CHAPTER 3

USING A UBD UNIT PLANNER

IN TEACHING SCIENCE
 UBD (UNDERSTANDING BY DESIGN)

- Presented by Grant Wiggins

and Jay McTighe
- Puts emphasis on designing a
curriculum to engage students
in exploring and deepening
their understanding of
important ideas and the design
of assessments. GRANT JAY
WIGGINS McTIGHE
- Also known as “Backward
Design”
UBD’S THREE MAJOR STAGES:

1. DESIRED RESULTS
2. ASSESSMENT EVIDENCE
3. THE LEARNING PLAN
STAGE 1: DESIRED RESULTS

1. ESTABLISHED GOALS
- based on DepEd’s content and
standards.

EX. “The students will explain….”

2. ENDURING UNDERSTANDING (EU)

A. UNDERSTANDINGS

- what “big ideas” do I want students to

understand by the end of the unit?

EX. The students will understand that scientists

study and compare organisms, places, ideas, and
events to make sense of our world.”
B. TRANSFER
-What do I want my students to
accomplish in the long run or in the long
term?”

EX. “The students will be able to learn (topic) so

that in the long run, they will be able, on their own
to (long-term desired accomplishment that shows a
transfer of learning)…”
3. ESSENTIAL QUESTION (EQ)

- what thought-provoking
questions can I use that will
foster inquiry among my
students?”
Examples:

• Why should we compare

organisms, places, ideas, and
events?
• Why should we recognize universal
patterns that exist within our
world?
• How can technology help us study
and compare organisms, places &
events?
4. KNOWLEDGE AND SKILL
- What should the students
know, understand and able to
do?
KNOWLEDGE
- “students will know…”

SKILL
- “students will be skilled at”
SIX FACETS OF UNDERSTANDING
1. EXPLANATION

- they can give an accurate explanation

of a phenomenon

- your plan must give opportunities in

tasks or activity that requires them to
EXPLAIN.
BLOOM’S TAXONOMY

• EXPLAIN
• JUSTIFY
• GENERALIZE
• PREDICT
• VERIFY
• PROVE
• ETC.
2. INTERPRETATION

- They can give meaningful

interpretations.

- give them opportunities to

INTERPRET data from experiments,
parables and connections.
BLOOM’S TAXONOMY

• ANALOGY
• CRITIQUE
• DOCUMENT
• EVALUATE
• ILLUSTRATE
• JUDGE
3. APPLICATION

- They can apply what they

learned to real-life situations

- Facilitated using real-world

contexts and letting students take
the role of different professions.
BLOOM’S TAXONOMY

• ADAPT
• BUILD
• CREATE
• DEBUG
• DECIDE
• DESIGN
4. PERSPECTIVE

-They would be able to

weigh in different plausible
explanations and
interpretations from different
points of view.
BLOOM’S TAXONOMY

• ANALYZE
• CONTRAST
• COMPARE
• INFER
5. EMPATHY
- They can sensitively
empathize with others. “To walk
on another’s person’s shoes.

- Give them opportunities to

manifest sympathy by letting them
question their own ideas and
search for signs of bias and
inconsideration.
BLOOM’S TAXONOMY

• ASSUME ROLE OF
• BELIEVE
• BE LIKE
• PRETEND
• RELATE
• ROLE-PLAY
6. SELF KNOWLEDGE
- They know their strengths,
weaknesses, desires, prejudices,
what they still need to know,
among others.

- Give them opportunities to

assess themselves with the use of
rubrics and other form of activities.
BLOOM’S TAXONOMY

• BE AWARE OF
• REALIZE
• RECOGNIZE
• REFLECT
• SELF-ASSESS
STAGE 2: ASSESMENT EVIDENCE

1. PERFORMANCE TASKS
- Ask yourself, “ What authentic
performance task will allow students to
demonstrate understanding?”

“GRASPS”
GOAL – Provide a statement for the task
- What are the goals, problems to be
solved, and challenge or obstacle in the task.

YOU CAN USE THESE WORDS:

• DESIGN • CREATE
• TEACH • PERSUADE
• EXPLAIN • DEFEND
• INFORM • CRITIQUE
ROLE – Define the role of the students in the task,
to take perspective and empathy in the process
of explaining, interpreting, synthesizing, applying
what they learned and solving the problem.

YOU CAN USE THESE WORDS:

• ADVERTIZER
• CANDIDATE
• PRINCIPAL
• ILLUSTRATOR • MANAGER
• COACH • POLITICIAN
• NEWSCASTER
AUDIENCE – Identify the target audience in
the context of the scenario.

YOU CAN USE THESE WORDS:

• BOARD MEMBERS • JURY

• BARANGAY • SCHOOL BOARD
• NEIGHBORS • COMMUNITY
• PEN PALS • GOVERNMENT
SITUATION – Set the context of the scenario.
PRODUCTS or PERFORMANCES
- Clarify what the students are expected to
create and why they should create it.

YOU CAN USE THESE WORDS:

• BANNER • SCRIPT
• MEAL PLAN • BLOG
• CARTOON • VLOG
• SCRAPBOOK • PUPPET SHOW
STANDARDS OR CRITERIA
- To judge a product or
performance.
- Provide them with a clear picture
of success, with specific standards,
usually using rubrics, scoring guides,
examples or checklists.
• G – GOAL
• R – ROLE
• A – AUDIENCE
• S – SITUATION
• P – PRODUCTS OR
PERFORMANCES
• S – STANDARDS OR
CRITERIA
2. OTHER TASKS

- This list of quizzes, tests,

observations, homework,
journal, reflection, self-
assessment, and oral or written
response to the essential
question.
STAGE 3: THE LEARNING PLAN

- Ask yourself, “ What learning

experiences and instruction will allow my
students to activate the desired results?”

“WHERETO”
WHERE – Help the students know where the lesson
is going and what is expected.

HOOK – Grab the attention of all students and hold

their interests with a question, video or photograph,
problem, puzzle or issues among others

EQUIP or EXPERIENCE – Equip them with

knowledge. Provide them with the experience, so
they can learn the key ideas and explore the issues
being tackled.
RETHINK or REVISE – Provide them to rethink and
revise their understanding and work after
learning from the experience.

EVALUATE – Allow them to evaluate or assess

their own work and its implications with the use
of rubrics or checklists for self-awareness and
allow them to improve their work
TAILORED – Personalize or tailor the lesson
according to individual needs, interests, and
abilities of the students.

ORGANIZED – When you organize your lesson,

you actually maximize the initial engagement of
the students and sustain it for effective learning.
• W – WHERE
• H – HOOK
• E – EQUIP or EXPERIENCE
• R – RETHINK OR REVISE
• E – EVALUATE
• T – TAILORED
• O – ORGANIZED
THANK YOU!