UbD Unit Plan

Subject/Cou
rse:
Science
Designe
Grade: 3
rs:
Jessica Pagtulingan

Title: Constellations
Topic:

The Universe

Stage 1 Desired Results

Established Goals:
State Competency/Competencies and Curriculum Codes
SC.3.8.4 Describe that constellations stay the same, though they appear to move
across the sky every night.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
Understandings:
Students will understand that

The patterns of stars in the sky stay

the same and different stars can be
seen in different seasons
A star is a fixed luminous point in the
night sky that is a large, remote
incandescent body like the sun
Group of stars are known as
constellations

Students will know.

The Earth spins on its axis, which

causes the sky to appear to look as if
they are moving, but its the Earth
that moves.
The definition of a star and the
proper term when stars are grouped
together
Constellations have stories or myths
behind them

Essential Questions:

Why do stars appear to move

across the sky?
What is a star?
What are Constellations?

Students will be able to.

Explain why stars appear to move

across the night sky
Define what a star is
Search for constellations in the
night sky

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

Page 1

Stage 2 Assessment Evidence

Performance Task: Summary in GRASPS form
Here is where you will develop a scenario for the activity/project.
This section is for you to develop a guide for the students on what to do.
Goal(s):
(Scenario for Assignment/Project)
Students will demonstrate their understanding of stars appearing to move across the sky
by describing that the Earth spins on its axis which makes the stars appear to move, but
it is actually fixed through a model representation of the night sky and the earth
spinning.
Role:
(Students role)
Demonstrate why the stars appear to move across the sky.
Verbally describe the story of their constellation
Audience:
Teacher
Peers
Situation:

Individually: With their model, students will explain why stars appear to move
across the sky
Partners: Students are to share with their partners, their constellation and their
connected story

Performance:
With provided materials, students will create a constellation and the earth to display that
stars appear to move because the Earth spins on its axis.
Standards:
Explanation needs to meet the minimum requirements stated in the rubric.
Key Criteria: to reflect Performance Tasks: Examples: Rubric, Checklist, etc.
Meets with
Excellence

Meets with
Proficient

Developing

Well-Below

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

Page 2

Explain why
constellations
remain the same,
yet appear to
move across the
night sky

Describe that
although
constellations
appear to move
across the night
sky, they stay the
same

Identify
Recall that
constellations in the constellations are
night sky
clusters of stars

Other Evidence
Summarized (tests, essays, work sample(s), etc.

Student art of constellation and story

Self-Assessments
Oral presentations

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

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Stage 3 Learning Plan

Learning Activities
8:45-8:50 Connection
Introducing Question: Have any of you ever gone star watching?
Have students share their experiences (5 minute discussion)
8:50-8:55 Lets Pretend

Students will have the chance to get up, while the teacher allow them to
imagine they are the Earth spinning on its axis, while the ceiling of the
classroom stand as the night sky full of stars.

Posing Question: What do you notice about the night sky? Does it seem to appear the
stars are moving with us?
Explain to students, that since were pretending to be Earth spinning, the night
sky is fixed and that the rotation of the Earth is what makes the stars seem to
appear to move.
Give students the example by following the motion
8:55-9:05 Myths and Legends

Teacher will explain the vocabulary terms, such as constellations

Posing question: Do you know any constellations? Have you heard of the big dipper?
Continue to share other types of constellations in the night sky
Share the story behind the big dipper and that the constellations appear in
seasons
9:05-9:15 Activity Instructions
Instructions/Procedures (Teacher will model):
1. Students will be provided supplies, such as a black construction paper, white
crayon, 6-7 pieces of marshmallows, and a box for each table setting.
2. Students will be instructed to put their name, date and student number on one
side of the construction paper
3. Instruct students that they will be getting 6-7 pieces of marshmallows. Instruct
students that they yare not allowed to eat their marshmallows. Teacher will
model that students are to drop their marshmallows onto the other side of their
black construction paper (side name not written on) and once their
marshmallows land on within their paper; they are to leave it there. If any of
their marshmallows have not landed on their black paper, students will have
one more try to try and have it land anywhere on their black paper. After their
second attempt, if there are still marshmallows that havent landed on their
paper, they are to disregard it.
4. Once students have their marshmallows on their paper, students are to use
Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

Page 4

their pencil and mark a small dot where each of their marshmallows landed.
(Teacher will model what an appropriate size dot would be). Students will
remove their marshmallows from their paper and place them in a container on
their desk.
5. Students will then be instructed to look at their group of stars they made
(constellations) but they are not allowed to move the paper, they have to
pretend to be earth and spin, just like we did in the beginning. Students will
look for their own story to make out of their constellations. Once they have
spent enough time looking at their constellations in different ways and have
found a story to create, they will begin to connect their stars to make their
constellation.
6. Once students have an idea of their story, they will begin to draft their story in
their writing journal. They must write according to grade level.
7. Teachers will walk around and have students make any revisions or edits before
having students write their final.
8. When students are ready for their final draft, they will be given a writing
worksheet to compose their final.
9. Last, students will glue their writing to their black construction paper.
10.
If everyone is done and there is enough time, we will allow time for
sharing.
11.
Ask students if they have any questions, to make any clarifications
9:15-9:45 Desk Work
Students will begin their activity, while teacher will roam around the room helping
anyone who needs extra assistance.
Closure:
Ask students what a formation of stars are. How are stars important to us? Why do
the stars appear to move in the night sky? Inform students that they will be able to
use knowledge they gained from this lesson when they begin learning more about
stars and their function.

Resources

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

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What print and web resource best support the unit? Also provide additional resources used in
planning for activities or during instruction.

http://www.tcoe.org/scicon/instructionalguide/constellations.pdf

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

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