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Dunn UBD Template

Page history last edited by swells@... 10 years, 5 months ago

Understanding By Design Unit Template



Title of Unit

    How We Express Ourselves

Grade Level


Subject Area (s)

    Science, Language Arts, Math 

Time Frame

  4 Weeks   


 Mandy Parton, Shelly Wells, Esther Croak    

Desired Results (Stage 1)

Essential Content (Subject Area) Standards and Benchmarks/Indicators

    Earth Systems Science 1) Earth is a part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth. 

National Education Technology Standards (Choose 2-3 to focus on)



Creativity and Innovation Communication and Collaboration Research and Information Fluency


Critical Thinking, Problem-Solving and Decision-Making Digital Citizenship Tech Operations and Concepts


Essential Questions

(connected to overarching and supporting understandings)

Overarching Understanding (“Big Idea”)

Observing and interpreting data about natural phenomena leads to many explanations including myths, legends and scientific inquiries.



What are the perspectives on myths from different cultures?

How do myths explain the world?

How are myths used in literature?

How do we study the solar system?

What are the patterns of movement for the Sun and Moon across the sky?

How does Earth compare to other objects orbiting the sun?


Supporting Understandings


  • How myths are used to explain the world.

  • Characteristics of myths: heroes, gods/goddesses, explanation of natural phenomena

  • Predictable patterns which lead to observations of the solar system




Students will know…

Factual information about:

  • Predictable patterns which lead to observations of the solar system.

  • Characteristics of myths.

  • Scientific explanation regarding relationships of the components of the solar system.

  • Sunset, sunrise and moon movements and phases.

Students will read and discuss myths that explain natural phenomena.





  • Students will apply creative thinking and innovation to create an original product.

  • Students will collaborate and communicate what they have learned.

  • Students will gather, analyze and interpret data about the components of the solar system.

  • Students will locate, organize, and ethically use information from a variety of sources and media.

  • Students will use time management and organization skills to complete work.













Assessment Evidence (Stage 2)


Assessment of Overarching Understanding/Big Idea


Assessment Criteria (students will be able to… student application of Six Facets of Understanding)

(Explain) Students will be able to provide examples of myths that explain natural phenomena as well as provide scientific evidence for those phenomena.

(Interpret) Students will create a myth that explains a natural phenomenon.





Assessment Tool (describe type of assessment tool to be used here - post completed tool with unit)


Assessment Strategy (performance task description)













Evidence of development of supporting understandings, knowledge and skills

(identify assessment criteria, strategies and tools for each)















Evidence of student application of selected National Educational Technology Standards during the course of the unit? (Note: assessment of the NETS standards should be integrated with assessment of unit understandings, knowledge and skills and embedded within unit learning activities)





Learning Experiences (Stage 3)

Consider the questions in the boxes below as you design learning experiences that support student achievement of desired results and exploration of unit essential questions.



Building Background/Connecting to Students’ Current Understandings, Knowledge and Skills





B. Student Exploration of Essential Questions












Use “Where To…” as a tool to assess the quality and scope of unit learning experiences.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?



Where are your students headed? Where have they been? How will you make sure the students know where they are going?


How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?



How will you hook students at the beginning of the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?



What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?




From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

ISBN # 0-87120-313-8 (ppk)

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