Model IV (Pine
Template)
Designing science learning opportunities for students may be challenging, but teachers already have learning strategies and science content to use with their students. The Pine Template brings additional tools and guidance to help teachers design the curriculum that would help their students. This template is not intended to be prescriptive, but it does provide questions and resources to help teachers expand their thinking, organize their planning, and reflect on their practice.
The underlying principles of this template are that planning will begin with the end in mind--that is, first decide what students will learn and how students will demonstrate that learning, and only then focus on best ways to facilitate their learning.
Note: The following table provides an overview of the topics presented in the model. To bypass this table, viewers may proceed directly to the text-only information for Model IV.
| Learning Experience Questions | Unit Questions | Curriculum Questions |
|---|---|---|
| List Unit Concepts and Processes | Identify Curriculum Concept(s) and Processes | |
| List learning experience objectives | List unit objectives | Identify and align curriculum objectives |
| Describe Student Assessment | Describe Student Assessment Plan | Describe Student Assessment Plan |
| Plan Instruction | Think about instruction | Think about instruction |
| Outline the unit | Outline the curriculum | |
| Evaluate learning experience effectiveness | Plan for Evaluation of Curriculum Effectiveness | |
| Plan for evaluation of unit effectiveness | ||
| Create a professional development plan | ||
| Reflect on teacher learning | Design for personal reflection journal | |
| Build a "to do" list | Identify resources |
List Learning Experience Objectives: what students will know and be able to do as a result of this Learning Experience.
Consider:
How will this Learning Experience support science unifying concept/theme?
How do my Learning Experience objectives fit into the unit objectives?
How do my objectives align with and reinforce prior learning?
How do my objectives prepare students for future learning?
Describe Student Assessment:
Consider:
Will there be assessment in this Learning Experience? If so, what?
Plan Instruction:
Consider:
How will I align objectives, methods and assessments within the unit?
How will I encourage students to frame and pursue their own scientific questions?
How will I guide students' Learning Experiences to answer their questions?
If data is collected, how will it be used?
Build a "To Do" List:
Advanced Preparation?
Wish List?
Supplies, Equipment, Materials?
Evaluate Learning Experience Effectiveness.
Reflect on Teacher Learning:
Consider:
What are my new understandings about science? teaching? students?
List Unit Concept(s) and Processes:
Consider:
Which national, state, and/or district standards/benchmarks support my unit?
What unifying concept/theme(s) am I addressing?
List Unit Objectives: what students will know and be able to do as a result of this unit. (This is an accumulation field from activity level and also up to curriculum level)
Consider:
How do my unit objectives fit into the curriculum scope and sequence?
How do my objectives align with and reinforce prior learning?
How do my objectives prepare students for future learning?
Describe Student Assessment Plan:
Consider:
How will my students provide evidence of what they know and are able to do?
What forms of assessment will I use?
What is my assessment timeline?
How will I provide regular feedback to my students?
Think About Instruction:
Consider:
How will I plan for student connections and application of learning?
What instructional models and strategies will I incorporate?
How will I align objectives, methods, and assessment?
How will my students apply what they've learned?
How can unifying concepts be expressed in other areas of science (e.g. cycles and patterns across life, earth and/or physical science)?
How will I integrate other subject areas?
What questioning techniques will I use?
How will I encourage my students to frame and pursue their own scientific questions?
How will my students use the data they collect?
How will I encourage my students to extend their Learning Experiences?
Outline the Unit:Consider:
What activities will I put on my timeline?
What is my activity timeline?
What sub-skills will my students need to achieve unit objectives?
Is there a required sequence of learning for this unit? If so, what is it?
How will student learning be reinforced and/or transferred to other experiences?
How will I identify and challenge science misconceptions?
How will I address safety issues?
Build a "To Do" List: (An accumulative field from Activities)
Advance Preparation
Supplies, Equipment, Materials
Identify Curriculum Concept(s) and Processes:
Consider:
Which national, state, and district standards or benchmark document(s) will
I use in planning this curriculum?
Which concepts and processes from the standards/benchmarks will I incorporate into this curriculum?
Which unifying concept(s) will I address?
Identify and Align Curriculum Objectives:
What will students know and what will they be able to do as a result of this curriculum?
Consider:
How will I plan with teachers of other grade levels to develop this curriculum?
How will I fit curriculum objectives into the district's K-12 scope and sequence?
How will my curriculum objectives align with and reinforce students' prior learning?
How will my curriculum objectives prepare students for future learning?
How will I build appropriate technology into the curriculum?
How will I identify and correct gaps and redundancies as I align
curriculum with standards?
Describe Student Assessment Plan:
Consider:
What assessment strategies will I use to provide evidence that students have
met identified curriculum objectives?
What assessment strategies will I use when remediating or extending content and process skills?
Where will I place assessments in my curriculum? (formative, imbedded, summative)
How will I provide regular feedback for students/parents/community?
Which national state, district documents will guide assessment?
How have I aligned my curriculum outcomes, assessment, and instruction?
How will what I learn through student assessment improve future instruction?
Think About Instruction:
What materials need to be purchased ahead of time?
What materials can be shared with others?
How can these materials be organized/stored so students can have access when they need it?
What materials need to be stored in secure locations?
Outline the Curriculum
Consider:
What units will I include?
What is the sequence of learning for my curriculum?
What is the curriculum timeline? Are there any factors which affect this timeline?
How will I structure the curriculum to allow students to explore ideas and construct their own meaning?
How will I identify and challenge science misconceptions?
How will I reinforce students' previous learning?
How will I build students' abilities to transfer and extend learning to other experiences?
How will I evaluate units/lessons for science safety concerns?
Identify Resources:
Consider:
What supplies, equipment, materials are needed to accomplish my curriculum objectives?
What human resources will I access for my curriculum?
What technologies will I access for my curriculum?
Plan for Evaluation of Curriculum Effectiveness:
Consider:
What data will I need to collect from activities and units to evaluate curriculum?
How will I use data?
With whom will I share data?
What other sources for evaluation will be utilized? (Self, students, peers, parents, families, and community)
How will I do long-term follow-up of my students' participation in science?
List Professional Development Needs [Accumulate from unit and/or activity template.]
Create a Professional Development Plan:
Consider:
What are my resources for professional development?
How will I seek current scientific information?
How will I engage in scientific inquiry?
How will I seek best practices in science teaching?
How will I engage in action research?
How will I investigate current strategies and issues about student assessment?
How will I improve my understanding of unifying concepts?
Plan for Evaluation of Unit Effectiveness:
Consider:
What data will I collect from activities to evaluate unit?
How will I use data?
With whom will I share the data?
What other sources can I use for evaluation? (Students, peers, parents, families, community)
Create a Professional Development Plan:
Consider:
What are my resources for professional development?
How will I seek current scientific information?
How will I engage in scientific inquiry?
How will I seek best practices in science teaching?
How will I engage in action research?
How will I investigate current strategies and issues about student assessment?
How will I improve my understanding of unifying concepts?
Design for Personal Reflection Journal:
Consider:
How will I structure self-evaluation? (Strengths and areas for improvement)
What are my professional development needs?