Unit Plan Overview 3

Unit Plan Overview Unit: Social Studies/Communities

Teacher: David DeKryger Stage 1- Desired Results

Connections to Context: ●

The students, I believe, come from different communities all around GR, so they might further understand the diversity between communities.

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The school has a Chinese Immersion program and celebrates other ethnic cultures, so learning about the diverse communities may correlate with the school’s values

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Students have worked with biomes, so they will probably be aware of how they are different physical places.

(How does this fit with students’ experiences, the school goals, and the larger societal issues? How does this fit with the broader curriculumwhat has come before and what will come after?)

Established Goals 2 – G1.0.1 - Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place. 2 – G1.0.2 - Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale. 2 – G2.0.1 - Compare the physical and human characteristics of the local

Transfer Students will be able to independently use their learning to… ● Be able to define what a community is ● Notice and appreciate the contributions of community members ● Be aware of diverse communities ● Read maps ● Make contributions to their communities (What kinds of long-term independent accomplishments are desired?)

Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… ● The layout of different communities and how they are ● What is a community and what builds one? different ● How do different people contribute to their communities? ● Rural, urban, and suburban communities differ by size, ● How are communities unique and similar to each other? number of people, buildings ● How do I contribute to my community? ● Good citizenship benefits communities ● A community is a place where people live, work, have fun, and solve problems. (What thought-provoking questions will foster inquiry, meaning● Maps reflect the physical features of a community making and transfer?)

(What specifically do you want students to understand? What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Knowledge Objectives Physical Development Objectives Socio-emotional Objectives The students will be able to… The students will be able to… The students will be able to… ● Define a basic definition of a ● Create directions from one place to ● Reflect within writing on how community another, using a map people contribute in their ● Know how to use a map ● List out the characteristics of their communities as citizens ● Define what a citizen is community ● Comprehend what kind of ● Create a map of their community community they live in, from or neighborhood learning about different kinds ● Create written/drawn out (What facts and basic concepts should situations where they can be good students know and be citizens. able to recall?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

community with those of another community. 2 – G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made). 2 – G4.0.2 - Describe the means people create for moving people, goods, and ideas within the local community. 2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.

(What discrete skills and processes should students be able to use?)

(What values and commitments and attitudes should students acquire or wrestle with?)

https://www.michigan.gov/documents/md e/SSGLCE_218368_7_ADA_605719_7.pdf (What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

Evaluative Criteria ● ● ●

Teacher will take notice on what the students bring to the discussions and what they say Students can maybe work together on the worksheets, or the whole class can go over them together The creating a map activity will have a rubric that can be looked over and compared with to the map

Stage 2- Evidence Students will show their learning by… (summative assessment) PERFORMANCE TASK(S): ● Discussing with the whole class and the teacher on what communities are and how they can be different than other communities, maybe through media ● Writing what the general definitions of communities and other concepts in writing notebooks ● Looking at maps individually in worksheets and identifying the makeup of them ● Creating a map of the students’ communities and then writing about them (How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

(What criteria will be used in each assessment to evaluate attainment of the desired results?)(rubric required) (Regardless of the format of the assessment, OTHER EVIDENCE: what qualities are most important?) ● As as class, we will look at maps together and identify together what we see on them ● That students further grow in their knowledge of communities and how (What other evidence will you collect to determine whether Stage 1 goals were achieved? they contribute to society and culture Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan ●

Pre-assessment- due ________ Students will be given a pre-assessment sheet, where they will be questions for them to write answers to. This allow me to see what the students know and what their personal thoughts are on their communities.

(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events learning event build?) Acquisition

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events…

Meaning Transfer

Initiating or Introductory Phase ●

Students will identify what they know about communities and maps through book readings, class discussions, showing pictures, and conversations with their peers (T)

Developmental Phase ●

Students will group up in pairs and tell each other what communities are, referencing from previous discussions. (A)

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Students will be given map worksheets, where they take from what they learned from the discussions and apply it and create directions from the map worksheets. (T)

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Students will write in their journals what communities and maps are. (T)

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Students will write about how they can be good citizens and contribute in their communities. (M)

Progress Monitoring ● (How will you monitor students’ progress toward acquisition, meaning, and transfer during lesson events?) (Formative Assessment)

Observing students’ participation in discussion Asking them certain questions in discussions and taking in their answers Comparing pre-assessment to postassessment (How will students monitor their own progress toward acquisition, meaning, and transfer?)(Assessment as learning)(rubric?)

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Worksheets Answering my questions in discussions Creating their map Seeking out the teacher when struggling Writing in their journals about the content ● (What are potential rough spots and student misunderstandings?)

Culminating Phase

Not understanding vocabulary or concepts Map may be requiring too much content

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

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Students will create a map of their community and will write a story or description of their community and how they interact with it and present it in class or in the hallway. They will apply concepts from what they learned from the discussions, worksheets, and assignments. This post-assessment will hopefully cause them to apply their real-world situations and their personal experiences or thoughts to test their knowledge of communities, maps, and being a good citizen. (M/A/T)

● (How will students get the feedback they need?)

Confirming their answers in discussions ● ● ● ●

(Have you included multiple means of representation, multiple means of action and expression, and multiple means of engagement?) (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Getting their rubric on the map back Students answering their worksheets as we go over them in class I will give feedback on journals

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum