Unit Plan Overview

Unit: Stage 1- Desired Results Connections to Context: Transfer Students will be able to independently use their learning to Properly care for their teeth, describe how many teeth we have as adults and as children, what the different types of teeth are, what their roles are, and why it is important that we have teeth
(What kinds of long-term independent accomplishments are desired?)

(How does this fit with students experiences, the school goals, and the larger societal issues?)

Established Goals

(What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

UNDERSTANDINGS Students will understand that It is important to take care of our teeth There are different types of teeth and they have different jobs

Meaning ESSENTIAL QUESTIONS Students will keep considering How God specifically designed our bodies in a perfect way

(What thought-provoking questions will foster inquiry, meaningmaking and transfer?) (What specically do you want students to understand? What inferences should they make?)

Cognitive Objectives

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Physical Development Objectives Socio-emotional Objectives

(What facts and basic concepts should students know and be able to recall?)

(What discrete skills and processes should students be able to use?)

(What values and commitments and attitudes should students acquire or wrestle with?)

Evaluative Criteria

(What criteria will be used in each assessment to evaluate attainment of the desired results?)

Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Building models and labeling them Orally learning with a partner Identifying and categorizing pictures Playing a game where they quickly select the correct answer
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

(Regardless of the format of the assessment, what qualities are most important?)

OTHER EVIDENCE:

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan Pre-assessment- due ________

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events learning event build?) Acquisition Meaning Transfer

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?)

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events -watching a video -trying to identify teeth with a partner -searching around the room for pictures and categorizing them -identifying the different stages of tooth decay and which stage their egg is at -building a marshmallow model of a childs mouth and labeling the different teeth included in the model

By looking at the work they produce each day and how accurate it is, and also taking note of the oral responses I get from students.
(How will students monitor their own progress toward acquisition, meaning, and transfer?)

Students will fill out a self-assessment rubric at the end of the unit.

(What are potential rough spots and student misunderstandings?)

It is possible that the students get a little confused when they are asked to build the marshmallow model. They will have the opportunity to ask questions before they begin.
(How will students get the feedback they need?)

During activities I will be moving around the room to access students work and to keep them on track.

(Have you included multiple means of representation, multiple means of action and expression, and multiple means of engagement?) Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum