UBD Lesson Creation

To create the UBD lesson sequence I began by viewing the acara website and collating what
the students learning outcomes for the topic needed to be.
I investigated the scientific understandings, inquiry skills and the human perspectives which
could possibly be included into the project.
From there it was important to think of a project which would incorporate as many outcomes
as possible whilst still being enjoyable for the students.
Once a project idea was formulated the lesson plan was tailored around the 8 cultural forces
which are present in a classroom. It is important the lesson was planned around this so that
the visible learning can occur, and the students engage in deep thinking. It’s essential that as
the teacher they must be trying to utilize as many of these forces during their class time.

Started by viewing the acara website and making sure all of the learning outcomes for that
year level were required.

I tried to make the differentiation integrated into the tasks and topics. I also thought it was important
that the teacher revisits homework or some extension tasks so the students who didn’t reach that point
can see what the topic can extend.
Differentiate learning will need to be present in every classroom and it was quite challenging to find
ways to integrate it without ‘favouring’ high or low achieving students. Many of the strategies would
be incorporated to the guided discussions by having the teacher do a stoplight system or a head’s down
thumbs up, middle or down procedure. This gives instant formative feedback to the teacher and lets the
decide whether to revisit points or continue onwards.
I believe its extremely important to tailor the lesson plans to the students. But to focus on interesting
learning activities which will capture the student’s engagement. Such learning activities should begin
by focusing on the learning outcomes wanted and working back towards content from there. The UBD
process is one of the most valuable things I have been taught; before UBD I was trying to create
interesting lessons and then find ways to link them to the learning outcomes. Since its flipped on its
head you start with the important stuff and work your way out to creating interesting and engaging
activities.

I aimed to make the lessons engaging for all students to try and minimise classroom behavioural
problems. Harvard thinking routines were aimed to be used at least once in every lesson, but they
weren’t always suitable. Physics being a subject which has its own language created the challenge of
trying to link this language to pre-learned examples in an attempt to reduce misconception. The task
design would often take into account the 8 cultural forces present within a classroom and harness them
to increase the chances of student achievement.

One of the more challenging parts of this assignment was finding the depth and lesson sequence to best
suit the students. Being year 8 its likely that they haven’t ever been exposed to much physics, so it
needs to be taken slowly and broken down. There is lots of classroom guided discussion sections as this
enables the flexibility of the teacher to pitch or adjust depth/pace when required.
The lessons are hopefully of a flowing manner so they should follow one another nicely. I really
wanted to create a second assignment focussing on the Indigenous curriculum standard and how they
used physics, but I ran out of time to complete it.
I decided to plan an indigenous fire practical as they will likely hold on to that experience for life. It
also enables them, if the content is delivered correctly to clearly see where the physical principles are
coming into play right in front of them.
 There is a smaller test within the unit plan, it’s up to the teacher’s discretion as to whether they use it.
Personally, I would aim towards a problem-based learning assignment or an alternative assessment
where the students can be assessed and demonstrate higher order thinking.
Curriculum links have been provided next to the lesson chapters in the unit plan for easy of
linking content to curriculum outcomes.
If I had more time, I would have made the lesson plans much more detailed but in hindsight they
will be a guide as everyone has different teaching styles.

This criterion is linked to

a Learning
OutcomeExploration
and understanding of 5.0 pts
differentiated learning High
Distinction
for a range of learning Critically
needs explores and
Each summative task understands
contains explanation of in depth the
interaction
how the task is between
structured or could be differentiated
modified to cater for learning
needs and
highly able and less able
continued
students student
progress.
This criterion is linked to
a Learning
OutcomeDevelopment
and application of a
sequence of learning
activities that support 5.0 pts
student engagement High Distinction
Develops and
and effective classroom applies highly
management engaging learning
activities and
considers highly
effective classroom
management
strategies.

This criterion is linked to

a Learning
OutcomeDemonstration
of knowledge and
understanding of
curriculum requirements
and guidelines.
Has clearly indicated the 5.0 pts
Science Understanding, High Distinction
Science Inquiry and Demonstrates deep and broad knowledge and understanding of
Science as Human curriculum, using appropriate guidelines and conventions accurately.
Endeavour Statements
from the Australian
Curriculum and has
created a summative
task to assess each
component
This criterion is linked to
a Learning
OutcomeCommunicatio
n of knowledge and
understanding of
curriculum and critical
lesson plan information,
using appropriate terms, 5.0 pts
conventions and High Distinction
representations (APST, Communicates knowledge and understanding of curriculum, with highly
ACARA, SACE, IB) effective use of appropriate terms, conventions and representations
Reflection of
metacognitive approach
to Unit Design is
articulated to enable
other teachers to offer
the course