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Running head: UBD LESSON PLAN

UbD Lesson Plan

Katrina Maccalous

OTL540K Theory and Practice in Backward Design

Colorado State University Global Campus

Dr. Steven Flanders

November 19, 2017


UbD Lesson Plan: Feedback

Feedback is information about how we are doing in our efforts to reach a goal

(Wiggins, 2012, para. 4). It is one of the most crucial components towards developing

understanding. Grant Wiggins (2012) details the need for effective feedback to be goal-

referenced; tangible and transparent; actionable; user-friendly (specific and personalized);

timely; ongoing; and consistent (para. 10).

The following lesson plan has been updated to include effective feedback

strategies and designed according to the Understanding by Design (UbD) Template and

includes the following components:

1. Desired Results What should students know, understand and be able to

do? (Wiggins & McTighe, 2005, p. 17).

2. Assessment Evidence How will we know if students have achieved the

desired results? (Wiggins & McTighe, 2005, p. 18).

3. Learning Activities What are the most appropriate instructional

activities? (Wiggins & McTighe, 2005, p. 18).

4. Feedback Strategies How will feedback be used to improve student


Daily Lesson Plan Template Guide

Understanding By Design

Stage 1 Desired Results

Content Standard(s): Earth systems science students know and understand the processes and interactions of

Earth's systems and the structure and dynamics of Earth and other objects in space (Colorado Academic

Standards, 2009a, p. 15).

Understandings: Essential Questions:


Students will understand that earths materials can How do the properties of Earth materials affect

be compared and classified based on their properties the way we can use them?

(Colorado Academic Standards, 2009a, p. 16). How can we classify/compare earths materials?

Topical Questions:

How are various materials on Earth similar and


How does soil differ in different places?

What properties can we use to describe earths


Student objectives (outcomes): Students will build relationships by

1. I can identify the properties of soil and rocks

Students will work in groups to classify,
(Colorado Academic Standards, 2009a, p. 16).
observe, compare and describe earths materials
2. I can sort/group/classify earths materials by the
(soil and rocks).
similarities and differences in their properties
Students will have multiple opportunities to
(Colorado Academic Standards, 2009a, p. 16).
engage in discussions along the way regarding
3. I can identify how natural resources can be used
these ideas, both with partners, small groups,
(Colorado Academic Standards, 2009a, p. 16).
one-on-one with the teacher, and whole group.

The final project-based learning opportunity

will require students to work as a team to

research, synthesize, create and persuade.

Stage 2 Assessment Evidence


Performance Task(s):

Goal: Students will research and synthesize their learning to create a brochure for a particular

landform/feature to answer the following questions and attempt to persuade their audience to visit their


1. What is it? (beach, desert, mountain, plain, forest) - (introduction)

2. What are the natural resources and how are they useful?

3. What is the weather like?

4. What can you do?

5. What is the soil composition? (properties)

6. What makes it unique? (How is it similar/different from other areas/soil


7. Why should we go there? (conclusion)

Role: Students will work in small groups to create their brochures.

Audience: After completing their brochures, students will present to their peers in an effort to teach

and persuade them to visit their locale.

Situation: Develop a brochure to inform and persuade their classmates to visit their particular


Product: Students will create a brochure detailing a particular locale (beach, desert, mountains, forest,


Standards/success criteria: Students work/performance will be judged using a rubric to assess their

quality of work, ability to identify and explain its natural resources, soil composition, and how it is

similar or different to other areas as outlined in the standard learning outcomes.

Rigor & Relevance: The project requires students to be able to classify, explain, compare, as well as to

evaluate the way resources/ earth materials are being used (Armstrong, n.d., para. 15). This project-

based learning experience is rigorous and relevant, by asking students to both think and work (Jones,

2012, p. 38). Additionally, being able to understand how humans and the earth interact and work

together is an important and enduring understanding that can help students learn to respect and care for

their environment.

Self-Assessments Other Evidence (assessments)

Whole group What I learned so far check- Whole group pre-assessment What do you

ins and final L from KWL know about rocks and soil? What do you want

Using the KWL as a support, students will to know? (KW of KWL)

use a visible thinking routine that helps Formative assessments: roving observations

students to reflect on their thinking about a and student discourse during each

topic or issue and explore how and why that experiment/investigation aligned with the

thinking has changed, called: I use to curriculum

think, but now I think (Harvard Project Science notebook observations, predictions and

Zero, n.d., para. 1). conclusions

Discussions where students are asked to explain

and justify their reasoning.

