Nipper Ubd Unit Plan Stage 2

Understanding by Design (UbD) Template, Version 2.
0
Last updated July 14, 2016
Stage #0: COURSE APPROVAL
Jeanne Nipper
Stage #0:
Course
Approval
Page 1
Understanding by Design (UbD) Template, Version 2.0

STAGE #0: COURSE APPROVAL
Program name:
Program
overview:
Course number:
Course name:
Course overview:
Course Approval
PROGRAM INFORMATION:
Which program will this unit be a part of?
Jeannes Art Glass
Course offerings include stained glass techniques (copper foil, leaded)
and hot glass work (slumping, fusing, jewelry).
COURSE INFORMATION:
Which course will this unit be a part of?
n/a
Stained Glass Basics
Course covers safety, tools and materials, copper foil technique followed
by leading and completing hands-on projects for each technique.
Time length of
course:
Name of unit:
Time length of
unit:
Unit overview:
40 hours
UNIT INFORMATION:
Tell me about the unit you plan to teach.
Copper Foil Technique
20 hours
Course covers safety, tools and materials, copper foil technique and a
hands-on project completion.

TECHNOLOGIES TO BE INCLUDED IN LESSON
Videos demonstrating techniques.
Testing of basic knowledge, safety, procedures and techniques necessary to create stained glass
pieces.
BIG IDEA OF UNIT
In student language, why is it important to teach this lesson? Put this in language so easy to
understand that a fifth grader would be able to understand it.
This lesson is important to teach the basic techniques and procedures necessary to creatively
express oneself in glasswork.
HISTORY OF UNIT:
What is your history with this unit? Have you taught it before? Is it new or are you redesigning
it?
This is a new unit; thus I have not taught it before.
Page 2

WHY:
Tell me why you picked this unit? Why is it important to you?
I picked this unit as it is what I love to do. I recently started selling some of my art glass at the
request of a local business owner. To make my business more viable when I return to the
states, I intend to both create pieces and teach classes. Thus, creating and developing this unit
of instruction will take me several strides closer to my goal.
Page 3

Stage #1: COURSE INTRODUCTION
Stage #1:
IDENTIFY
DESIRED
RESULTS
Page 4

STAGE #1: DESIRED RESULTS

COURSE AND UNIT SUMMARY
COURSE
Subject/Discipline
Class name and
number:
Class time frame:
Grade Level:
Key words:
District/University
/ Organization
School/Departmen
t/ Corporation
Type of school or
organization
Arts
Stained Glass Basics
40 hours
Adult
Stained Glass, Copper Foil, Leaded, Art Glass
n/a
Jeannes Art Glass
Public School Private School
Corporation Training Company

Textbook for class: No required books. Recommend:
Charter School
Other: Private Company
Creative Stained Glass, Modern Designs and Simple Techniques,

Links to online
resource material:
Unit title:
Unit time frame:
Where does unit
fit into class?
Unit delivery?
Christine Kellmann Stevenson, ISBN 1-57990-487-4

Grove Art at http://www.oxfordartonline.com/public/
http://www.artcyclopedia.com/
http://www.askart.com/
UNIT
Copper Foil Technique
20 hours
After initial intro and some basic background, before leading technique
F2F
Blended
Online Other: ___________________
COURSE DESIGN
Why are you

Course project Plan to teach course
Part of team developing course
developing this
course?
Other: __________________________________
Time frame to
teach:
1 year
Level of Expertise:
(Select all that
apply)
Subject Matter Expert (SME) Future Instructor Course Designer
Page 5

UNIT SUMMARY
UNIT OVERVIEW
Give an overview of the unit in your own words (use simple words)
Course covers safety, tools and materials, copper foil technique and a hands-on project
completion.
PROFESSIONAL ORGANIZATION(S) FOR CONTENT
List all professional organizations that would have competencies, standards, or requirements for this course.
Professional
Organization
#1
National Core Arts Standards:

http://www.nationalartsstandards.org/
Competencies: http://www.nationalartsstandards.org/sites/default/files/Visual
%20Arts%20at%20a%20Glance%20-%20new%20copyright%20info.pdf
Professional
Organization
#2
STANDARDS AND/OR COMPETENCIES
Standards are like the building code. Architects and builders must attend to them but they are not the purpose of
the design.
Code
STANDARDS AND/OR COMPETENCIES [C]:
What content standards or competencies will this unit address?
VA:Cr1.1.Ia
VA:Cr1.2.IIa
Use multiple approaches to begin creative endeavors.

