Throughout the Foundations of Instructional Design course, I have incorporated the elements of Backward Design to design a unit on Inventions from the Renaissance. The following documents show each stage of the instructional design process.
Stage 1 - Identify Desired Results |
In the first Stage, I have identified the student learning objectives, big ideas, and essential questions for my unit. Using the Utah State Core standards for 6th grade Social Studies, I also identified the key vocabulary, knowledge, and skills that I will measure throughout the unit.
Stage 2 - Determine Acceptable Evidence
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During Stage 2, my design skips to the end as I decide what kinds of assessments and performance tasks will accurately and adequately measure if my students have reached mastery or met my objectives from the first Stage. A variety of formative and summative assessments are included in my unit plan - including quizzes/tests, student self-evaluations, writing assessments, and a performance task (see GRASPS).
Stage 3 - Plan Learning Experiences
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The Stage 3 document outlines the lessons and learning activities that I will include in my Inventions of the Renaissance unit. The time frame (7-8 days) is outlined and activities are put into the correct sequence for instruction.
In my unit, I have included a performance task called the "Invention Convention" in which students will demonstrate their understanding of the process of invention. I have outlined the guidelines to the project using the GRASPS framework (Goal, Role, Audience, Situation, Product, Standards). I have also included a rubric for assessing this performance task.
Lesson Plans
The following lesson plans use the Canyons School District CTESS Lesson Plan format to outline four of the learning activities from my unit plan. Each lesson is designed for one 1-hour class period. At the conclusion of these for lessons/learning activities, the unit would wrap up with the Invention Convention performance task (see GRASPS) and a summative end-of-unit exam.
Students will use Nearpod and complete a graphic organizer about several inventions from the Renaissance time period.
Students will participate in 3 station rotation activities that focus on math and science from the Renaissance: the invention of math symbols, human body proportions in Renaissance artwork, and the differences between the geocentric and heliocentric theories of the universe.
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Students will learn about the invention of the Printing Press and how the machine worked. They will then use historical maps to analyze the impact this invention had on society.
Students will use primary and secondary source documents to analyze how man's view of society has changed during the Renaissance. Using the We Do, Y'all Do, You Do to scaffold instruction, students will answer three specific document-based questions (DBQs) as a writing assessment.
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