ubd stage 2 - acceptable evidence

FRIT 7430: UbD Stage 2 Assignment

Debra ScottFRIT 7430: Instructional Design

Stage 2, Understanding by DesignFall 2010


UbD Stage 2 TemplateStage 2 – Determine Acceptable Evidence

Title of Unit

Understanding the Theory of Plate Tectonics

Grade Level

6

Stage 1 – Identify Desired ResultsStudents will understand:1. The importance of expressing their understanding of scientific concepts in their own words as well as creatively using graphs, charts, images, sound effects, and/or video to help clarify their thoughts.2. Sharing personal interpretations of complex concepts with others often clarifies and deepens understanding.3. Students will understand that there is an online community of learners of all ages exchanging information.4. A scientific theory is based on the evidence available at the time of its development.5. Changes in temperature, air pressure, and density within the earth’s layers create conditions which result in parts of the earth moving or shifting.Related Misconceptions:Scientific theories are foolproof and should never be challenged.The earth is rock solid and motionless.If the earth is moving, we should be able to feel it moving beneath our feet.

Essential Questions

Overarching Questions:What qualities characterize a “good” citizen?What is the value of being open to hearing various and sometimes conflicting ideas on a topic?How may careless consumer choices create environmental conditions that could lead to the extinction of mankind as we know it?

Topical Questions:1. What evidence indicates that there are powerful chemical reactions going on beneath the earth’s surface?2. What is the value of interpreting ideas in your own way, formulating a personal opinion regarding them, and sharing your ideas with others?3. How do Geologists help us gain understanding of how the earth has transformed over time?4. What can various locations of similar fossils tell us about how the earth’s structure has changed over time? 5. How have events that occurred millions of years ago impacted our quality of life today?


Stage 2 - Evidence

Performance Task(s)

I. Mass, Volume, and Density LabGoal: The goal is for students to recognize the value in being observant and identifying physical and chemical properties.Role: The student’s role is to act and think like a scientist.Audience: The audience consists of fellow classmates.Situation: The student’s challenge is to demonstrate an ability to choose and correctly utilize appropriate laboratory tools to gather required data.Product Performance and Purpose: The product will be a laboratory report which includes a chart of the experimental results. The purpose is for students to gain a greater understanding of the concept of density.Standards and Criteria for Success: This performance task addresses the following standard(s):

S6CS6 Students will communicate scientific ideas & activities clearly.S6CS6.c Organize scientific information using tables, charts, graphs; identify relationships.

Addresses the following facet(s) of understanding:ExplanationPerspectiveEmpathySelf-knowledge

II. Graphic OrganizersGoal: The goal is for students to recognize the value of going through the process of literally “collecting” their thoughts and organizing them in a concise format using any available medium (words, images, sound effects, video, etc.)Role: The student’s role is to think and act like a teacher.Audience: The audience will be classmates and an online community of learners who are curious about geology. Situation: The challenge is to become more conscious of how earth’s chemistry continually impacts past, present, and future life.Product Performance and Purpose: A well designed chart of the properties of earth’s chemicals can be used as a foundation on which to build an understanding of the relationship between the earth, its atmosphere, and living & nonliving matter.Standards and Criteria for Success: The chart should contain earth’s chemicals organized in a clear, logical, and concise format. The chart should be available in a digital format that can be uploaded to the worldwide web.


This performance task addresses the following standard(s):S6CS6 Students will communicate scientific ideas & activities clearly.S6CS6.c Organize scientific information using tables, charts, graphs; identify relationships.S6E5.a Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Addresses the following facet(s) of understanding:ExplanationInterpretationPerspectiveEmpathySelf-knowledge

III. Geologic TimelineGoal: Students will recognize the value of using proportional scales (reinforcement of a basic mathematical concept) to better envision values so large and incomprehensible by scaling them to a familiar frame of reference.Role: The student’s role is to think like a teacher and try to make something that is difficult to conceptualize easier to imagine.Audience: The audience consists of classmates and an online community of learners curious about the evolution of plant and animal life.Situation: The student’s challenge is to create a tool using a form of digital media that help users at least imagine the relative time span of geologic eras in earth’s history.Product Performance and Purpose: The product would be a tool allowing quick reference to significant events that have shaped the earth’s past and present. The timeline should be available in a digital format that can be uploaded to the worldwide web.Standards and Criteria for Success: The timeline should be proportionally accurate and reference critical events in each era.This performance task addresses the following standard(s):

Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Addresses the following facet(s) of understanding:Explanation


InterpretationPerspectiveEmpathySelf-knowledge

IV. Group PresentationGoal: Students will recognize the value of exchanging ideas and working together to communicate a common viewpoint.Role: The role of the student is to think like a geologist.Audience: The audience consists of classmates and an online community of learners seeking to better understand concepts related to the theory of plate tectonics.Situation: The student’s challenge is to evaluate historical evidence and communicate a convincing argument in support or disputing plate tectonics.Product Performance and Purpose: The product will be the group presentation as well as the digital visual aid designed by the group. The purpose of the digital visual aid should be to make the historical evidence more believable.Standards and Criteria for Success: The source of the historical evidence must be cited and presented in a compelling way. The digital aid should be available in a digital format which can be uploaded onto the worldwide web.This performance task addresses the following standard(s):

S6E5.a Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Addresses the following facet(s) of understanding:ExplanationInterpretationPerspectiveEmpathy


Performance Task(s) Rubric(s)

Rubrics attached following the self assessment portion of the template below.