Choose from a range of materials and methods of traditional and contemporary
artistic practices to plan works of art and design.
VA:Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate acquisition of
skills and knowledge in a chosen art form.
VA:Cr3.1.IIa Engage in constructive critique with peers, then reflect on, reengage, revise,
and refine works of art and design in response to personal artistic vision.
VA:Re.7.1.III Analyze how responses to art develop over time based on knowledge of and
a
experience with art and life.
Page 6

TRANSFER
What does the student need to be able to do in the future (perhaps in their career) in an environment that is
different than the classroom without the support of the instructor?
Code
TRANSFER [T]:
Competency
What kinds of long-term independent accomplishments are desired?
Codes
Students will be able to independently use their learning to. . .
T1
T2
Students will be able to independently use their learning to creatively

express themselves.
Students will be able to independently use their learning to appreciate
the use of light and color in glass art.
VA:Cr1.2.IIa
VA:Re.7.1.II
Ia
MEANING
An understanding is an idea that results from reflecting on and analyzing ones learning: an important
generalization, a new insight, a useful realization that makes sense out of prior experience or learning that was
either fragmented or puzzling. An understanding is not a fact (though it may sound like one) but a theory in the
broadest sense; it is the result of inference- the developing and testing of ideas by learners, with teacher
assistance, as needed- culminating in an idea that seems useful and illustrative to the learner (Wiggins &
McTighe, 2011, p. 14).
Code
ESSENTIAL QUESTION [Q]:
Competency
What thought-provoking questions will foster inquiry, meaning-making, and
Codes
transfer?
Put in the form of a question.
Q1
Q2
What is art?
How does art influence the world?
Code
UNDERSTANDINGS [U]:
What specifically do you want students to understand? What inferences should they
make?
Put in the form of a statement. Students will understand that. . .
U1
Students will understand that color significantly influences the art

piece.
Students will understand that texture and patterns influence the art
piece.
Students will understand that stained glass pattern design must be
both structurally sound and carefully created to result in an
aesthetically pleasing art piece.
U2
U3
VA:Cr3.1.IIa
VA:Re.7.1.II
Ia
Competency
Codes
VA:Cr3.1.IIa
VA:Cr3.1.IIa
VA:Cr2.1.IIa
Page 7

ACQUISITION
In the short term, our aim is that students acquire knowledge and skill. Here, you state the key declarative
knowledge (factual information, vocabulary, and basic concepts) and procedural knowledge (basic know-how or
discrete skills) you want your students to learn by the units end (Wiggins & McTighe, 2011, p. 21).
Code
KNOWLEDGE [K]:
Competency
What facts and basic concepts should students know and be able to recall?
Codes
Students will know. . .
K1
Students will know safety procedures to follow.
K2
K3
Students will know the tools and supplies needed to create copper
foiled stained glass pieces.
Students will know the different types of glass.
K4
Students will know pattern and work surface preparation.
Code
Know =
S
SKILL [S]:
What discrete skills and processes should students be able to use?
Students will be skilled at. . .
S1
Students will be skilled at pattern selection.
S2
Students will be skilled at glass selection.
S3
Students will be skilled at glass cutting.
S4
Students will be skilled at pattern layout.
S5
Students will be skilled at grinding glass pieces to fit patterns.
S6
Students will be skilled at copper foiling.
S7
Students will be skilled at soldering.
S8
Students will be skilled at cleaning the completed stained glass piece.
S9
Students will strive for accuracy.
S10
Students will persist and complete their project.
VA:Cr2.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
Competency
Codes
VA:Cr1.1.Ia
,
VA:Cr1.1.II
a
VA:Cr1.1.Ia
,
VA:Cr1.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
VA:Cr2.1.II
a
Page 8

