Stage 2What Are the

Enduring Outcomes?

Standards

Big Ideas

Provocative

Questions

Enduring Outcomes

Stage 2

Stage 2: WHAT ARE THE ENDURING OUTCOMES?

Prompt 1: What Standards will this Unit Address?

Prompt 2: What Big Ideas Characterize This Unit?.

Prompt 3: What Enduring Outcomes will Students Acquire

When you are Finished going throughThe prompts, click here

To Skip Ahead

Construct a concept map for these 4th Grade Electricity & Magnetism Standards…

1. Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept:

a. Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs.

b. Students know how to build a simple compass and use it to detect magnetic effects, including Earth’s magnetic field.

c. Students know electric currents produce magnetic fields and know how to build a simple electromagnet.

d. Students know electrically charged objects attract or repel each other.

e. Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other.

Does it look anything like this?

are that have

important in function of can make by

can be

ELECTRICITY &

MAGNETISM

Relatedeffects

1

Many useful applications in everyday life

1

Magnets have 2 poles

(north & south)

f

Electromagnetsd

Simple compass

b

Electric currents produce magnetic

fieldsc

Like poles repel

f

Unlike poles attract

f

Electromagnets have 2 poles

c

Poles reversed if orientation of battery

is reversedc

Series & parallel

circuits affect the pathway & resistance

of currenta

Electric motors,

generators, doorbells,

earphones, etc.d

Freely suspended magnet will align with Earth's

magnetic field

b

Rubbing a needle on a

strong magnet, place

on a cork in water

b

Static Electricity

e

Electrical energy

g

Converted to heat, light, & motion

g

Back toStage 2

Template

What Big Ideas characterize this unit?

Some questions for identifying “big ideas” (From Grant Wiggins, Understanding by Design) Does it have many layers and nuances, not obvious to the naïve

or inexperienced person? Do you have to dig deep to really understand its meanings and

implications – beyond a surface grasp? Is it prone to misunderstanding and/or disagreement? Are you likely to change your mind about its meaning and

importance over a lifetime? Does it yield optimal depth and breadth of insight into the

subject? Does it reflect the core ideas as judged by experts?

A big idea…(From Grant Wiggins, Understanding by Design)

Is a focusing lens Provides great breadth, connections Lies at the heart of expert understanding of

the subject Requires uncoverage because its

meaning/value – not obvious, is counter-intuitive, prone to misunderstanding

Big Ideas Typically appear as:(From Grant Wiggins, Understanding by Design)

Concept (migration, function, quantum) Theme (“Coming of Age,” “Go West…” Debate (“nature vs. nurture”, conservatives vs. liberals) Point of view (deconstruction, vegetarianism) Paradox (Freedom must have limits, imaginary numbers) Theory (evolution, Manifest Destiny) Principle (“All men are created equal”, F=ma) Underlying assumption (fair play, texts have meaning) Question (Why leave home? Can we prove it?)

Back toStage 2

Template

Enduring Outcomes . . .

Memory

CreativePractical

Analytical

RecallName

RetellSayRecite

Describe

ListIdentify

Locate

AnalyzeCompare

ContrastEvaluate

ImagineInventSuppose

DesignCreateBrainstormReorganize

SynthesizeCombinePredict

ApplyUseImplement

DoConnect to

Find examplesTranslateDemonstrate

ExplainCritiqueOrganize

SortClassifySequence

StampPeople

RecordingsNewspapersArticles

TV showsBooks

RadioFilm

VideoMovie

CartoonPhotograph

ReportSurvey

GraphQuestionnaire

RecommendationAn argument

DefinitionPropaganda

StatementConclusion

SurveyEvaluation

ExperimentPlay

BookGame

MachineArticle

InventionReport

SongSkit

SpeechSet of rules or principles

Alternative planHypothesis

DiagramScriptSolutionQuestions

MapListForecast

ProjectReal life

DramaPainting

Model

OUTER RING =Assessment Product

INNER RING =Instruction Activities

(Action Verb)

E n d u r i n g O u t c o me s u s i n gT r i a r c h i c T h i n k i n g A b i l i t i e s

Given the targeted unit goals, students will need to know…

The Content Standards have already identified what students need to know in each content area and at each grade level

The concept map forms the basis for stating what students “need to know”

However, don’t limit this section to the content standards only. Identify any other “need to know” outcomes you expect to come out of this unit

Given the targeted unit goals, students will need to be able to …

As with identifying what students need to know, what students need to be able to… are also derived from the Content Standards in each content area and at each grade levelAgain, consult the concept map you constructed to identify what students need to be able to…Then list any other skills, tasks, and/or other actions you expect students to accomplish in this unit

What Critical Thinking/Process Skills will students acquire?

Ideally, critical thinking/process skills should be integrated into any lessons you design

The thinking/skills you articulate in your unit plan will be content specific

For example, if you are planning a science unit you will probably address skills such as conducting careful investigations, posing testable questions, formulating evidence-based explanations, and so on

Now :

We can complete the enduring outcomes of Stage 2, and add to it

Use any other background information you have acquired

Be willing to explore new information as you select course content and build it into meaningful learning experiences

Understand that this is a back-and-forth process

Follow Thru …

As you begin Stage 2 you may very well recognize more background information in a particular area is needed

Or you may think of a great activity so you skip ahead to Stage 4 to jot it down

This may prompt you to go back to Stage 2 to clarify what you think a “Big Idea” is

And so on…

© 2004 The McGraw-Hill Companies, Inc. All rights reserved.

Put your enduring outcomes to the test of the four questions below:

1. Will the enduring outcome help “uncover” a “big idea” that has enduring value beyond the unit?

2. Is the enduring outcome central to an understanding of the unit topic?

3. To what extent will the enduring outcome engage students and encourage inquiry?

4. Do the outcomes collectively form a cohesive and connected set of outcomes representing analytical, creative and practical thinking abilities?