Integrated Understanding by Design (UbD) Overview

Classroom Teacher: Andrea Reyes

Grade (K-12)/Developmental Level: 2nd

Date Lesson Will Be Taught: TBD

Lesson Subject Area: Science, Language Arts, Social

Studies, Fine Arts
Preservice Teacher: N/A

Lesson Topic: Conservation of Natural Resources

Stage 1- Desired Result

Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?

Language processes (reading, writing, listening and speaking) are meaning making processes that involve thinking, discovering
and ordering.
Language follows conventions or rules. These rules help ensure effective communication. Knowledge of conventions is needed to
comprehend and construct text (print, media, electronic).
Our limited supply of resources can be extended through conservation of wildlife, energy, and material resources. Our limited
supply of resources should be protected from pollution.
People become figures of authority in different ways.
The government helps people in different ways.

Common Core Standards:

http://standardstoolkit.k12.hi.us/common-core/language-arts/language-arts-grade-5-common-core-standards/

Language Arts:
CCSS.ELA- 2.RL.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text.

CCSS.ELA- 2.RL.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
CCSS.ELA- 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA- 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA- 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA- 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA- 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
Hawaii Content & Performance Standards III:
http://standardstoolkit.k12.hi.us/
Social Studies:
Benchmark SS.2.3.1 Stewardship: Describe ways in which specific government agencies are responsible for environmental issues and concerns
Benchmark SS.2.5.1 Rights and Responsibilities: Demonstrate own roles and responsibilities in caring for others and the environment
Fine Arts:
Benchmark FA.2.1.1 How the Arts are Organized: Use the element of space and the principles of repetition and variety, with a variety of art media
Science:
Benchmark SC.2.1.1 Scientific Inquiry: Develop predictions based on observations
Benchmark SC.2.1.2 Scientific Inquiry:Conduct a simple investigation using a systematic process safely to test a prediction
Benchmark SC.2.2.1 Unifying Concepts and Themes: Describe changes that have occurred in society as a result of new technologies

Benchmark SC.2.8.2 Earth Materials: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and
recycling

General Learner Outcome (GLO):

GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning.
GLO #2: Community Contributor - The understanding that it is essential for human beings to work together.
GLO #3: Complex Thinker - The ability to demonstrate critical thinking and problem solving.
GLO #4: Quality Producer - The ability to recognize and produce quality performances and quality products.
GLO#5: Effective Communicator - The ability to communicate effectively.
GLO #6: Effective and Ethical Users of Technology - The ability to use a variety of technologies effectively and ethically.

Understandings:

Essential Questions:

Students will understand that

What questions highlight the big ideas?

Students will understand how to form an opinion and provide

supporting details.
Students will understand that it is important to focus on a topic
and strengthen writing through writing process.
Students will understand that specific government agencies are
responsible for environmental issues and concerns.
Students will understand their own roles and responsibilities in
caring for others and the environment
Students will understand how to use the element of space and the
principles of repetition and variety, with a variety of art media.
Students will understand how to develop predictions based on
observations and conduct a simple investigation using a
systematic process safely to test a prediction.

How do you determine key details and the main topic of a multiparagraph text?
How do you write an opinion piece in which they introduce?
What is the importance of supporting details?
Who is responsible for environmental issues and concerns?
What role and responsibilities do we have in caring for others and the
environment?
How can you use the element of space and the principles of
repetition and variety?
What new technologies caused changes in society?
What changes have occurred in society as a result of new
technologies?
What are our limited supplies of natural resources?

Students will understand that changes have occurred in society as

a result of new technologies.
Students will understand that there is a limited supply of natural
resources and how they can be extended through conservation,
reuse, and recycling.

How can they be extended through conservation, reuse, and

recycling?

Content Acquisition (Objectives):

Skill Acquisition (Objectives):

Student will know.

Students will know how to use key details in a text to answer who,
what, where, when, and why.
Students will know how to identify the main topic of a multiparagraph text.
Students will know how to write opinion pieces stating their
opinion, supply supporting details, and provide a concluding
statement or section.
Students will know how to strengthen their writing.
Students will know how use a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Students will know how government agencies are responsible for
environmental issues and concerns.
Students will know their own roles and responsibilities in caring for
others and the environment.
Students will know how to utilize the element of space and the
principles of repetition and variety, with a variety of art media.
Students know how to develop predictions based on
observations and conduct a simple investigation.
Students will know how to describe changes that have occurred
in society as a result of new technologies.
Students will know what are the Earths limited supply of natural
resources.
Students will know how they can be extended through
conservation, reuse, and recycling.

Student will be able to

Students will be able to ask and answer who, what, where, when,
why, and how of key details in a text.
Students will be able to identify the main topic of a multi-paragraph
text as well as the focus of specific paragraphs within the text.
Students will be able to write opinion pieces in which they introduce
the topic they are writing, state an opinion, supply supporting details,
and provide a concluding statement or section.
Students will be able to focus on a topic and strengthen writing as
needed by revising and editing.
Students will be able to use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
Students will be able to describe ways in which specific government
agencies are responsible for environmental issues and concerns.
Students will be able to demonstrate own roles and responsibilities in
caring for others and the environment.
Students will be able to use the element of space and the principles
of repetition and variety, with a variety of art media.
Students will be able to develop predictions based on observations
and conduct a simple investigation using a systematic process
safely to test a prediction.
Students will be able to describe changes that have occurred in
society as a result of new technologies.
Students will be able to identify the limited supply of natural
resources and how they can be extended through conservation,
reuse, and recycling.

