Marsha Veal

FRIT 7430: Instructional Design

Stage 2, Understanding by Design
Fall 2009
 UbD Stage 2 Template
Stage 2 – Determine Acceptable
Evidence
Title of Cells to Systems Grade 7
Unit Level
Stage 1 – Identify Desired Results
List the understandings of your unit:
(copy and paste from Stage 1)
• Cell structure is related to cell function. ( Interpret, Explain)
• There are levels of cellular organization (cells – tissues - organs –
systems - organisms) (Explain)
•The functions of the major organ systems (Explain)
•The systems interact to sustain life (Apply, Explain)
•How the systems interact (Apply, Explain, Perspective, Empathy, Self-
knowledge)

Essential Questions
(copy and paste from Stage 1)

Overarching Questions: Topical Questions:

•How is a living organism the sum of •Why are cells considered to be

all of its parts? the building blocks of life?
•How do cells, tissues, organs, and
organ systems relate to one • Why is each part of the cell
essential for the cell’s survival?
another? •How do the functions of organ
systems interact?
• What are the functions of each
individual system?

Stage 2 – Evidence

Performance Task(s)
Be sure to indicate:
#1 Cell Amusement Park
Goal: Your goal is to compare the function of each cellular organelle to a
part of an amusement park that would have the same function.
Role: Your are a designer of a billboard advertising a cell amusement
park.
Audience: The target audience is a group of 7th graders that include one
gifted and three students with ADD.
Situation: You have been asked to develop a billboard that will attract
visitors to go to the animal or plant cell amusement park.
Product Performance and Purpose: You need to design a billboard
that will attract people to visit the animal or plant amusement park. You
should include the function of each part of the cell along with its name.
The description of the part of the amusement park must match the
function of that part of the cell.
Standards and Criteria for Success: Your billboard needs to include:
- ten “attractions” that amaze potential customers.
- Accuracy of organelle descriptions
- An original and creative design
Facets of Understanding- Interpret, Explain, Apply, Perspective

#2- Webquest over Body Systems

Goal: Your goal is to understand the functions of the body systems and
how they rely on each other for the survival of cells and organisms.
Role: Your role could vary since there are four options in this project. You
can decide between an investigator (researcher), Sketch artist, Police
Chief, or Recorder.
Audience: The target audience is a group of 7th graders that include one
gifted and three students with ADD.
Situation: You have been asked to solve the case of the “Body System
Snatchers” using a webquest. Your group must determine which if any of
the body systems is the most important and why.
Product Performance and Purpose: You need to write a police report
on each of the body systems. Then, you will create a PowerPoint
presentation that you will present to the class explaining your findings.
Standards and Criteria for Success: Your police report and PowerPoint
presentation needs to include:
- The function of each of the systems
- A sketch of each of the systems
- Which systems this system relies on to get nutrients, water, and
oxygen to the cells.
Facets of Understanding- Explanation, Interpretation, Application,
Perspective, Empathy, and Self-Knowledge

Performance Task(s) Rubric(s)

Cell Amusement Park Billboard Rubric

0 1-2 3 Your Score
Ten There were There were There were
Attractions no a few ten
attractions attractions attractions
listed. listed. listed.
Accuracy of The Some All
organelle organelles organelles organelles
description were not were not were
s described. described described
or some accurately.
were
inaccurate.
Design The design The design The design
Creativity did not showed an was
show attempt at extremely
creativity creativity. thought
or out and
originality. creative.
 Police Report Rubric
0 1-2 3 Score
Function of Did not Included Included the
Systems include the functions of function for
functions of some of the all systems
any systems and and they
systems. they were were
correct. correct.
Organs of Did not Included Included all
Systems include any some organs of the
organs. of the organs in all
systems and of the
they were systems and
correct. they were
correct.
Systems Did not tell if Told that the Told the
Reliability the systems system system
relied on relied on relied on
other others but others and
systems. not which which
systems. systems
they are.
Grammar There are There are 1- There are no
more that 3 grammatical
three grammatical errors.
grammatical errors.
errors.
System Did not Included Included
Sketches include any some sketch of
system system every
sketches. sketches. system.

Other Evidence
(e.g. tests, quizzes, work samples, observations)
1. Draw a cell and write the functions of each part of the cell.
2. Create a cell analogy collage using the drawing in #1 and
find pictures of objects from magazines that have the same
function.
3. Multiple Choice test over the cell parts and their functions.
For example:
1. A solar powered light takes sunlight and turns it into
energy. What organelle in a plant cell has the same
 function?
a. mitochondria b. chloroplast c. nucleus d. nucleolus
2. This organelle directs the cell’s activities. This organelle
is the ____.
a. mitochondria b. chloroplast c. nucleus d. nucleolus
4. Create a Body Systems Journal where the students write
the function of each
system, draw a picture of each system, and list the
organs.
5. Multiple Choice test over the body systems. For example:
1. John’s toe cells rely on these two systems for receiving
the oxygen needed for survival.
a. Respiratory and nervous b. circulatory and
nervous
c. Circulatory and respiratory d. digestive and
respiratory
2. John’s toe cells rely on these two systems for receiving
the nutrients
needed for survival.
a. Respiratory and nervous b. circulatory and
nervous
c. Circulatory and respiratory d. digestive and
circulatory

Student Self-Assessment and Reflection

Self Assessment #1
1. I understand why cells are considered to be the building blocks of life.
highly somewhat not at all
2. I know the parts of a cell.
highly somewhat not at all
3. I know the functions of each part of a cell.
highly somewhat not at all
4. I know the body systems in an organism.
highly somewhat not at all
5. I know the functions of the systems in an organism.
highly somewhat not at all
6. I understand why systems rely on each other.
highly somewhat not at all
7. I understand why cells rely on body systems for their survival.
highly somewhat not at all
 Self Assessment #2
The last journal entry in the Body Systems Journal
will revolve around these questions:
1. Why are there different body systems?
2. Why do the systems rely on each other?
3. Why do cells rely on the systems?

UbD Stage 2 Scoring

Rubric

(0 Point) (1-2 Points) (3 Points)

Your
Score
1 Assessments are Assessments appear to Utilizes the six facets to
. not utilize some facets to build assessments for
representative of build assessments for understanding.
different facets understanding. Assessments clearly /3
of identify the
understanding. correlating facet.

Assessments
demonstrate
congruency among
goals
2 Performance Designs performance Designs authentic
. task(s) are not task, which requires performance task(s)
authentic learners to exhibit
understanding through Task(s) in alignment
authentic performance with goals and
tasks. standards /3
3 Does not provide Designs appropriate Designs a scoring rubric
. scoring rubric for criterion-based scoring that includes distinct
the performance rubric to evaluate traits of understanding
task(s) learner performance and successful /3
 task(s) performance
4 Selection of Includes at least two Includes a variety (at
. assessment different formats of least 3 types) of
formats is assessment. appropriate assessment
limited. formats within the unit /3
to provide additional
evidence of learning
5 Fails to provide Provides opportunities Self-assessments
. opportunities for for learners to self- clearly used as /3
learners to self- assess. feedback and reflection
assess. for students and
teachers, as well as for
evaluation.
Your Total Score
/15