Laurie Bennett

FRIT 7430: Instructional Design

Stage 1, Understanding by Design

June 16, 2012

UbD Stage 1 Template

Title of UnitTechnology in daily lifeGrade Level9-12

Curriculum AreaTechnologyTime Frame3 weeks

Stage 1 Identify Desired Results

Content Standards:

National Literacy Standards 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth

Standard 4.3: Responsibilities

Understandings

Students will understand that: Technology can help or hinder our personal growth

Effective use of technology enables us to live, learn, and work Technology is a tool that can be used for collecting, organizing, creating, and presenting info

The resulting information determines the type of search required to find it The quality of the search affects the relevancy of the results Using technology comes with certain rights and responsibilities Damage that is done in cyberspace is difficult, if not impossible, to undo

Related Misconceptions: Technology makes everything easier

Technology is for gaming and social networking

The older you get, the less you know about technology

People can control who accesses their personal information in cyberspace

The internet is safe, since it is accessed from home, away from predators

Essential Questions

Overarching Questions:

What is technological literacy? How can technology help or hinder our personal growth?

How can I use technology to be productive and solve problems? What are the benefits and limitations of using new technology?

Is new technology always better than that which it will replace?

How do new technologies result in broader social change?

Topical Questions: How are our privacy rights affected by the internet?

What is the impact of technology on research and communication? What makes a source trustworthy?

How do my actions and choices model ethical and legal behavior?

What potential application does this technology have for me?

Knowledge and Skills

Knowledge

Students will know: How technologically literate they are now

The difference between informal search engines and results (Google, Wikepedia, etc) and academic or professional searches (GALILEO, ERIC, etc)

What others can find out about them through internet searching and how it can affect them later in life

Skills

Students will be able to: Set up a Facebook accounts privacy settings to limit outside access to strangers

Perform informal searches for personal interest subjects

Perform academic searches for potential research projects for school

Increase their individual level of technological literacy

Choose a topic of personal interest and find a group to join for discussion, or create one of their own (not simply a chat room, but rather a permanent forum, Yahoo group, or Facebook group)

02Score

UbD Stage 1

Scoring Rubric

CompletenessTemplate provided is not completeEach section of the template has been completed with meaningful entries

01 2Score

UnderstandingsIdentifies understandings that relate to the standards but are too simplistic or state factual knowledge.Identifies targeted understandings that will lead to some discovery but are not at the heart of the discipline.The targeted understandings clearly utilize the six facets of understanding. Identifies targeted understandings that are enduring, based on transferable, big ideas at the heart of the discipline.

012Score

Essential QuestionsThe essential and unit questions have right answers and do not provoke student engagement.The essential and unit questions serve as guides, but might not provoke student engagement. Includes some topical and overarching essential questions.Identifies essential questions that are provocative, arguable, and likely to generate inquiry around the central ideas. Includes both topical and overarching essential questions.

012Score

Knowledge & SkillsKnowledge and skills are not identifiedIdentifies knowledge and skills.Shows ability to identify key knowledge and key skills.

012Score

Grammar/SpellingNumerous errors found in grammar, spelling or usage that distract the reader.

Required format has not been usedA few errors found in grammar, spelling or usage that distract the reader.

Most of the formatting requirements have been satisfiedNo errors found in grammar, spelling or usage that distract the reader.

Required formatting used

Total

Score/10