1. Stage 2 What Are the Enduring Outcomes?

2. Standards Big Ideas Provocative Questions Enduring Outcomes Stage 2

3. Stage 2: WHAT ARE THE ENDURING OUTCOMES? Prompt 1: What Standards will this Unit Address? Prompt 2: What Big Ideas Characterize This Unit?. Prompt 3: What Enduring Outcomes will Students Acquire When you are Finished going through The prompts, click here To Skip Ahead

4. Construct a concept map for these 4 th Grade Electricity & Magnetism Standards… 1.Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept: a.Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. b.Students know how to build a simple compass and use it to detect magnetic effects, including Earth’s magnetic field. c.Students know electric currents produce magnetic fields and know how to build a simple electromagnet. d.Students know electrically charged objects attract or repel each other. e.Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other.

5. Does it look anything like this? Back to Stage 2 Template

6. What Big Ideas characterize this unit?  Some questions for identifying “big ideas” (From Grant Wiggins, Understanding by Design)  Does it have many layers and nuances, not obvious to the naïve or inexperienced person?  Do you have to dig deep to really understand its meanings and implications – beyond a surface grasp?  Is it prone to misunderstanding and/or disagreement?  Are you likely to change your mind about its meaning and importance over a lifetime?  Does it yield optimal depth and breadth of insight into the subject?  Does it reflect the core ideas as judged by experts?

7. A big idea… (From Grant Wiggins, Understanding by Design)  Is a focusing lens  Provides great breadth, connections  Lies at the heart of expert understanding of the subject  Requires uncoverage because its meaning/value – not obvious, is counter- intuitive, prone to misunderstanding

8. Big Ideas Typically appear as: (From Grant Wiggins, Understanding by Design)  Concept (migration, function, quantum)  Theme (“Coming of Age,” “Go West…”  Debate (“nature vs. nurture”, conservatives vs. liberals)  Point of view (deconstruction, vegetarianism)  Paradox (Freedom must have limits, imaginary numbers)  Theory (evolution, Manifest Destiny)  Principle (“All men are created equal”, F=ma)  Underlying assumption (fair play, texts have meaning)  Question (Why leave home? Can we prove it?) Back to Stage 2 Template

9. Enduring Outcomes...

11. Given the targeted unit goals, students will need to know…  The Content Standards have already identified what students need to know in each content area and at each grade level  The concept map forms the basis for stating what students “need to know”  However, don’t limit this section to the content standards only. Identify any other “need to know” outcomes you expect to come out of this unit

12. Given the targeted unit goals, students will need to be able to …  As with identifying what students need to know, what students need to be able to… are also derived from the Content Standards in each content area and at each grade level  Again, consult the concept map you constructed to identify what students need to be able to…  Then list any other skills, tasks, and/or other actions you expect students to accomplish in this unit

13. What Critical Thinking/Process Skills will students acquire?  Ideally, critical thinking/process skills should be integrated into any lessons you design  The thinking/skills you articulate in your unit plan will be content specific  For example, if you are planning a science unit you will probably address skills such as conducting careful investigations, posing testable questions, formulating evidence-based explanations, and so on

14. Now :  We can complete the enduring outcomes of Stage 2, and add to it  Use any other background information you have acquired  Be willing to explore new information as you select course content and build it into meaningful learning experiences  Understand that this is a back-and-forth process

15. Follow Thru …  As you begin Stage 2 you may very well recognize more background information in a particular area is needed  Or you may think of a great activity so you skip ahead to Stage 4 to jot it down  This may prompt you to go back to Stage 2 to clarify what you think a “Big Idea” is  And so on…

16. © 2004 The McGraw-Hill Companies, Inc. All rights reserved. Put your enduring outcomes to the test of the four questions below: 1. Will the enduring outcome help “uncover” a “big idea” that has enduring value beyond the unit? 2. Is the enduring outcome central to an understanding of the unit topic? 3. To what extent will the enduring outcome engage students and encourage inquiry? 4. Do the outcomes collectively form a cohesive and connected set of outcomes representing analytical, creative and practical thinking abilities?