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Understanding by Design….in real lifeA WeddingBuilding a housePlanning a familyPlanting a gardenShoveling the drivewayPlanning a tripRaising chickens/livestockGetting a Master’s Degree
Interview Skills for Education Students 2
Unit Title: Grade:
Subject, Topic: Time:
Stage 1 – Desired ResultsLearning Target(s): Students will understand that…
Critical Questions:
Students will know… Students will be able to…
Stage 2 – Assessment EvidenceFormative Assesssments: Summative Assessments:
Stage 3 – Learning PlanLearning Activities: High Yield Strategies:
Accommodations: Differentiation:
ThinkBig
RocksSandWater
Big
Idea
What are the “Big Rocks” of your curriculum?What is the “Sand”? What is the “Water”?
Big Idea Topic
Essenti
al
Questio
n
Culminatin
g Project
EnduringUnderstandings
Stage 1: The Logistics
Stage 2
Grade 4 Science
Determining Acceptable Evidence
Stage 3
Aim for the Top of the Pyramid
Determining Acceptable Evidence: Think GRASPS
Determine how to assess 21st Cross-Curricular Competencies
Planning Learning Activities:Think WHERETO:
WHERETO
WWhere are we going? Why?
What is expected?
HHow will we hook and
hold student interest?
EHow will we
equip students to explore and experience?
OHow will we
organize and sequence the
learning?
THow will we
tailor learning to varied needs,
interests, styles?
EHow will
students self-evaluate and
reflect on their learning?
RHow will we help students rethink, rehearse, revise,
and refine?
“Those who Fail to Plan
…..Should Plan to Fail.”
**Alan Lakein
Planning for Learning Today:Quality Instructional Design
The Importance of Project-based Learning for today’s learners:
Establishing Real-World Connections in Projects