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What will students t be able to do by the end of the lesson, unit, module, or course?

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What will students t be able to do by the end of the lesson, unit, module, or course?

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As a PLC, begin brainstorming ideas for the questions below. To add your ideas, simply click the plus sign below.

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Here are some things to consider when creating essential questions.

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Please find your Essential/Enduring Standards linked below.

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How will students demonstrate what they have learned? 

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How will students demonstrate what they have learned? 

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As a PLC, begin thinking about what kinds of assessments students may take to demonstrate what they are learning? What types of hands, relevant, and timely learning events might they engage in?

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Our ideas must be informed by our lens.

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Please see here for further exploration.

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Please find your Essential/Enduring Standards linked below.

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What is your identity as a human?
What is your identity as an author?
What is your identity as a reader?
What is your identity as a archaeologist*? Where do you fit into the archaeological record?

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What makes us human?
Where did we come from? (African origins)
How does environment shape societies?
How do we define a civilization, and who gets to decide?

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-Informal verbal assessments (students recording answers or talking during class discussions/group work)
-Formative assessments demonstrating visual mastery (drawings, photo collages, maps, etc)
-Formative written assessments (questions checking for understanding within videos, exit tickets, etc)
-informal gamified checks for understanding

Possible Summative:
Scrapbook of Humanity
-each student will put together an online "scrapbook" (drawings or pictures+sentences) of human origins, the agricultural revolution, and moving into the first civilizations, answering our unit questions in the process
-they themselves will be at the end... (how could we connect the girls to these origins?)
-this could be an ongoing assessment (they could add to it each unit)