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O'dea's DEP Page

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on June 3, 2010 at 2:39:17 pm
 

                             

               Understanding By Design Unit Template

 

 

Title of Unit

 Colorado History     

Grade Level

  4th   

Subject Area (s)

   History   

Time Frame

  4-5 weeks (May) 

Teachers

     Young, McPhail 

Desired Results (Stage 1)

Essential Content (Subject Area) Standards and Benchmarks/Indicators

History  Standard 1 _ Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado.

History Standard 2- The historical eras, individuals, group0s, ideas and themes inColorado history and their relationships to key events in the United States.

Geography Standard 1- Use several types of geographic tools to answer questions about the geography of Colorado.

Geography Standard 2- Connections within and across human and physical systems are developed.

 

National Education Technology Standards (Choose 2-3 to focus on)

                             Creativity and Innovation          Communication and Collaboration            Research and Information Fluency

 

       Critical Thinking, Problem-Solving and Decision-Making         Digital Citizenship         Tech Operations and Concepts

Understandings

Essential Questions

(connected to overarching and supporting understandings)

Overarching Understanding (“Big Idea”)

Various factors contribute to expansion, movement and settlement of peoples.

What role do natural resources play in the migration of peoples? 

 

How do resources determine which groups immigrate?

 

What kinds of conflicts can arise when groups are competing for the same resources?

 

What physical characteristics lead various cultural groups to select the places they do?

 

What are the potential outcomes when natural resources are depleated?

 

What are some of the reasons modern families relocate?

 

 

 

Supporting Understandings

Students will understand that abundance or lack or resources create a need for movement or immigration.

 

Students will understand the basic needs of civilizations and how innovation and progress can meet those needs.

 

Students will understand how natural resources contribute to expansion.

 

Students will understand the interplay between immigrants and native peoples.

 

 

 

 

 

Knowledge

Students will know…

Skills

Students will be able to…

 What is a natural resource?

 

 What natural resources were abundant in the Colorado Territory in the 1800's?

 

 Which groups came to Colorado seeking these resources?      Native Americans, European Explorers, trappers, miners, farmers, settlers, railroad, military)

 

Innovation and progress (Mining techniques, railroad, system of forts) 

   

Why did people of various cultures migrate to and settle in Colorado?

 

What physical characteristics led various cultural groups to select the places they did for settlement in Colorado?

 

At what point did your family come to Colorado and why did they come? 

Identify the natural resources found in Colorado and connect these resouces with the groups that came to the Colorado Territory.

 

Analyze the impact of the settlers, immigrants and native people on each other.

 

Prepare and debate the perspective of one of the key groups involved in the settlement of the Colorado Territory.

 

Students will create a map of Colorado that includes the various resources and natural geographical features, as well as the key settlements and forts.

 

 

 

 

 

 

 

 

Assessment Evidence (Stage 2)

 

Assessment of Overarching Understanding/Big Idea

 

               Assessment Criteria (students will be able to… student application of Six Facets of Understanding)

 

               Assessment Tool (describe type of assessment tool to be used here - post completed tool with unit)

 

               Assessment Strategy (performance task description)

Goal

   Your task is to film a series of interviews with representatives of the various stakeholder groups who were established or settling in the Colorado Territory in the 1800's. You must develop interview questions that reflect higher-order thinking, including:  potential conflict, cause and effect and compare and contrasting needs.   

Role

 As stated in the Goal section, your role is to write "thick" interview questions and coordinate your interviews in a meaningful, relevant way.  

Audience

 Your target audience is fellow 4th grade classmates  

Situation

 You are a news reporter intereviewing a varity of people regarding the same issues.   

Product/Performance

 You will create a video reflective of historically accurate perpectives of the key stakeholders in the selttlement of the state of Colorado.     

Standards

  

History  Standard 1 _ Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado.

History Standard 2- The historical eras, individuals, group0s, ideas and themes inColorado history and their relationships to key events in the United States.

Geography Standard 1- Use several types of geographic tools to answer questions about the geography of Colorado.

Geography Standard 2- Connections within and across human and physical systems are developed.

 

   

                   Evidence of development of supporting understandings, knowledge and skills

(identify assessment criteria, strategies and tools for each)

1.Students will be able to identify the natural resources found in Colorado and connect these resouces with the groups that came to the Colorado Territory.

 

Strategy:   Development of a "memory" board game to be played on the Smart board device, coupled with a matching Google forms quiz.

 

Tools:  Smart board device, Google forms, mobile computer lab,  research materials. Board game rubric  and quiz results.

 

2. Analyze the impact of the settlers, immigrants and native people on each other.

 

Strategy:  In cooperative learning groups, students will videotape an interview with a member of each of the key stake-holder groups.  Questions will be developed to demonstrate various points of view and perspectives.

 

Tools:  Flip video camera, Smart Elmo projector. Sophistication of questions, reflective of higer order thinking.

 

3. Prepare and debate the perspective of one of the key groups involved in the settlement of the Colorado Territory. 

 

Strategy: Cooperative learning teams will prepare a defensible arguement supporting their need and right to the land and resources of the Colorado Territory. Teams will debate.

 

Tools:  Research tools. Thinking is reflective of deeper understanding. Ability to formulate a rebuttal or response to opposite arguement.

 

4.  Understand the physical characteristics and location of natural resources that led to settlement patterns in the Colorado Territory.

 

 Stragety:  In cooperative pairs or alone,  students will create a map of Colorado that includes the various resources and natural geographical features, as well as the  location of key settlements and forts.

 

Tools:  My Colorado book, Smartboard, Colorado handout packet, research tools. Thoroughness of map and inclusion of details.

 

 

 

 

 

 

 

 

 

 

 

 

 

Evidence of student application of selected National Educational Technology Standards during the course of the unit? (Note: assessment of the NETS standards should be integrated with assessment of unit understandings, knowledge and skills and embedded within unit learning activities)

 

 

 

 

Learning Experiences (Stage 3)

                   Consider the questions in the boxes below as you design learning experiences that support student achievement of desired results and exploration of unit essential questions.

 

 

                        Building Background/Connecting to Students’ Current Understandings, Knowledge and Skills

 

 

 

 

     B.  Student Exploration of Essential Questions

 

 

 

 

 

 

 

 

 

 

 

 

Use “Where To…” as a tool to assess the quality and scope of unit learning experiences.

How will you cause students to reflect and rethink?  How will you guide them in rehearsing, revising, and refining their work?

 

 

Where are your students headed?  Where have they been?  How will you make sure the students know where they are going?

 

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

 

 

How will you hook students at the beginning of the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

 

 

What events will help students experience and explore the big idea and questions in the unit?  How will you equip them with needed skills and knowledge?

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

 

 

           

 

From:  Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

   ISBN # 0-87120-313-8 (ppk)

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