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The Understanding by Design Template

Wiggins, McTighe Designer: Kimberly Hanslovan Unit Topic/Grade: Tracing Evolution / 8th grade

Stage 1: Desired Results Transfer


PA Academic Standards Biology3.1.8.A9: Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements. 3.1.10.C3: CONSTANCY AND CHANGE Interpret data from fossil records, anatomy and physiology, and DNA studies relevant to the theory of evolution. 3.1.BC1: Describe species as reproductively distinct group of organisms 3.1.B.C2: Describe relationship between environmental changes and changes in gene pool Reading, Writing, Speaking and listening 1.6.8.A listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions 1.8.8.A Develop an inquiry based process in seeking knowledge
Students will be able to independently use their learning to.. What kinds of long-term independent accomplishments are desired?

Analyze information about evolution and fossil records to create their own opinions on the topics of evolution and cladistics diagrams Recognize analogous and homologous structures in organisms and evaluate their possible lineage Meaning ESSENTIAL QUESTIONS
What thought-provoking questions will foster inquiry, meaning-making, and transfer?

UNDERSTANDINGS
The students will understand THAT.. 1. Genes can randomly

1.

change or mutate, causing changes in certain traits of the offspring. 2. Individual organisms with certain traits are more likely than others to survive and have offspring. 3. Changes in environmental conditions can affect the survival of populations and entire species. 4. Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Students will know..

2.

3.

4.

5.

What allows some populations of organisms to change and survive while others cannot? Why are scientists concerned with the history of an organism? In what ways would knowing the difference between an analogous and homologous structure serve when looking at an organisms evolutionary path? How do fossil records provide evidence for evolution? How will the lineage of a given animal be different based upon the ancestor we are comparing it to?

Acquisition Students will do..


What discrete skills and processes should students be able to use?

What facts and basic concepts should students know and be able to recall?

1. Identifying traits that cause speciation 2. The difference between analogous and homologous structures

1. Identifying mutations in a set of organisms 2. Read a cladistics diagram 3. Identifying a unique feature that may help an organism

1.8.8.C Produce an organized product that presents and reflects on findings, draws sound conclusions, and gives proper credit to sources. Common Core Standards Science 6-8 RST.8 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks RST.8. 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

3.

How environmental changes can affect the evolution of a species 4. The effect that natural selection can have on a population

survive 4. Following the lineage of a set of organisms by looking at a specific trait

Evaluative Criteria
(Performance Assessments) 1. Creation of plausible cladistics diagram 2. Ability to formulate a reasonable lineage of analogous and homologous structures 3. Complete description of environmental and genetic factors that caused speciation 4. Use of presentation tool is fluid and shows obvious familiarity with features (ex. Utilizes animations in PowerPoint)

Stage 2: Evidence PERFORMANCE ASSESSMENT Cladistics diagram Project Choose an ancestor animal from the following choices: tortoise, plesiosaurus, T-rex, mammoth. Choose a current animal from the following choices: rabbit, robin, lizard, crocodile, dolphin. (other animals are acceptable upon approval) Choose two analogous and two homologous structures that will be researched between the two animals Create a plausible cladistics diagram with three or more probable ancestors. Research information about environmental factors and gene mutations that may have caused speciation Use a technical tool such as PowerPoint, Toondoo, Vuvox ect. to display the hypothetical lineage Present your research and results to the class OTHER EVIDENCE
What other evidence will you collect to determine whether Stage 1 goals were achieved?

Formal Assessment 1. Quiz on analogous and homologous structures, natural selection including bottle neck effect, isolation and genetics 2. Unit test at the close of the unit

Ongoing/ Informal Assessment 1. Individual and group work in class as well as participation in small group or whole class discussions and activities. 2. Homework to practice each topic covered in class. 3. Completion of cladistics foldable and T-Rex web quest 4. Personal feedback about diagram as a work in progress

Stage 3: Learning Plan


1. 2.

Pre-Assessment Ungraded quiz covering common misconceptions about evolution Discussion of common misconceptions Learning Events Progress Monitoring
Progress Monitoring Discussions between teacher and student and between students Observations of group work, foldable, and webquest Formal assessments Self-assessment during final project Homework assignments Rough Spots and Misunderstanding Frustrations with level of independence in assignment Frustration because there is not one correct answer Difference between analogous and homologous structures Many new vocabulary words Evolution vs., Creationism Technological malfunctions Group project frustration Feedback Discussion between teacher and student Homework will be assessed daily and misconceptions will be addressed Graded assignments Rubric discussions

Learning Event Code: T, M, A 1. A

2. 3.

A,M A,M,T

4. 5. 6. 7. 8.

