1
Stage 1—Desired Results Template
Established Goal(s):
Transfer
Students will be able to independently use their learning to…
Lens of
Sustainability:
i.
ii.
Meaning
Big Ideas of
Sustainability:
iii.
Enduring Understandings
Essential Questions
Students will understand that…
Students will keep considering…
iv.
Acquisition
Students will know that…
Students will be skilled at…
Collaboration
will happen
through…
Students will
make a
difference by…
Students will
address realworld issues
through…
Students will
use campus
and
community
based learning
sites in…
Adapted by Shelburne Farms Sustainable Schools Project with permission from the Understanding by Design Guide to Creating High-Quality
Units by Grant Wiggins and Jay McTighe, 2011
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Stage 1—Borrowing Ideas for Desired Results
Transfer
Established Goal(s):
Lens of Sustainability:
Students will be able to independently use their learning to…
i.
• Shelburne Farms Sustainable Schools Project
• Australian Sustainability Curriculum Framework
iii.
Meaning
Big Ideas of
Sustainability:
Enduring Understandings
Essential Questions
Students will understand that…
Students will keep considering…
•
• New South Wales Earth
Citizenship Framework
New South Wales Earth
Citizenship Framework
•
USP Standards
Acquisition
Students will know that…
• New South Wales Earth
Citizenship Framework
• Shelburne Farms Sustainable
Schools Project
ii.
Students will be skilled at…
• New South Wales Earth
Citizenship Framework
• Manhattanville Gen. Ed.
Standards
iv.
Collaboration will
happen through…
Students will
make a difference
by…
Students will
address realworld issues
through…
Students will use
campus and
community based
learning sites in…
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Stage 1—Manhattanville College First Year Seminar Example of Desired Results
Established Goal(s):
1. Lifelong learning
for a sustainable
future
2. Earth Citizenship
(NSW Earth Citizenship
Conceptual Framework)
Big Ideas of
Sustainability:
A.
B.
C.
D.
E.
Wellbeing
Place
Citizenship
Biosphere
Custodianship/
Stewardship
F. Agency
Transfer
Lens of Sustainability:
i. Collaboration will
Students will be able to independently use their learning to…
happen through:
a) Make decisions that demonstrate an understanding of natural and human communities, the ecological,
Class activities,
economic and social systems within them and awareness of how their personal and collective actions affect
Socratic seminars
the sustainability of these interrelated systems. (Shelburne Sustainable Schools Project)
and Sustainable
b) Design and implement actions for the present, in the knowledge that the impact of these actions will be
Future Project.
experienced in the future. (Australian Sustainability Curriculum Framework)
Meaning
ii. Students will make
Enduring Understandings
Essential Questions
a difference by :
Students will understand that…
Students will keep considering…
Social Media for
a) Personal, family and community wellbeing is a
a) What should a citizen in our society know and be able
Social Conscience
foundation and aspiration of sustainable future.
and motivated to do if we are to create an ecologically
ePortfolio—peer
b) They belong to and have responsibility within
sustainable society? (NSW Earth Citizenship Conceptual
portfolio walk and
local, national and global communities.
Framework)
the Sustainable
c) They are custodians and stewards of the
b) What is my place in this place?
future project.
biosphere.
c) What is my vision for a future we can live with?
d) They have the capacity and
d) What changes need to be made by individuals, local
iii. Students will
motivation/rationale for being agents of change
communities and countries if my vision is to become a
address real-world
for a sustainable future. (a-d from NSW Earth
reality? (c & d from USP EfS Standards)
issues through:
Citizen Framework)
Social Media for
Acquisition
Social Conscience
Students will know that…
Students will be skilled at…
and Sustainable
a) Life is a function of ecosystems.
a) World viewing and valuing: becoming aware of,
future project
b) Human society is a part of the biosphere and
developing and discussing their beliefs, perceptions,
iv. Students will use
there are limits to the demands we can place
values and ethical principles, and those of others.
upon it. (a & b from NSW Earth Citizenship
b) Systems seeking and testing: understanding and working
campus and
Conceptual Framework)
with complexity, uncertainty and risk.
community based
c) Communities, practices and products can be
c) Futures thinking and designing: influencing the future
learning sites in all
assessed for and changed toward sustainable
and designing and creating sustainable communities. (a –
activities and
future (Shelburne Farms Sustainable Schools
c from NSW Earth Citizenship Conceptual Framework)
performance tasks
Project)
d) Critical analysis: recognize and articulating clear, wellorganized thought in which the language is used and
claims made are appropriate to the subject and context of
the thinking. (Manhattanville Gen. Ed. Standard)
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Inspiration/Sources/References:
1. Shelburne Sustainable Schools Project: Healthy Neighborhoods Healthy Kids Guide by Tiffany Tillman
(2007). Focus on Vermont Framework of Standards and Learning: 3.9 Sustainability and 4.6 Understanding
Place (p. 13)
2. Australian Government; Department of the Environment, Water, Heritage and the Arts—Sustainability
Curriculum Framework: A guide for curriculum developers and policy makers (2010).
3. New South Wales Government; Department of Education and Training—Earth Citizenship: A conceptual
framework for learning for sustainability (2009).
4. U.S. Partnership for Education for Sustainable Development—National Education for Sustainability K-12
Student Learning Standards, Version 3—October 2009.
5. Manhattanville College General Education Curriculum—Critical Reasoning and Analysis Competency
Learning Outcomes (2009)