STAGE #2: DETERMINE ACCEPTABLE EVIDENCE
Stage #2:
DETERMINE
ACCEPTABLE
EVIDENCE
Page 9

STAGE #2- DETERMINE ACCEPTABLE EVIDENCE

Students should refer to Module G & J in the textbook for information in this section.
PERFORMANCE TASKS
Assessments where students flexibly and intelligently use what they know, in a new complex situation where
higher-order thinking in the use of content is required.
Desired Results
Performance Task(s):
Evaluative Criteria:
Code
How will students demonstrate their
What criteria will be used in each assessment to
All Transfer
understanding (meaning-making and
evaluate attainment of the desired results?
Goals
transfer) through complex
Regardless of the format of the assessment, what
And
performance? Students will show that
qualities are most important?
All Meaning
they really understand by evidence
Goals
of:
T1, T2, Q1,

Q2, U1, U2,
U3, K3, K4,
S1, S2, S9,
S10
T1, T2, Q1,
Q2, U1, U2,
U3, K2, K3,
K4, S3, S4, S5,
S6, S7, S8, S9,
S10
Students will design a stained

glass piece.
-Composition/purpose of art piece

-Glass selection: color, texture,
opacity/transparency
-Structurally sound design
Students will create a stained

glass piece from their design.
-Safety procedures and proper techniques

are followed for glass cutting, copper
foiling, and soldering.
-Craftsmanship: overall finished project
look
-Creative result: was the project completed
and did it achieve the initial creative
purpose?
Page 10

OTHER EVIDENCE
Here you place assessments of knowledge, skill, standards, and other goals that are not otherwise assessed by the
performance tasks.
Desired Results
Other Evidence:
Other Evidence Evaluative Criteria:
Code
Through what other evidence (e.g.
What criteria will be used in each assessment to
All Meaning
quizzes, tests, academic prompts,
evaluate attainment of the desired results?
Goals
observations, homework, journals,
Regardless of the format of the assessment, what
And
etc.) will students demonstrate
qualities are most important?
All Skill and
achievement of the desired results?
Transfer Goals
And
All Knowledge
and Skill Goals.
K1, K2
K2
K1, S3, S5
Group oral safety discussion

and review prior to first use of
glass, tools, and equipment
Quiz identifying tools and
supplies
Observe techniques used to cut
and grind glass.
Accuracy of responses
Accuracy of responses
Safety procedures are followed at all times,
proper tools are used for type of glass and
desired shape of glass piece
Grading Rubric
Pick one of your critical assessments and develop the rubric that you will be using to evaluate it. In your rubric you should list
the criterion that you will be using to evaluate the assessment, the levels that you will use, and a description for each
level/criterion.
CRITERION
1. Glass
cutting
2. Copper
foiling
3. Soldering
EXEMPLARY
5 points
Pieces cut
precisely and
fit pattern. No
shards evident.
Grinding only
to smooth
edges.
SUFFICIENT
4 points
Pieces cut well
and fit pattern
very closely.
Few pieces
have shards.
Some grinding
to shape
pieces.
Foil is even,
Foil is mostly
smooth, and
even and
flat. Borders
smooth. Some
are invisible.
borders are
slightly visible.
Beading is even Beading is
and smooth. No mostly smooth
NEEDS
REVISION
3 points
Pieces cut and
fit pattern
loosely. Many
pieces have
shards.
Grinding used
to shape most
pieces.
Foil is uneven
and not
smooth. Many
borders are
visible.
Beading has
some
NO
EVIDENCE
0 points
Pieces do not
follow pattern.
Most pieces
have shards.
Grinding used
to make pieces.
Foil is not even

