The Design Standards

Link to Unit Plan

Stage 1--To what extent does the design focus on the big ideas of targeted content?

Consider: Are...	Why? How?
The targeted understandings enduring, based on transferable, big ideas at the heart of the discipline and in need of uncoverage?	Yes, I think the content learned is enduring to last the students a life time.Connecting the Big Idea to the content allows for better transfer of knowledge into long term memory. If you can connect learning to something that meaningful to you then one is more apt to remember it.
The targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer?	Yes this unit plan offers many ways to spark prior knowledge and has the students ask themselves questions to inquire what would happen if...Using the storybook is a good tool to provoke questions. In addition as mentioned above, this provokes good transfer of knowledge.
The essential questions provocative, arguable, and likely to generate inquiry around the central ideas (rather than a "pat" answer)?	The essential questions are thought provoking and help the students to inquire "why" and "what if." For example, why should we wash our hands, and what if we do not wash our hands.
Appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified?	Yes the unit plan addresses K - GPS HEK.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. It also makes a list of 7 objectives.
Valid and unit-relevant knowledge and skills identified?	Yes the knowledge/skills are identified: hand washing, content skils (main events, patterns, prdictions,).

Stage 2--To what extent do the assessments provide fair, valid, reliable, and sufficient measures of the desired results?

Consider: Are...	Why? How?
Students asked to exhibit their understanding through authentic performance tasks?	Yes. There is a hand washing lesson where the students actually wash their hands with an evaluation sheet to assess how well the students follow the steps.
Appropriate criterion-based scoring tools used to evaluate student products and performances?	Yes there are evaluation sheets with each of the lessons and activities.
Various appropriate assessment formats used to provide additional evidence of learning?	The My Card Maker and the Design a poster, as well as the class book all are additional evidences of learning.
The assessments used as feedback for students and teachers, as well as for evaluation?	Yes, all the lessons provide different assessments that are valuable to the teacher./ The card maker helps the students evaluate themselves, and the evaluation sheets are used for all to see evidence of learning.
Students encouraged to self-assess?	As mentioned above the Card Maker helps the students to assess their learning, because it has them list the steps to proper hand washing.

Stage 3--To what extent is the learning plan effective and engaging?

Consider: Will the students...	Why? How?
Know where they're going (the learning goals), why the material is important (reason for learning the content), and what is required of them (unit goal, performance requirements, and evaluative criteria)?	The plan states to tell students that I will be talking about a way to help keep people from getting sick.
Be hooked--engaged in digging into the big ideas (e.g., through inquiry, research, problem solving, and experimentation)?	Yes, the story engages the students's interest and the teacher helps by asking questions of the book which has the students inquire why. Also the lessons actively engage the students in learning hands on.
Have adequate opportunities to explore and experience big ideas and receive instruction to equip them for the required performances?	Yes, the different activities help the students to explore the big idea (card making, poster, class book).
Have sufficient opportunities to rethink, rehearse, revise, and refine their work based upon timely feedback?	An evaluation sheet is done on each activity so, I think the teacher has ample time to give feedback to the students so that they can redo, rethink, and revise work.
Have an opportunity to evaluate their work, reflect on their learning, and set goals?	The plan does not specificall state this, but as a teacher, time must be set aside to go back over what was learned and reflect for the class as a whole.

Consider: Is the learning plan...	Why? How?
Tailored and flexible to address the interests and learning styles of all students?	The plan does not address the needs of all students, but is very easily adaptable. Such as: changing the evaluation sheet to meet the needs of all students, changing what is required form the activities for special needs students.
Organized and sequenced to maximize engagement and effectiveness?	I think the unit plan is very organized, and the activities are placed to maximize the engagement and effectiveness of learning.

Overall Design--To what extent is the entire unit coherent, with the elements of all three stages aligned?The assessments do provide fair, valid, reliable and sufficient measures of content learned. There are various assessments used such as: evaluation sheets, class discussions, kid watching or observations and documentation of student responsedvand card making activity. I think the students can assess themselves by making cards on hand washing and by making a chart that hi-lights stratigies good readers use. These assessments are used for letting the students and teacher know how well the students are doing as well as providing additional evidence of lerning..