Adapted from ASCD Materials

 Is a framework for developing units  Begins with looking at the end.  What do we want students to know?  How will they demonstrate their knowledge?  Once the end result and assessment evidence is identified, you can begin to look at the details of the unit.  What will you start with?  How much time will you need to spend on each key idea?  How will you design experiential lessons?

 Establish goals:  What relevant content standards will this unit address?  Identify Understandings:  What are the big ideas?  What specific understandings are there?  What misunderstandings can you predict?  Pose Essential Questions:  What questions will foster inquiry, understanding, and transfer of learning?  Students will be able to…  What key knowledge and skills will students learn as a result of this unit?  What should students be able to do as a result of the knowledge and skills learned?

 Performance Tasks  How will students demonstrate the desired understandings?  What criteria will be used to judge their work?  Additional Evidence  Through what additional evidence will students demonstrate achievement of the desired results?  How will students reflect upon and self-assess their learning?

 WHERE TO:  W=Where is the unit going and what is expected?  H=Hook the students and hold their interest  E=Experience and explore key ideas and issues  R=Rethink and Revise (allow students opportunities to rethink their understandings and work)  E=Evaluate (allow students to evaluate their work)  T=Tailor (how will you tailor the unit to different needs, interests, and abilities)  O=Organize to maximize engagement

 Choose a standard from social studies or science  Choose a grade level  Begin the design process for developing a unit  Stage One: Establish Goals  Stage Two: Assessment Evidence  Stage Three: Learning Plan  Be prepared to present your unit design in class