Understanding by Design

Stage 1 – Desired Results
Content Standard(s): Communication L6: Identify and perform roles necessary to accomplish group tasks Scientific Reasoning K9: Apply analogous reasoning. “If…then…” Ecology A2: Decipher the system for assigning a scientific name to living things. A3: Describe the different living things within a given habitat. Geography A1: Use and construct maps and other visual materials to describe location, direction, size, and shape. A2: Place in chronological order, significant events, groups, and people in the history of Maine. Geometry E3: Use a coordinate system to define and locate position. Measurement F1: Demonstrate structure and use of systems of measurement. Informational Texts D2: Identify useful information organizing strategies. D4: Identify different ways in which informational texts are organized. Process of Writing & Speaking E2: Use planning, drafting, and revising to produce, on demand, a well developed, organized piece that demonstrates effective language use, voice, and command of mechanics. Research – Related Writing & Speaking H1: Collect and synthesize data for research topics from interviews and field work, using note taking and other appropriate strategies. H3: Create bibliographies. H7: Use search engines and other Internet resources to collect information for research topics.
Understanding(s): -Community activities improve the environment. -Community and individuals can have a positive and proactive impact on the environment while enhancing wildlife habitat.	Essential Question(s): -What is the justification for having an outdoor learning center in a community? -What do you believe are the benefits of an outdoor learning center in your community? -What do local efforts of a community show about the importance of preserving an outdoor learning center.
Students will know… -The importance and usefulness of a field guide -The names and characteristics of trees in the immediate habitat -Vocabulary pertaining to the unit -How community efforts can improve a natural area -The importance of preserving a natural habitat	Students will be able to… -Identify local trees and flora -Work cooperatively to accomplish group tasks -Plan, draft, and revise work -Describe the different living things within a given habitat
Stage 2 – Assessment Evidence
Performance Task(s): -As a member of the school community, construct an outdoor learning center to enhance wildlife. -Create a field guide to identify native trees. -Flora within the learning center will be identified and labeled accordingly. -A map will be created indicating trail routes and other points of interest.	Other Evidence: -Informational Checklists -Self Assessment -Quizzes -Journaling -Writing Prompts -Vocabulary -Leaf Identification -Digital Images -Scanning -Interpreting Maps / Map Making -Persuasive Essay -Rubrics
Stage 3 – Learning Plan
Learning Activities: -Manipulate images on Photo Impact -Trail Guide -GPS Presentation -Trail Construction -Electronic Field Guide -Trees, Trees, Trees Chewonki -Writing -Map Making -Web Page -Open House/Ribbon Cutting -Youth Forestry Camp Tanglewood -Documentary / History of the Area -Build a Tree Keying Out Reading Rings I & II Tree Champs Using compasses Math In the Forest Career Inventory Maine’s Forest Economy

©2001 ASCD and Grant Wiggins & Jay McTighe

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