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Understanding by Design (UBD)

Understanding by Design (UBD). Think about … What is a topic in science that you learned in high school?. Understanding by Design (UBD). What is it?. UBD. Understanding by Design (Wiggins & McTighe, 2001) Essential understandings (What must the students know?)

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Understanding by Design (UBD)

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  1. Understanding by Design (UBD) • Think about … • What is a topic in science that you learned in high school?

  2. Understanding by Design (UBD) • What is it?

  3. UBD • Understanding by Design(Wiggins & McTighe, 2001) • Essential understandings(What must the students know?) • Assessment (How can students demonstrate/communicate their understanding?) • Lessons/Activities(What experiences will you create for your students to learn these concepts/ideas?)

  4. UBD • Example • North Shore Community School • Essential Understanding

  5. MN Academic Standards Science - Grade 6

  6. UBD • Example • North Shore Community School • Assessment • Matter LAB Assessment

  7. Matter LAB Assessment (35 pts.) Name __________________ Directions: Determine the following. Make sure to label your answer with the correct units. VOLUME (6 pts) 1) What is the volume of this object? (2 pts.) ___________________________________ 2) What is the volume of this liquid? (2 pts.) ___________________________________ 3) Name two tools that can be used to measure volume. (2 pts.) ____________________ MASS (5 pts.) 4) What is the mass of this object? (2 pts.) _____________________________________ 5) What is the mass of this object? (2 pts.) _____________________________________ 6) What tool is used to measure mass? (1 pt.) __________________________________ DENSITY (9 pts.) 7) What is the mass of this object? (2 pts.) _____________________________________ 8) What is the volume of this object? (2 pts.) ___________________________________ 9) What is the density of this object?(2 pts.) ____________________________________ 10) a) Would this object sink or float in water, which has a density of 1 g/mL? (1 pt.) ________________________________________________________________ b) Explain why. (2 pts.) ______________________________________________ ________________________________________________________________

  8. UBD • Example • North Shore Community School • Lesson Plan

  9. Lesson Outlines • Lecture/Discussion • Mass • Volume • Density • Examples • Density Lab • Practice using a triple-beam balance, ruler, graduated cylinder, calculator • Discussion of results

  10. UBD • Example • North Shore Community School • Essential Understanding

  11. MN Academic Standards Science - Grade 6

  12. UBD • Example • North Shore Community School • Assessment

  13. Build a model of an element of your choosing. Include the correct number and position of protons, electrons and neutrons.

  14. UBD • Example • North Shore Community School • Lesson Plan • Discussion of elements and the periodic table • Discussion of the history of atomic models • Atomic models using Skittles

  15. UBD • Examples • North Shore Community School • Essential Understandings • Assessments • Lesson Plans Why unit plan this way? What are some benefits? How does it help students?

  16. UBD • Create your own! • Where do we start? • Unit Topic • Essential Understandings - Identify a standard/objective from your unit • Assessment – Identify a sufficient way to know if your students understand this standard/objective. • Lesson Plans – Create components to your lesson plan that will help your students learn this standard/objective and be successful in demonstrating their understanding.

  17. UBD • Think about … • Does this make sense? What is UBD? Why plan a unit in this way? What are some benefits? How does it help students as learners? How does it help you as a teacher? Is it useful?

  18. Announcements • Professional Development assignment • Midterm Make up • Thursday – meet at Bagley 11:00 a.m. • Friday – no class Bruce & Kevin at NAAEE • Research projects

  19. Methods • What does the teacher do to motivate you as a learner? • How does the teacher apply new information to your prior knowledge/experience? • What teaching methods/techniques does the teacher use? • What are the different components of the lesson that you observed? • What forms of assessment did the teacher use to check for understanding? • What are some possible strengths of this lesson? • What are some possible limitations to this lesson? • What standards might this lesson address?

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