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FRIT 7430: UbD Stage 2 Assignment

Tiffany Robbins
FRIT 7430: Instructional Design Stage 2 Fall 2012

FRIT 7430: UbD Stage 2 Assignment

UbD Stage 2 Template Stage 2-Determine Acceptable Evidence


Title of Unit Our Democratic Heritage Curriculum Socia" Stu ies Area Grade Level Time Frame Thir !ra e
3 weeks

Stage 1
Content Standards:

!dentif" De#ired $e#ult#

SS3H1 The student will explain the political roots of our modern democracy in the United States of America. a. Identify the influence of Greek architecture columns on the !arthenon" U. S. Supreme #ourt $uildin%&" law" and the 'lympic Games on the present. $. (xplain the ancient Athenians) idea that a community should choose its own leaders. c. #ompare and contrast Athens as a direct democracy with the United States as a representati*e democracy. SS3G1 The student will locate ma+or topo%raphical features. d. ,ocate Greece on a world ma#$

Under#tanding#
Student# %ill under#tand& 1. -hat a %o*ernment is and how we use the %o*ernment in our country. .. That the Ancient Greeks ha*e influenced the United States in so many ways. 3. That we ha*e a democratic %o*ernment in the United States. /. The roots of the modern 'lympics

$elated 'i#conception#& The #resi ent ma%es the "a&s$

E##ential (ue#tion#

FRIT 7430: UbD Stage 2 Assignment

)verarc*ing (ue#tion#& 1. How are present e*ents related to past e*ents0 .. -hat is the role of a citi1en in a democracy0 3. How does the %o*ernment affect you and your family0

Topical (ue#tion#& 1. How did ancient Greek architecture influence columns on American %o*ernment $uildin%s0 .. How does the present day 'lympics compare to the ancient Greek 'lympics0 3. -hat is a representati*e %o*ernment0 /. How does a direct democracy differ from a representati*e democracy0 2. -hat influence does ancient Greek democracy ha*e on the modern democracy in the United States0 3. -here is Greece located in relation to the United States0

+no%ledge and S,ill# no!ledge S"ills


Students !ill "no!: Students !ill be able to: 1. How the United States was 1. Identify the influence of Greek influenced $y Greek architecture. Architecture on the United States. .. The three types of Greek columns. .. Identify the three types of Greek 3. How laws were made in Ancient columns Greece. 3. 6escri$e how laws were made in /. -hy people in communities choose Ancient Greece. their own leaders. /. #ompare8contrast a representati*e 2. How the 'lympics ha*e chan%ed and a direct democracy. since ancient times. 2. 6escri$e how the present day 3. -here Greece is located on a map. 'lympics compare to the Ancient 4ey Terms5 Greek 'lympics. Architecture" Temple" !arthenon" #olumn" 3. 9ind Greece on a map or %lo$e. 6oric" Ionic" #orinthian" #apital" ,aw" :. 6efine the key terms. Theater" Aristocrat" #ommunity" ,eader" Go*ernment" 6emocracy" 6irect 6emocracy" 7epresentati*e 6emocracy" and 'lympics.

FRIT 7430: UbD Stage 2 Assignment

Stage 2 - Evidence -erformance Ta#,.#/


Gree, Arc*itecture !nfluence Flipboo, #oal: ;our %oal is to find and show examples of how ancient Greek architecture has influenced modern day architecture locally and nationally. 7ole: ;ou are the desi%ner and presenter of the flip$ook. $udience: The audience will $e your classmates and teachers. Situation: The challen%e is to find pictures to show examples of the influence of Greek architecture on modern day United States and Geor%ia architecture. ;ou may search for pictures *ia the internet" from $ooks or ma%a1ines. %roduct %erfor&ance and %ur'ose: ;ou will create a flip $ook that shows examples comparin% Greek architecture to our U.S modern architecture . ;our $ook must include 1< pa%es. 2 samples of ancient Greek architecture and 2 examples of modern architecture that has $een influenced $y Greek architecture. ;ou will ha*e to talk a$out each picture and what it is. 9or the modern architecture part" you will need to explain how it was influenced $y the Greeks. Standards and Criteria for Success: ;our work will $e assessed $y the teacher. She will +ud%e you on how you present the information and your flip $ook. ;our $ook must meet the followin% re=uirements5 1< pa%es 2 for Greek Architecture and 2 for U.S or Geor%ia architecture that has $een influenced $y Greek architecture& ;ou must ha*e a co*er for your $ook and it must ha*e your name" due date and title of acti*ity on the front. ;ou must tell where each of your pictures were found. Gree, Column# Letter #oal: ;our %oal is to identify and descri$e the 3 types of Greek columns. Role: ;ou will $e the author of a letter descri$in% the 3 types of columns. $udience: ;our audience will $e 3rd %raders from Smoke 7ise (lementary School. Situation: The challen%e is to pretend that you are a 3rd %rader from Ancient Greece and you are writin% a letter to your 3rd %rade friends from Smoke 7ise (lementary School in Stone >ountain Geor%ia" descri$in% the 3 Greek columns and where they mi%ht find examples of these types of columns. %roduct %erfor&ance and %ur'ose: ;ou will write a letter descri$in% the 3 types of Greek columns. The purpose of this acti*ity is to identify and descri$e the 3 types of columns. Standards and Criteria for Success: ;our work will $e %raded $y the teacher. The letter must include the names of the 3 types of columns and 3 facts a$out each columns. ;ou should include an example of where we can find an example of each type of column in Greece.

