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UbD stage 2 UbD stage 2 Document Transcript

  • FRIT 7430: UbD Stage 2 Assignment Melissa Lewis FRIT 7430: Instructional Technology Stage 2, Understanding by Design Fall 2009
  • FRIT 7430: UbD Stage 2 Assignment UbD Stage 2 Template Stage 2 – Determine Acceptable Evidence Title of Map Skills Grade 3rd Unit Level Curriculum Social Studies Time 3 weeks Area Frame Stage 1 – Identify Desired Results Content Standards: MAP AND GLOBE SKILLS GOAL: The student will use maps to retrieve social studies information. Map and Globe Skills 3. use a letter/number grid system to determine location 4. compare and contrast the categories of natural, cultural, and political features found on maps 6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps 8. draw conclusions and make generalizations based on information from maps Understandings Students will understand that:  The eight directions, including cardinal and intermediate, are used to develop a relationship between two or more locations.  There are several different types of maps because each one is used for a
  • FRIT 7430: UbD Stage 2 Assignment different and specific purpose.  The map legend is an integral part of the map that allows the features to be defined and the map to be easily and efficiently used to gather a variety of information.  Maps are only representations of geographic areas; therefore, places, objects, and size are not depicted in actuality. Instead the map grid is a tool that uses numbers and letters to more specifically locate objects and places within an area on a map.  Creating a map is a complicated endeavor that can come with a variety of limitations. (Added to encompass all facets) Related Misconceptions:  A map depicts the exact sizes and distances of locations.  There is only one universal type of map.  Directions are often get reversed. Essential Questions Overarching Questions: Topical Questions:  Why learn how to use a map?  Must a map have a legend?  Why is it important to know where  How can you tell the difference places are? between a resource and a physical map?  What problems would arise if there  What defines a historical map? was only one type of map? How are they different from cultural maps?  In what situations in your own life will you need to use a map?  In what activities or job situations would a map grid be useful? Why?  How would things be different if directions had never been invented?  What limitations could mapmakers come up against? (Added to encompass all facets)
  • FRIT 7430: UbD Stage 2 Assignment Stage 2 - Evidence Performance Task(s) Be sure to indicate: There is a publishing company who is creating a new Georgia Textbook. They need an accurate physical map made of Georgia that describes the different regions, along with the different physical features accurately labeled. Goal: Your goal is to create your own physical map of Georgia that accurately labels the physical features of each region. Role: You are a map maker who is developing a physical map for Georgia to be included in a new textbook. Audience: The audience is any person who will read and use the textbook to gain knowledge about the different physical features that are found in Georgia. Situation: You have been asked to identify the physical features of Georgia and their location within the state. Then take that knowledge and create a map that accurately conveys the variety of landforms, including rivers, which are found in Georgia and where they are located in order to allow any individual who reads it to gain knowledge. Product Performance and Purpose: You need to prepare a map that identifies and labels the location of all the physical features found in Georgia including landforms and rivers. You should use appropriate symbols to represent each of the different landforms that are found in Georgia and identify their correct location within Georgia. Each map should contain a map legend as well as a compass rose. Your final map should be of high quality including neatness, accuracy, and easy readable. Standards and Criteria for Success: Your map should…
  • FRIT 7430: UbD Stage 2 Assignment • Accurately represent all landforms and rivers that are located in Georgia • Contains a map key that identifies each map symbol • Have a map legend with all eight directions • Use appropriate, colorful symbols to represent all of the landforms • Include a suitable title • Be neat in nature • Have a creative appearance Facet—Application/Empathy Performance Task(s) Rubric(s)
  • FRIT 7430: UbD Stage 2 Assignment Components/Points Unacceptable Acceptable Outstanding Accuracy of Physical The map The map The map does not contains most contains all Features include of the landforms (1, 3, 5) accurate landforms and and rivers physical rivers located located in features for in Georgia. Georgia. Georgia. The Most of the Each physical physical physical features features are in feature is present are the correct placed in the not location. correct accurately location. placed. Content of Map The map The map All does not contains most components (1, 3, 5) contain the of the of a physical components components map are appropriate of a physical present and for a physical map. A few correctly map. The misrepresenta presented. components tions of present are components not occur. accurately represented. Product Appearance The map The map has The map has shows no some color in an (1,3,5) effort in presented abundance creativity and physical of color in its contains little features and presentation to no color. relatively of physical shows some features and creativity with is overly map symbols. creative with symbols. Neatness The product The product The product contains contains 2 or contains (1, 2, 3) many less less than 2 mechanical mechanical mechanical errors and is errors and is errors and messy in neat in nature. has an nature. unmistakabl y neat appearance.
  • FRIT 7430: UbD Stage 2 Assignment Other Evidence (e.g. tests, quizzes, work samples, observations) Quiz: Using a Map— This quiz will have a variety of questions that assess each student’s ability to gain information from a variety of maps, as well as use the different symbols located on each map. Facet—Explanation/Interpretation Graphic Organizer: Different Types of Maps— The students will complete a graphic organizer in which they explore each type of map, list each one’s characteristics, the note the differences between them, and identify the purpose and situations in which each one of these maps would be used. Facet—Explanation/Interpretation/Application Skill Check: Using a Map Grid— The students will complete a battleship activity where they demonstrate their skills in reading and locating places using a map grid. A checklist will be used to assess their understanding of the concept. Two criteria will be checked using a yes or no for each student: 1) Is the student able to find locations using a map grid 2) Can the student dictate a location using a map grid. Facet—Application Learning Journal— During the course of the unit the students will complete a journal. After each lesson they will answer the essential question of the day and dictate what they have learned about the subject matter. Through this assessment each student will discover for themselves what they have learned, as well as continue to complete the facets of understanding through the essential questions. This journal will be continually
  • FRIT 7430: UbD Stage 2 Assignment checked by the teacher in order to monitor each student’s progress. Facet—Self-knowledge This could also encompass each of the facets depending on the essential question addressed. Student Self-Assessment and Reflection 1. The students will self-assess their physical map using the given rubric. 2. The learning Journal: During the course of the unit the students will keep a journal. After each lesson they will reflect on the essential question and what they learned.
  • FRIT 7430: UbD Stage 2 Assignment UbD Stage 2 Scoring Rubric (0 Point) (1-2 Points) (3 Points) Your Score
  • FRIT 7430: UbD Stage 2 Assignment 1. Assessments Assessments Utilizes the six facets are not appear to utilize to build assessments representative some facets to build for understanding. of different assessments for Assessments clearly identify /3 facets of understanding. the correlating facet. understanding. Assessments demonstrate congruency among goals 2. Performance Designs Designs authentic task(s) are not performance task, performance task(s) authentic which requires learners to exhibit Task(s) in alignment understanding through authentic with goals and /3 standards performance tasks. 3. Does not Designs appropriate Designs a scoring provide scoring criterion-based rubric that includes rubric for the scoring rubric to distinct traits of performance evaluate learner understanding and /3 task(s) performance task(s) successful performance 4. Selection of Includes at least two Includes a variety (at assessment different formats of least 3 types) of formats is limited. assessment. appropriate /3 assessment formats within the unit to provide additional evidence of learning 5. Fails to provide Provides Self-assessments opportunities opportunities for clearly used as /3 for learners to learners to self- feedback and self-assess. assess. reflection for students and teachers, as well as for evaluation. Your Total Score /15