4th+Grade+The+California+Gold+Rush


 * Unit Cover Page **
 * Unit Title: California Here We Come! **
 * Unit Title: California Here We Come! **


 * Grade Level(s): 4th Grade Time Frame: 3 Weeks **


 * Theme: The Road to Statehood **


 * Subject/Topic Area(s): California Gold Rush **


 * Key Words: Gold Rush, Forty-Niner, Isthmus, Claim, Consumer, Entrepreneur, Inflation, Discrimination, Vigilant, Line Graph **


 * Designed By: Emily Chandler and Jessica Cabral ** ||
 * Summary Description of Unit (including but not limited to: curricular and unit goals, context, inclusion of parent participation, use of technology, learning environment considerations, and the unit’s appropriateness for English learners and special needs students): **
 * Summary Description of Unit (including but not limited to: curricular and unit goals, context, inclusion of parent participation, use of technology, learning environment considerations, and the unit’s appropriateness for English learners and special needs students): **

This unit will summarize the important events and effects of the California Gold Rush on the journey to California becoming a state. The students will be focusing on the important people who discovered gold, when the gold was discovered, the people the Gold Rush affected, and their journeys to California in search of riches. While learning about all of the different people, the students will research their lives, how they traveled to California, and what happened to them once they reached California. Geography will be incorporated as students map out the routes by land and sea in search of gold from different places. Specific vocabulary terms that are essential to this event will be incorporated as they determine why discovering gold changed California’s economy, daily life, politics, and physical environment. Students will get a hands-on experience in learning about the process of a gold-miners life by discovering gold and take part in their own gold-excavation as they “live” the life of a gold-miner. All of the information in this unit will adhere directly to the fourth grade social studies standards (listed below in the next section). Students will create a Gold Rush song, a Web Quest, timeline, diary entry, and write a short historical fiction book to display their knowledge by using the humanities and multiple intelligences. Throughout instruction, students will view videos and PowerPoint’s to learn about life during the gold rush. By the end of the unit, students will understand how the Gold Rush was a key event leading to California becoming a state. The visuals, technology, and many different types of performance activities will adhere to English learners by reinforcing vocabulary through many facets. Students with special needs will be kept in appropriate proximity of the teacher, as well as, be provided any necessary materials or extra help (instructional aide) during instruction. ||


 * Stage 1: Identify desired results. **
 * What content standards are addressed? **
 * California 4th Grade Social Studies Standards

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 4.2. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). 4.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­cal environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp). 4.4. Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

California 4th Grade English Language Arts Standards

2.2 Write responses to literature: a. Demonstrate an understanding of the literary work. b. Support judgments through references to both the text and prior knowledge.

California 4th Grade VAPA Standards

Diversity of Dance 3.4 Perform and identify folk/traditional and social dances from California history. || Students will understand
 * What enduring understandings are desired (and what misunderstandings will be addressed)? **
 * How the Gold Rush helped drive California into statehood.
 * The role that various people played during the Gold Rush.
 * The hardships that people encountered during the Gold Rush. ||


 * What essential questions will guide this unit and focus teaching/learning? **
 * * How did the gold rush change the state of California? (effects on the economy, population, residents)
 * Where and how was the gold discovered?
 * What was the life like of a gold-miner?
 * How did the word spread about the discovery of gold?
 * Who moved or immigrated as a result of the discovery of gold in California? How did they get to California?
 * How did the gold rush play a role in California being a state? ||

The location of the California Gold Rush. The main settlements during the Gold Rush period. The routes that people traveled to get to the California Gold Rush. The impact that the Gold Rush had on California’s statehood.
 * What key knowledge and skills will students acquire as a result of this unit? **
 * // Students will know: //**
 * // Students will know: //**

Describe the daily life of a forty-niner. Map the different settlements during the Gold Rush. Write narrative journals of children during the Gold Rush. Use Web Quest’s to further enhance their learning of the time period. ||
 * // Students will be able to: //**

