Topic 1C: Planning with UBD and PBL

Understanding by Design….in real lifeA WeddingBuilding a housePlanning a familyPlanting a gardenShoveling the drivewayPlanning a tripRaising chickens/livestockGetting a Master’s Degree

Interview Skills for Education Students 2

Unit Title: Grade:

Subject, Topic: Time:

Stage 1 – Desired ResultsLearning Target(s): Students will understand that…

Critical Questions:

Students will know… Students will be able to…

Stage 2 – Assessment EvidenceFormative Assesssments: Summative Assessments:

Stage 3 – Learning PlanLearning Activities: High Yield Strategies:

Accommodations: Differentiation:

ThinkBig

RocksSandWater

Big

Idea

What are the “Big Rocks” of your curriculum?What is the “Sand”? What is the “Water”?

Big Idea Topic

Essenti

al

Questio

n

Culminatin

g Project

EnduringUnderstandings

Stage 1: The Logistics

Stage 2

Grade 4 Science

Determining Acceptable Evidence

Stage 3

Aim for the Top of the Pyramid

Determining Acceptable Evidence: Think GRASPS

Determine how to assess 21st Cross-Curricular Competencies

Planning Learning Activities:Think WHERETO:

WHERETO

WWhere are we going? Why?

What is expected?

HHow will we hook and

hold student interest?

EHow will we

equip students to explore and experience?

OHow will we

organize and sequence the

learning?

THow will we

tailor learning to varied needs,

interests, styles?

EHow will

students self-evaluate and

reflect on their learning?

RHow will we help students rethink, rehearse, revise,

and refine?

“Those who Fail to Plan

…..Should Plan to Fail.”

 **Alan Lakein

Planning for Learning Today:Quality Instructional Design

The Importance of Project-based Learning for today’s learners:

Establishing Real-World Connections in Projects