or smooth.
Most borders
are visible.
Cannot solder.
Beading is very
rough and
Page 11

patches or pin
holes.
4. Craftmans
hip
Project beyond
requirements.
Finished piece
has excellent
fit. Detailed,
clean, and
display ready.
5. Creative
result
Spent class
time efficiently
and effectively.
Worked
independent.
Creative goal
achieved.
with few
smoothness
uneven patches and many
and pin holes.
uneven patches
and pin holes.
Some copper
foil shows.
Project
Completed
completed with project sloppy.
care. Finished
Finished piece
piece has good has many gaps
fit with a few
and is loose
small gaps.
fitting. Needs
Clean and
more cleaning.
display ready.
Spent most
Artist
class time
distracted
efficiently; few
easily and used
distractions but time
stayed on task. inefficiently,
Creative goal
mostly off task.
achieved.
Creative goal
may or may not
have been
achieved.
uneven. Areas
are not tinned
and beaded.
Project sloppy
or unfinished.
Piece has many
large gaps and
does not fit
together. Dirty
and not display
ready.
Artist did not
complete the
glass piece.
Creative goal
was not
achieved.
Page 12

STAGE #3: PLAN LEARNING EXPERIENCES
Stage #3:
PLAN
LEARNING
EXPERIENCES
Page 13

Page 14

STAGE #3A- PLAN LEARNING EXPERIENCES

Students should refer to Module K and N in the textbook for information in this section.
WHERETO LEARNING PLAN
What teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings? Group each key teaching and learning activity with
its appropriate WHERETO location.
GOALS: SMART Learning Objective
(Specific, Measurable, Attainable, Results-Focused and Time
Focused)
1.
2.
3.
W= help the students

know WHERE the
unit is going and
WHAT is expected? RELEVANCE:What are the benefits to the students by completing
Help the teacher know this unit? How will they benefit from learning this material?
1.
WHERE the students
2.
are coming from
3.
(prior knowledge,
DIAGNOSIS: How will you know what they know before the lesson
interests).
and what they know after the lesson? How will you test for
misconceptions?
1.
2.
3.
HOOK & HOLD: How will you hook and hold student interest?
1.
2.
3.
H= HOOK all
students and HOLD
TECHNOLOGY: How will technology be used in the unit to Hook
their interest.
your students and get them interested and engaged?
Page 15

E= EQUIP students,
help them
EXPERIENCE the
key ideas, and
EXPLORE the issues.
R= provide
opportunities to
RETHINK and
REVISE their
understandings and
work?
E= EVALUTE. Allow
students to get
formative feedback to
improve their work.
EXPERIENCE & EXPLORE: How will students uncover the

meaning of the unit?
1.
2.
3.
RETHINK, REVISE, AND REFINE: How will the students have
opportunities to rethink, revise, and refine their work in the unit?
1.
2.
3.
REFLECT and SELF-REGULATE: How will the students have time
to improve their metacognition and self-regulation skills?
1.
2.
3.
FORMATIVE FEEDBACK: How will students get formative
feedback so they can improve their work and move toward mastering
the learning objectives?
1.
2.
3.
Page 16

T= be TAILORED
(personalized) to the
different needs,
interests, and abilities
of learners.
Carol Ann Tomlinson
(2007) felt that
teachers can
differentiate
instruction in four
ways (1) through
differentiated content,
(2) through
individualized
process, (3)
differentiated product
and (4) through
personalized learning
environment.
O= ORGANIZED
(1) How will the unit
be organized to
help your students
develop more
effective Habits of
Mind?
(2) How will your
unit be organized
to allow your
students to
develop more
effective
technology skills?
(3) How will your
unit be organized
to use technology
to analyze student
data and interpret
the results to
improve
instructional
practices?
CONTENT:
CONTENT, PROCESS, PRODUCT, AND ENVIRONMENT:
How will you tailor your content, process, product, or learning
environment to tailor your unit to the different needs, interests, and
abilities of your learners?
1.
2.
3.
ORGANIZED TO DEVELOP HABITS OF MIND

