Stage #0: Course Approval: Riggs

Understanding by Design (UbD) Template, Version 2.
0
Last updated July 14, 2016
Stage #0: COURSE APPROVAL
[Riggs]
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:
Time length of
course:
Name of unit:
Time length of
unit:
Unit overview:
Course Approval
PROGRAM INFORMATION:
Which program will this unit be a part of?
College Preparatory Program
Classes to prepare high school students for college
COURSE INFORMATION:
Which course will this unit be a part of?
Chemistry 101
College Prep High School Chemistry
Chemistry course for college bound students
One full year of high school
UNIT INFORMATION:
Tell me about the unit you plan to teach.
Periodic Table
One and a half up to two weeks
Introduction to and explanation of the periodic table, electron
configurations and how they relate to placement, groups/families and
information contained in them, various trends explained with atomic
theory.
TECHNOLOGIES TO BE INCLUDED IN LESSON
Video demonstrations, online activities and quizzes, interactive websites and tutorials.
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.
The periodic table contains all the information you need to solve many problems in this class
and in the real world. It explains why matter interacts with our world the way it does.
HISTORY OF UNIT:
What is your history with this unit? Have you taught it before? Is it new or are you redesigning
it?
I have taught this unit many times before and I am redesigning it.
Page 2

WHY:
Tell me why you picked this unit? Why is it important to you?
The periodic table IS chemistry- it contains a wealth of vital information that explains most of
what we learn the rest of the year. The periodic table is the single most useful tool a scientist
can use to understand why matter acts the way it does and is the basis not only for chemistry
but for all sciences. It contains all the information- understanding how to use this tool is a
very basic need.
Page 3

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

STAGE #1: DESIRED RESULTS
Subject/Discipline
Class name and
number:
Class time frame:
Grade Level:
Key words:
COURSE AND UNIT SUMMARY

COURSE
Chemistry
Chemistry 101
One school year
10th, 11th or 12th
Mendeleev, Periodic Table, electron configurations, groups/families,
periodic trends
District/University
/ Organization
School/Departmen
t/ Corporation
Type of school or
organization
Bellbrook Sugarcreek School District

Bellbrook High School
Public School Private School
Charter School
Corporation Training Company Other: ___________

Textbook for class: TBD
Links to online
https://www.acs.org/content/acs/en/education/students/highschool/chemis
resource material: tryclubs/activities/periodic-table.html
http://thinktv.pbslearningmedia.org/resource/phy03.sci.phys.matter.ptable
Unit title:
Unit time frame:
Where does unit
fit into class?
Unit delivery?
/periodic-table-of-the-elements/
http://www.ptable.com/
UNIT
Periodic Table
One and a half to two weeks
First semester
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:
One to one and a half weeks
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)
The periodic table contains lots of information we need to understand how matter interacts in
our world. The tables trends, explained with atomic theory, along with groups, families, and
metals/nonmetals/metalloids are all vital bits of information we will use all year.
PROFESSIONAL ORGANIZATION(S) FOR CONTENT
List all professional organizations that would have competencies, standards, or requirements for this course.
Professional
Organization
#1
Ohio Department of Education

https://education.ohio.gov/
http://education.ohio.gov/getattachment/Topics/Ohios-LearningStandards/Science/ScienceStandards.pdf.aspx
Professional
Organization
#2
Page 6

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?
II.1
The placement of elements on the Periodic Table gives an indication of physical

and chemical properties of that element. The elements are arranged in order of
II.2.a
II.2.b
increasing atomic number.

The Periodic Table is divided into groups, families, and periods.
Elements can be classified by their properties and located on the Periodic Table
as metals, nonmetals, metalloids, and noble gases.
II.3
Elements with similar properties are placed in the same column on the Periodic
Table due to their similar electron configuration and valence electrons.
II.4
The electron configuration of an element can be written by its position on the

table.
II.5
The repeating patterns in various elements electron configurations within the

same group and also across the same period demonstrate characteristic trends in
atomic radius, ionic radius, electronegativity, first ionization energy, and
metallic/nonmetallic properties.
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]:
Competenc
What kinds of long-term independent accomplishments are desired?
y
Students will be able to independently use their learning to. . .
Codes
T #1
Use elements placement on the Periodic Table to explain its behavior in
II.1
the laboratory setting.