Mini quizzes/games (i.e. a scavenger hunt

outside to locate objects made from earths


Opinion writing about their favorite rock in our

collection and why (using properties identified


during investigations)

A project-based learning activity that has

students create a brochure for a particular

region (desert, beach, forest, plains, etc.) that

includes its natural resources and soil structure.

Stage 3 Learning Plan

Learning Activities: The following learning activities have been designed to align with the big ideas

embedded within the content standard, and are supported by the effective teaching principles as outline on

pages 2-4 (i.e. engagement time, scaffolded instruction, generating and testing hypotheses, and using

graphic organizers to organize thinking) of the Secondary Response to Instruction and Intervention (RtII) Tier

1 Core Instruction document from the Pennsylvania Department of Education (n.d.).

Activity 1: Pet Rock

Targeted Big Idea:

o I can identify the properties of soil and rocks (Colorado Academic Standards, 2009a, p. 16).

Description: Students will head outside to find a rock they like to become their pet rock. This rock

will be able to join them at their table. They will then complete the birth/adoption certificate for their


Materials Needed: rocks from playground, rock birth certificate, paint, googly eyes

Lesson structure using WHERETO elements: O

1. Review: What have we learned/explored so far as geologists? Today we are going to

continue to explore and identify the properties of rocks. W

2. Engage with a question to engage students and set up lesson objective: What makes a good

pet? (have students share out several responses) If you wanted to adopt a pet rock, what

properties would you look for? (have students turn-and-talk, then chart responses) H

3. State objective as it aligns to big idea: Today, you get to become the proud parent of your very

own pet rock. Using the properties you like about rocks, you will find a rock you wish to adopt.

Then you will get the chance to decorate your pet and complete its adoption birth certificate

(show template). W

4. Take students outside to locate a rock they would like to adopt. E

5. Bring students back in to share with a partner why they chose their rock (What do you like about

it? What does it look like? Feel like? Where did you find it?) E

6. Students will get time to personalize their rock OR may choose to leave it as is. E

7. Students will be given the adoption certificate to fill out, using both pictures and/or words

depending on their individual learning needs. Students will answer the following questions:

What is its name?

Where did you find it (birthplace)?

What is its size, shape, color, and texture?

What does it look like (draw a picture)

Why did you choose this rock?

What is a goal you have as a learner that your pet rock will help remind you of? (have

students set a personal goal that they will be reminded of when they look at their pet

rock) E, R, T

8. Teacher roves, prompts, asks questions, provides feedback as needed, and collects formative

assessment data. T, E-2

9. Conclude lesson by having students return to carpet to present their new pet to the class.

Students can respond with questions or compliments that can reinforce understandings of the

properties of rocks. R, E-2

RRR: Rigor, relevance, and relationship- This lesson supports the three Rs of rigor, relevance and

relationship by engaging students in an activity where they are asked to determine the properties of

rocks that they like best in order to apply that learning to select a pet rock, create it through

personalization, and explain and defend their reasons for choosing that rock (Armstrong, n.d., para. 15).

Additionally, it is rigorous and relevant, by asking students to both think and work (Jones, 2012, p.

38). Students will be building relationships through sharing their rocks and their birth certificates.

Activity 2: Soil experiment

Targeted Big Ideas:

o I can sort/group/classify earths materials by the similarities and differences in their properties

(Colorado Academic Standards, 2009a, p. 16).

o I can identify how natural resources can be used (Colorado Academic Standards, 2009a, p. 16).

Description: Students will engage in a whole class experiment to determine what soil is the best for

growing plants. Students will make a prediction on which soil they think will be best suited for growing

plants for humans to use, then we will test it out using different soils like sand only, humus only, a

mixture of both and even the soil from our playground outside.

Materials Needed: Sand, humus, soil mixture of rocks and humus, soil from playground, planting pots,

seeds, science notebooks

Lesson structure using WHERETO elements: O

1. Ask: Do humans need soil to survive? (have students share initial opinions and let them know

that we will explore this question further and reevaluate our thinking as needed) This can serve

as a formative pre-assessment. H, E-2

2. Teacher will display previous student ideas around the properties of soil and their

similarities/differences. This is located on the unit flipchart and displayed on the class

smartboard (technology component). W

3. State objective: Weve been exploring different soils and how these natural resources are used

by people. We are going to continue thinking of how these properties affect how we can use

them. W

4. As a class work together to chart soil compositions we have studied so far: sand, humus, a

mixture of rocks and humus, and the soil we collected outside. E

5. Review how people use soil and ask students: What soil do you think will be the best for

growing food? Why? (have students turn-and-talk, then share out as a class) H, E, R

