Figure B.

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The UbD Template, Version 2.0
Stage 1Desired Results
Established Goals
What content standards and
program- or mission-related
goal(s) will this unit address?
What habits of mind and cross-
disciplinary goal(s)for example,
21st century skills, core compe-
tencieswill this unit address?
Transfer
Students will be able to independently use their learning to . . .
What kinds of long-term independent accomplishments are desired?
Meaning
UNDERSTANDINGS
Students will understand that . . .
What specically do you want students to understand?
What inferences should they make?
ESSENTIAL QUESTIONS
Students will keep considering . . .
What thought-provoking questions will foster inquiry, meaning-
making, and transfer?
Acquisition
Students will know . . .
What facts and basic concepts should students know and be
able to recall?
Students will be skilled at . . .
What discrete skills and processes should students be able to
use?
2011 by Grant Wiggins and J ay McTighe
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RST.6-8.7
Integrate quantitative or technical
information expressed in words in a
text with a version of that
information expressed visually (e.g.,
in a flowchart, diagram, model,
graph, or table).
CCSS.ELA-Literacy.RST.6-8.8
Distinguish among facts, reasoned
judgment based on research findings,
and speculation in a text.
CCSS.ELA-Literacy.RST.6-8.9
Compare and contrast the
information gained from
experiments, simulations, video, or
multimedia sources with that gained
from reading a text on the same
topic.
*Students will be able to understand Earth's natural disasters through exploration and share the saftey precautions for humans and other organisms
*Connect with peers across the globe on ePals about natural disasters in their area
*most earthquakes occur at plate boundaries and how to locate an
earthquake's epicenter (what tools do sciencists use?)
*Based on the evidence given to students they will distinguish among
primary, secondary, and surface waves, as well as volcanic timing.
How can I find a safe place during an EQ (wherever I am at the time)?
What can I eliminate in my house that is hazardous? Are we prepareded?
Did I research the structures in our community to see what they are made of?
How would emergency situations vary across the globe?What do our
local natural disasters look like compared to the rest of the world?
*provide examples of ways to reduce earthquake damage
*relate the location of volcanoes to plate boundaries and the composition
of magma to characteristics of volcanic eruptions
*Compare and Contrast different types of volcanoes.
*Analyze California's earthquake activity.
*Study and learn to measure seismic waves.
*gathering information about the causes, effects, and readiness
for earthquakes and volcanoes
*students should be able to use photos, maps, and data tables to
support their arguments
Figure B.1
The UbD Template, Version 2.0 (continued)
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Stage 2Evidence
Code
Evaluative
Criteria
Are all desired
results being
appropriately
assessed?
What criteria
will be used in
each assess-
ment to evalu-
ate attainment
of the desired
results?
Regardless
of the format
of the assess-
ment, what
qualities
are most
important?
PERFORMANCE TASK(S):
Students will show that they really understand by evidence of . . .
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by . . .
What other evidence will you collect to determine whether Stage 1 goals were achieved?
All
Transfer
Goals
All
Meaning
Goals
All
Knowledge
and Skills
Goals
*The use of:
-Google Docs/
Edmodo/School
Net

-completed
assign./graded by
a rubric
*Proficient in
gathering info.
on earth uakes
and olcanoes
* Knowledgeable
in emergency
preparedness
1. full student engagement in the unit activities: letters, venn diagram, travel brochure,etc.
2. participation in in-depth dialogue daily (open ended questions)
3. understanding of smaller parts of natural disasters before grasping the whole picture
4. interpreting their reading/research each day by completing a writing prompt (Quickwrite)
5. able to explain the key terms from the unit
*take Ch.6/7 Unit Test on the computer (multiple choice, matching, and short answer) at the end of the term
*completing a travel brochure on a geographical region of their choice (near an EQ/volcano)
*researching and creating a diary of accurate natural disasters that once occured
*note take/draw pictures in the Notebook from the lessons
*complete Review Packet before test
*homework assignments on the terms
*creating a venn diagram comparing the different types of volcanoes
*assemble an earthquake kit for our classroom
*survey their house on whether it is earthquake safe/develop an escape plan
*research Pompeii in groups and assemble a travel brochure using Microsoft Office
Figure B.1
The UbD Template, Version 2.0 (continued)
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Stage 3Learning Plan
Code What pre-assessments will you use to check students prior knowledge,
skill levels, and potential misconceptions?
Pre-Assessment
Whats the goal
for (or type of)
each learning
event?
Learning Events
Student success at transfer, meaning, and acquisition depends upon . . .
Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?
Does the learning plan reect principles of learning and best practices?
Is there tight alignment with Stages 1 and 2?
Is the plan likely to be engaging and effective for all students?
Progress
Monitoring
How will you monitor students progress
toward acquisition, meaning, and transfer,
during lesson events?
What are potential rough spots and
student misunderstandings?
How will students get the feedback they
need?
(A) Aquisition
(M) Meaning
(T) Transfer
1. they will draw a picture of a volcano and label the parts that they know
2. we will discuss what to do when there is an earthquake (evacuation plan, etc.)
3. seeing if they know the difference between magma vs. lava (write on their white-boards and hold in the air)
1. Teacher reads and discusses with students Ch.6/7 out of the textbook to show understanding of lessons
by using higher-level thinking questions. (A/M)
2. Students will use an on going Google document to summarize their reading of text/research online.
(A/M)
2. Working in our school garden and comparing to plant life around volcanoes in California by adding to a
data table. (M)
3. Create a travel brochure, including pictures, and maps of the most popular dormant/non dormant
volcanoes that you can hike (What common misunderstandings do people today have about dormant
volcanoes?) Explain how geography around the peak is effected by the eruptions/magma. (M/T)
4. Write a letter/story to an ePal describing "the day an earthquake hit in California" Tell about your day
and how it effected your life as a whole. Where you prepared and how could your family better prepare
themselves for the time big one?(Students may also draw pictures) -ongoing prompts (T)
5. Imagine that you lived in Pompeii and just survived the massive explosion on Mount Vesuvius, Italy.
Create a journal entry about the impact on your life. (submit using Google Docs) (T)
*Edmodo: turn in completed assign.
*Google Docs: immediate feedback
from peers/teacher
*Discussions
*e-Pals: time constraints and introducing
a new tool to my students
*giving choice: could lends itself to
students not being as productive
*difference in seismic waves
*responses on Edmodo/Google Docs
*peer feedback e-Pals
*oral praise and guidance