Other Evidence(e.g. tests, quizzes, work samples, observations)

1. Using tools in Microsoft excel, students will be tasked to create a circle graph to illustrate the percentage of each chemical element that makes up the earth’s atmosphere and each of the earth’s primary layers. The graph should be available in a digital format that can be uploaded and available for viewing from the class website.2. Using tools in Microsoft word, students will be tasked with illustrating the earth’s primary layers using a custom designed diagram or an imported image. The illustration should be created in a digital format that allows it to also be uploaded to the class website.3. The results of 3 weekly quizzes will help me to gauge the student’s progress related to the established unit goals and objectives. Consequently I will alter the following instructional variables: pace of presenting new concepts; level of structure provided as it relates to product designed during performance tasks; assigning group roles versus allowing them to naturally develop; relative amount of individualized instruction.4. At the start of the unit, students will be given an exam designed to evaluate their level of understanding of various foundational mathematics and scientific concepts previously introduced that will be reinforced during The Plate Tectonic Unit.5. At the close of the unit, students will be given a very similar exam designed to evaluate their level of understanding of various foundational mathematics and scientific concepts previously introduced and reinforced during the unit as well as evaluating how those concepts relate to understanding The Theory of Plate Tectonics.


Student Self-Assessment and Reflection

Journal entries will be used as a method of student self reflection. For example, during instruction for the earth chemistry performance task we will discuss how charts are commonly valued for concisely and logically organizing data. Organizing data is often helpful for making clearer associations between previously acquired ideas and new information. Students will be asked to reflect on at least 2 methods they use regularly to help them remember new ideas.Following each performance task, students will be asked to enter a reflection in their journal (at least one paragraph) on the assignment experience to include: challenges, new idea(s) learned, things they question or don’t quite understand about the topic, technology skills learned or mastered, and a specific example of how creating a similar digital aid could be useful in understanding concepts currently being studied in another class.


0 1 Score

Mass, Volume, andDensity LabScoring Rubric O

vera

ll

Cannot explain how changes in density relate to The Theory of Plate Tectonics.

Demonstrates an ability to explain how changes in density relate to The Theory of Plate Tectonics.

1 2 3 Score

Labo

rato

ry

Skil

ls

Could not independently choose appropriate tools for gathering data.

Demonstrated proper etiquette and basic laboratory skills. Unsuccessful in determining a strategy for gathering at least one type of data.

Demonstrated ability to choose appropriate laboratory tools and formulate a reasonable strategy for obtaining all required data.

1 2 3 4 Score

Res

ult

s Ch

art

Experimental results are simply listed.

Chart is poorly organized and data is not clearly labeled.

The chart is well organized and contains labels which identify data content by category.

Chart is well organized and contains an appropriate use of scientific notation (e.g. chemical symbols & units of measurement.

0 1 2 3 Score

Lab

Rep

ort

Submitted no written report.

Report is poorly written and does not include 2 of the 4 report sections.

Report is fairly well written but does not include one of the 4 report sections.

Report is logically written. It includes the following sections: Materials, Method, Results, and Discussion.

0 1 2 Score

Gra

mm

ar

/Spe

llin

g

Numerous errors found in grammar, spelling or usage that distract the reader.

A few errors found in grammar, spelling or usage that distract the reader.

No errors found in grammar, spelling or usage that distract the reader.

TotalScore /13


0 1 Score

Graphic OrganizersScoring Rubric

Ove

rall

Unwilling to independently experiment with software tools to express ideas more creatively.

Exhibits a willingness to independently experiment with software tools to express ideas more creatively.

0 1 2 3 Score

Tec

hnol

ogy

Use

Did not utilize software tools to produce a chart or graph.

Utilized software tools to produce either a chart listing earth’s elements or a graph that clearly illustrates the proportion of each layers elements.

Utilized software tools to produce at least one chart related to the characteristics of earth’s elements and one graph that clearly illustrates the proportion of each layers elements.

Creatively utilized software tools to produce a chart and a graph which list the earth’s elements, their proportion in each of the earth’s layers, as well as illustrating the characteristics of the earth’s layers .

1 2 3 Score

Con

ten

t

Chart/graph clearly lists each of the primary elements contained in the earth and its atmosphere.

Chart/graph also lists the relative proportion of each element in the earth’s layers.

Chart/graph also lists properties of the earth’s layers such as density, air pressure, and temperature interact resulting in chemical reactions occurring beneath the earth’s surface.

1 2 3 Score

Effe

ctiv

ely

Con

veys

M

essa

ge

Presented organized information using text only.

