Pre-AssessmentSAMPLE UNIT PLANNINGUNIT TITLE: Immigration and Environmental Health – What are our rights and responsibilities as citizens of the world?GUIDING QUESTION: Who gets to survive – AND thrive?MAJOR CONCEPTS: WORLD CITIZENSHIP (Power, responsibility, wants, needs, interdependence) EALRS AND FRAMEWORKS: (SHOW PRINTED PAGES FROM FRAMEWORKS)UNIT GOALS (based on Frameworks and current issues that affect students)Using multiple modes of writing and one of the arts (music, visual, drama), students will create a presentation for a community group that compares and contrasts the benefits and costs of decisions about immigration or the uses of natural resources; suggests alternative solutions; predicts possible consequences of these suggestions; and provides evidence to justify a best alternative. - Students will be able to describe the impact individuals have had, and currently have, on world and regional human issues, specifically on decisions about immigration, immigrants, and the use of natural resources- Students will be able to describe the living and nonliving factors that affect organisms in an eco-system - Students will be able to explain the similarities and differences between decisions made about immigration and decisions made aboutthe use of natural resources and explain how various stake-holders influence public policyWhat do the above indicate about what the students will KNOW and be ABLE TO DO? What about cognitive demands?Pre-AssessmentPossibilities: Create a brief written assessment that checks on the knowledge students have about: - which groups have immigrated to the U.S. and why they chose to do so; - why the U.S. makes provisions for immigration;- what immigrants’ rights, responsibilities, and contributions are and have been; - historical and contemporary public and policy responses to immigrants;- current controversies or concerns about environmental health;- how people and public policies impact environmental health(If this were my classroom, I would systematically gather formative and summative information about their individual abilities to describe, explain, analyze, evaluate, and apply information, as well as information about their writing skills, discussion, and group work skills.)Examples (note the trade-offs in each form – what do you find out about, what’s missing?):1. Circle all the groups that have immigrated to this country. (List populations of people who have and have not immigrated historically and contemporarily.)2. Select three of the groups you circled. Fill in the chart below.Immigrant Group Time period(s) ofgreatest immigrationTwo or three reasons WHY each group immigratedTwo or three contributions each group made to U.S. cultureProblems each group ran into legally and socially in the U.S.3. How does the United States government decide who can and cannot immigrate?4. Are immigrants required to become citizens? How does an immigrant become a U.S. citizen?5. List three reasons why a U.S. citizen might support immigration and three reasons why a U.S. citizen might oppose immigration.6. What do you think are the 3 biggest environmental problems U.S. citizens shouldbe concerned about?7. Select one of those problems and explain how it became a problem and why we should or should not be concerned.8. Whose job is it to make the environment healthier? Have students interview each other about these questions, write down responses, and create a class chart of the responses. Provide cases of dilemmas, competing solutions, or differences of opinion about immigration and an environmental issue. Have students take a position and explain their reasoning in writing. (This one can also be a discrepant event.)With the pre-assessment information in hand, answer the following questions: - What concepts and information do the students currently have? - How accurate and developed are the concepts and information? - How can you challenge their current schema in a way that will lead them to want to learn more?Keeping in mind your students, the guiding question, the target concepts and your web of possible learning experiences, begin to rough out where you’ll start, and what your daily objectives will need to be in order to accomplish the unit goals. You might want to create a “map” for yourself, using whatever visual organization works best for you. I tend to think of a wide Montana river, boulders, and a river raft. On this bank of the river are my students with their knowledge and skills. On the other bank are my goals for them. How will I get them from where they are to where I want them to be?I “step out” daily objectives by deciding what students will need to grapple with and learn about in order to get to the other side. So, I see big boulders rising above the waters – those become labeled as my daily objectives. My river raft (which is somewhatmagical and so can morph from boulder to boulder) represents the experiences we grapple with in order to accomplish an objective and move from one objective (boulder) to the next.- List daily objectives.- Start the unit with a DISCREPANT EVENT - How can you challenge their current schema in a way that will lead them to want to learn more?- Script out what you will do, say, and pose as questions and what the students will be