The Understanding by Design Template

Wiggins, McTighe
Designer: Kimberly Hanslovan
Unit Topic/Grade: Tracing Evolution / 8
th
grade
Stage 1: Desired Results
Transfer
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

PA Academic Standards
Biology-
3.1.8.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

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

ESSENTIAL QUESTIONS
What thought-provoking questions will foster
inquiry, meaning-making, and transfer?
1. What allows some
populations of organisms to
change and survive while
others cannot?
2. Why are scientists concerned
with the history of an
organism?
3. In what ways would knowing
the difference between an
analogous and homologous
structure serve when looking
at an organisms evolutionary
path?
4. How do fossil records
provide evidence for
evolution?
5. How will the lineage of a
given animal be different
based upon the ancestor we
are comparing it to?

Acquisition
Students will know..
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
Students will do..
What discrete skills and processes should
students be able to use?

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

Stage 2: Evidence
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)

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
Pre-Assessment
1. Ungraded quiz covering common misconceptions about evolution
2. Discussion of common misconceptions

Learning Event
Code: T, M, A

1. A


2. A,M

3. A,M,T

4. A

5. M

6. A

7. M,T

8. M,T


9. M,T


10. M,T



Learning Events
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

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
Cladistics Diagram Project Rubric
Student Name: ________________________________________

CATEGORY
4 3 2 1



In Class
Work
Always maintains on
task behaviors and uses
computers appropriately.
Typically maintains
on task behaviors and
uses computers
appropriately.
Sometimes maintains
on task behaviors and
uses computers
appropriately.
Rarely maintains on
task behaviors OR
misuses computers.
Completion
(x2)
All requirements are
completed.
1. 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
All but one of the
requirements are
completed.
All but two of the
requirements are
completed.
Several of the
requirements are not
completed.
Prediction
Prediction is included
and logical.
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.
Cladistics diagram
is included and
correct, but no titles
or labels.
Cladistics diagram
is included but
incorrectly made.
Explanatio
n of
Prediction
(x3)
Explanation is detailed
and clear.
Explanation is clear. Explanation is a little
difficult to
understand, but
includes critical
components.
Explanation is
difficult to understand
and is missing several
components OR was
not included.
Neatness
and
Organization
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.
The work is presented
in an organized
fashion but may be
hard to read at times.
The work appears
sloppy and
unorganized. It is
hard to know what
information goes
together.
Creativity
The presentation is
creative and original.
The presentation is
somewhat creative
and original.
The presentation is
not very creative.
The presentation is
not creative very
unoriginal.
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 cross-
curricular 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.
Degrees of Performance
Performance
Indicators
Sophisticated
4
Skillful
3
Developed
2
Literal
1
1.0 Stage One:
Desired Results

1.1 Standards Appropriate PA
Academic
Standards/CCSS are
included.
Appropriate PA
Academic
Standards/CCSS are
not included..
1.2 Transfer 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
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).
independent
accomplishments).
1.3 Enduring
Understandings
Insightful
representation of the
Understandings that
clearly articulate the
unifying ideas of the
curriculum unit.
Relevant
representation of the
Understandings that
articulate the
unifying ideas of the
curriculum unit.
The Understandings
somewhat articulate
the unifying ideas of
the curriculum unit.
The Understandings
demonstrate a
fragmented
articulation of the
unifying ideas of the
curriculum unit.
1.4 Essential
Questions
Insightful and
thought-provoking
Essential Questions
that will foster
inquiry, meaning-
making, and
transfer.

Essential Questions
that will foster
inquiry, meaning-
making, and
transfer.

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

Superficial
identification of the
Essential Questions.
1.5 Content Thorough and
systematic
delineation of the
CU content.
Relevant delineation
of the CU content.
Reasonable, yet
limited delineation
of the CU content.
Simplistic
delineation of the
CU content.
1.6
Performances/Skills
(Major Objectives)

Explicit and
complete design and
identification of the
performances (major
objectives).
Relevant design and
identification of the
performances (major
objectives).
Reasonable, yet
limited design and
identification of the
performances (major
objectives).
Literal design and
identification of the
performances
(major objectives).
2.0 Stage Two:
Assessment Evidence






2.1 Performance
Tasks
Critical and
systematic design of
complex
performance tasks
that clearly provide
evidence of student
understanding.
Relevant design of
performance tasks
that provide
evidence of student
understanding.
Reasonable, yet
limited design of
performance tasks
that may or may not
provide evidence of
student
understanding.
Underdeveloped
design of
performance tasks.
2.2 Other Evidence Thorough and
complete
identification of on-
going assessments
to determine
whether Stage 1
targets were
achieved.
Relevant
identification of on-
going assessments
to determine
whether Stage 1
targets were
achieved.
Plausible, yet
limited
identification of on-
going assessments.
Underdeveloped
identification of on-
going assessments.
2.3 Evaluative
Criteria (Performance
Tasks)
Complete
identification of the
criteria to evaluate
attainment of the
desired results (most
important qualities).

Relevant
identification of the
criteria to evaluate
attainment of the
desired results (most
important qualities).

Plausible, yet
limited
identification of the
criteria to evaluate
attainment of the
desired results (most
important qualities).

Superficial
identification of the
criteria to evaluate
attainment of the
desired results
(most important
qualities).

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
Reasonable, yet
limited
interpretation of
performance
indicators and levels
of performance.
Superficial
interpretation of
performance
indicators and levels
of performance.
(References are not
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.
There is no
evidence of pre-
assessments.
3.2 Learning
Activities and
Instruction
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.
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.
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.

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.
Progress monitoring
is addressed
minimally.
4.0 Overall Design:

4.1 Alignment Proficient and savvy
articulation of all
CU components.
Relevant articulation
of all CU elements.
Reasonable, yet
limited articulation
of all or many CU
elements.
Incomplete
articulation of CU
elements.
4.2 Grammar and Grammar and Grammar and Grammar and Grammar and
Mechanics mechanics are
impeccable with a
maximum of 1 error.
mechanics reflect 2-
3 errors.
mechanics reflect 4-
5 errors.
mechanics reflect
more than 5 errors.
4.3 Professionalism The overall design
of the CU reflects a
high degree of
preparation and
organization.
The overall design
of the CU reflects a
high moderate
degree of
preparation and
organization.
The overall design
of the CU reflects a
low moderate
degree of
preparation and
organization.
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.