T #2
T #3
Explain why a metal element conducts electricity.

Use atomic theory and electron configurations to explain why some
II.2.b
II.1, II.5
T#4
T #5
elements react explosively with other elements.

Explain why humans could potentially be silicon based lifeforms.
Explain how carbon filters for water function.
II.2.a
II.5
Page 7

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]:
Competenc
What thought-provoking questions will foster inquiry, meaning-making, and transfer?
y
Put in the form of a question.
Codes
Q #1
Q #2
What is the brilliance of the organization of the periodic table?
II.1, II.3,
How is the periodic table helpful in predicting the properties of matter?
II.5
II.1, II.2,
II.3, II.4,
II.5
Q #3
Q #4
Q #5
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. . .
Competenc
y
Codes
U #1
The periodic table is a tool organized by properties, electron
II.1, II.4
U #2
configurations and atomic number that can determine reactivity.

The traits of groups, families, periods, metals, nonmetals and metalloids
II.2.a,
U #3
are and why they are located where they reside.

Students will understand and explain the roles of Mendeleev and
II.2.b, II.3
II.1
U #4
U #5
Moseley in the development of the periodic table.

How the radii of atoms change, and how the radii of their ions change.
The periodic trends for atomic radius, ionization energy,
II.1, II.5
II.5
electronegativity, and electron affinity.
Page 8

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]:
Competenc
What facts and basic concepts should students know and be able to recall? Students
y
will know. . .
Codes
K #1
How Mendeleev constructed the periodic table, leaving blanks for
II.1
K #2
elements yet to be discovered.

How to classify an element as a metal/nonmetal/metalloid and what its
II.2
K #3
physical and chemical properties will be as a result.

Why groups of elements (1,2, 13-18) are called families and react
II.3
K #4
similarly.
What the trends in the Periodic Table are for atomic radius, ionization
II.5
energy, electronegativity and metallic character and how to interpret an

elements properties based on location.
K #5
How electron configurations change as you progress through the table,
II.3, II.4
utilizing AUFBAU techniques.

Code
Know =
S
SKILL [S]:
What discrete skills and processes should students be able to use?
Students will be skilled at. . .
Competenc
y
Codes
S #1
Predicting identity of an unknown element based on its physical and
II.2.a,
S #2
chemical characteristics.
Striving for accuracy in writing electron configurations for any element
II.2.b, II.3
II.4
S #3
based on its location on the table.

Using critical thinking to predict relative atomic radius, ionization
II.5
energy, electronegativity or metallic character based solely on an

S #4
S #5
unknowns location on the Periodic Table .

Classify unknown elements as metals, nonmetals, metalloids, solids or
II.1,
gases at room temperature by gathering data through all senses in the
II.2.b, II.5
laboratory and applying their knowledge accurately.

Creating Beyond Bullet Point Power Point presentations on a familiar
II.1
topic- in this case, an elements personality and how it reacts with other
elements.
Page 9

STAGE #2: DETERMINE ACCEPTABLE EVIDENCE
Stage #2:
DETERMINE
ACCEPTABLE
EVIDENCE
Page 10

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:
Q1, Q2, T1,

T3, U1, U2,
U4, U5, K2,
K3, K4, S2,
S3, S5
Creating a BBP power point

presentation of the chemical
and physical properties of an
element based solely on its
location on the periodic table.
Students will give thorough
background on element,
explain why it belongs on the
table where it does, predict
how it will bond with other
elements, and share its current
uses in the world around us.
Basic Context: (You and your
classmates have been tasked
with creating an online, virtual
periodic table for use by an
online, homeschool chemistry
class. Your goal is to make
learning about your element
engaging and straightforward.
You have also been asked to
create a periodic table wall
display for the current 8th grade
teacher to use in her physical
science classroom. You will be
assigned an element and will
work with your classmates to
create finished products.)
A rubric will be used to assess the content

of the power point. Students will
demonstrate understanding by providing
detailed knowledge of the chemical and
physical makeup of the element, and will
predict not only its reactivity but explain
why it acts as it does. Discussion of
electron configuration and placement
(Aufbau) should be present. Real world
sources and uses of the element need to be
mentioned and images provided. Graphic
display must be attractive, accurate,
comprehensive, well-crafted and original.
Interactive activities will be included.
Page 11