Stage 2- Assessment Evidence

Performance Tasks:

Other Evidence:

What tasks will students be able to do to demonstrate understanding?

- Students will define key terms: conservation, natural resource, synthetic, renewable resources,
non-renewable resources, pollution, reduce, reuse, and recycle.
- Students will identify different items that can or cannot be recycled.
- Students will identify natural resources and synthetic resources.
- Students will describe the affects of pollution on the environment.
- Students will write an opinion paper in a form of a letter regarding conservation.

What other things can students do to

show what they know?
- Students will fill out Graphic
organizers and self-reflections.
- K-W-L Sheets

Self-Assessments:

Reflections:

What ways can students check understandings to set future goals?

What did you identify during selfevaluation?

- N/a

Students will complete pretest and gain understanding of what concepts they know and what
concepts they need to learn.
Students will complete post-test and compare what they did or did not know in the beginning of the
unit to their post test.
Students will create conservation mobile that requires them to define key terms and analyze them
in real life settings.
Students will write opinion papers regarding conservation concepts.

Assessment Rubric:

Responsibility

Participation

Overall Class Participation Rubric

ME
MP
DP
Very self-directed, accepts Self-directed cleans up
Usually self-directed,
extra class duties, cleans
after self, uses materials
cleans up after self most of
up after self and others
safely and responsibly.
the time, uses materials
uses materials safely and
safely
responsibly.
Leads discussion and

Participates in discussions

Participates in discussions

WB
Not very self-directed,
requires a lot of prompting,
rarely cleans up after self,
is wasteful with materials,
and does not always use
them in a safe manner.
Struggles to participate in

Attitude

Use of class time

group activities, assists

others, initiates positive
peer relations.

and group activities and

maintains positive peer
relations.

Demonstrates a lot of
effort, curiosity, and
enthusiasm in all class
activities.

Demonstrates effort,
curiosity, and enthusiasm
during class activities.

Practices extensive selfdiscipline, always stays on

task, uses class time very
effectively.

Practice self discipline,

stays on task, uses class
time well.

and activities when

requested and is working
to develop positive peer
relations.
Demonstrates effort,
curiosity, and enthusiasm
during class activities most
of the time.
Usually practices selfdiscipline, stays on task
most the time, uses time
well with some prompting.

discussions and activities

and is challenged in
maintaining positive peer
relations.
Struggles to demonstrate
effort, curiosity, and
enthusiasm: requires a lot
of prompting and
encouragement.
Practices some selfdiscipline, but requires a lot
of prompting; struggles to
use class time well.

Stage 3 Learning Plan

Learning Activities:
W = Where is the unit going and what is expected from the unit?
In this unit students will be learning about the conservation of our natural resources. They will learn about what our natural resources are and how we
conserve them through reducing the amount of natural resources that we use, reusing them, as well as recycling them. Students will understand the
adverse affects on our natural resources when we do not practice conservation. They will know what they can do, as a responsible citizen, their own
responsibilities to conserving our natural resources.
H How will we hook (Introduce this to) the students?
Students will be introduced to various forms of literature (fictional and expository), utilize various forms of interactive forms of media, hands on
demonstrations, and group discussions in order to define, analyse, and explain the key terms and what the problems that will occur when we do not
conserve natural resources.
E How will we equip students for expected performances?

The students will experience this unit on many different platforms from a fictional story read aloud, to thinking of tangible solutions, and finally
applying that knowledge by creating promoting those realistic solutions.
Through the different interactions the students will have varied forms of experience and have more ways of anchoring their learning.

R Provide opportunities to Rethink and Revise their understandings and work?

-

The students are required to record their thoughts, ideas and reflections through multiple journal entries throughout this unit. Moreover, the
open-ended nature of the unit allows students to share their understanding and interpretations through their completed mobile and
environmental poster design, their group discussions, and their opinion paper.

E How will students self-evaluate and reflect on their learning?

- This unit is constructed in such a way where self-evaluation and self-reflection is required. Through these self-reflections the students are
encouraged to summarize what they learned, what they dont know or dont understand, and what they wish to learn more about. Students will
be encouraged to be discerning in their observations and understanding without fear of penalization. Student friendly or student written rubrics
will be included with each lesson.
T How will we tailor learning to varied needs, interests, and learning styles?
- This unit offers many types of leaning activities and allows the learner to participate according to their talents and interests. This affords the
student many different choices, infinite interpretations of authentic performance tasks, while allowing them to be evaluated using a common
criteria.
O How will we organize the sequence of learning?
The unit is organized to flow naturally from one activity to the other as the students gain and transfer knowledge. The sequence of the unit is as
follows:
-

Test prior knowledge through completing pre-test.

Introduce the unit and provide essential background information.
Students learn about and analyze the scope of the problem.
Students try to find realistic/tangible solutions.
Reflection through Informing/educating others about the problem through creating poster.

Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________

(Course instructor, university supervisor, and/or cooperating teacher)