3.1/3.2 An example of UbD Stage 1 Using CCSS/ ELA: Reading Informational Texts and Writing 8th Grade Science

Stage 1of UbD (Understanding by Design) focuses on the desired outcome of the lesson. Clearly defined goals and planning for student understanding leads to the development of the essential questions for the basis of the activity, what the students will understand in the end and what they will be able to do with the acquired knowledge and skills. This is the beauty of UbD- it is driven by the end in mind which leads to authentic learning and activities that are purposeful and targeted to the goal.

Here is an example of a reading and writing activity that fuses UbD with an authentic goals and activities using the CCSS for 8th grade STEM Research.

Example of Stage 1 UbD Using Common Core State Standards in ELA/Reading: Informational Texts: Grade 8

STANDARDS

CCSS.ELA-LITERACY.RI.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

“I can analyze in detail how a key idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).”

CCSS.ELA-LITERACY.RI.8.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

“I understand what the central idea is of this text and can provide a summary of it’s meaning in relation to our unit.”

CCSS.ELA-LITERACY.RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

“ I can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.”

CCSS.ELA-LITERACY.RI.8.6

Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

“I can determine the author's point of view and purpose of this text and explain how it is conveyed.”

CCSS.ELA-LITERACY.RI.8.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

“I can integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.”

Desired Results

Established Goals

G1: Students will be able to write the arguments that support the claims made in this article using clear reasoning and evidence from the article.
G2: Students will research a real-world example of their choice in which scientists/engineers developed and tested many possible solutions to the problem.
G3: Students will write about this process step-by-step in their journal.
G4: Students will present their findings to the class.

Understandings

U1: Students will understand that scientists develop many possible solutions, and have successes and failures, before arriving at a solution.
U2: Students will understand that science is often nonlinear and dynamic in its approaches to inquiry.

Essential Questions:

What do scientists and engineers us to determine whether a solution to a problem will actually work?
What is one way that testing helps scientists determine which solution for a problem works best?

Students will know...

K1: that there are multiple ways to develop solutions to any [scientific] problem they wish to solve.

Students will be able to…

S1: determine the process of finding the most suitable solution to a problem.
T1: students will independently use their learning to research and develop alternative solutions to any problem in order to find the most plausible solution

Link to articles and quiz