction)?
Transfer Goal(s)
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
Performance Task(s)
Write for the same purpose to different
audiences, and explain the influence of the
target audience on thestyle, word choice, etc.
Write on the same content in two
different genres and explain each genres
influence on organization, style, word choice.
Criteria
clear
coherent
appropriate to task, purpose, audience
page 8
All students will connect mathematics to other learning by understanding the interrelationships of mathematical ideas and the roles that
mathematics and mathematical modeling play in other disciplines and
Source: New Jersey MATHEMATICS Standard 4.3
in life.
mathematical ideas
mathematical modeling
disciplines and life
connect
model
Understandings
Transfer Goal(s)
Essential Questions
In what ways is mathematical
modeling useful?
How do you know if your model is a
good one (for a particular situation)?
What are the limits of mathematical
modeling?
Performance Task(s)
Create a mathematical model for a
selected real-world situation (e.g.,
seasonal temperatures).
Critically review a mathematical
model for its appropriateness to a
given situation.
Criteria
page 9
arguments
claims
topics or texts
evidence
reasoning
valid
relevant
sufficient
Understandings
The effectiveness of an argument
is dependent upon the quality of the
supporting evidence used (validity,
appropriateness) and how it is conveyed.
Transfer Goal(s)
Essential Questions
What makes an argument convincing?
What is the best evidence I can use
to support my argument?
How do I best organize and present
my argument?
Criteria
valid
relevant
sufficient
page 10
Understandings
Transfer Goal(s)
Performance Task(s)
Essential Questions
Criteria
page 11
(selected)
Content Standards
GLEs Grade 5 The study of events, documents, and people addressing the founding
of the United States as a nation, with connections to Connecticut and local history, emphasizing how government works today, with the
use of primary source materials.
Task 1 Create an animated map (using PPT, Animoto, or other technology tool) to
illustrate the push factors (reasons why people left Europe) and pull factors
(reasons why people were needed in the New World) leading to settlements during
the colonial period.
Task 2 Students are given a set of cards, with each card representing an individual/group that has relocated to a particular colony for a particular reason. They
consider the following questions for their deisgnated person or group: What will
life be like when they get there? How will they need to adapt to their new home?
Consider geography, climate, natural
resources and economic factors. Then, students write a series of short letters to
the new colonists about what he/she can expect, using their animated map to support their explanation and advice.
TRANSFER GOAL(S)
Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and
social studies information.
4 (2.1) Access and gather information from a variety of primary and secondary sources
o
o (2.2) Interpret information from a variety of primary and secondary sources
4 (2.3) Create various forms of written work to demonstrate an understanding of history/social studies issues
o
o (2.4) Demonstrate an ability to participate in social studies discourse through informed discussion, debate,
and effective oral presentation
4(2.5) Create and present relevant social studies materials using both print and electronic media
o
o (3.1) Use evidence to identify, analyze and evaluate historical interpretations
o (3.2) Analyze & evaluate human action in historical/contemporary contexts from alternative points of view
o (3.3) Apply appropriate historical, geographic, political, economic, and cultural concepts and methods in
proposing and evaluating solutions to contemporary problems
Process Standards
page 12
Content Standards
WORLD HISTORY
m Periodization
Consider this questions How did the coercive labor systems in the Americas
impact the economic growth and cultural patterns of both Africa and the
Americas?
In 1998, UNESCO decreed that August 23rd is the International Day for the
Remembrance of the Slave Trade and its Abolition. The focus of this years
remembrance is how economy shapes public behavior. Prepare a keynote
address that describes how coercive labor systems impacted Africa and the
Americas both economically and culturally. Be sure to consider alternate
points of view in your address as there are some areas of disagreement
amongst historians.
TRANSFER GOAL(S)
o Chronological reasoning
4Historical causation
m
Process Standards
page 13
o Represent and analyze quantitative relationships between dependent and independent variables.
4
o Apply and extend previous understand-
4
o Understand ratio concepts and use ratio
Grade 6:
Content Standards
TRANSFER GOAL(S)
Process Standards
page 14
Content Standards
*Source: pals.sri.com
Task 2 Design and construct a scientific experiment to test which of four antacids would be the
most effective for neutralizing acid. Prepare a (news article, podcast, Power Point slide show,
Animoto animation) to communicate your findings to the general public.
Design and conduct a scientific investigation and communicate results for a selfgenerated hypothesis.
TRANSFER GOAL(S)
Process Standards
page 15
4
o
4
o
Geometric measurement:
recognize perimeter as an attribute
of plane figures and distinguish
between linear and area measures.
Understand properties of multiplication and the relationship between multiplication and division.
Grade 3:
Content Standards
Mathematics
Every seven weeks students work in groups of four to measure the height of each other
using tape measures affixed to the classroom walls. By mid-May, the class has obtained six
height measures. Then, students create a simple graph (height in inches plotted against
the months of the school year) and plot the data. Using rulers, they connect the dots to
see rise over run (a visual representation of their growth over time). The chart papers
are posted throughout the room, and the students circulate in a gallery walk to view the
changes in heights of the various groups.
Students then analyze the data to answer guiding questions: In what months did we grow
the most this year? Is there a difference between how boys and girls have grown in
second grade? How does our class growth compare to that in the other second grades?
What can we predict for next years second graders about how they will grow based on
our data? Students are then work in their groups to develop a presentation for the
current 2nd graders to predict how much they will grow in 3rd grade.
TRANSFER GOAL(S)
Process Standards
page 16
Content Standards
TRANSFER GOAL(S)
Process Standards
page 17
CS
CS
be able to...
make predictions based on patterns of obser-
vation (rather than guessing)
measure length, weight, temperature, and liquid
volume with appropriate tools
express measurements in standard and nonstandard units
compare and sort common objects based on
two or more physical attributes
write or draw descriptions of a sequence of
steps, events or observations
page 18
be able to...
analyze and interpret works of art
compare works of art from different
periods and cultures to determine the
distinguishing visual characteristics
(e.g., Medieval and Renaissance)
communicate their analyses and
interpretations verbally and visually
page 19
be able to...
identify a position and develop an
argument
determine relevance and sufficiency
of evidence
build support for an argument
anticipate and refute objections
page 20
Standard
be able to...
page 21
page 22