UbD Unit Outline Template

Stage 1 Desired Results

Topic: Animal structures
that support survival.

Concept: Adaptions

MEANING
Enduring Understandings:
Students will understand
that.
1. Animals have unique
characteristics necessary for
survival in their habitat.
2. Animals use their senses to
respond to their environments.
Essential Questions:
Students will keep
considering
1. How do animals interact with
each other and the
environment?
2. How do animals adapt to
survive?
TRANSFER
Transfer Goals:
Students will be able to
independently use their
learning to.
Describe how animals use
their senses to respond to their
environment (adapt) to survive.
Show the connection between
animal characteristics and the
environment they live in.
Understand that animals are
adaptable.

Grade: 4th

ESTABLISHED GOALS
Focus Standard(s):
4-LS1-1. Construct an argument that plants and
animals have internal and external structures
that function to support survival, growth,
behavior, and reproduction.
Supporting Standards:
4-LS1-2. Use a model to describe that animals
receive different types of information through
their senses, process the information in their
brain, and respond to the information in different
ways.
Literature Anchor Standard 1: Read closely
to determine what the text says explicitly and to
make logical inferences from it; cite specific
textual evidence when writing or speaking to
support conclusions drawn from the text.
Literature Anchor Standard 7: Integrate and
evaluate content presented in diverse media and
formats, including visually and quantitatively, as
well as in words.
Writing Anchor Standard 1: Write arguments
to support claims in an analysis of substantive
topics or texts, using valid reasoning and
relevant and sufficient evidence.
Embedded Career-Related Standards:
Benchmark 2
Personal Management: Develop competence
in personal management that contributes to
fulfilling and balancing responsibilities of
multiple life roles (i.e., individual, learner,
producer, consumer, family member, citizen).
Demonstrate how ones behavior impacts the
outcomes of being able to fulfill responsibilities
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and manage roles.

Use tools and strategies to manage tasks and
responsibilities.
Be able to decide on organization skill or
strategy to manage responsibilities in roles of a
learner, citizen, and politician.
Problem Solving: Develop and use productive
and socially responsible approaches for resolving
problems in family, school, community, and
workplace settings.
Use decision-making and problem solving to
complete a classroom project.
Use proactive, inclusive actions to solve a
problem that exists.
Be able to work with others to resolve potential
problems and to come to agreements.
Use critical and creative thinking to come up
with solutions to potential problems.
Communication: Select and use appropriate
communication strategies in family, school,
community, and workplace settings.
Attentively listen to the ideas of others so all
voices can be heard.
Clearly phrase and use language so others can
understand ideas, questions, and thoughts.
Be able to communicate with all members and
include others in the collaboration of
communication.
Teamwork: Develop and use interpersonal skills
that contribute to cooperation and teamwork in
working toward common goals in family, school,
community, and workplace settings.
Use collaborative skills where all members
participate.
Be able to delegate tasks to create an end
product of equal participation.
Be able to respect different ideas and input so
to work toward common goals.
Career Development: Develop skills to assess
personal characteristics, interests, abilities, and
strengths.
Use reflective skills to understand
development of personal strengths, skills, and
strategies through learning.
Be able to identify strengths, abilities, and
skills of others.
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 Assess progress of skills and strengths from

past to present.
AQUISITION
Task Analysis (Language Comes from Unpacked Focus Standards):
Students will know.
Students will be skilled
Students might
Topics/Concepts:
at.
misunderstand
Interactions and
Constructing viable
relationships between
arguments using
organisms and their
evidence of animal
environment for survival.
internal and external
structures to support
Key Vocabulary:
survival.
Alive: describes living
things that survive by
Evaluate the different
keeping healthy.
ways animals use their
Attention: The skill you
senses to respond to
have to focus and avoid
their environments.
distraction.
Senses (n): the part of
your body that help you
detect and connect with
the world outside of your
body.
Argument:
Claim:
Evidence:
Adaptations: a change
(or the process of change)
by which an animal
becomes better suited to
its environment.
Characteristic: a feature
or quality belonging
typically to a person,
place, or thing and
serving to identify it.
Survive:
Predator: an animal that
preys on other animals.
Prey: an animal that is
hunted for food.
Optional Include WHERETO info

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Stage 2 Evidence
Evaluati
ve
Criteria:

(Adjectives
to describe
attainment
of desired
results)
Note:
Evidence
might be
coded with
S, K, A, M,
and/or T
(Skill,
Knowledge,
Acquisition,
Meaning, or
Transfer)

Final Performance Task(s)in GRASPS Format:

