Change:  be considered tentative* will need to spend time gathering sites which students can use to visit their sites virtually (Google Images/Earth, United Streaming, You Tube, etc)*important resource UNESCO World Heritage Tentative Lists* technology needs throughout the untiunit - blogging, iMovie and podcasting ...   View changes from previous version. (Word count: 716)

Change:  to discuss the basis for the World Heritage List, and what it means to be considered tentative* will need to spend time gathering sites which students can use to visit their sites virtually (Google Images/Earth, United Streaming, You Tube, etc)*important resource UNESCO World Heritage Tentative Lists   View changes from previous version. (Word count: 707)

Change: efforts and actions. Lesson Notes:* begin unit by breaking down the central idea, making sure that students have a good understanding of the key terminology being used (have them paraphrase the central idea to check understanding)* bring in pictures of different heritage   View changes from previous version. (Word count: 685)

Change: Within this task, they will be asked to emphasize key terminology, focusing on OUR impact for the future.Role: Technology will be used throughout the unit - process (research, virtual visits + possibly email/blogging) & product (persuading their audience using iMovie or podcast).Audience: Grade 5 students and parentsSituation:   View changes from previous version. (Word count: 626)

Change: Different sites will be assigned to each team, making sure that their isn't too much overlap and different regions of the world are represented.Product Performance: Students will create an advertisement using iMovie (video product) or podcast interview (audio product) supporting their "nomination.""nomination" of a site   View changes from previous version. (Word count: 550)

Change: analyze 3 sites found globally which are on the World Heritage List as tentative members. They will collaboratively decide on one site to support, and use audio or 3,video technology to persuade their audience. Role: Audience: Grade 5 studentsSituation: Product Performance: Extension: Explain - students   View changes from previous version. (Word count: 358)

Change: inquire into how appreciating our past influences what is preserved for the future. [central idea behind unit]Enduring UnderstandingsEssential QuestionsHeritage can mean different things to different people (preserving traditions, geographical phenomena, & man-made structures).Our actions can have an impact on preserving our heritage, both positive and negative.   View changes from previous version. (Word count: 242)

Change: b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions.Students will ...Enduring UnderstandingsEssential QuestionsStage 2 – Assessment Evidence GRASPS TaskSix Facets of UnderstandingGoal: Role: Audience: Situation: Product Performance: Extension:   View changes from previous version. (Word count: 171)

Change: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environmentsand media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.c. develop cultural understanding and global awareness by engaging with learners of other cultures.d.   View changes from previous version. (Word count: 198)

Change: Unit: HeritageGrade: 5Established Goals (Standards)Students will ...Enduring UnderstandingsEssential QuestionsStage 2 – Assessment Evidence GRASPS TaskSix Facets of UnderstandingGoal: Role: Audience: Situation: Product Performance: Extension: (Explain, Apply, Interpret, Perspective, Self-Knowledge, Empathize)ExplainApplyInterpretPerspectiveSelf-KnowledgeEmpathizeLesson Notes:   View changes from previous version. (Word count: 39)