Understanding by Design (UbD) is a powerful framework for creating effective and engaging unit plans. This approach focuses on backward design, starting with the desired learning outcomes and working backward to plan assessments and instructional activities. This ensures alignment and maximizes student learning. Let's explore some unit plan examples across different subjects, showcasing the UbD process in action.
Example 1: Grade 5 Science Unit - The Water Cycle
Stage 1: Desired Results
- Enduring Understandings: Students will understand that the water cycle is a continuous process driven by the sun's energy, and that water exists in different states (solid, liquid, gas). They will understand the interconnectedness of various parts of the water cycle and its impact on ecosystems.
- Essential Questions: What are the different stages of the water cycle? How does the sun drive the water cycle? How does the water cycle affect weather patterns and living things? What is the impact of human activities on the water cycle?
- Knowledge & Skills: Students will be able to identify and describe the stages of the water cycle (evaporation, condensation, precipitation, collection). They will be able to explain the role of the sun's energy in each stage. They will be able to illustrate the water cycle through diagrams and models. They will be able to analyze data related to water cycle processes.
Stage 2: Assessment Evidence
- Performance Task: Students will design and present a model of the water cycle, incorporating all stages and illustrating the impact of a chosen human activity (e.g., deforestation, pollution). The presentation will include a clear explanation of the model and its connection to real-world phenomena.
- Other Evidence: Quizzes on the stages of the water cycle, vocabulary tests, observation of student participation in class discussions and activities, lab reports documenting water cycle experiments.
Stage 3: Learning Plan
- Activities: Hands-on experiments demonstrating evaporation and condensation, viewing videos and animations of the water cycle, creating diagrams and models of the water cycle, research projects on the impact of human activities, class discussions and debates. Differentiation will be provided through varied learning activities and support materials.
Example 2: High School English Language Arts Unit - Shakespeare's Hamlet
Stage 1: Desired Results
- Enduring Understandings: Students will understand the complexities of human nature, the power of language, and the exploration of themes like revenge, ambition, and morality in Shakespearean drama. They will understand how historical context influences literary works.
- Essential Questions: How do characters' motivations drive the plot? How does Shakespeare use language to convey meaning and emotion? How do the themes of Hamlet resonate with contemporary issues? How does the historical context of the play shape its meaning?
- Knowledge & Skills: Students will be able to analyze Shakespeare's language, identify key themes and motifs, interpret character motivations, and write persuasive essays supporting their interpretations.
Stage 2: Assessment Evidence
- Performance Task: Students will write a well-supported essay analyzing a central theme in Hamlet and its relevance to a contemporary issue. This essay will demonstrate a deep understanding of the play's text and its historical context.
- Other Evidence: Quizzes on plot, character, and vocabulary, in-class debates on key themes, participation in discussions, completion of reading assignments and annotations.
Stage 3: Learning Plan
- Activities: Reading and annotating the play, participating in class discussions and debates, completing individual and group projects exploring themes and characters, writing practice exercises, presentations of research on Shakespearean times and contexts. Differentiation strategies will include tiered assignments and varied reading levels.
Example 3: Grade 7 Math Unit - Geometry and Measurement
Stage 1: Desired Results
- Enduring Understandings: Students will understand the relationships between geometric shapes and their properties. They will understand how to calculate area, perimeter, and volume of various shapes. They will understand the application of geometric principles to real-world problems.
- Essential Questions: How can we describe and classify different geometric shapes? How can we calculate the area and perimeter of different shapes? How can we use geometry to solve problems in the real world?
- Knowledge & Skills: Students will be able to identify and classify different geometric shapes, calculate area, perimeter, and volume, apply geometric principles to solve problems involving real-world scenarios (e.g., calculating the area of a room to determine the amount of paint needed).
Stage 2: Assessment Evidence
- Performance Task: Students will design and build a model of a structure (e.g., a house, a bridge) applying geometric concepts learned in the unit. They will calculate the area, perimeter, and volume of different parts of the structure, justifying their calculations.
- Other Evidence: Quizzes on geometric properties and formulas, problem-solving worksheets, participation in class activities, completion of group projects.
Stage 3: Learning Plan
- Activities: Hands-on activities involving the construction of geometric shapes, use of manipulatives and technology to explore shapes and measurements, problem-solving activities applying geometric concepts to real-world situations, collaborative group work, differentiated instruction to cater to varying learning needs.
These examples illustrate how the UbD framework can be adapted to various subjects and grade levels. The key is to begin with the end in mind, focusing on what you want students to understand and be able to do, then working backwards to design assessments and learning experiences that effectively support those goals. Remember to incorporate differentiation strategies to cater to the diverse learning needs within your classroom.