Students will show that they really understand by evidence of.
What is my responsibility?
Goal or challenge:
Students will construct an argument that animals use internal and
external structures to adapt and survive.
Role or job:
Students will use their knowledge from the articles, videos and
discussions in class to report on the characteristic of an animal using
evidence to support their creations (claims).
Audience or clients:
Teacher, parents, and peers.
Situation, setting or context:
Students will connect the knowledge to their own lives. Students will
explore how to use their knowledge to positively impact the world.
Product or performance:
Students will be guided though a set of questions using technology on
nearpod to help them connect their knowledge to their end creation.
Specific Criteria for success:
Constructing viable arguments using evidence of animal internal and
external structures to support survival.
Meets
Progressing
Not Progressing
I clearly stated
I stated my
I briefly stated
my idea,
idea,
my idea,
explanation,
explanation,
explanation, or
and solution.
and solution.
solution, but
did not include
all three parts.
I supported my I supported my I did not
statement with statement with support my
evidence from
evidence:
statement with
two sources:
information,
evidence:
information,
data, personal
information,
data, personal
thoughts, or a
data, personal
thoughts, or a
model.
thoughts, or a
model.
model.
I named all my
I named my
I did not name
sources of
source of my
my source of
evidence
evidence.
evidence.
correctly.
How will students demonstrate their understanding (meaning-making
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and transfer) through complex performance?

Other Evidence (Summative Assessment):
Students will show that they have achieved Stage 1 goals by
Students will turn in their scientific notebooks to show their growth and
knowledge throughout the unit.
What other evidence will be collected to determine whether
Stage 1 goals were achieved? (Hint: Pre and Post-Assessments)
Stage 3 Learning Plan
Pre-assessment (Diagnostic Assessment):
How will you check students prior knowledge, skill levels, and potential
misconceptions?
KWL Chart: What do you Know, What do you Want to know, What have you
Learned?
Wonder River: explain and set up, model and give students a time to practice.
Note:
A good rule of thumb is to have 3 pre-assessments that are also used as
post- assessments in order to measure student learning outcomes (growth).

Learning
Goals:
Label
Acquisition,
introduction

Learning Events:
Student success at transfer, meaning, and acquisition depends
upon.
I can construct an argument that describe animals have internal
and external structures that support survival.

Meaning,
and Transfer
What will
they
remember
or do
(A, M, T)

Lesson #: 1
Title: What do we already know review. Introduction to
arguments and science notebooks.
Purpose: Students previous knowledge will be assessed using a
KWL chart and students will be given an introduction to the science
notebooks. Students will look at examples of famous scientists'
science notebooks and be introduced to the vocabulary.
Objectives: I can make careful observations on animal structures
and record them in my notebook.

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Standards Addressed: 4-LS1-1 Animals have internal and

external structures.
Lesson #: 2
Title: Viable Argument
Purpose: Students will add a graphic organizer to notebook
explaining how to construct an argument.
Objectives: I can construct an argument frame, starting with my
claim and adding three pieces of evidence to support my claim.
Standards Addressed: 4-LS1-1 Construct an argument
Writing Anchor Standard 1: Write arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Lesson #: 3
Title: Animal internal structures, animal senses. What
senses do animals use and how do they process and
respond to information?
Purpose: Students will look at internal structures and add
information on internal structures to their scientific notebooks.
Objectives: I can describe orally and in writing that animals have
internal structures that support survival and give specific examples.
Standards Addressed: 4-LS1-1 Animals have internal structures
that support survival.
Literature Anchor Standard 1: Read closely to determine what
the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Lesson #: 4
Title: Animal external structures, what we can observe.
(Adaptations)
Purpose: Students will understand that animals and humans must
adapt to the environment in order to survive. Students will watch a
short video on camouflage and practice creating an argument
supporting a claim. Students will experience how blubber insulates
animals in cold climates.
Objectives: I can construct an argument supporting animal
adaptations for survival.
Standards Addressed: 4-LS1-1 Animals have external structures
that support survival.
Literature Anchor Standard 7: Integrate and evaluate content
presented in diverse media and formats, including visually and
quantitatively, as well as in words.

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Lesson #: 5
Title: Summative assessment
Purpose: Students will use technology to review how animals
survive. Students will create an animal, list it's habitat and give
detailed evidence of how this animal will survive. Students will also
identify one possible problem the animal might encounter.
Objectives: I can use my knowledge of survival to create an animal
giving three examples of internal and external structures showing
how an animal will use these structures to survive.
Standards Addressed: 4-LS1-1. Construct an argument that
plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.
Problem Solving: Develop and use productive and socially
responsible approaches for resolving problems in family, school,
community, and workplace settings.

Progress Monitoring (Formative Assessment):

How will you monitor students progress toward acquisition, meaning, and transfer,
during lesson events?
Students will turn in their science notebooks after every class so that their
progress and understanding of the material can be assessed.
How will students get the feedback they need?
Feedback will be given in each student's notebook. In class students are given
Think-Pair-Share time to check their understanding and receive feedback from
classmates and the teacher.
How will rough spots and student misunderstandings be addressed?
Based on the information in the notebooks I will change lessons to address the
misconceptions and misunderstanding the students have. More time can be given
for students to talk about the concepts at the tables if students are focused and
using the time well. Graphic organizers can be used to visually represent the
material and the experiments will give the students a change to interact with the
concepts in a hands-on way. This variety in teaching methods will attempt to meet
the students needs and clarify any misconceptions.

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