Understanding By Design Unit Template

Title of Unit / Environmental Public Service Announcements / Grade Level / Grade 6-8
Curriculum Area / Science/Mass Communication / Time Frame / Unit Plan – 2 weeks
Developed By / Pamela South
Desired Results (Stage 1)
Content Standards-
Goal 6: Environmental Science
The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.( http://mdk12.org/instruction/clg/environmental_science/goal6.html)
Expectations
6.2 The student will investigate the interdependence of organisms within their biotic environment.
6.3 The student will analyze the relationships between humans and the earth’s resources.
6.4 The student will develop and apply knowledge and skills gained from an environmental issue investigation to an action project which protects and sustains the environment.
School Library Media (http://mdk12.org/instruction/curriculum/library_media/school_library_media_secondary.pdf )
2.0 Locate Information: Students will be able to use resources, in a wide variety of formats, to locate information to meet an identified need.
3.0 Collect Information: Students will be able to collect information relevant to their current information need.
4.0 Organize and Manage Data/information: Students will use appropriate print, non-print and computer/online/digital formats to organize and manage data/information.
5.0 Interpret Information: Students will be able to interpret information to generate new understandings and knowledge.
6.0 Share Findings/Conclusions: Students will be able to communicate findings/conclusions by producing materials in an appropriate format to support written, oral and multi-media presentations.
7.0 Ethical Use of Information: Students will demonstrate responsible attitudes toward the use of information.
Understandings / Essential Questions
Overarching Understanding / Overarching / Topical
Environmental Science:
As a citizen of the 21st century I use scientific skills and processes and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.
Mass Communication:
As a citizen of the 21st century I locate, collect, organize, interpret and share information. / What does it mean to "Think Globally and Act Locally?" (Dubois)
Think Globally, Act Locally refers to the argument that global environmental problems can turn into action only by considering ecological, economic, and cultural differences of our local surroundings. This phrase was originated by Rene Dubos as an advisor to the United Nations Conference on the Human Environment in 1972. In 1979, Dubos suggested that ecological consciousness should begin at home. He believed that there needed to be a creation of a World Order in which "natural and social units maintain or recapture their identity, yet interplay with each other through a rich system of communications". In the 1980's, Dubos held to his thoughts on acting locally, and felt that issues involving the environment must be dealt with in their "unique physical, climatic, and cultural contexts."(Eblen and Eblen, 1994, p. 702) / Environmental Science:
How is the Earth's environment changing? How do we affect those changes? How do they affect us?
What are the roles of science in managing the Earth?
Mass Communication:
How can I persuade other to make positive choices for our environment?
Related Misconceptions
Knowledge
Students will know… / Skills
Students will be able to…
Environmental Science:
·  Scientific skills and processes.
·  major environmental science concepts
·  understand interrelationships of the natural world
·  Analyze environmental issues and their solutions.
Mass Communication:
·  locate data & Information
·  collect data & Information
·  Organize data & Information
·  Interpret data & Information
·  Share information. / Environmental Science:
·  Compare data
·  Identify possible trends
·  Access and process information
·  Use information when forming predictions
Mass Communication:
·  Access internet sites, data bases and other information resources
·  Determine validity of information
·  Collect and organize information/data using an appropriate organizing tool.
·  Identify data and information which supports the purpose of the project
·  Create a multimedia presentation
1.  PhotoStory 3 or MovieMaker
2.  File Management
3.  Audacity
4.  Internet search
5.  Cite sources
Assessment Evidence (Stage 2)
Performance Task Description
Goal / The goal of the project is to create a Public Service Announcement which informs a local audience about an environmental issue impacting the Chesapeake Bay an provide a solution.
Role / You are a consultant hired by a local environmental group.
Audience / The audience is the local community.
Situation / Much of the local economy is either impacted by the “health” or the bay, or impacts the bay. The local environmental group is concerned about the health of the bay but also wants to maintain positive relationships with the local community.
Product/Performance / Your group are responsible for designing, producing, and presenting, in an electronic format, a Public Service Announcement that identifies an environment issue that is impacting the health of the Chesapeake Bay, provides supporting data and a solution, to be shown on local television stations.
Standards / The Public Service Announcement must identify the factors causing the environmental issue, the environmental impact of the issue, future consequences, and solutions to resolving the environmental issue. The Public Service Announcement will integrate still and video images, music and sound, and editing strategies to communicate your message in no longer than 60 seconds to the local community..
Other Evidence
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going? / ·  Post essential questions.
·  Review the rubric for the performance task and share students examples of Public Service Announcements for different topics.
·  Create and print handouts to support students as they work. (rubrics, deadlines, checklists)
How will you hook students at the beginning of the unit? / ·  Begin a unit with a problem-based “problem”
·  Challenge students to reac t to the
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? / Explore such ideas as surveying the healthy eating
habits of different ethnic groups; searching the Web
for nutrition advice; and researching correlations
between diet, school absence, and academic and
athletic performance.
á Equip students with skills in survey writing, oral
interviews, and research, including searching on the
Internet
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? / Ask student to work in groups to
· Evaluate different diets for nutritionalbalance (e.g., a hyp othetical
average diet and an exemplary diet).
· Reflect on their own and their family’s eating and cooking
habits.
· Propose changes (if needed) to their fa
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? / Students self -assess their work on the keyperfor mance
tasks (illustrated nutrition brochure and camp
menu).
· Students create a nutritional action plan
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? / Our school is located on a creek which empties into the bay. Some of the factors impacting the health of the bay can be found on our school’s grounds. The internet also provide virtual access to the bay.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? / Using the BIG6 students will work at their individual pace and level.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

ISBN # 0-87120-313-8 (ppk)