Stage 1
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This document outlines the first stage of a learning unit which is to identify the desired results including the established goals, key understandings, essential questions, and knowledge and skills students should acquire.
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Unit cover page
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
Stage 1
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students will understand how icons represent and shape culture over time. They will also consider questions about what makes someone an icon and how icons affect views of a nation. By the end of the unit, students will be able to recognize vocabulary, research icons, and discuss how icons reflect and influence culture using technology.
Unit cover page
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
Stage 1
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
Unit cover page
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
Recommended
Unit cover page
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
Stage 1
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students will understand how icons represent and shape culture over time. They will also consider questions about what makes someone an icon and how icons affect views of a nation. By the end of the unit, students will be able to recognize vocabulary, research icons, and discuss how icons reflect and influence culture using technology.
Unit cover page
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
Stage 1
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
Unit cover page
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
Stage 3 Calendar
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Unit cover page
This unit was designed by Torie Montgomery, Tiffany Bennington, Tina Yates, and Allison Hacker to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of American icons and compare them to Taiwanese icons to determine the similarities and differences between cultural icons. The unit template includes stages 1 through 3, performance task blueprints, rubrics, directions, materials, accommodations, and extensions. The status of the unit design is noted.
Unit cover page
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
Unit cover page
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
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This document discusses planning learning experiences and instruction. It prompts the reader to consider the WHERETO elements when planning: the Where, How, Engagement, Resources, Evaluation, Timing, and Objectives of the learning experience. The document focuses on Stage 3 of planning, which is designing the specific lessons and activities.
Stage 2
This document discusses determining acceptable evidence that students understand a topic through various assessments. It will evaluate evidence from quizzes, tests, observations, dialogues, work samples, and student self-assessments and reflections to show their comprehension.
Performance task blueprint
This document outlines the key elements to consider when developing a performance task to assess student understanding. It asks what understandings and goals will be assessed, what criteria are implied by the standards regardless of the specific task, and what qualities student work must demonstrate to show mastery. It also prompts determining an authentic task for students to demonstrate understanding, what student products or performances can provide evidence of learning, and the criteria used to evaluate student work.
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The document outlines a weekly schedule with days of the week listed along with corresponding numbers. It includes Monday through Friday and provides numeric codes associated with each day. The long string of numbers and codes seem to be planning details or identifiers related to organizing learning experiences and instruction over the course of a week.
Unit cover page
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
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Teachers should plan learning experiences and instruction for students by determining what students should know and be able to do, selecting appropriate activities and assessments to help students meet learning goals, and considering how to differentiate instruction for different groups of students.
Unit cover page
This unit was designed by Torie Montgomery, Tiffany Bennington, Tina Yates, and Allison Hacker to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of American icons and compare them to Taiwanese icons to determine the similarities and differences between cultural icons. The unit template includes stages 1 through 3, performance task blueprints, rubrics, directions, materials, accommodations, and extensions. The status of the unit design is noted.
Unit cover page
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
Unit cover page
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This document discusses determining acceptable evidence that students understand a topic through various assessments. It will evaluate evidence from quizzes, tests, observations, dialogues, work samples, and student self-assessments and reflections to show their comprehension.
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This document outlines the key elements to consider when developing a performance task to assess student understanding. It asks what understandings and goals will be assessed, what criteria are implied by the standards regardless of the specific task, and what qualities student work must demonstrate to show mastery. It also prompts determining an authentic task for students to demonstrate understanding, what student products or performances can provide evidence of learning, and the criteria used to evaluate student work.
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The document outlines a weekly schedule with days of the week listed along with corresponding numbers. It includes Monday through Friday and provides numeric codes associated with each day. The long string of numbers and codes seem to be planning details or identifiers related to organizing learning experiences and instruction over the course of a week.
Unit cover page
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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Stage 1
- 1. 10477547625Stage 1 – Identify Desired Results00Stage 1 – Identify Desired Results<br />10477522034500Established Goals:<br />10477520510500What understandings are desired?<br />6667523749000What essential questions will be considered?<br />10477522225000What key knowledge and skills will students acquire as a result of this unit? <br />