1. One way to understand prior knowledge is a k-w-l chart or have students write down a few things they already know about the topic. Example: When we were collecting data on who had what tools for gardening and how they used these tools etc. Sara told us about a shovel, rake, disk, tractor etc. her parents had at home.

2. Anchors will tell the teacher where students are starting at and how far they go on reaching their learning goals (140). This will also help teachers to when differentiating instruction (140). For example: In our "classroom" (the fictional one for our unit plan) there is a girl named Sara. Sara started out knowing a lot about how to grow plants, but she knew very little about the different parts of the plant. She, therefore, has a way different starting point then Billy who lives in an urban area and does not know as much about plants.

3. A teacher could assess by interview the students/ have a podcast (143), have your students make something new (143), have the assessment be real- world ie. have experts take a look at it(144), have your students enter it in a contest/ submit for publication (144). Example: When students in our gardening group have their produce days they will be experts on their own plants. They will be the ones explaining how the process works etc to their own customers and clients.

4. Please see examples in the other questions to see how chapter nine could in real life help connect to our project.