** Stage 2: Determine acceptable evidence. **
 * What evidence will show that students understand? **


 * Performance Tasks*: **
 * Life During The Gold Rush Web Quest **
 * Gold Rush Timeline **
 * Gold Rush Historical Nonfiction Short Story. ** ||
 * * ****// Complete a Performance Task Blueprint for each task (next page). //**
 * * ****// Complete a Performance Task Blueprint for each task (next page). //**

Vocabulary Quiz Lesson Quiz Important People Quiz Summative Assessment at the end of the unit.
 * Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): **
 * Quizzes and Tests **
 * Quizzes and Tests **

Gold Rush Westward Movement Amy’s Crossword Puzzle Gold in California Math Activity Match this Batch Graphic Organizers
 * Worksheets **

Teacher Guided Graphic Organizers Teacher Guided Reading Discussions Teacher’s informal assessment throughout unit instruction.
 * Observations **

The Gold Rush Mini Video The Gold Rush Interpretive Dance The Life of a Gold Rush Child Diary Entry ||
 * Work Samples **


 * Student Self-Assessment: **

Students will receive a rubric for both their WebQuest project and their historical nonfiction short story. The rubric will include all of the information that is required for the student to complete the assignments. A day before the assignments are turned in the students will be able to review the rubric to insure that all of the required elements are included.

At the end of every lesson, the students will be able to write a short response to what they learned during that day. Students will know the progress they are making during the unit by being able to write important information everyday. At the end of the unit they will use their journals as a reference to complete their final assignments.


 * Performance Task Blueprint **
 * Task Title: ** Life During The Gold Rush Web Quest **Approximate time frame:** 2 days


 * What desired understandings/content standards will be assessed through this task? **
 * Through the completion of this Web Quest, the students will be able to have a greater understanding of what it was like to travel west to the Gold Rush. Students will also be able to explore the day-to-day life of a forty-niner.

Standards: 4.2. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). 4.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­cal environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp). ||

In order to complete the task, the students will work collaboratively in small groups. The students will also have access to various technologies in the classroom. ||
 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **


 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * Goal ** : The goal of this task is for students explore the routes to the California Gold Rush and imagine a day in the life of a California forty-niner.


 * Role ** : Students will use the Web Quest to act the role of forty-niners traveling west in search of gold.


 * Audience ** : The students will present their final Web Quest tasks to their classmates and the teacher. Some of the student work will be on display for parents and classroom visitors to enjoy during Open House.


 * Scenario ** : Students will be working in groups of three for the Web Quest project. Students will have a full class day lesson to complete the tasks on the Web Quest. We will have access to all of the classroom computers, the classroom iPad, and the school library computers. Students will be able to view examples from previous students and will each receive a rubric attached to the assignment. The teacher will review the key features of each project so that the students have a clear understanding of what is expected of their final product.


 * Purpose ** : At the end of this task, the students will have a greater understanding of what life was like during the Gold Rush. Students will understand that people had to go through a great amount of hardships to make the travel west. With this understanding students will be able to have that experience and be able to be in their shoes for one day. Students will also see the effects of inflation during the Gold Rush and that even for a single man it would be nearly impossible to meet ends meet.

4.2. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). 4.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­cal environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp). ||
 * Standards ** :

At the end of this performance task the groups will present their findings and information to the class using PowerPoint or iMovie. Students that decide to present their project using iMovie will receive the weekend to complete their presentation. ||
 * What student products/performances will provide evidence of desired understands? **


 * By what criteria will student products/performances be evaluated? **
 * Student did not turn in Web Quest. – 1pt.
 * Student demonstrated an understanding of the Web Quest but did not complete. - 2pts
 * Student satisfactorily completed Web Quest. – 3pts.
 * Student demonstrated outstanding effort in completion of their Web Quest. - 4pts. ||
 * Student demonstrated outstanding effort in completion of their Web Quest. - 4pts. ||