FRIT 7430: UbD Stage 2 Assignment

%ast and %resent (ly&'ic T)S*irt #oal: To create a T?shirt that identifies past e*ents from the 'lympics and present day 'lympics. Role: ;ou are a desi%ner of a T?shirt a$out the 'lympics past and present& $udience: ;our tar%et audience is the Smoke 7ise (lementary T?Shirt company Situation: ;ou need to con*ince the Smoke 7ise (lementary T?Shirt company that you ha*e knowled%e a$out the 'lympics past and present& and that you can desi%n a shirt that represents what you know. %roduct %erfor&ance and %ur'ose: ;ou need to desi%n a shirt that identifies and illustrates facts a$out the 'lympics $oth past and present. Then you will su$mit your T?shirt to the Smoke 7ise (lementary T?Shirt company for re*iew. Standards and Criteria for Success: The front of the shirt must include facts or pictures that identify with the present day 'lympics and the $ack of the shirt must include facts or pictures that identify with the past 'lympic %ames. ;ou must include at least . pictures one on the front and one on the $ack& and 2 facts or drawin%s that identifies or illustrates the 'lympics. ;ou will also $e +ud%ed on your creati*ity. ;ou are re=uired to do a rou%h draft of the shirt on paper $efore creatin% the actual t?shirt. >aterial will $e pro*ided $y the teacher. Re'resentati+e and Direct De&ocracy (nline ,enn Diagra& #oal: To create an online @enn 6ia%ram that compares and contrasts a direct and representati*e democracy. Role: ;ou will $e the creator of an online dia%ram that displays information a$out what direct and representati*e democracies are and how they compare and contrast. $udience: ;our tar%et audience is your teacher. Situation: ;ou will need to identify the differences and similarities of $oth types of democracies. ;ou will need to con*ince your teacher that you understand what direct and representati*e democracies are and how they compare and contrast. %roduct %erfor&ance and %ur'ose: ;ou need to create a @enn 6ia%ram that compares and contrasts a direct and representati*e democracy. Standards and Criteria for Success: ;ou will need to include 2 facts a$out each type of democracy and include at least 3 differences. The dia%ram will need to $e completed online and a copy of it will need to $e printed out and handed in to the teacher. Title of the dia%ram" name and date needs to $e included. The definition of democracy" representati*e democracy and direct democracy should $e included at the $ottom of the dia%ram. The we$site for creatin% the @enn 6ia%ram is listed $elow5 http588www.classtools.net8education?%ames?php8*ennAintro

FRIT 7430: UbD Stage 2 Assignment

-erformance Ta#,.#/ $ubric.#/


000All rubric# %ere created u#ing rubi#tar

FRIT 7430: UbD Stage 2 Assignment

Gree, Arc*itecture !nfluence Flipboo,


Teacher Bame5 -s. Robbins Student Bame5 #AT(G'7; Attracti*eness / The $ook is exceptionally attracti*e in terms of desi%n" layout" and neatness. Title can $e read from 3 ft. away and is =uite creati*e. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA 3 The $ook is attracti*e in terms of desi%n" layout and neatness. Title can $e read from 3 ft. away and descri$es content well. . The $ook is accepta$ly attracti*e thou%h it may $e a $it messy. Title can $e read from / ft. away and descri$es the content well. 3 accurate pictures are displayed in $ook. All $ut 1 of the re=uired elements are included on the poster. 1 The $ook is distractin%ly messy or *ery poorly desi%ned. It is not attracti*e. The title is too small and8or does not descri$e the content of the poster well. ,ess than . accurate pictures are displayed in $ook. Se*eral re=uired elements were missin%.

