Standards and Backwards Mapping

Last year my students studied a unit on the Environment. The unit was such a success that we will continue to use it for the new semester. The unit is called ‘One World” it comprises of three topics; Conservation, Wildlife and the Environment. This unit is tailored for Grade 7 to 8 students who have a Phase 3 (highest level is Phase 4) proficiency in the English language.

Throughout this unit, I will be applying IB standards to make sure I am following the correct practices and my students are reaching the desired outcomes.  “An IB education is an education for the whole person, providing a well-rounded experience anchored by values and outcomes described in the IB learner profile. IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These at – tributes of internationally minded people represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.” (Connecting IB to the Core. 2013) In order to highlight these values, I have chosen the following IB standards to focus on throughout this unit.

“The MYP emphasizes the importance of research to build and present knowledge through its emphasis on inquiry.” (Connecting IB to the Core, 2013)

 Students are required to demonstrate the ability to use a variety of media to organize and communicate their factual and conceptual learning.”(Connecting IB to the Core, 2013)

In order to achieve these standards, I will need to plan out my lessons using a scope and sequence that includes an emphasis on research, organization, and demonstrating conceptual learning.

At the end of this unit, the students will be proficient in these areas:

  1. Research to build and present knowledge through its emphasis on inquiry.
    1. Gather, evaluate, analyze and integrate information from a variety of sources.
  2. Use text-based evidence to support analysis and interpretation of literary works.
  3. Apply their research skills to a self-selected topic: Informative Poster on protecting wildlife.
  4. Present their knowledge of their topic through practiced communication and collaboration with their peers.
  5. Use a variety of media to organize and communicate their factual and conceptual learning.
  6. Collaboration, communication and information literacy.


These activities will help ensure the students are achieving the goals of the standard

  1. Learn how to conduct research. Read articles on negative impacts on the environment and provide factual evidence as well as their own perspectives to provide solutions. Students will be provided with articles on negative impacts on the environment. They will record the information they find that includes reasons and examples. Students will then use their research to help them come up with solutions that may help the environment. Students will have to decipher what information is most useful and how to organize it.
  2. Present their research with their peers and have a discussion about the solutions they would provide. Students will present their research on negative impacts on the environment only presenting a few facts. Then the class will listen to each student’s solutions for these impacts and provide their own solutions and discuss if these solutions are achievable or plausible.


By using these assessments, I will be able to determine if students are meeting the standard:

  1. Conducting Research on Wildlife & Conservation. To prepare for our final project I will assess the student’s ability to conduct clear and concise research and how well they organize their information for an informative poster. Students will research wild habitats and wildlife that are threatened. They will collaborate and summarize key issues that affect their habitat or animals. Then they will create an action list of steps people could take to reduce or reverse the problem.
  2. Written Opinion Piece on their Solutions. Students can transfer their research and ideas and opinions on solutions in written form. I will assess the students ability to transfer their ideas to paper and how clearly they explain the content they have studied.
  3. Informative Poster on Wildlife and Conservation.At the end of the unit students will need to create and informative poster using all of the research they have compiled and present it to their classmates. Students will share the issue and suggest action steps. Students will create a poster advertising the issues and suggested action steps. The poster should be colorful, creative, informative, and include an attractive slogan. This project will assess their ability to conduct research, how well they organize it, group collaboration, and their communicative presentation skills. Students will be marked using a rubric that focuses the criteria of “Communicating in response to spoken and/or written and/or visual text”. They will be given a mark out of 8 if they have:
  • responded appropriately to spoken, written and visual text in a range of familiar and some unfamiliar situations
  • interacted in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations
  • expressed ideas and feelings, and communicated information in familiar and some unfamiliar situations
  • communicated with a sense of audience and purpose.


Using backwards mapping, I can ensure that my objectives for each class, as well as my activities and assessments, all correlate to the IB standard I am focusing on for this unit.


“Connecting IB to the Core.” IB Common Core and the Standards. International Baccalaureate Organization 2013. Retrieved from Web Aug. 2016. <;.

National Geographic. “Human Footprint.” Human Footprint (2008): 1-9. 2008. Retrieved from Web Aug. 2016 <;.


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