 * Performance Task Blueprint **
 * Task Title: Gold Rush Timeline Approximate time frame: 2 days **

After completing this task, the student will be able to identify the important events that lead up to the Gold Rush, that occurred during the Gold Rush, and that came consequently after the Gold Rush. Students will also be able to identify the important events with important people during the Gold Rush.
 * What desired understandings/content standards will be assessed through this task? **

4.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­cal environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp). ||

Students will each complete their own timeline. The timeline must have at least 7 important events and include either hand drawn or computer graphics. Timeline will be graded according to our “4th grade quality standards” ||
 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **


 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * Goal ** : The goal of this task is for students to review important events that occurred during the Gold Rush. Students will be able to put the events in sequential order and see how one event affected other events during the Gold Rush and eventually lead California to it’s statehood.


 * Role ** : Students will use the classroom computers to complete their research and organize their timelines.


 * Audience ** : The timelines will be reviewed by the teacher and be displayed in classroom bulletin boards.


 * Scenario ** : Students will independently work on their timelines. Students will be given two days during class time for completion of their project. Various student examples will be displayed for students to refer back to. The teacher will assist students to make sure that all of the events in their timeline are in sequential order and pertain to the Gold Rush. Students will have access to the classroom computers to print pictures; each student will have a one-picture maximum of computer-generated images.


 * Purpose ** : At the end of this task the students will have put their events of the Gold Rush in sequential order. As students are placing their events in order they will see the various causes and effects that occurred during the Gold Rush. This task will ultimately achieve the purpose of the assignment and assist our visual and kinesthetic students in the classroom.

4.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­cal environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp). ||
 * Standards ** :


 * What student products/performances will provide evidence of desired understands? **
 * At the end of this performance task, students will turn in their timelines completed with at least seven events and various graphics that pertain to their events. ||


 * By what criteria will student products/performances be evaluated? **
 * ** Excellent (4) - ** Students demonstrated an understanding of the events that occurred during the Gold Rush by including seven events and at least four graphics.
 * ** Good (3) ** - Students demonstrated an understanding of the events that occurred during the Gold Rush by including five events and at least three graphics.
 * ** Satisfactory (2) ** - Student demonstrated a satisfactory understanding of the events that occurred during the Gold Rush by only including three events and at least two graphics.
 * ** Needs Improvement (1) ** - Student demonstrated little to no evidence of their learning during the Gold Rush unit. ||
 * ** Needs Improvement (1) ** - Student demonstrated little to no evidence of their learning during the Gold Rush unit. ||


 * Performance Task Blueprint **
 * Task Title: Gold Rush Historical Fiction Short Story Approximate time frame: 3 days **

This task will be used as a final authentic assessment to culminate the Gold Rush Unit. Students will write a historical fiction story about a child, traveling west to the Gold Rush and their life in the Gold Rush mines.
 * What desired understandings/content standards will be assessed through this task? **

California 4th Grade Social Studies Standards

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 4.2. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). 4.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­cal environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp). 4.4. Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

California 4th Grade English Language Arts Standards

2.2 Write responses to literature: a. Demonstrate an understanding of the literary work. b. Support judgments through references to both the text and prior knowledge. ||

Students will work independently to complete their short story. Students will receive a rubric with all of the specific requirements required to complete their short story. Students will have access to various technologies in the classroom in order to complete their task. ||
 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **


 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * Goal ** : The goal of this authentic assessment is to have students demonstrate their knowledge of the Gold Rush in a short story. Students will have the opportunity to create their characters and use events and facts from the Gold Rush to create their story and illustrations. This assessment ultimately steers away from paper and pencil tests and integrates creative writing and social studies.


 * Role ** : The role of the student is to create a creative short historical nonfiction story that integrates all of their learning throughout the unit.


 * Audience ** : The audience will be the teacher; any students that wish to share their story out loud will do so to their peers.


