Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

STAGE 1 DESIRED RESULTS (Universal for all Learners)

Unit Title: Tide Pool Habitats___________________________________________________
Established Goals (Content Standards):
ELA Literacy RI 2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
ELA Literacy SL 2.1C Ask for clarification and further explanation as needed about the topics and text under
discussion
SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media
SL 2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue
ELA Literacy W.2.7Participate in shared research and writing projects (e.g. read a number of books on a single topic
to produce a report; record science observations
W.2.8 Recall information from experiences or gather information from provided sources to answer a
question
2.LS2.3- Develop and use models to compare how plants and animals depend on their surroundings and other living
things to meet their needs in the places they live
2.LS2.4.1- Use texts, media, or local environments to observe and compare (a) different kinds of living things in an
area, and (b) differences in the kinds of living things living in different types of areas
Understandings: Students will understand that
Students will understand that tide pools are changing
environments that pose unique challenges to its inhabitants.

Students will have knowledge of the names and

basic facts about common tide pool life.

Essential Questions:
What challenges does a changing habitat pose to its
inhabitants and what adaptations must they make to
survive?

Students will know: Keywords

crab
seaweed
habitat
sea star
hermit crab
tide
periwinkle
tide pool

Students will be able to:

Students will be able to listen to and research facts about
this habitat and be able to compile their learning in a
cumulative project.

Students will know adaptations that life forms in tide pools

must make to survive in their habitat

Performance Tasks:

STAGE 2 ASSESSMENT EVIDENCE (May be Differentiated)

Other Evidence:

Determine meaning and gather information from

texts
Take part in relevant discussions with teachers and
peers
Take notes on new and relevant information
Take on a role of a reciprocal teaching model
Work with a partner or small group to share ideas

Create a cumulative project i.e. alphabet book,

multimedia presentation, non-fiction text, song or
oral presentation

Key Criteria: (This is your assessment rubric, which may attached. Criteria should NOT be differentiated)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005 and Tomlinson/McTighe 2006

Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

STAGE 3 LEARNING PLAN (Should be Differentiated)

Summary of Learning Activities: (Include role of each teacher and opportunities for differentiation)
Both teachers will participate in parallel and station style co-teaching. This will involve small group discussion
around reading, processing information from live presentations and multimedia sources, authentic learning
situations, and supporting the manufacture of a variety of projects.
Students will be aware of the final project and the opportunities to gather information towards it during the unit. This
information will be presented to them in a variety of formats and recorded either as a team or individually.
Students will be motivated by the variety of ways the information will be presented: field trips, reading, videos,
poetry, etc. They will also have the opportunity to present their final project with their classmates and buddy
classroom. The students will also have the opportunity to edit their work with classmates in order to give and
recieve feedback. Students will also have the ability to choose the format of their final project to align with their
strengths and interests.

STAGE 1 DESIRED RESULTS (Universal for all Learners)

Unit Title: ___________________________________________________
Established Goals:
What relevant goals (content standards, course objectives, learning outcomes) will this design address?

Understandings: Students will understand that

-

What are the big ideas?

What specific understandings are desired?
What misunderstandings are predictable?

Students will know:

-

What provocative questions will foster inquiry,

understanding, and transfer of learning?

Students will be able to:

What key knowledge will students acquire as a

result of this unit?
Think in terms of nouns and in terms of content

Performance Tasks:

Essential Questions:

What key skills will students acquire as a result of

this unit?
Think in terms of verbs

STAGE 2 ASSESSMENT EVIDENCE (May be Differentiated)

Other Evidence:

Through what authentic performance tasks will

students demonstrate the desired understandings?
By what criteria will performances of understandings
by judged?

Through what other evidence (quizzes, tests,

observations, journals, etc.) will students
demonstrate achievement of desired results?
How will students reflect upon and self-assess their
learning?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005 and Tomlinson/McTighe 2006

Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

Key Criteria: (This is your assessment rubric, which may attached. Criteria should NOT be differentiated)

STAGE 3 LEARNING PLAN (Should be Differentiated)

Summary of Learning Activities: (Include role of each teacher and opportunities for differentiation)

What learning experiences and instruction will enable students to achieve the desired results? How will the design:
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are
coming from (prior knowledge, interests)?
H = Hook all students and Hold their interest?
E = Equip all students, help them Experience the key ideas, and Explore the issues?
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implications?
T = Be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005 and Tomlinson/McTighe 2006