t Understanding: Citizenship
Subject/Grade/Year: Social Studies, Science, and Writin
Core II Grades 6-8 2012-2013
Stage 1 - Desired Results (Standards)
nsfer Power Standard(s): What CCSS/ISBE/National Standards(s)
will address this unit?
● Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in
print and digital texts.
● Distinguish among fact, opinion, and reasoned
judgment in a text.
● Cite specific textual evidence to support analysis of
science and technical texts.
● With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
● ...need Science conservation standard
Transfer Goal: Applies the Power Standard to a “novel” real w
situation. A statement of what students should be able to do w
the standard knowledge in other contexts. Students will be abl
independently use their learning on a long-term basis to...
● understand and use candidate platforms to make
● it is important to be a good citizen
aning Essential Understandings: What specific understandings can
be predicted from the Power Standard(s)?
● Students will understand that...
● voting is an important part of living in a democracy.
● people have the right to express their own opinions.
● each person has an impact on the environment.
Essential Questions: What thought provoking questions woul
foster inquiry, understanding and transfer of learning?
● What makes you a good citizen?
Knowledge: What should students know as a result of this
unit? What can be studied? (Theory/Concepts/Mental
Students will know...
● researching a political platform
● how to write and support an opinion
● classification of recycling process
● results of natural disasters
● environmental impact
● importance of voting
Skills: What should students be able to do as a result of this unit?
What can be practiced? (Application of Theory/Concepts/Physical
Students will be able to...
● components of research
● word processing
● campaign speeches
Stage 2 - Evidence
mative Performance Assessment(s): Is each standard and transfer goal being assessed? An authentic assessment(s) designed to sho
students demonstrate their understanding of essential questions and transfer goals when applied to a new, varied, or realistic situation.
uld be written in the GRASPS format and reflect the UbD “Six Facets of Understanding”.
● Political Campaign Speech
○ speech contains facts and opinions of issues including a conservation issue
○ speech has several drafts from peers and teachers
essment Criteria: What criteria will be used in each assessment to evaluate attainment of each desired result? What are the qualities by
ch learning is judged? Think rubric components!!! (Content, Process, Product, knowledge, skill)
structively aligned assessment criteria begin with a noun that complements the verb in the assessment tasks objective. If the objective is f
dents to "explain how concepts in the subject interrelate" one of the criteria might be "Clarity of explanation". That is, the criterion describes
lity in the assessment task that will be judged as an assessment. Other commonly used quality words used in criteria include: Accuracy,
rency, Depth, Impact, Legibility, Originality, Succinctness, and Relevance.
mative Assessment Evidence: What daily evidence has been collected to determine goal attainment? Tests, quizzes, discussions,
ework, exit slips, graphic organizers, note-taking, etc…
Stage 3 - Learning Plan (Activity)
-Assessment: What will be done to determine students’ background knowledge, skill level, and possible misconceptions? (K-W-L) How w
dents be grouped? What opportunities for differentiation will take place?
ned Learning Activities: What will be done each day to foster student success at transfer, meaning, and acquisition? How will critical
king, problem solving, and systems thinking be incorporated? Consider the “Gradual Release of Responsibility Model” and “WHERETO”
at when developing daily experiences linked to Stages 1 and 2.
e(s) “We Will…”
How are action verbs
used to link content to
the Power Standard
for each learning
What is the daily lesson plan process? What is the step-by-step path of learning?
How are learning activities prioritized and sequenced in an engaging and time
sensitive manner? How are learning experiences differentiated or modified to meet
assessed learning needs? How are the daily products connected to Summative
How is progress tow
transfer, meaning, a
What are the
How will students
We will introduced
and explore the
concepts of debate,
● Students will take a pre assessment on debate listing everything they
know on the subject.
● During this week students will complete a variety of activities learning
about and preparing a debate as an entire group.
● By the end of the week students should be able to state the meaning
of the word debate.
● Students will be introduced fact and opinion (What is a fact/opinion?)
● Students will be able to identify a fact and opinion
During the first week, students will take a pre assessment indicating the
amount of knowledge they have regarding what environmental issues are.
Students will be engaged in activities learning about recycling, reusing, and
reducing in the environment and the effects of global warming in the world.
Students will view a variety of brief videos showing some of the effects of
global warming over time.
Students will take a post assessment indicating what they now know about
● Students will review the 3 R’s ; reuse, recycle, reduce as well as global
warming and its effects on our planet and living things.
● What is a debate? Students will discuss, using background knowledge from
Social Studies class what is a debate?
● Develop teams to debate environmental issues and their importance to
● Based upon on the gradual release model, students will work in groups to
plan both sides debating the question “Should we continue to celebrate
● Before students begin actually debate on this topic, they will view a video of
a 6 th grade class completing a debate.
Introduce persuasive writing