My biggest takeaway from building the unit is to use the backward design approach where you start with the big idea, and then work backward. While planning this unit, many of my ideas for activities were related to the big ideas and essential questions.
One connection I have made is that when planning a unit, it is important to consider cognitive processes related to unit learning objectives. First, you identify what students can do by the end of the lesson; then, you consider the cognitive demand categorized by Bloom's Taxonomy and levels of depth of knowledge.
For my next unit, I will think more about how to differentiate the assessment for multiple means of representation to scaffold learning needs.
I would tell people next semester to choose their dream unit when planning for this task. It was a nice break from completing assignments based on your site school.

Chapter 1: Part 3 - Final Reflections