Stage 1 goals, Stage 2 evidence and Stage 3 learning plan rebuild a composite program's population health course in the NU524 Unit 3 outline, anchored by a GRASPS performance task. Searches like "nu 524 unit 3 assignment example", "nu524 unit 3 sample" and "nu524 unit 3 example" land here.
What a finished NU524 Unit 3 backward design outline looks like
The outline follows the Understanding by Design template across six pages. Stage 1 lists the established goals, Program Outcome 5 and three Level 1 sub-competencies from Domain 3, then two enduring understandings, among them that a neighborhood's health is produced mostly outside its clinics, and three essential questions such as who is missing from this clinic's data. Stage 2 sets out the performance task in GRASPS form: students act as county health department nurses presenting a community assessment to a coalition of school, housing and faith leaders, judged against an analytic rubric. Other evidence includes a quiz on incidence and prevalence rates and a windshield survey log. Stage 3 comes last, planned with WHERETO, and content appears only where the task needs it.
How a NU524 Unit 3 example is structured
Three stages in strict order, with an alignment table after them proving the order held. Stage 1 separates what students should understand from what they should know and be able to do, a distinction the template insists on and the outline keeps visible in two columns. Stage 2 opens with the question Wiggins and McTighe pose, what would count as evidence of understanding, and answers it before any lesson is mentioned. The rubric for the coalition presentation is summarized in four criteria: data use, identification of a priority need, partnership reasoning and a feasible intervention. Stage 3 sequences the semester's learning through WHERETO, and a short section lists content cut because no goal required it, including a long lecture on the history of public health nursing. The alignment table closes the outline.
Understand versus know
Stage 1 keeps two columns: enduring understandings students should carry into practice, and discrete knowledge such as calculating prevalence. Merged, they would hide which goals the performance task must reach.
Essential questions that stay open
Who is missing from this clinic's data? What would this neighborhood need that no hospital provides? The questions return in every module rather than being answered once and filed.
The coalition task in GRASPS form
Goal, role, audience, situation, product and standards are each one line. Students present to a mock coalition of school, housing and faith leaders, which forces plain language and partnership reasoning at once.
Content cut because nothing needed it
A ninety-minute history lecture shrinks to a reading, and a module on international health systems moves to an elective. The outline lists each cut with the goal it failed to serve.
The alignment table
Each goal, its evidence and its learning activities share a row. Any row missing a cell would reveal a goal taught but unassessed, the exact defect the program map found.
Where marks go in NU524 Unit 3
Outlines that list topics first and attach goals afterward fail the one test this unit sets, because backward design is defined by its order. Enduring understandings written as facts, such as 'students will know the leading causes of death', misread the template and cost accuracy. A performance task that is really a test in disguise, or a paper with no audience or role, misses what Stage 2 asks for. GRASPS elements left vague lose specificity marks. Stage 3 activities that do not prepare students for the performance task break the alignment the outline exists to prove. Misattributing the framework, or confusing it with Tyler's rationale, brings a smaller deduction. Outlines that keep every piece of old content, cutting nothing, suggest the design was retrofitted rather than rebuilt from its goals.
Get a NU524 Unit 3 example written to your instructions
Name the course you would redesign, its level, and the program outcomes it serves, and the Unit 3 prompt goes in alongside its grading criteria. A composite version is written free the first time, returned within 24-48h, and laid out in whatever backward design template your instructor supplies, whether the full Understanding by Design form or a shorter one.
NU524 Unit 3 questions, answered
What is the difference between an enduring understanding and an objective?
An enduring understanding is a big idea meant to outlast the course, stated as a full sentence about why something matters. An objective names a specific, measurable performance. The outline keeps them in separate columns, 'a neighborhood's health is produced mostly outside its clinics' beside 'calculate incidence and prevalence from county data'. Both are needed, and the template distinguishes them deliberately.
What does GRASPS stand for?
Goal, role, audience, situation, product or performance, and standards. Wiggins and McTighe use it to design authentic performance tasks. In this outline, students take the role of county health department nurses presenting a community assessment to a coalition, with the rubric's four criteria as the standards. Each element fits on a single line.
Does the outline include full lesson plans?
No. Stage 3 sequences learning experiences with WHERETO and names the main activities, but detailed lesson plans sit outside a backward design outline. Each module here gets a line or two tied to the performance task. Prompts that want full lessons usually say so, and the outline would then carry appendices.