FRIT 7430: UbD Stage 2 Assignment
Sara Blankenship
“FRIT 7430: Instructional Design”
“Stage 2, Understanding by Design”
Fa...
FRIT 7430: UbD Stage 2 Assignment
UbD Stage 2 Template
Stage 2 – Determine Acceptable Evidence
Title of
Unit
Marvelous
Mul...
FRIT 7430: UbD Stage 2 Assignment
FRIT 7430: UbD Stage 2 Assignment
Stage 2 - Evidence
Performance Task(s)
Be sure to indicate:
Goal:
Role:
Audience:
Situat...
FRIT 7430: UbD Stage 2 Assignment
FRIT 7430: UbD Stage 2 Assignment
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Blankenship sara stage2

  1. 1. FRIT 7430: UbD Stage 2 Assignment Sara Blankenship “FRIT 7430: Instructional Design” “Stage 2, Understanding by Design” Fall 2009
  2. 2. FRIT 7430: UbD Stage 2 Assignment UbD Stage 2 Template Stage 2 – Determine Acceptable Evidence Title of Unit Marvelous Multiplication Grade Level 2 Stage 1 – Identify Desired Results Content Standards: Georgia Performance Standard: M2N3- Students will understand multiplication, multiplying numbers, and verify results. a.) Understand multiplication as repeated addition b.) Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table. c.) Use the multiplication table (grid) to determine a product of two numbers. d.) Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors of multiplication. Essential Questions Overarching Questions • What does math mean to you? • When and how can we use math in our daily lives? • Why is the understanding of math concepts important for your future? • How might adults use math? • If math did not exist what else wouldn’t be possible? Topical Questions: • Why is multiplication important to learn? • What would life be like without multiplication? • How do mental strategies help us calculate math faster? • How is multiplication a stepping- stone? • How can we “show” multiplication? • How is multiplication similar and/or different from addition and subtraction?
  3. 3. FRIT 7430: UbD Stage 2 Assignment
  4. 4. FRIT 7430: UbD Stage 2 Assignment Stage 2 - Evidence Performance Task(s) Be sure to indicate: Goal: Role: Audience: Situation: Product Performance and Purpose: Standards and Criteria for Success: Math Scrapbook: (GOAL) The task is to create an interactive math scrapbook. (ROLE) The student’s job is to correctly build a math scrapbook that (AUDIENCE) other students can explore and use. The student needs to convince other students of the correctness of his/her chosen math examples throughout the product pages. (SITUATION) The challenge is to correctly and creatively create a scrapbook that other students can learn from. (PRODUCT) The student needs to develop a math scrapbook that can teach other students about multiplication. (STANDARDS) The performance must meet the rubric guidelines that will be given at the beginning of the task. The rubric will be used as a guide to insure that students are completing the task correctly. The rubric will also be use for self-assessment and peer assessment. Cooking Up Math: (GOAL) The problem or challenge is to make cookies for the first grade students. (ROLE) The job is to be a baker and make the correct amount of cookies for all of the first grade students. (AUDIENCE) The clients are the first grade students. (SITUATION) The challenge involves dealing with all the students in first grade. There are six first grade classes and each class has at least 20 students. The ingredients and amount of cookies made must be large enough to meet the needs of all the first grade students. (PRODUCT) The class must create an ingredients list with the amounts of each needed and how many cookies each mix will make. This will be the plan of how to serve the students. (STANDARDS) Each student will be assigned a group as part of the development of the plan. Using multiplication strategies each group must present the plan of how to serve the first grade students. Performance Task(s) Rubric(s) Math Scrapbook- rubric Scoring Rubric for Math Scrapbook Explanation Student does not accurately explain chosen mathematical concepts or explain the understandings Student accurately explains chosen mathematical problems but does not explain the understandings Student accurately explains chosen mathematical problems and the understandings behind them Interpretation Student does not use illustrative examples Student uses illustrative examples but they are not easily interpreted by others Student uses illustrative examples to help others interpret the meaning of their project choices Application Student uses unpractical or inappropriate examples throughout the project Student uses appropriate and practical examples but examples are not continued throughout the project Student uses appropriate and practical examples throughout project
  5. 5. FRIT 7430: UbD Stage 2 Assignment
  6. 6. FRIT 7430: UbD Stage 2 Assignment

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