A M A M,T M,T

Student success at transfer, meaning, and acquisition depends upon.. 1. Opening discussion about the processes of evolution including natural selection, environmental factors and genetics 2. Direct instruction on meaning of analogous and homologous structures, ancestry and fossil evidence while the students record and actively participate 3. Student assessment of parental figures misconceptions and reactions to information 4. Vocabulary activity (word search) and definition session 5. Analysis of fossils to determine structural ancestry and common structures between species 6. Web quest to determine taste of T-Rex and solidify ideas behind evolution and natural selection 7. Creation of foldable tracing cladistics diagrams using fossil records and known environmental details 8. Research and construct lineages between two given animals, be sure to include causes of speciation 9. Presentation of lineage to the class and discussion about the analogous and homologous structures and how the constructed lineage differs from other groups 10. Review of all unit topics as extra practice before the unit test

9.

M,T

10. M,T

Cladistics Diagram Project Rubric


Student Name: ________________________________________

CATEGORY

In Class Work

Always maintains on task behaviors and uses computers appropriately.

Typically maintains on task behaviors and uses computers appropriately. All but one of the requirements are completed.

Sometimes maintains on task behaviors and uses computers appropriately. All but two of the requirements are completed.

Rarely maintains on task behaviors OR misuses computers.

Completion (x2)

All requirements are completed. Creation of diagram 2. Presentation is fluid and shows familiarity 3. Reasonable explanation of speciation 4. 4 or more animals are presented as part of the lineage Prediction is included and logical. 1.

Several of the requirements are not completed.

Prediction

Prediction is included, but not logical.

Cladistics diagram (x2)

Cladistics diagram is
included and correct with all necessary titles and labels.

Cladistics diagram
is included and correct with most of the necessary titles and labels. Explanation is clear.

Cladistics diagram
is included and correct, but no titles or labels.

Cladistics diagram
is included but incorrectly made.

Explanatio n of Prediction (x3) Neatness and


Organization

Explanation is detailed and clear.

Explanation is a little difficult to understand, but includes critical components. The work is presented in an organized fashion but may be hard to read at times.

Explanation is difficult to understand and is missing several components OR was not included. The work appears sloppy and unorganized. It is hard to know what information goes together. The presentation is not creative very unoriginal.

The work is presented in a neat, clear, organized fashion that is easy to read.

The work is presented in a neat and organized fashion that is usually easy to read.

Creativity

The presentation is creative and original.

The presentation is somewhat creative and original.

The presentation is not very creative.

Reflection:
The utilization of Understanding by Design is not a new concept to me. I have been asked to create a few units using this plan; however, after the completion of this assignment I have much more respect for the unit plan design. Previously, when asked to create a UbD unit I simply plugged in information without truly thinking about the alignment or how in-depth the students were asked to think. This assignment has really opened my eyes to the importance of good EQs and EUs. As my understanding of UbD improves, my abilities as a teacher improve. I always held the belief that teachers should teach subjects across multiple subjects for true student understanding, but never really thought about how teachers would do so. After using UbD the way it was intended, it becomes very apparent that you must have perfect alignment of essential questions, enduring understanding and assessments in your subject area before you can advocate crosscurricular teaching. The thing that helped my process the most was PDEs website SAS. PDE has utilized UbD in their creation of standards. The alignment of those standards with the thought of students involvement and understanding made me realize the power behind EUs and EQs. Prior to using UbD I created lesson plans as a separate entity without first designing the assessments. There was no alignment towards higher curriculum goals. Many of the lessons I have created did fit well into the UbD design however they were not all aligned with what students need to be learning. The concept of designing curriculum with the big idea in mind will promote in-depth learning. The students will be able to see a light at the end of the tunnel because they will always know why they are learning something. The thought of the big idea will also help a teacher determine appropriate lesson plans and assessments and essentially make their job easier because they will know what it is they are expected to teach.

COLLEGE OF EDUCATION AND HUMAN SERVICES Curriculum Development and Evaluation ED 523 CURRICULUM UNIT SCORING GUIDE
Note: Points will not be assigned for items that are not addressed.

Performance Indicators 1.0 Stage One: Desired Results 1.1 Standards

Degrees of Performance Sophisticated 4

Skillful 3

Developed 2

Literal 1

1.2 Transfer

Appropriate PA Academic Standards/CCSS are included. Insightful identification of how students will be able to independently use their learning

Identification of how students will be able to independently use their learning (desired long-term independent

Reasonable, yet limited identification of how students will be able to independently use their learning

Appropriate PA Academic Standards/CCSS are not included.. Superficial identification of how students will be able to independently use their learning (desired long-term

(desired long-term independent accomplishments).

accomplishments).

(desired long-term independent accomplishments). The Understandings somewhat articulate the unifying ideas of the curriculum unit.

independent accomplishments).

1.3 Enduring Understandings

1.4 Essential Questions

Insightful representation of the Understandings that clearly articulate the unifying ideas of the curriculum unit. Insightful and thought-provoking Essential Questions that will foster inquiry, meaningmaking, and transfer. Thorough and systematic delineation of the CU content. Explicit and complete design and identification of the performances (major objectives).

