Understanding By Design Unit Template

Effects of Poverty on the Human Title of Unit Subject Developed By Condition Poverty through Health, Social Studies, Math, and Spanish Time Frame Grade Level 3 weeks High School

Kelley Buckley, Derek Mead, Michael Ratay, Samantha Cuncannan

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit?

Helps students understand the effects of poverty on society through examining way of life, culture and materials of our everyday world.

Cross curricular Competencies How will this unit promote the CCC?

Living below the poverty line causes constant stress and emotional concern which can affect physical and mental well-being. Concern about meeting impending needs such as paying bills, having a place to live, buying food, and supplying for your family is difficult to bear and takes a great toll over a period of time. These ideas can be explored through all content areas.

Learning Outcomes What relevant goals will this unit address?

(must come from curriculum; include the designations e.g. IN2.1)

Students will think about their social responsibilities and be encouraged to take social action. Also, students will explore and interpret the world using various literacies. Students will understand and value social, economic, and environmental interdependence and sustainability.

Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable?

Students will understand that...

Essential Questions What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding) What causes poverty? How does poverty affect health? How can maintaining a budget and using coupons bring people out of poverty? How does poverty affect those living in the US? How does it affect those living in Latin America? Why does poverty vary from country to country?

Poverty affects all areas of a persons life: social, economic, health, etc. Students will understand some of the causes of poverty.

Related misconceptions
Students may think that poverty can always be avoided or that people in poverty should be viewed and treated differently.

Knowledge: What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit.

Skills What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their work in this unit. These will come from the indicators.

Students will know

how poverty affects health how poverty affects the economy how to create a budget how to use coupons what causes poverty in Latin America what the effects of poverty in Latin America are

Students will be able to

Summarize the effects of poverty on all people. Use content knowledge from all courses to debate whether poverty can be avoided or not.

Stage 2 Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below) By what criteria will performances of understanding be judged? GRASPS Elements of the Performance Task

G Goal R Role

What should students accomplish by completing this task? What role (perspective) will your students be taking?

A Audience S Situation

Who is the relevant audience? The context or challenge provided to the student.

P Product, Performance

What product/performance will the student create?

At the end of the unit, students will participate in a debate about whether poverty can happen to anyone or not. The students will be split into teams of 10 and assigned a side: poverty can be happen to anyone or poverty can be avoided. The debates will take place during an assembly, but all student teams will be debating at the same time. Each team will have to use what theyve learned in all 4 courses throughout the unit to construct an argument defending their side and counterarguments for the opposing side. During the assembly, each team will debate a team from the opposing side. Students will be assessed on their ability to synthesize their knowledge and to defend their side.

S Standards & Criteria for Success

Create the rubric for the Performance Task

Attach rubric to Unit Plan

Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-Assessment How will students reflect upon or self-assess their learning?

teacher observations journals homework class discussions and debates unit test posters and presentations persuasive writing

exit slips self-reflections