Understanding By Design Backwards Design Process

Stage 1 Desired Results

Content Standard(s):

State Standards:
o AL.SC.3.5 - Obtain and combine information to describe that organisms are classified as living
things, rather than nonliving things, based on their ability to obtain and use resources, grow,
reproduce, and maintain stable internal conditions while living in a constantly changing external
environment.
o AL.ELA.3.27 - With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.
o AL.ELA.3.31 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and
expressing their own clearly.
o AL.ELA.3.34 - Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.
o AL.ELA.3.37 - Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking.
o AL.ELA.3.38 - Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
o AL.TE.3.9 - Use technology tools to organize, interpret, and display data.

ISTE Standards for Students:

o Knowledge Constructor - Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.
o Creative Communicator - Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.
Understanding (s)/goals Essential Question(s):
Students will understand that: How can we determine if something is a living
Living organisms are composed of cells, have organism or nonliving thing?
different levels of organization, use energy, What are the characteristics of a living
adapt to their environment, respond to their organism?
environment, grow, and reproduce. Are there any living organisms in our
They are living organisms. classroom?
Student objectives (outcomes):
Students will be able to:
Identify the seven characteristics of a living organism.
Determine if something is a living organism or a nonliving thing.
Conduct and organize research on an organism.

P21 Outcomes:
Students will be able to:
Communicate and collaborate effectively within their groups.
Create a PowerPoint presentation.
Stage 2 Assessment Evidence
Performance Task(s): Other Evidence:
Students will go to the outdoor playground Oral responses to essential questions during
and pick out an object or organism (flower, classroom discussions.
insect, rock, etc.). Then, the students will Anecdotal notes as the teacher observes
conduct research and create a PowerPoint during group discussions and research.
 presentation to answer the following Exit slip with the following questions:
questions: o Are you a living organism? Why or why
o What is your chosen object? not?
o Is your chosen object composed of o What are the 7 characteristics of a
cells? living organism?
o Does your chosen object have different
levels of organization? What are they?
o Does your chosen object use energy?
How?
o Does your chosen object adapt and
respond to its environment?
o Does your object reproduce? How?
o Is your object living or nonliving? Does
it have the seven characteristics of a
living thing?
Students will present their group presentations
to the class and will be assessed using a rubric
(students will be familiar with the rubric).
Students will complete a peer and group
evaluation form (attached).
Stage 3 Learning Plan
Learning Activities:
1. The teacher will ask the students, How can we determine if something is living or nonliving?
2. The students will discuss within their groups for 1 minute.
3. After one minute, the students will share their thoughts.
4. The teacher will ask the students to get out a piece of paper and fold it hotdog style.
5. The students will label one side living and the other side nonliving.
6. The teacher will show pictures of various objects and animals, and the students will write the name of
the object or animal in the living or nonliving side.
7. Then, the teacher will use the interactive white board to show the students the following video:
a. https://www.youtube.com/watch?v=30qOijVBS7o
8. The students and the teacher will discuss and create a list of 7 specific characteristics that make an
organism a living thing. The following are the seven characteristics that should be listed:
a. Composed of cells.
b. Uses energy.
c. Have different levels of organization.
d. Adapts to environment.
e. Responds to environment (stimuli).
f. Grows.
g. Reproduces.
9. The students will reevaluate and discuss the living and nonliving lists they made in step number 6.
10. The teacher and the students will decide if something needs moved to the living or nonliving side
based on the 7 characteristics of a living thing listed on the board.
11. Then, the students and the teacher will collect all needed material and go to the outdoor playground
and pick out an object that they believe is a living organism (flower, grass, ant, other insects, ect.).
a. The students will be in groups of three or four and will have to decide on one living organism
within their group.
12. The students and the teacher will come back inside with the chosen objects.
13. The students and the teacher will review the instructions for the project and the rubric for the
presentation.
14. The students will get their iPads and begin their group research to answer the following questions:
a. What is your chosen object?
b. Is your chosen object composed of cells?
Criteria 4 3 2 1
AL.SC.3.5 All of the Only 6 of the Only 5 of the Only 4 of the
Obtain and provided provided provided provided
c. Does your chosen object have different levels of organization? What are they?
combine questions are questions are questions are questions are
d. Does your chosen object use energy? How?
information to answered. answered. answered. answered.
e. Does your chosen object adapt and respond to its environment?
describe that
f. Does your object reproduce?
organisms are
g. Is your object living or nonliving? Does it have the seven characteristics of a living thing?
classified as
15. The students will organize their research into a PowerPoint presentation.
living things,
16. The teacher will be facilitating conversation and research and keeping anecdotal notes on the
rather than
students.
nonliving things,
17. The students will present their presentations to the class.
based on their
18. The teacher will assess the presentations with the rubric (attached).
ability to obtain
19. The students will complete the peer and group evaluation form (attached).
and use
20. The students will complete an exit slip by answer the following questions:
resources, grow,
a. Are you a living organism?
reproduce, and
b. Why or why not?
maintain stable
c. What are the 7 characteristics of a living organism?
internal
conditions while
living in a
constantly
changing Rubric:
external
environment.

