Understanding By Design Stage 3
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Understanding By Design Stage 3

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  • 1. FRIT 7430: UbD Stage 3 Assignment Lindsey LaBarge FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2010
  • 2. FRIT 7430: UbD Stage 3 Assignment Title of Unit Geography of Grade Level High School Settlements 9th-12thContent Standards: SSWG1 The student will explain the physical aspects of geography. a. Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place. b. Explain how human characteristics, such as population settlement patterns, and human activities, such as agriculture and industry, can describe a place. c. Analyze the interrelationship between physical and human characteristics of a place. SSWG2 The student will explain the cultural aspects of geography. a. Describe the concept of place by explaining how the culture of a region is a product of the region’s physical characteristics. b. Explain how cultural characteristics of a place can be used to describe a place. c. Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture. d. Explain how the development of customs and traditions help to define a culture and a people. SSWG6 The student will describe the interaction of physical and human systems that have shaped contemporary Europe. a. Describe the location of major physical features and their impact on Europe. b. Describe the major climates of Europe and how they have affected Europe. c. Analyze the importance of Europe’s coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence. d. Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions. e. Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages. f. Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs. g. Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia.Students will understand that: ● There is a relationship between the physical and human characteristics of everyplace. ● There are describable landforms in every area and that there are certain desirableaspects. ● Customs and traditions can be formed by the physical aspects of geography.
  • 3. FRIT 7430: UbD Stage 3 Assignment ● People interact with the physical aspects of the region they live in. ● Physical aspects determine certain factors of any given culture such as populationdensity and placement and trade. ● Natural resources determine how involved and given country can be involved in trade.Related Misconceptions: ● Less than favorable geographical features always make people not willing to settlein that area. ● Geographical features are the main focal point in any regional culture. ● Natural resources are the sole way a region can become involved in trade. Essential QuestionsOverarching Questions: Topical Questions:What types of physical aspects of geography What are some specific physical aspects thatattract people to settle in a certain area? attracted many ancient civilizations to settle in one area and become agricultural societies?How is a culture developed by geography? Why is access to water such an important aspect of any civilization? Stage 3: Plan Learning ExperiencesWeek 11. This week should begin with a hook question. Some examples of appropriate hookquestions are: “Where is Timbuktu?” or “What is a mesa?” The students should beencouraged to discuss these questions and answer to the best of their ability. If nostudents guess the correct answers, Timbuktu should be shown on a globe in relationto the United States. There should also be a picture slide presentation with pictures ofTimbuktu and a mesa.2. Next, the essential questions should be introduced and displayed in a prominentarea in the classroom. Also, the performance task should be introduced and therubric should be handed out. This performance task should be worked on by thestudents throughout the three weeks and turned in at the very end.
  • 4. FRIT 7430: UbD Stage 3 Assignment3. A vocabulary list should be passed out to the students. This list will contain keygeographical features and their definitions. For those features with uncleardefinitions, a picture will be provided on the vocabulary list. The first assignment isfor students to find and take pictures of at least 5 of those features near their home.Examples of this could be a creek, a pond, a spring, and so on.4. Explain to the students that we live in a piedmont area. Define piedmont for themas the area extending from the base of a mountain to a flat area. List some keyfeatures that can be found in a piedmont area. Describe the normal weather patternsthat can be found in a piedmont and how geography affects weather.5. After the introduction of the piedmont, the students should make a poster of apiedmont. After drawing what a piedmont looks like, they should label the keygeographical terms from their vocabulary list on their poster. This poster should bedisplayed in the classroom.6. Give quiz on the vocabulary terms and a short answer questions about piedmonts.Week 21. Review piedmonts and vocabulary terms. Question: “What geographical areas arelike piedmonts?” The answer is a valley. Discuss some well known valleys and howtheir geography, weather and vegetation differs from our area.2. The students will be divided into groups. They will discuss some of their favoriteplaces in the world and what type of geography they have. If a student says that theylove Los Angeles, they must discuss how there are beaches and yet it is a desert. Howdoes that affect the weather and the culture in the area? If another student mentionsSt. Petersburg, they must discuss how weather and the culture are affected by thegeography of the area.3. Have the students discuss their pictures that they took of the five features off thevocabulary list. These pictures should be taken up and used as a participation grade.4. The students should vote on a geographical region of Europe to watch a videoabout. If they vote on Germany, a video will be shown that shows and explains keygeographical features in Germany. The students will be required to take notes onfeatures not listed on the vocabulary sheet and include at least two in theirperformance assessment.5. One of the foreign exchange students will come to the class and present about theircountry. Milos Vasic is a student from Serbia and he present about the geography ofhis country and how is affects the culture. He mentions that Serbia does not haveaccess to any waterways, so their tourism and trade are affected adversely. This doesnot help with Serbia’s relations with the other countries in the area that do haveaccess to waterways (Montenegro, Croatia and Albania). Especially since they all used
  • 5. FRIT 7430: UbD Stage 3 Assignmentto be one country, Yugoslavia. The students are to listen carefully to the culturalimplications of geography in Serbia. They are to include a similar report in theirperformance assessment.6. The students are provided a worksheet with a map. They are to label all of thegeographical features on the map. Also, they are going to explain the culturalimplications that a country with that geography might have.Week 31. The students are required to turn in their performance assessment. The first part isto trade their project with another student in the class. They will grade each other’sproject using the rubric provided at the beginning of the unit.2. The students turn in their written report explaining the culture of their country.This includes at least one myth that they developed based on the geography.3. At this point, the students will self grade their project using the rubric provided.Their grade and their peer review grade will be considered in their final grade for theperformance assessment.4. The last part of the unit is to have each student present their country to the classand tell at least one myth or fable about their country.Notes to the Instructor1. The main purpose of this unit is for students to learn about the geography ofEurope. By learning this, they get to learn about the geography of Georgia and howthat applies to them. The will build their understanding of the world.2. They are provided ample time to reflect and review the parts of this unit that theyare required to learn.3. They must use technology to take pictures of the vocabulary terms. They must alsouse technology to help research for their performance assessment.