Page 12

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.
Q1, Q2, T1,
Homework assignments
Homework will be reviewed daily to

confirm understanding. Completing the
assignment and correcting it will be
assessed, but no points will be taken away
for incorrect initial answers. Neatness,
completeness, legibility and effort will be
examined along with correct answers.
Quizzes
Quizzes will be graded and gone over with
T2, T3, T4, T5,

U1, U2, U3,
U4, U5, K1,
K2, K3, K4,
K5, S1, S2, S3,
S4, S5
U2, U4, U5
K1, K2, K3,
the students the next day. Correct
K4, K5
knowledge will be sought after, as will
U1, U2, K2,
Element paper
clarity and conciseness.

Knowledge of the elements basic chemical
K3, K4, K5,
assignment/Periodic Square
and physical data and makeup must be
S1, S2, S3, S4
provided. Neatness, attractiveness, visual

appeal, correct and thorough information
K2, S1, S4
Lab report (Unknown element
as well as conciseness will be measured.

Report should accurately identify
classification)
classification of unknown element. Proper

procedure should be documented in an
easy to follow, neat, and reproducible
Q1, Q2, T1,
Unit test
manner.
Test will cover all standards and
T2, T3, T4, T5,
understandings listed in various formats.
U1, U2, U3,
Knowledge and recall will be tested, as
U4, U5, K1,
will basic understanding through short
K2, K3, K4,
answer questions. Multiple choice, short
K5, S1, S2, S3,
answer, matching and true/false will Page

also 13
S4, S5
be used.

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
EXEMPLARY
GOOD
SUFFICIENT
Connection
Establishes an
Establishes
Establishes a
NEEDS
REVISION
Establishes a
NO EVIDENCE
Between Elements
excellent
a strong
fair
weak
connection
connection
connection
connection
connection
between the
between the
between the
between the
between the
elements in
elements in
elements in
elements in
elements in
family
family
family
family
family
properties.
Properties of
properties.
Covers in-depth
properties.
Includes
properties.
Includes a fair
properties.
Includes some
Includes very
Individual Element
information
important
amount of
information
little or no
about the
information
information
about the
information
properties of the about the
about the
properties of
about the
element.
properties
properties of
the element.
properties of the
of the
the element.
Establishes no
element.
Where Elements is
Covers in-depth
element.
Includes
Includes fair
Includes some
Includes little or
Found in Nature
information
good
information
information
no information
plus Pictures and
about where the
information
about where
about where
about where the
Explanation
element is
about where
the element is
the element is
element is found
found and
the element
found and
found and
and countries
countries that
is found and
countries that
countries that
that produce it.
produce it.
countries
produce it.
produce it.
Pictures not
Includes
that produce
Includes
Pictures not
included.
pictures of
it. Includes
pictures of
included.
element in
pictures of
element in
nature.
element in
nature.
Chemical Symbols
Covers in-depth
nature.
Includes
Includes fair
Includes some
Includes little or
and Names of
information
good
information
information
no information
Elements Including
about origin of
information
about origin
about origin
about origin of
Origin
name and
about origin
of name and
of name and
name and
Page 14

Periodic Square
chemical
of name and
chemical
chemical
chemical symbol
symbol of
chemical
symbol of
symbol of
of element.
element.
symbol of
element.
element.
Periodic square
element.
Periodic
Periodic
Periodic
Periodic square
is drawn
square is
square is
square is
is not drawn
accurately
drawn
drawn
drawn
(copied and
showing
accurately
accurately but
accurately but
pasted) or
chemical
but do not
do not show
do not show
missing.
symbol, name,
show one of
two of the
three of the
atomic number
the
following:
following:
and atomic
following:
chemical
chemical
mass.
chemical
symbol,
symbol,
symbol,
name, atomic
name, atomic
name,
number and
number and
atomic
atomic mass.
atomic mass.
number and
atomic
History of
Covers in-depth
mass.
Includes
Includes fair
Includes some
Includes little or
Discovery of
information
good
information
information
no information
Element
about history of
information
about history
about history
about history of
discovery of
about
of discovery
of discovery
discovery of
element
history of
of element
of element
element
including
discovery of
including
including
including where,
where, who,
element
where, who,
where, who,
who, when and
when and how.
including
when and
when and
how.
where, who,
how.
how.
when and
how.
Common uses of
Covers in-depth
Includes
Includes fair
Includes some
Includes little or
Elements
information
good
information
information
no information
about uses of
information
about uses of
about uses of
about uses of
Page 15