-Science
Content
AL.TE.3.9 The cover slide The cover slide The cover slide The cover slide
Use technology has the following only has 3 of only has 2 of only has 1 of
tools to organize, 4 components: the the the
interpret, and name, date, title, components. components. components.
display data. and picture.

-Cover Slide

AL.TE.3.9 Each slide, after Only 4 of the Only 3 of the Only 2 slides
Use technology the cover slide, slides have all slides have all have all of the
tools to organize, has the following of the the components.
interpret, and components: components. components.
display data. title, explanatory
paragraph, and a
-Slide picture.
Organization
AL.ELA.3.37 There are no There is 1 There are 2 There are 3
Sentence incomplete incomplete incomplete incomplete
Structure sentences. sentence. sentences. sentences.
AL.ELA.3.34 Each slide is Each slide is Each slide is The presenter
Report on a topic explained explained explained can be heard
or text, tell a clearly and clearly and clearly and but the
story, or recount verbally, while verbally, but verbally, but presenter does
an experience
using a good the presenters the presenters not explain the
with appropriate
tone of voice words cannot words cannot slides clearly or
facts and
relevant, (everyone can be understood be understood in order.
descriptive hear the while standing while standing
details, speaking presentation) in the back of in the front of
clearly at an the class. the classroom.
understandable
pace.
Peer and Group Evaluation Form:
 Resources

Alabama Learning Exchange. (2017). Course of Study: Science. Retrieved from

https://alex.state.al.us/standardAll.php?grade=3&subject=SC2015&summary=2

Framework for 21st Century Learning. (2007). Retrieved from http://www.p21.org/our-work/p21-framework

International Society for Technology in Education. (2017). ISTE Standards for Students. Retrieved from

http://www.iste.org/standards/for-students

Long, B. (2017). Wanted Dead or Alive! Retrieved from https://alex.state.al.us/lesson_view.php?id=6252

Manis, C. (2012). Cooperative Learning: 7 Free PDF Assessment Instruments . Retrieved from

http://www.dailyteachingtools.com/cooperative-learning-evaluate.html
 My Checklist based on UbD Design Standards

Yes No ?

Have I included the appropriate standards?

Does my rationale include what the unit is about and what the
standards will do?

Are my Enduring Understandings important and appropriate?

Do my Essential Questions match the Enduring Understandings?

Are the Essential Questions open-ended?

Are the Essential Questions really intriguing as written? Is this the

kind of question a real kid or adult would be interested in?

Does my knowledge section identify the important facts and concepts

needed to uncover the Enduring Understandings?

Do the assessments demand higher-level thinking?

Does the Performance Task assess for student grasp of the Enduring
Understandings?

. Is the Performance Task authentic?

Did I include an appropriate rubric(s)?

. Are all 3 stages aligned? (Enduring Understandings, Essential

Questions, Knowledge, Skills, Assessment, and Learning Activities)

. Is there enough assessment evidence?

. Does the unit include student self-assessment and/or reflection?

. Is there sufficient variety, choice differentiation?

. Do the Learning Activities have enough detail?

. Are the Learning Activities likely to be effective and engaging?

. Are all the Learning Activities necessary?

. Have I listed enough resources?

0. Is there enough information/detail in this UbD unit for someone else

to make sense of it and adapt it for themselves?