2010ChangingAmerica

=Fourth Grade Unit 5: Changing America=

//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// || //Students will understand that. . .// • What are the big ideas? • What specific understandings about them are desired? • What misunderstandings are predictable? || ===Essential Questions:=== • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? || • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to so as a result of such knowledge and skills? || ====//Students will be able to know. . .//==== • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged? || ===Other Evidence:=== • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning? || What learning experiences and instruction will enable students to achiever the desired results? How will the design
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * ===Understandings:===
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning? ||
 * ^  || ===Essential Background:===
 * ====//Students will know . . .//====
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||
 * ===Learning Activities:===

**Links:**
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