The Big Ideas go beyond discrete facts or skills to focus on larger concepts, principles, or processes. Big Ideas are cumulative, meaning that students revisit ideas that are
previously developed (Schema theory), but in more and more complex ways at each successive grade level. This allows teachers to anchor
learning at the beginning of the grade level to “concepts and reasoning abilities that young children bring with them.” (Wiggins, G. & McTighe, 1999)
Change is something that happens to many things. Change can happen so fast or slow that it's hard to see.
2. Pick which relationships constitute the important dimensions of understanding for that concept (Need References).
A. Observe and record that big rocks break down into small rocks, e.g., boulders, rocks, pebbles, sand and record the results of observations.
§ 112.3. Science, First Grade, Beginning with School Year 2010-2011.
1. B. 7 Science Concepts. the student knows that many types of change occur. the student is expected to observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement.
B. Demonstrate how water and wind move nonliving things.
§ 112.7. Science, Fifth Grade, Beginning with School Year 2010-2011.
5. B. 11 Science concepts. The student knows that certain past events affect present and future events.
a. The student is expected to identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow.
C. Sort, group, and classify Earth materials, e.g., hard, smooth, rough, shiny, flat.
3. Identify which of those relationships have not already been acquired by the learners, and list them as new relationships to be taught.
4. Pick the best practice of using multimedia technology for each new relationship. (For example, Alice, Scratch, Video Clips…etc.)
§ 112.11. Science, Kindergarten, Beginning with School Year 2010-2011.
K. B. 7 Earth and Science. the student knows that the natural world includes earth materials.
a. The student is expected to observe, describe, and sort rocks by shape, color, and texture.
§ 111.12. Math, Kindergarten, Beginning with School Year 2010-2011.
K. B. 8 Geometry and spatial reasoning. the student uses attributes to determine how objects are alike and different.
c. The student is expected to sort a variety of objects including two and three dimensional geometric figures according to their attributes and describe how the objects are sorted.
B. Demonstrate how water and wind move nonliving things.
Video clips ?? Geocaching (Actual field trips)? Virtual Field trips ?
References
Texas Essential Knowledge and Skills (2010). Texas Education Agency. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html
McTighe, J. & Wiggins, G. (1999). The Understanding by Design Handbook. Alexandra, VA: Association for Supervision and Curriculum Development.
First I want to say, I really like that quote that you put at the beginning. I definitely can understand the importance of teaching the big ideas at each level since they are built upon throughout the grade levels. Once one "big idea" is skipped over, it's hard for the students to be able to step back in and learn the new schema for that topic.
ReplyDeleteI wasn't sure exactly where you were going with your big concept, but it ties in very well!! I really liked how you showed how it relates across grade levels and how it is built upon. That was an assignment I did in my undergraduate studies that I really enjoyed - going by grade level on one specific "big concept" and discovering how it was built upon across grade levels. It was really neat! I agree with your best practices on geocaching and field trips. I definitely think these hands on interactions are great for students and to tie in virtual field trips to use the technology aspect of it is a great idea!
This will be a fun science website for the students to have an interactive games or events for learning!
ReplyDeleteI was a little confused at the beginning with your big concept. Then I kept reading and found out that your big concept is about changes. I liked how students are supposed to describe how big rocks break down, then how water and wind change nonliving things, and finally the different Earth materials.
ReplyDeleteI would defintely think that virtual field trips would be awesome for this topic. Right now with the shortage of funds and regardless of financial issues, conducting a virtual field trip permits many students the opportunity to visit places that no other way they could. Some virtual field trips permit students to handle Earth "objects" and handle them as if they were actually holding them. One of the first steps would be for them to get to see objects up front and then that way they can easily recognize changes. Great idea!
I also really like using virtual field trips. The kids may not get the opportunity to visit state parks in other states or the Statue of Liberty. This way everyone has the experience.
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