Relevant representation of the Understandings that articulate the unifying ideas of the curriculum unit. Essential Questions that will foster inquiry, meaningmaking, and transfer.

Essential Questions that may or may not foster inquiry, meaning-making, and transfer.

The Understandings demonstrate a fragmented articulation of the unifying ideas of the curriculum unit. Superficial identification of the Essential Questions.

1.5 Content

Relevant delineation of the CU content.

Reasonable, yet limited delineation of the CU content. Reasonable, yet limited design and identification of the performances (major objectives).

Simplistic delineation of the CU content. Literal design and identification of the performances (major objectives).

1.6 Performances/Skills (Major Objectives) 2.0 Stage Two: Assessment Evidence

Relevant design and identification of the performances (major objectives).

2.1 Performance Tasks

2.2 Other Evidence

2.3 Evaluative Criteria (Performance Tasks)

Critical and systematic design of complex performance tasks that clearly provide evidence of student understanding. Thorough and complete identification of ongoing assessments to determine whether Stage 1 targets were achieved. Complete identification of the criteria to evaluate attainment of the desired results (most important qualities).

Relevant design of performance tasks that provide evidence of student understanding.

Relevant identification of ongoing assessments to determine whether Stage 1 targets were achieved. Relevant identification of the criteria to evaluate attainment of the desired results (most important qualities).

Reasonable, yet limited design of performance tasks that may or may not provide evidence of student understanding. Plausible, yet limited identification of ongoing assessments.

Underdeveloped design of performance tasks.

Underdeveloped identification of ongoing assessments.

Plausible, yet limited identification of the criteria to evaluate attainment of the desired results (most important qualities). Reasonable, yet limited interpretation of performance indicators and levels of performance.

Superficial identification of the criteria to evaluate attainment of the desired results (most important qualities). Superficial interpretation of performance indicators and levels of performance. (References are not

2.4 Scoring Guide

Detailed interpretation of performance indicators and levels of performance (References made to

Relevant interpretation of performance indicators and levels of performance (References made to

the evaluative criteria).

the evaluative criteria).

(References may or may not be made to the evaluative criteria).

made to the evaluative criteria).

3.0 Stage Three: Learning Plan 3.1 Pre-Assessments


Pre-assessments are implemented to check students prior knowledge, skill levels, and potential misconceptions. Strategic design of learning activities that provide: Three types of goals (acquisition, meaning, and transfer) addressed in the learning plan Principles of learning and best practices Tight alignment with Stages 1 and 2 Meaningful engagement for all students. The learning activities are coded according to: Acquisition, Meaning, and Transfer. There is no evidence of preassessments.

3.2 Learning Activities and Instruction

Relevant design of learning activities that provide: Three types of goals (acquisition, meaning, and transfer) addressed in the learning plan Principles of learning and best practices Tight alignment with Stages 1 and 2 Meaningful engagement for all students. The learning activities are coded according to: Acquisition, Meaning, and Transfer.

Plausible, yet limited design of learning activities that may or may not provide: Three types of goals (acquisition, meaning, and transfer) addressed in the learning plan Principles of learning and best practices Tight alignment with Stages 1 and 2 Meaningful engagement for all students. The learning activities may or may not be coded according to: Acquisition, Meaning, and Transfer. Plausible inclusion of the monitoring of students progress toward acquisition, meaning, and transfer during lesson events. Potential rough spots and student misunderstandings as well as feedback may or may not be noted.

Uncritical design of learning activities.

3.3 Progress Monitoring

Accurate inclusion of the monitoring of students progress toward acquisition, meaning, and transfer during lesson events. Potential rough spots and student misunderstandings are noted as well as how feedback will be provided.

Inclusion of the monitoring of students progress toward acquisition, meaning, and transfer during lesson events. Potential rough spots and student misunderstandings are noted as well as how feedback will be provided.

Progress monitoring is addressed minimally.

4.0 Overall Design: 4.1 Alignment

Proficient and savvy articulation of all CU components. Grammar and

Relevant articulation of all CU elements.

4.2 Grammar and

Grammar and

Reasonable, yet limited articulation of all or many CU elements. Grammar and

Incomplete articulation of CU elements. Grammar and

Mechanics 4.3 Professionalism

mechanics are impeccable with a maximum of 1 error. The overall design of the CU reflects a high degree of preparation and organization.

mechanics reflect 23 errors. The overall design of the CU reflects a high moderate degree of preparation and organization.

mechanics reflect 45 errors. The overall design of the CU reflects a low moderate degree of preparation and organization.

mechanics reflect more than 5 errors. The overall design of the CU reflects a low degree of preparation and organization.

5.0 Reflection: 5.1 Self-Reflection


In-depth and insightful evaluation of the designers own work. Relevant evaluation of the designers own work. Plausible, yet limited evaluation of the designers own work. Superficial evaluation of the designers own work.

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