Understanding By Design Unit Template

World Explorers Social Studies, Physical Education, Mathematics Erin VanderHoff, Robert Lee, Kalie Rickard High School (9-10) 3 Weeks

Title of Unit Subject Developed By

Grade Level Time Frame

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit? How does inquiry lead to pioneers in our world? The broad areas of learning are that explorers are adventure seekers who have a desire to test the waters and be the first to try or test something out. They will research and conclude what determines a world explorerfor example, a scientist, a mathematician, etc.depending on the particular field. Cross curricular Competencies How will this unit promote the CCC? Working with social studies will show them where motivation comes from for world explorersvaries from pure curiosity and desire for adventure, to determination to prove rulers wrong. Working with mathematics will show them the mental skills these explorers needed to travel the world, make discoveries in science and math fields and convey their revelations to others. Working with physical education will show students the physical fitness required of world explorers, the meaning of teamwork and the power of determination and motivation. Learning Outcomes What relevant goals will this unit address? (must come from curriculum; include the designations e.g. IN2.1) The students will look at explorers/pioneers from a well-rounded perspective. They will see what characteristics explorers/pioneers utilize from three different points of view: historical, mathematical and physical fitness. Each of the individual learning outcomes are listed on the content area pages and in the lesson plans.

Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable? Students will understand that... Explorers are adventure seekers, individuals who are willing to take risks and push the limits. They let their inquires guide their actions and adventure seeking, which has ultimately lead to pioneers in our world.

Essential Questions What provocative questions will foster inquiry into the content? (openended questions that stimulate thought and inquiry linked to the content of the enduring understanding) Content specific. Social Studies: What motivates explorers to impact their surrounding communities/societies? Physical Ed.: How does exploring fit into the concept of lifelong physical fitness?

Related misconceptions Mathematics: What mathematical skills are required of explorers? Are Students may have one stereotype of what an explorer is--such as Christopher there explorers in math? If so, what do they look like/what do they do? Columbus or Lewis & Clark. This unit will show students that explorers vary depending on their field of research. People such as Albert Einstein and FNMI, multicultural, cross-curricular Thomas Edison were explorers, though not in the traditional sense. Students may hold the misconception that in order to explore one has to travel What characteristics/character traits depict an explorer or pioneer? to a place no one else has visited. However, on can experience explorations just by finding his/her way from one place to another; even if that place isnt new to everyone. If its new to oneself, then its worth exploring. Knowledge: What knowledge will students acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit. I Can Statements The I Can statements are the objectives listed in each content area. Skills What skills will students acquire as a result of this unit? List the skills and/ or behaviors that students will be able to exhibit as a result of their work in this unit. These will come from the indicators. Students will be able to Again, these are listed in each individual content areas lessons as the standards (standards vary depending on content area).

Stage 2 Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) By what criteria will performances of understanding be judged? GRASPS Elements of the Performance Task Be able to write a cohesive essay that incorporates the information learned in all three disciplines. G Goal
What should students accomplish by completing this task?

R Role

____________________________________________________________________________________________________ You are a researcher--become an expert on your explorer. Your teachers and peers.

What role (perspective) will your students be ____________________________________________________________________________________________________ taking?

A Audience S Situation

Who is the relevant audience?

The context or challenge provided to the student.

P Product, Performance

____________________________________________________________________________________________________ Put yourself in a famous explorers shoes and explain what you would have done differently using what youve learned over the course of this unit. __________________________________________________________________________________________________ Your completed essay.

What product/performance will the student create?

S Standards & Criteria for Success

Create the rubric for the Performance Task

Attach rubric to Unit Plan Student Self-Assessment How will students reflect upon or self-assess their learning?

Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. Students will demonstrate achievement through the accurate completion of the various projects and activities in the three disciplines. In social studies they will have debates, discussions and article readings. In physical education the students will have task performances that test the skills they are learning. In mathematics the students will be creating projects, writing papers and reading content articles.

The students will have self-reflections in response to prompts in physical education. In social studies, the students will do online note-taking and reflection, discussion and various paper and pencil writing assignments. In mathematics, the students will have reflection papers and short paragraph reflections on each project.