Appearance
elements
about uses
elements
elements
elements
including
of elements
including
including
including
pictures.
including
pictures.
pictures.
pictures.
pictures.
Makes excellent Makes good
Makes fair
Makes some
Makes little or
use of font,
use of font,
use of font,
use of font,
no use of font,
color, graphics,
color,
color,
color,
color, graphics,
effects, etc to
graphics,
graphics,
graphics,
effects, etc to
enhance the
effects, etc
effects, etc to
effects, etc to
enhance the
presentation.
to enhance
enhance the
enhance the
presentation.
the
presentation.
presentation.
presentation
Organization
Information is
.
Uses
Uses headings
Organization
very well
headings to
to organize
of information organization.
organized using
organize
information.
is
headings to
information.
The overall
unsatisfactory.
group related
The overall
organization
facts.
organization
of topics is
of topics is
fair.
Includes some
Includes few
Includes no
There is no clear
Interactivity,
Includes
good.
Includes
Interest, or
excellent use of
good use of
use of
interactive,
interactive,
Multimedia
interactive,
interactive,
interactive,
multimedia or
multimedia or
Components
multimedia or
multimedia
multimedia or
viewer
viewer interest
viewer interest
or viewer
viewer
interest
components.
components.
interest
interest
components.
components
components.
Page 16

STAGE #3: PLAN LEARNING EXPERIENCES
Stage #3:
PLAN
LEARNING
EXPERIENCES
Page 17

Page 18

STAGE #3A- PLAN LEARNING EXPERIENCES

Students should refer to Module K and N in the textbook for information in this section.
Page 19
WHERETO LEARNING PLAN

What teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desiredUnderstanding
understandings?
Group
each
key teaching
and learning activity with
by Design
(UbD)
Template,
Version 2.0
STAGE
#3: PLAN LEARNING
EXPERIENCES
its appropriate
WHERETO
location.
GOALS: SMART Learning Objective
(Specific, Measurable, Attainable, Results-Focused and Time
Focused)
1. By the end of this unit, you will know and be able to state the
trends on the periodic table, including atomic radius,
ionization energy, periodic trends and metallic character.
2. By the end of this unit, you will differentiate between groups
and periods.
3. By the end of this unit, you will use ionization energies to
explain basic bonding behaviors of atoms.
W= help the students
RELEVANCE:What are the benefits to the students by completing
know WHERE the
this unit? How will they benefit from learning this material?
unit is going and
1. The periodic table is a cheat sheet that scientists use
WHAT is expected?
Help the teacher know
throughout their lifetime as they work. Knowing its secrets
WHERE the students
just by a quick glance will save time and energy as you
are coming from
progress through science courses.
(prior knowledge,
2. The traits and trends of the periodic table will unlock many
interests).
mysteries of science.
3. This knowledge will help you in every future science class
you take.
DIAGNOSIS: How will you know what they know before the lesson
and what they know after the lesson? How will you test for
misconceptions?
1. A brief written quiz will begin the first lesson, and a
summative exam will close the lesson.
2. A written assignment will be given halfway through the unit.
3. K-W- L will be used in first lesson.
HOOK & HOLD: How will you hook and hold student interest?
1. A demonstration with solid potassium, sodium and lithium
will create interest (it burns and dances around on top of
water.)
2. The story of Mendeleev and how he was treated when
H= HOOK all
students and HOLD
their interest.
approaching the problem in his manner will create empathy.

