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Unit Title

How the world works

Course(s)

4

Designed by

Brian Kasper

Time Frame

6 weeks

Stage 1- Desired Results

Establish Goals

  • ISTE Standards
  • 1a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • 1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • 1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
  • 3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • 3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • 3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • 3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • 4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
  • 5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
  • 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • 6b Students create original works or responsibly repurpose or remix digital resources into new creations.
  • 6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
  • 6d Students publish or present content that customizes the message and medium for their intended audiences.
  • Common Core State Standards
  • CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and   relevant, descriptive details, speaking clearly at an understandable pace.
  • CCSS.ELA-LITERACY.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Transfer

Learners will be able to....


What kinds of long-term independent accomplishments are desired?

  • Students will learn how to research about a given topic and use this information to create a multimedia presentation for an authentic audience

Meaning

UNDERSTANDINGS

Learners will understand that...

  • There is inequity in established community systems supposedly designed to meet the needs of citizens

Essential Questions

Learners will keep considering...

  • How are societies organized?
  • How does the community’s location affect its ability to meet citizens’ needs?

Acquisition

Learners  will know…

  • That systems within a community meet/do not meet the needs of its people
  • How systems work
  • Why areas have inadequate systems (geography, disaster, economic, etc.)
  • How to use canva.com, anchor.com
  • How to ask questions to find answers

Learners will be skilled at...

  • Research
  • Construction
  • Presentation
  • How to create a podcast
  • How to create an infographic

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:

Goal

Students will create a multimedia presentation to share your project about systems in a community.

Role

Students will research and present about their solution  

Audience

Teachers/school community members and other students

Situation

Students research a community of their choice that is lacking the systems to meet the needs of its citizens.

Product

Find a way to help your chosen community meets its needs and present this idea to the greater school community.


OTHER EVIDENCE:

Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...

Explain

Students will understand how to conduct research.  What questions do they need to ask to get the information? Students will begin be able to select the needed information from a text. Students will understand how systems work. Students will understand why some communities fail to meet the needs of its people.

Interpret

Students will understand how various systems work and how these systems are interconnected.  Students will use this information to develop solutions to help communities in need.  

Apply

Students will use the information and knowledge they have found to hold a mini exhibition to present their findings and solutions. Students will create a reflective podcast about their journey of understanding. Students will create a of their community to explain their solution/s. Students will create an infographic to visually present information.

Have perspective

Students will gain the perspective that many people in the world do not live like them.

Empathize

Students will understand that while working in a group that all voices and ideas are important. Students will learn that sharing their work with others is a good way to get constructive feedback to improve their current work as well as future assignments.

Have self-knowledge

Students will understand that there is not always one (or an) answer to a problem. They will gain the knowledge that the world is a complex place and many factors affect a community.  Students understand that they might not always have the best idea.  When learning about an issue it is necessary to use several sources to get multiple points of view.

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

1 week

3 weeks

2 weeks

Students will be shown information about a recent natural disaster

Students will investigate locations in the world that are lacking basic systems

Students will begin to research their selected location

Students will learn how to create a podcast

Students will begin to “solve” their communities problems

Students will synthesize all information to create presentation

Students will create before and after models

Students will create at least 1 infographic

Students will finish reflective podcast

Location Chosen

Information found

Begin to work on final presentation

Final project complete

Presentation completed

Resources / Materials:

  • Laptops
  • Ipads
  • News articles
  • Video clips
  • Books
  • Anchor Podcasts
  • Canva