 * Scenario ** : The authentic assessment will be assigned at the culmination of the Gold Rush unit. Before students begin their assessment, as a class we will review our Step Up to Writing notes to ensure that we are including all of the correct elements in our writing. We will look back at a previous social science unit such as the missions and follow the same rubric. As a class we will brainstorm together different ideas and facts to include in our writing. Students will then be guided to begin completing their own brainstorming about their short story. Students will be required to work on this project at home and will receive two class days to continue working on their story. Students will be able to use their social sciences book, notes, practice books, and classroom computers for online research about the Gold Rush.


 * Purpose ** : The purpose of this task is to create a different form of students to demonstrate their learning. Students will be able to use various skills learned across the spectrum to complete their story. Students will be advised that this will count as both a letter grade for social sciences and a letter grade for writing.

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 4.2. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). 4.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­cal environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp). 4.4. Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.
 * Standards: **

California 4th Grade English Language Arts Standards

2.2 Write responses to literature: a. Demonstrate an understanding of the literary work. b. Support judgments through references to both the text and prior knowledge. ||

Student work will consist of their Gold Rush historical fiction short story. The short story will be written in a booklet already provided for them. Each page will have required information that they must add to complete the assignment. ||
 * What student products/performances will provide evidence of desired understands? **


 * By what criteria will student products/performances be evaluated? **
 * ** Excellent (4)- ** Student has included all required information and has created a creative short story.
 * ** Satisfactory (3) ** - Student has included some of the elements in their short story.
 * ** Needs Improvement (1) ** - Student did not follow the attached rubric. ||
 * ** Needs Improvement (1) ** - Student did not follow the attached rubric. ||

** Stage 3: Plan learning experiences & instruction. **
 * What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? **
 * ** Consider the W.H.E.R.E. elements, from the //student’s// perspective. **


 * Students will display their prior knowledge regarding the Gold Rush by completing a KWL chart.
 * Students will read an article pertaining to the Gold Rush in which they will discuss the main details such as the who, what, where, and why of the events.
 * Students will create bubble maps to organize their learning and notes.
 * Students will look at different maps and recognize the different routes that people took to travel out west.
 * Students will have first hand experience on what life was like in the mining camps. Students are to compare and contrast and discuss if it was really worth making the trip out west for gold.
 * Students will create a timeline depicting the various events that occurred during the Gold Rush, by focusing on key events and people of the time.
 * Review the causes and effects of the Gold Rush and decide which events influence California into their statehood.
 * Students will complete a historical fiction short story in which they will create a child character that lived during the Gold Rush. The student will describe his or her journey west, struggles, life in the camp, and day-to-day activities. ||

** Stage 3: Plan learning experiences & instruction. **  The students will complete a Web Quest that will help them discover on their own about life during the Gold Rush. They will use MacBook’s during their computer lab time to complete this performance task.
 * In what ways will technology be used that will equip students to develop and demonstrate the desired understandings? **

[]

Throughout instruction, the students will view videos and PowerPoint presentations displaying artwork and plenty of information about the Gold Rush. The information will be kept in an organized fashion to help students learn the material. ||

The students will receive a rubric and list of goals that will be completed through the unit plan. They will know exactly what is expected of them. The students will read over the rubric and goal sheet first and then take it home to get it signed by their parents. It needs to be returned to the teacher. By having a parent signature, the parents know what the students are going to learn and what will be expected of them to complete by the end of the unit. A calendar of events and due dates will also be sent home so that miscommunication is and discrepancy issues can be avoided. Parents may also join on us the day of the gold excavation to help monitor stations. ||
 * What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? **


 * Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings? **

This bulletin helps students understand the information throughout the unit by having them display their student work. They created their own depictions of miners mining for gold and different methods in which gold could be excavated. They provided written explanations and visuals using songs, pictures, and poems about the tools and processes needed throughout the Gold Rush. The bulletin will help remind students about the event and help them reinforce their learning as they review the information on the board. || ** Stage 3: Plan learning experiences & instruction. **