3. The withholding of answers to the problem will frustrate the
students and grab their attention.
TECHNOLOGY: How will technology be used in the unit to Hook
Page 20
your students and get them interested and engaged?
I will utilize YouTube videos of demonstrations too dangerous to

E= EQUIP students,
help them
EXPERIENCE the
key ideas, and
EXPLORE the issues.
EXPERIENCE & EXPLORE: How will students uncover the

meaning of the unit?
1. Students will practice reading the periodic tables trends and
using them to answer real life chemical questions.
2. Students will use electron configurations and relate them to
elements locations on the periodic table, explaining atom
reactivity as seen in life.
3. Students will use the location on the periodic table to explain
why various chemicals act so violently.
RETHINK, REVISE, AND REFINE: How will the students have
opportunities to rethink, revise, and refine their work in the unit?
1. Students will be asked to journal throughout the unit on their
thoughts and guesses as to how various atoms will behave.
2. Peer revision time will be given in class for their final product.
3. Students will assume identity of an element and answer
R= provide
opportunities to
RETHINK and
REVISE their
understandings and
work?
questions in a brief game show format.

REFLECT and SELF-REGULATE: How will the students have time
to improve their metacognition and self-regulation skills?
1. Students will journal throughout the unit on their final
products progress.
2. Students will write a two minute summary on how a certain
element would react in a given situation.
3. Students will explain in a letter to a classmate why electron
configurations relate to ionization energies.
E= EVALUTE. Allow
students to get
formative feedback to
improve their work.
FORMATIVE FEEDBACK: How will students get formative

feedback so they can improve their work and move toward mastering
the learning objectives?
1. Peer feedback will be given in three stages of the unit.
2. Students will read and correct letters from classmates
regarding electron configurations and ionization energies.
3. Formative pop quizzes will be given intermittently on big
ideas.
Page 21
T= be TAILORED
CONTENT:
(personalized) to the
different needs,
CONTENT,by
PROCESS,
PRODUCT,
AND2.0
ENVIRONMENT:
Understanding
Design (UbD)
Template, Version
STAGE
PLAN
LEARNING
EXPERIENCES
interests, and abilities How
will#3:
you
tailor
your content,
process, product, or learning
of learners.
environment to tailor your unit to the different needs, interests, and
abilities of your learners?
Carol Ann Tomlinson
1. Content will be presented via lecture, online videos and
(2007) felt that
activities
teachers can
2. Final product will include a BBP powerpoint presentation as
differentiate
well as a tangible, atomic square containing facts and visual
instruction in four
pleasantries summarizing its traits.
ways (1) through
3. Peer groups will discuss and debate problems presented to
differentiated content,
them regarding electron configurations and ionization
(2) through
individualized
energies.
process, (3)
differentiated product
and (4) through
personalized learning
environment.
O= ORGANIZED
ORGANIZED TO DEVELOP HABITS OF MIND
(1) How will the unit How will the unit be organized to help your students develop more
be organized to
effective Habits of Mind?
help your students http://www.chsvt.org/wdp/Habits_of_Mind.pdf
develop more
1. Communicating with clarity will be practiced through creating
effective Habits of
periodic squares for 8th grade science class wall.
Mind?
2. Thinking interdependently will be practiced as BBP
(2) How will your
powerpoint presentation is assembled co-operatively.
unit be organized
3. Creativity will be nurtured as final products are produced.
to allow your
4. Finding humor will be encouraged as products are prepared.
students to
ORGANIZED TO DEVELOP TECHNOLOGY SKILLS
develop more
How will your unit be organized to allow your students to develop
effective
more effective technology skills?
technology skills?
1. Various online tutorials will be used to practice content
(3) How will your
unit be organized
to use technology
to analyze student
data and interpret
the results to
improve
instructional
practices?
mastery.
2. Final product will be in form of a BBP Powerpoint
presentation.
3. Youtube videos will be created by groups to explain atomic
behavior findings.
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. At the beginning and the end of the unit, then again at the
years end, I will use survey monkey to determine knowledge.
2. I will give a pre-test at the start of the first semester and the
Page 22
same test at the end of the class year.
3. I will ask students to quantify various aspects of learning at

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 23

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Understanding by Design (UbD) Template, Version 2.

Understanding by Design (UbD) Template, Version 2.0