Title

#ontent ? Accuracy

At least 2 pictures / accurate are displayed in pictures are $ook. displayed in $ook. The poster includes all re=uired elements as well as additional information. All re=uired elements are included on the poster.

7e=uired (lements

Letter-1riting & Gree, Column# Letter


Teacher Bame5 -s. Robbins

FRIT 7430: UbD Stage 2 Assignment

)t*er Evidence
'e$g$ tests( )ui**es( &or% sam#"es( obser+ations,
Tests/0ui11es: After a lesson o*er the !arthenon" students will $e asked to take a T7U(89A,S( =ui1 a$out the !arthenon. Students will complete a 3 Greek #olumn match up =ui1" where they will $e asked to match the picture of the column to the column name. (ach week" students will $e %i*en a multiple choice =ui1 o*er the key terms that ha*e $een discussed in the lessons. The teacher will $e %i*in% a unit test on the 3rd week. 2or" Sa&'les: 6urin% the unit" students will $e asked to take notes on democracy" direct and representati*e democracy and also the 'lympics. Ancient Greece 7ecall Acti*ity5 students will $e %i*en a sheet called Ancient Greece 7ecall" the pa%e has 3 $oxes on it. 'ne is la$eled Ancient Greek 'lympics and the other $oxes are la$eled 6ay 1?2. The students will ha*e to draw a picture to show what happened each day of the 'lympic Games in ancient Greece. Students will complete word searches that will include words from the 'lympics past and present&" democracy and the 3 columns. !rompts5 (xplain the ancient Athenians) idea that a community should choose its own leaders. 6escri$e the 3 types of Greek columns. (bser+ations:

The students will $e o$ser*ed as they work on performance task acti*ities and as they do %roup work and throu%hout each lesson.

FRIT 7430: UbD Stage 2 Assignment

Student Self-A##e##ment and $eflection


Students will reflect in their Greek #olumns letter and the Greek Architecture flip $ooks. Self?assess their 'lympic T?shirt acti*ity" Greek #olumns ,etter and @enn dia%ram performance tasks. Self?assess their knowled%e of the key terms. AC#)s of the 'lympic Games5 Students will ha*e to write a word for each letter of the alpha$et that identifies with somethin% that they)*e learned a$out the 'lympics.

FRIT 7430: UbD Stage 2 Assignment

UbD Stage 2 Scoring $ubric


.2 -oint/ 14 Assessments are not re#resentati+e oi--erent -acets oun erstan ing$ .1-2 -oint#/ Assessments a##ear to uti"i*e some -acets to bui" assessments -or un erstan ing$ .3 -oint#/ Uti"i*es the si. -acets to bui" assessments -or un erstan ing$ A##e##ment# clearl" identif" t*e correlating facet4 Label# %*ere t*e #i5 facet# *ave been u#ed4 Assessments emonstrate congruenc" among goal# Designs authentic #er-ormance tas%'s, Tas%'s, in alignment &ith goa"s an stan ar s Designs a scoring rubric that inc"u es istinct traits oun erstan ing an success-u" #er-ormance Inc"u es a +ariet2 'at lea#t 3 t"pe#, o- a##ro#riate assessment -ormats &ithin the unit to #ro+i e a itiona" e+i ence o- "earning Se"-1assessments c"ear"2 use as -ee bac% an re-"ection -or stu ents an teachers( as &e"" as -or e+a"uation$

Your
Score

/3

2$

0er-ormance tas%'s, are not authentic

Designs #er-ormance tas%( &hich re)uires "earners to e.hibit un erstan ing through authentic #er-ormance tas%s$ Designs a##ro#riate criterion1base scoring rubric to e+a"uate "earner #er-ormance tas%'s, Inc"u es at lea#t t%o i--erent -ormats oassessment$ 0ro+i es o##ortunities -or "earners to se"-1assess$

/3 /3 /3 /3 /53

3$

Does not #ro+i e scoring rubric -or the #er-ormance tas%'s, Se"ection oassessment -ormats is "imite $ Fai"s to #ro+i e o##ortunities -or "earners to se"-1 assess$

4$

3$

4our Tota" Score