 * What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? **


 * The following calendar many be used to map the unit sequence. Code each calendar entry with the appropriate initial(s) of the W.H.E.R.E. elements. **

** (W) **
 * **// Monday //** ||  **// Tuesday //**  ||  **// Wednesday //**  ||  **// Thursday //**  ||  **// Friday //**  ||
 * ** 1 **
 * Instruction: Imagine You Found Gold **

Discuss with the students about what they know and

want to know about the California Gold Rush using

a KWL chart.

Review key concepts from previous units about where

we are in California history. (Mexican-American War)

Read a small passage from Reflections Textbook about

the Gold Rush. Have students close their eyes and

imagine what you read. The students

will then discuss about how they would feel if they

discovered gold.

Student Work: Written Reflection || **// 2 //**    ** (W.H.E.) **
 * Instruction: Discovery of Gold **

Make a bubble map and have the students do the

same with "The Discovery of Gold" being in the

center. The surrounding bubbles should say who,

what, when, where, why, and how.

Read an article about the Gold Rush.

As the article is read, stop and fill in

the graphic organizer.

Pass out key vocabulary worksheet for

students to fill in throughout the reading as well.

Student Work: Bubble Map || **// 3 //**    ** (W.H.E.) **
 * Instruction: Bound of California **

Read the passage about the 3 routes to

California. Students will view maps of the

different routes, as well as map out the

routes on their own worksheet. They color code the different routes.

Student Work: Map Worksheet & Vocabulary || **// 4 //** ** (W.H.E.R.E) ** Life During the Gold Rush Web Quest Task.
 * Assign ** :

Review rubric and project examples.

Student Work: Web Quest || **// 5 //** ** (W.H.E.R.E) ** Life During the Gold Rush Task.
 * Presentations ** :

Students will present their findings from the WebQuest to the class through a short PowerPoint or iMovie presentation.

Student Work: Web Quest Presentations || ** (W.H.E.) ** The students will read an article in the textbook. They will learn about the process of gold mining and the tools that were used.
 * ** 6 **
 * Instruction: “Staking a Claim” **

Show a video about the mining camps from history.com.

Each student will make a list of tools that the forty-niners could have used in the Gold Rush and draw a picture for each. If the pictures are not shown on the page, the students may look up a picture on the internet.

Student Work: Picture Worksheet || ** 7 **    ** (W.H.R.E.) ** The students will read the section in the textbook about Mining Camps. They will then examine artwork, dances, and music that originated from the Gold Rush by viewing a PowerPoint presentation. They will listen to the song “Oh! Susanna.” Their task after listening to the song is to change the lyrics to make the song about a different person who travelled to California for the Gold Rush. Students may work in groups to complete this task. Student Work: Song || ** 8 ** ** (W.H.E.R.E.) ** The students will go over an article about the life of a forty-niner. Discuss with the students about important points of the article.
 * Instruction: “Mining Camps” **
 * Instruction: “Life of a Forty-Niner” **

Begin reading the story “Rachel’s Journal” with the students. Practice popcorn reading with the whole class.

Reflect with the students about their findings of her diary entries. The students will then pretend they are traveling to California from a far away destination and write about the journey and the way they would feel.

Student Work: Write a Diary Entry || ** 9 ** ** (W.H.E.R.) ** To put together all of the information thus far in the unit about the life of miners and the process of mining for gold, the students will go through a gold mining activity using a process that people used during the Gold Rush. They will create a chart calculating the amount of gold they found and write a small reflection about the activity.
 * Instruction: “Mine for Gold” **

Student Work: Gold Mining Chart || ** 10 ** ** (W.H.E.R.E.) ** Go over the information for the test by playing a Jeopardy game. The quiz will go over key vocabulary, important dates, people, routes, mining terms, and what life what like for a forty-niner.
 * Instruction: Review/Quiz Day **

Have the students take the quiz.

