Gary Burkett FRIT 7430: Instructional Design Stage 2, Understanding by Design Fall 2012

UbD Stage 2 Template Stage 2 Determine Acceptable Evidence

Title of Unit Cells Grade Level 7th grade Science

Stage 1 Identify Desired Results

List the understandings of your unit: 1. Cell structure is related to cell function. 2. Cell parts are interdependent. 3. Levels of cellular organization (cells tissue organs systems organism)

Essential Questions
Overarching Questions: 1. How is a living organism the sum of all of its parts? 2. How do cells, tissues, organs, and organ systems relate to the complexity of living organisms? Topical Questions: 1. How do you explain the relationship between the structures and functions of cell organelles? 2. Why is each part of the cell essential to survival? 3. Can plant and animal cells function without sunlight? 4. How are cells like building blocks?

Stage 2 - Evidence Performance Task(s)

Facets of Understanding: Explanation (EX) Interpretation (I), Application (A), Perspective (P), Self-Knowledge (SK), Empathy (E) Your task as a xenophile (E) will be to study human organisms and compare the basic build block (cell) for a human organism with that of the plant organism (P). You must also identify the levels of the organism. Your report should be presented in the form of a PowerPoint (I) that will be available for your peer researchers to view. Here are the basic components of your report: 1. Levels of Earth's organisms. (EX) 2. Comparison of the basic foundation for organisms. How are they similar and how are they different. This will include drawings and explanations of the functions of the various structures included in this basic foundation for both plant and animal organisms. (I) 3. Investigate the basic workings of the human organism by identifying the organism's systems. You must include diagrams/drawings with all components of the system identified as well as a description of the system's purpose in its support of the human organism. (A, P, SK)

http://zunal.com/webquest.php?w=171271

Performance Task(s) Rubric(s)

Evaluation Rubric
Beginning 1 Developing 2 Very Good 3 Levels of organization correctly presented with no supporting explanation. Exemplary 4 Score Update Levels of Levels of Levels of organization of an organization organization not identified. incorrectly organism presented. (I, P, EX) Levels of 10% Update organization correctly presented and supported with explanation.

S7L2 c
Plant and animal Plant and Animal Plant or Cell Illustrations animal cells cells presented in not presented. diagram form only. w/functions. No organelles identified or (I, P, A) explained. S7L2 b Plant and animal cells presented and organelles labeled. No functions explained. Plant and animal cells presented, organelles identified and functions explained. 40% Update

Identification, illustration, and description of human body systems (I, P, A, SK)

Less than nine Nine body systems body systems identified. Missing identified. illustrations, labeling, or explanations.

Nine body systems are presented. Some labeling missing or incorrect, system functions not explained.

Nine body systems 40% Update are presented correctly with organs labeled and the system's basic function is explained.

S7L2 e
Overall quality of Work not completed on presentation time. (grammar, spelling, organization, timeliness) Lack of organization, several grammar or spelling mistakes, on time. Several grammar or spelling mistakes, on time, organization needs work. Well organized, 10% Update few if any spelling or grammar mistakes, on time.

Total Score: 100% Rubric created by Tanya Windham

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

Other Evidence

Cell quiz (Facet of Understanding: Explanation, Self-Knowledge) Organ quiz (Explanation, Self-Knowledge) Organ System quiz ( Explanation, Self-Knowledge, Perspective) Ticket out the door: Ticket one: How is the body like a car? (Interpretation) Ticket two: Contrast plant vacuoles to animal vacuoles.
(Perspective)

Ticket three: Reflect on how YOUR digestive system is working. (Self-Knowledge) K-W-L chart for plant cells, animal cells, systems (self-knowledge,
application, explanation)

Student Self-Assessment and Reflection

Students will post comments and suggestions as well as provide answers to peer questions on a class blog on a weekly basis.
(Facet of understanding: Self-Knowledge, application)

UbD Stage 2 Scoring Rubric

(0 Point) 1. Assessments are not representative of different facets of understanding. (1-2 Points) Assessments appear to utilize some facets to build assessments for understanding. (3 Points) Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet. Labels where the six facets have been used. Assessments demonstrate congruency among goals Designs authentic performance task(s) Task(s) in alignment with goals and standards Designs a scoring rubric that includes distinct traits of understanding and successful performance Includes a variety (at least 3 types) of appropriate assessment formats within the unit to provide additional evidence of learning Self-assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation.

Your
Score

/3

2.

Performance task(s) are not authentic

Designs performance task, which requires learners to exhibit understanding through authentic performance tasks. Designs appropriate criterion-based scoring rubric to evaluate learner performance task(s) Includes at least two different formats of assessment.

/3 /3 /3 /3

3.

4.

Does not provide scoring rubric for the performance task(s) Selection of assessment formats is limited.

5.

Fails to provide opportunities for learners to selfassess.

Provides opportunities for learners to self-assess.

Your Total Score

/15