6. Create a class prediction (hypothesis) and have students record it in their science notebooks. E

7. As a class work together to plant a seed in each of the soil compositions. E

8. Ongoing- monitor, discuss, and record results (using photos taken in class, pictures or words). E,

E-2, R, T

9. At the completion of the experiment, students will reflect back on their initial predictions and

create a conclusion on what the best soil is for humans, as well as what would happen if we did

not have the right soil or access to soil at all. Students will also discuss whether the results were

surprising. E-2, E, R

10. Teacher will use discussions and students science notebooks to guide instruction and serve as

formative assessments throughout the course of the experiment.

RRR: Rigor, relevance, and relationship- This lesson is supportive of the three Rs: rigor, relevance

and relationship by engaging students in an inquiry-based science experiment that seeks to answer a

real-world issue. By asking students to create a prediction and conduct an experiment to explore our

need for the best soil composition, students are not only thinking but working (Jones, 2012, p. 38). This

makes the learning activity fall under quadrant D of the rigor and relevance framework (Jones, 2012, p.

7). Using the revised Blooms Taxonomy as a guide, this activity requires students to engage in all six

levels of cognitive processing, including remembering, understanding, applying, analyzing,

evaluating, and creating (Armstrong, n.d., para. 15).

Feedback Strategies
A variety of feedback strategies will be utilized throughout the unit to support students in reaching mastery of

the standards. For the majority of the unit, feedback will be given as it relates to that days learning target and

outcome. This will ensure that the feedback is timely, goal-referenced and clear and tangible (Wiggins,

2012, para. 11 & 14). The unit will culminate in a project-based learning activity that will utilize a student-

friendly rubric. According to Goodwin and Hubbell (2013) rubrics help students better assess themselves,

become more receptive to feedback, and feel more motivated to learn (p. 34). The rubric will outline student

expectations according to the standards, be used to measure current student understanding, and serve as a self-

assessment and goal setting tool. The rubric clearly outlines what students need to do to perform at proficiency,

enabling them to access a detailed performance breakdown that also serves as a visual support in which to

establish and monitor their learning goals. Below are several strategies that will by employed while delivering

feedback during lessons and as part of the final project.

Roving Feedback: This feedback strategy is especially effective as it is timely and allows students to

make adjustments during the learning activity. Additionally, this form of feedback is oral and is

supportive for first grade learners who may not yet read well (Effective Feedback in the Classroom,

n.d., para. 6).

Conferences: Student-teacher conferences are helpful for giving individualized feedback based on a

students strengths and next steps. The article Effective Feedback in the Classroom (n.d.) states that

individual feedback makes students feel valued and is motivating (para. 7).

Demonstrations: Demonstrations or think-alouds will be used to support visual learners and target

specific skills or understandings.

Visual: Visual feedback (i.e. drawing an eye, ear, hand, mouth, or nose to guide students to using their

sense when identifying the properties or earths materials) is helpful for primary learners who may not

be able to read, need a visual reminder, or are visual learners (Effective Feedback in the Classroom,

n.d., para. 6).

Self-assessment: Self-assessment and peer-assessment help teach students valuable skills of internally

assessing their own understanding and giving constructive, helpful feedback to their peers (Goodwin &

Hubbell, 2013, p. 101).

Whole group: This form of feedback can be effective and appropriate if most of the class is missing a

concept or needs reinforcement (Effective Feedback in the Classroom, n.d., para. 7).


Armstrong, P. (n.d.). Bloom's Taxonomy. Retrieved October 29, 2017, from

Effective feedback in the classroom. (n.d.). Center for Innovation in Research and

Teaching. Retrieved November 19, 2017, from

Colorado academic standards: First grade science [PDF]. (2009a). Denver: CDE.

Retrieved from


Goodwin, B & Hubbell, E. (2013). The twelve touchstones of good teaching. Alexandria,


Harvard Project Zero (n.d.). Visible thinking. Retrieved November 05, 2017, from


Jones, R. D. (2012, March 22). Using rigor/relevance framework to drive instructional

change [PowerPoints slides]. International Center for Leadership in Education.

Pino-James, N. (2015). Golden rules for engaging students in learning activities.

Retrieved November 11, 2017, from


Secondary response to instruction and intervention (rtII) tier 1 core instruction [PDF].

(n.d.). Pennsylvania Department of Education. Retrieved from:

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria,

VA: Association for Supervision and Curriculum Development.