Understanding By Design Unit Template

Title of Unit Grade Level

Subject Time Frame
Developed By
Stage 1 - dentify Desired !esults
Broad "reas of Learning
How are the BAL incorporated into this unit?
#ross curricular #ompetencies
How will this unit promote the CCC?
Learning $utcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
%nduring Understandings
What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now
What misunderstandings are predictable?
%ssential &uestions
What provocative !uestions will foster in!uiry into the content?
(open"ended !uestions that stimulate thought and in!uiry lin#ed
to the content of the enduring understanding
Students will understand that...
Related misconceptions
Content specic.
!N"I# multicultural# cross$curricular
'no(ledge)
What #nowledge will student ac!uire as a result of this unit? $his
content #nowledge may come from the indicators% or might also
address pre"re!uisite #nowledge that students will need for this
unit&
S*ills
What s#ills will students ac!uire as a result of this unit? List the
s#ills and'or behaviours that students will be able to e(hibit as a
result of their wor# in this unit& $hese will come from the
indicators&
Students will %now... Students will &e a&le to
Stage + , "ssessment %vidence
-erformance Tas*
$hrough what authentic performance tas# will students demonstrate the desired understandings% #nowledge% and s#ills? (describes the
learning activity in )story* form& $ypically% the +&$& describes a scenario or situation that re!uires students to apply #nowledge and s#ills
to demonstrate their understanding in a real life situation& ,escribe your performance tas# scenario below
By what criteria will performances of understanding be -udged?
G!"S-S %lements of t.e -erformance Tas*
G ' (oal
)hat should students accomplish &*
completing this tas%+
R ' Role
)hat role (perspecti,e) will *our
students &e ta%ing+
A ' -udience
)ho is the rele,ant audience+
S ' Situation
.he conte/t or challenge pro,ided to
the student.
P ' 0roduct# 0erformance
)hat product1performance will the
student
create+
S ' Standards 2 Criteria for
Success
Create the ru&ric for the 0erformance
.as%
Attach rubric to .nit +lan
$t.er %vidence
$hrough what other evidence (wor# samples% observations%
!ui//es% tests% -ournals or other means will students demonstrate
achievement of the desired results? 0ormative and summative
assessments used throughout the unit to arrive at the outcomes&
Student Self-"ssessment
How will students re1ect upon or self"assess their learning?
Stage / , Learning -lan
What teaching and learning e(periences will you use to2
achieve the desired results identi3ed in 4tage 5?
e!uip students to complete the assessment tas#s identi3ed in 4tage 6?
0.ere are your students .eaded1 0.ere .ave t.ey been1 2o( (ill you ma*e sure t.e students *no( (.ere t.ey are
going1
0.at e3periences do t.e learners bring to t.e unit1 2o( .ave t.e interests of t.e learners been ascertained1 2ave t.e
learners been part of t.e pre-planning in any (ay1 0.at individual needs do you anticipate (ill need to be addressed1
Learning environment) 0.ere can t.is learning best occur1 2o( can t.e p.ysical environment be arranged to en.ance
learning1
2o( (ill you engage students at t.e beginning of t.e unit1 4motivational set5
0.at events (ill .elp students e3perience and e3plore t.e enduring understandings and essential 6uestions in t.e unit1
2o( (ill you e6uip t.em (it. needed s*ills and *no(ledge1
7 Lesson Title Lesson "ctivities ###s !esources
5
6
7
8
9
:
;
<
=
5>
55
56
57
58
59
5:
5;
5<
5=
6>
"ssess and !e8ect 4Stage 95
#onsiderations #omments
!e6uired "reas of Study)
s t.ere alignment bet(een outcomes:
performance assessment and learning
e3periences1
"daptive Dimension)
2ave made purposeful adjustments to t.e
curriculum content 4not outcomes5: instructional
practices: and;or t.e learning environment to meet
t.e learning needs and diversities of all my
students1
0or struggling students2
0or students who need a challenge2
nstructional "pproac.es)
Do use a variety of teac.er directed and student
centered instructional approac.es1
!esource Based Learning)
Do t.e students .ave access to various resources
on an ongoing basis1
F<=; #ontent and -erspectives;Gender
%6uity;=ulticultural %ducation)
2ave nurtured and promoted diversity (.ile
.onoring eac. c.ild>s identity1
0rom2 Wiggins% ?rant and @& Ac$ighe& (5==<& 3nderstanding &* 4esign% Association for 4upervision and Curriculum ,evelopment% B4BC D >"<;56>"
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