World Geography Unit #2: Development

Stage 1 Desired Results

ESTABLISHED GOALS

Transfer
Students will be able to independently use their learning to
PLEASE NOTE: my guiding teacher, Ryan Witte,
find the information they need to support the claims they make
established these goals.
use the information they have to critically analyze problems
gain confidence in one individuals ability to make a difference
This sample unit plan is a reflection of the
Meaning
teaching that I did, and would exemplify what UNDERSTANDINGS
ESSENTIAL QUESTIONS
I would submit as a UBD unit plan.
Students will understand that
What is a developed country?
Development is a subjective term that is
What can we do to help countries that are less
affected by the point of view of the person
developed?
using it.
Is all development good? Is there such a thing
There are several factors that affect the
as bad development?
development of a country; these factors are
constantly changing.
Individuals can make choices to affect a
countrys development; Individuals can make
a difference
Acquisition
Students will know
Students will be skilled at
the names of the continents
locating and identifying important
information in an atlas
several identity markers of
development
writing sentences in an academically
appropriate manner
the three major factors used in the
Human Development Index
using the information they have to
solve problems

1. Use different types of maps and geographic

tools to analyze features on Earth to
investigate and solve geographic questions.

Use different types of maps and geographic

tools to analyze features on Earth.
I can identify and explain different
types and uses of maps.
I can locate geographic information
online or with digital tools.
I can compare geographic information
from different maps.
I can organize geographic information
by theme.
I can construct maps using geographic
information.
I can identify patterns within
geographic information.
Use different types of maps and geographic
tools to investigate geographic questions.
I can draw conclusions about patterns
within geographic information.
Use different types of maps and geographic
tools to solve geographic questions.
I can identify problematic patterns
within geographic information.
I can construct solutions to address
problematic geographic patterns.

2. Explain and interpret geographic variables

that influence the interactions of people,
places and environments.
Explain and interpret geographic variables
that influence the interactions of people,
places, and environments.

I can identify and explain unique

characteristics of people, places, and
environments.
I can identify how people, places, and
environments are changing.
I can examine how people, places, and
environments affect or alter other

people, places, or environments.

I can identify if changes to people,
places, and environments are
beneficial or harmful.
I can distinguish changes to people,
places, and environments that bring
benefit or cause harm to other
people, places, or environments.
I can defend my conclusions about
how people, places, and environments
are changing.

Stage 2 - Evidence
Evaluative Criteria

Identification of evidence
Knowledge of theme vocabulary
Understanding of maps

Use of academic English

Problem identification
Problem solving

Assessment Evidence
PERFORMANCE TASK(S):
Students use appropriate evidence to answer questions and support claims they make
in class and on their worksheets
Students use the vocabulary they have learned in the appropriate context.
Students are able to locate and transfer the information they need from the atlas maps
and cartograms to their class work as well as in the unit assessment

OTHER EVIDENCE:
Students use appropriate academic English orally and in their classwork on worksheets
Students are able to identify and locate the information they need using both maps and
cartograms by using the atlas to do class work and the unit assessment
Students use the information they haveincluding their prior knowledge to suggest
solutions to problems they have identified in both class discussions and in class work

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
The biggest issue to transfer of learning for this class is their English ability. Every lesson will be scaffolded for the English abilities of the
students. The overall goal is to get the students to think critically about the problems the unit presents and allow them to gain practice and
confidence in problem solving.

Students will be pre-assessed and have prior knowledge activated by giving one another surveys about what they think are identifiers of
a developed country
Students will compare definitions of what a developed country is and is not in a reading.
Students will review the reading guide in class to assist in development of academic English
Students will be introduced to the Human Development Index as a gauge of development, as well as the concept of inequality in the
context of development by using the atlas to fill out a worksheet about health factors affecting the Human Development Index
Students will be introduced to the educational factors that affect the Human Development Index of a country, and brainstorm solutions
to problems affecting education
Students will explore the many factors affecting income in a country by doing a data gathering activity in class that they use to identify
which factors affect the income inequality in a country
Students will have an open-book exam, where they use the products they have created and the class atlas to answer questions on a
unit quiz