How will the unit be organized to help your students develop more
effective Habits of Mind?
http://www.chsvt.org/wdp/Habits_of_Mind.pdf
1.
2.
3.
ORGANIZED TO DEVELOP TECHNOLOGY SKILLS
How will your unit be organized to allow your students to develop
more effective technology skills?
1.
2.
3.
ORGANIZED TO USE TECHNOLOGY TO ANALYZE DATA:
How will your unit be organized to use technology to analyze student
data and interpret the results to improve instructional practices?
1.
2.
3.
Page 17

UbD RESOURCES
Many schools and universities are now using the UbD process. To develop this template, I
have incorporated bits and pieces from several resources. Here are some of those resources:
1. Understanding by Design Professional Development Workbook.
by- Jay McTighe and Grant Wiggins
Association for Supervision and Curriculum Development
Copyright 2004
2. Understanding by Design
by Jay McTighe and Grant Wiggins
Copyright 2005
3. The Understanding by Design Guide to Creating High-Quality Units
by Grant Wiggins and Jay McTighe
Copyright 2011
4. The Understanding by Design Guide to Creating High-Quality Units
Copyright 2011
5. Understanding by Design Guide to Advanced Concepts in Creating and Reviewing
Units
Copyright 2011
OTHER RESOURCES
Here are some of those resources:
1. Tomlinson, C. A. (2007). Ministry of Education. Differentiated instruction teachers
guide: Getting to the core of teaching and learning. Toronto: Queens Printer for
Ontario.
Page 18

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Understanding by Design (UbD) Template, Version 2.

Understanding by Design (UbD) Template, Version 2.0

STAGE #0: COURSE APPROVAL

hands-on project completion.

Understanding by Design (UbD) Template, Version 2.0

Understanding by Design (UbD) Template, Version 2.0

Understanding by Design (UbD) Template, Version 2.0

STAGE #1: DESIRED RESULTS

Corporation Training Company

Creative Stained Glass, Modern Designs and Simple Techniques,

Christine Kellmann Stevenson, ISBN 1-57990-487-4

Why are you

Understanding by Design (UbD) Template, Version 2.0

National Core Arts Standards:

Use multiple approaches to begin creative endeavors.

Understanding by Design (UbD) Template, Version 2.0

Students will be able to independently use their learning to creatively

Students will understand that color significantly influences the art

Understanding by Design (UbD) Template, Version 2.0

Students will know safety procedures to follow.

Students will know pattern and work surface preparation.

Students will be skilled at pattern selection.

Students will be skilled at glass selection.

Students will be skilled at glass cutting.

Students will be skilled at pattern layout.

Students will be skilled at grinding glass pieces to fit patterns.

Students will be skilled at copper foiling.

Students will be skilled at soldering.

Students will be skilled at cleaning the completed stained glass piece.

Students will strive for accuracy.

Students will persist and complete their project.

Understanding by Design (UbD) Template, Version 2.0

Understanding by Design (UbD) Template, Version 2.0

STAGE #2- DETERMINE ACCEPTABLE EVIDENCE

T1, T2, Q1,

Students will design a stained

-Composition/purpose of art piece

Students will create a stained

-Safety procedures and proper techniques

Understanding by Design (UbD) Template, Version 2.0

Group oral safety discussion

Foil is not even

Understanding by Design (UbD) Template, Version 2.0

Understanding by Design (UbD) Template, Version 2.0

Understanding by Design (UbD) Template, Version 2.0

Understanding by Design (UbD) Template, Version 2.0

STAGE #3A- PLAN LEARNING EXPERIENCES

W= help the students

Understanding by Design (UbD) Template, Version 2.0

EXPERIENCE & EXPLORE: How will students uncover the

Understanding by Design (UbD) Template, Version 2.0

ORGANIZED TO DEVELOP HABITS OF MIND

Understanding by Design (UbD) Template, Version 2.0

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