Presented organized information using text and at least one of the following: images, sound effects, and video.

Demonstrated the ability to creatively present coherent ideas using limited text and at least two of the following: images, sound effects, and video.

0 1 2 Score

Gra

mm

ar/S

pell

ing Numerous errors

found in grammar, spelling or usage that distract the listener/viewer.

A few errors found in grammar, spelling or usage that distract the listener/viewer.

No errors found in grammar, spelling or usage that distract the listener/viewer.

TotalScore /12


0 1 Score

TimelineScoring Rubric

Ove

rall

Cannot clearly explain that the change to earth’s structure has occurred over millions sometimes billions of years.

Demonstrates an ability to explain that the change to earth’s structure has occurred over millions sometimes billions of years.

0 1 2 3 Score

Scal

e

Scale of reference is not clearly identified.

Timeline provided does not represent time from earth’s beginning to present. The scale of reference is clearly identified.

Timeline is complete and clearly identifies the scale of reference.

Timeline is complete and clearly identifies the scale of reference. Accurately represented the proportion of each era to scale.

1 2 3 Score

Acc

ura

cy

Timeline is missing a pivotal event for at least one evolutionary era.

Properly identified at least one pivotal event associated with each evolutionary era.

Properly identified at least one pivotal event associated with each evolutionary era.Each section of the timeline has been completed with relative dates accurately entered.

1 2 3 Score

Tec

hnol

ogy

Skil

ls

Student utilized software to import image(s). Creatively used text.

Student utilized software to create a custom diagram as well as import image(s). Creatively used text.

Student utilized software to create a custom diagram as well as import image(s). Creatively used text. Student showed creativity in producing a timeline design which allows some form of user interaction (e.g. navigational buttons linking to additional info, scroll bar) .

0 1 2 Score

Gra

mm

ar/S

pell

ing Numerous errors found

in grammar, spelling or usage that distract the reader.

A few errors found in grammar, spelling or usage that distract the reader.

No errors found in grammar, spelling or usage that distract the reader.

TotalScore /12


0 1 Score

Group PresentationScoring Rubric

Ove

rall

Exhibits an unwillingness to collaborate with others to work on challenging tasks.

Exhibits a willingness to collaborate with others to work on challenging tasks.

1 2 3 4 Score

Gro

up

Pre

sen

tati

on

Resistant to working in class in a group or with a partner but willing to collaborate within an online community.

Observed group members frequently off task during preparation.All members of the group seemed unprepared.

Observed all members of the group interacting and on task during preparation.The group presentation was disorganized and at least one member seemed unprepared.

All members of the group had a clearly defined role that contributed significantly to the effectiveness of the presentation.

1 2 3 Score

Evid

ence

Unable to clearly present any evidence in support or disputing the Theory of Plate Tectonics.

Identified legitimate evidence within the categories of fossil remains or distinct changes in earth’s structure over time.

Provided compelling and accurate historical evidence supporting or disputing The Theory of Plate Tectonics. Exhibited an ability to explain their understanding of the theory and the evidence scientists generally use to support it.

1 2 2 Score

Inte

rnet

R

esea

rch

Remains on task with supervision. Found at least 1 example of a digital aid.

Independently searched and found at least 2 sample digital aids. Used the samples as a template to produce a similar product.

Independently searched and found 3 or more samples of digital aids. Exhibited an ability to use the samples as a source for inspiration not something to replicate exactly.

1 2 3 Score

Dig

ital

V

isu

al A

id

Illustrates a concept using text only that exhibits very little creativity.

Used at least 1 graphic image and exhibited a creative use of text.

Final draft takes into account feedback from peer review session. Utilizes both images and audio. Shows attention to detail.

0 1 2 Score

Gra

mm

ar

/Spe

llin

g

Numerous errors found in grammar, spelling or usage that distract the listener/viewer.

A few errors found in grammar, spelling or usage that distract the listener/viewer.

No errors found in grammar, spelling or usage that distract the listener/viewer.

TotalScore /15


UbD Stage 2 Scoring Rubric

(0 Point) (1-2 Points) (3 Points)YourScore

1. Assessments are not representative of different facets of understanding.

Assessments appear to utilize some facets to build assessments for understanding.

Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet.

Assessments demonstrate congruency among goals

/3

2. Performance task(s) are not authentic

Designs performance task, which requires learners to exhibit understanding through authentic performance tasks.

Designs authentic performance task(s)

Task(s) in alignment with goals and standards /3

3. Does not provide scoring rubric for the performance task(s)

Designs appropriate criterion-based scoring rubric to evaluate learner performance task(s)

Designs a scoring rubric that includes distinct traits of understanding and successful performance /3

4. Selection of assessment formats is limited.

Includes at least two different formats of assessment.

Includes a variety (at least 3 types) of appropriate assessment formats within the unit to provide additional evidence of learning

/3

5. Fails to provide opportunities for learners to self-assess.

Provides opportunities for learners to self-assess.

Self-assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation.

/3

Your Total Score /15

ubd stage 2 - acceptable evidence

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