Instructional Unit Planning Template Comparison MI NGSS Internal Review Committee May 2014

May 2013 Version – NGSS
Lesson Development – Classroom Instruction and Assessment / May 2014 Version– NGSS
Lesson Development – Classroom Assessment and Instruction / Other Considerations for Instructional Unit Planning
Unit Name -- Topic / Unit Name -- Topic
Unit Goals/Outcomes (chart) / Identify Essential, Driving (unit), Focus (lesson) Questions
1 Related PEs to be bundled / Related PEs to be bundled / Consider and list PEs from other content areas if a focus of instruction
2 List PEs with clarification statements and assessment boundaries / List PEs with clarification statements and assessment boundaries
Step 1 – ‘Unpacking’ PEs – Taking a Closer Look at the PEs
3. List Dimensions coded to PEs
DCI components with elements / 1 – ‘Unpacking’ Core Ideas
For each DCI
-Component
-Element
Elaboration of Ideas (know statements)
Boundary
Prior Knowledge
Student Challenges / For assessment development, more detail is articulated. This detail would be valuable for lesson development.
Science and Engineering Practices and elements / 2 – ‘Unpacking’ each Practice (coded and other appropriate)
Describe in terms of Evidence Statement Categories
Prior Knowledge (Practice Matrix)
Student Challenges / Include plans to develop other practices that may not be the focus of the unit, and so not be fully developed in the evidence statements.
Crosscutting Concepts and elements / 3 – ‘Unpacking' each Crosscutting Concept
Prior Knowledge (CCC matrix)
Student Challenges
4 Understandings – know and do statements
Students will need to know/understand…
Students will need to be able to do …
5 Identify appropriate S&E practices (focus and ‘maintenance’) Develop a sequence of 3-D tasks. / Additional practices embedded in instruction
6 Lesson Level Performance Expectations (Now referred to as Learning Performances) (knowledge in use statements)
LP
Some of these LPs will scaffold to and define assessment. / Instructional Level Performance Expectations (ILPE) (Now referred to as Learning Performances – LP) – Knowledge-in-use statements (Practice and DCI) (with code referencing PE and numbered sub-statement. (3-D Learning) / Articulate LPs for integrated PEs
7 Assessment – evidence (formative and summative)
Identify means of collecting evidence of meeting the LPs.
Those LPs that scaffold to the assessments as described in column 2, will need to be further specified. / Specifying the LP
For each ILPE:
-Related DCI, Practice, CCC
-Evidence Statements/Descriptions
-Example
-Additional Knowledge, Skills, and Abilities
-Characteristic Task Features
-Variable Task Features
-Task Examples with rubrics / Adapt evidence statements and rubrics to fit the context of the lesson/unit
Generate items – Set the context, work from LP
Conduct internal and external reviews
Develop rubrics
8 CCSS Connections (CCSS-M and CCSS-Lit) / If the focus of instruction, list above
9 Storyline / Map PEs across K-12
10 Reflection on how the lessons and tasks help students meet the PEs

10 Steps as articulated in JSTE article Planning Instruction to Meet the Intent of the Next Generation Science Standards.

Step 1: Select performance expectations that work together – a bundle – to promote proficiency in using the ideas expressed. Often the bundle will include PEs from a single NGSS topic (see topic arrangement) or DCI (see DCI arrangement), but a bundle could draw in PEs from other topics or DCIs.

Step 2: Inspect the performance expectations, clarification statements, and assessment boundaries to identify implications for instruction.

Step 3: Examine DCI(s), science and engineering practices, and crosscutting concepts coded to the PEs to identify implications for instruction.

Step 4: Look closely at the DCI(s) and PE(s). What understandings need to be developed? What content ideas will students need to know? What must students be able to do? Take into consideration prior PEs that serve as the foundation for cluster of PEs the lessons will address.

Step 5: Identify science and engineering practices that support instruction of the core ideas. Develop a coherent sequence of learning tasks that blend together various science and engineering practices with the core ideas and crosscutting concepts.

Step 6: Develop lesson level performance expectations. Lesson level expectations guide lesson development to promote student learning; they build to the level of understanding intendedin thebundle of performance expectations.

Step 7: Determine the acceptable evidence for assessing lesson level performances, both formative and summative.

Step 8: Select related Common Core Mathematics Standards (CCMS) and Common Core Language Standards (CCLS).

Step 9: Carefully construct a storyline to help learners build sophisticated ideas from prior ideas, using evidence that builds to the understanding described in the PEs. Describe how the ideas will unfold. What do students need to be introduced to first? How would the ideas and practices develop over time?

Step 10: Ask: How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?”