Student Work: Quiz || ** (W.H.E.R.E.) ** The students will read from the textbook about the effects of the Gold Rush. Outline the material with the students. Have the students begin outlining the events of the Gold Rush by date to prepare for the timeline task. The students will create a short newspaper article describing the effects of the Gold Rush in California. Student Work: Newspaper Article || ** 12 **    ** (W.H.E.R.) ** Read textbook pages and outline the material with the students.
 * ** 11 **
 * Instruction: “Effects of the Gold Rush” **
 * Instruction: “Economy, Damage to the Land, Population, & New Opportunities” **

Have the students continue working on their timeline in chronological order or important events.

Student Work: Graphic Organizer || ** 13 ** ** (W.H.E.R.E.) **
 * Instruction: “California Becomes a State” **

Overview the important aspects of the Gold Rush and explain how each played a part in California becoming a state.

Read the article with the students and have them finish their timeline tasks and turn them in for assessment. Students Work: Timeline Task || ** 14 ** ** (W.H.E.R.E.) **
 * Review Day: **

Students are to work on their final performance task of the unit. They are to create a short historical nonfiction story incorporating important aspects of the Gold Rush.

Student Work: Work on short stories || ** 15 ** ** (E.R.E.) **
 * Presentation Day: **

The students will be given half of the class time to finish up writing their short stories and then present them to the class.

Student Work: Short Story Presentations ||


 * // Name: Jessica Cabral and Emily Chandler //**


 * // Title of Unit Project: California Here We Come! //**

** Design Standards ** [[image:http://f11tep546a1.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=75 width="200" height="75" align="left" caption="Text Box: extensively

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 * Please indicate how well you think your group met the standards for unit design: **


 * Stage 1: Identify desired results. **
 * // To what extent are the targeted understandings //**** : **
 * 1) ** 1. **** “//enduring//” (transferable, big ideas at the heart of the discipline) //□ □ □// **
 * and in need of uncoverage? **
 * 1) ** 2. **** framed as //generalizations//, specific enough to guide teaching and //□ □ □// **
 * assessing but overarching enough to enable transfer? **
 * 1) ** 3. ****// framed //**** by //provocative// unit questions? //□ □ □// **


 * Stage 2: Determine acceptable evidence. **
 * // To what extent do the assessments provide //**** : **


 * 1) ** 4. ****// valid //**** & //reliable// measures of the targeted understandings? //□ □ □// **
 * 2) ** 5. **** opportunities for students to exhibit their understanding //□ □ □// **
 * through “//authentic//” //performance// tasks? **
 * 6. //sufficient// & varied information to support inferences about //□ □ □// **
 * //each// student’s understanding? **


 * Stage 3: Plan learning experiences & instruction. **
 * // To what extent will //**** : **

** 7. students know //where// they’re going, //why// (reason for learning the //□ □ □// ** ** evaluative criteria)? ** ** (through inquiry, research, problem-solving, experimentation)? ** ** 10. students have opportunities to //rehearse//, //revise// and/or //□ □ □// ** ** 11. students //evaluate// (self-assess and set future goals) prior to the //□ □ □// **
 * unit content), //what// they already know (prior knowledge), //where// **
 * they might go astray (likely misunderstandings), and //what// is **
 * required of them (unit goal, performance requirements and **
 * 8. students be //hooked// – engaged in digging into the big ideas //□ □ □// **
 * 9. students //explore/////experience// key ideas and receive instruction //□ □ □// **
 * to //equip// them for the required performance(s)? **
 * //refine// their work based upon timely feedback? **
 * conclusion of the unit? **
 * 12. the unit appear coherent to the students? //□ □ □// **


 * // This form is to be completed by each member of the group and attached to the group letter to the instructor addressing the group’s ability to work collaboratively and cooperatively on this unit project. //**