Understanding by Design- Tanya Pardungkiattisak

Stage 1 Identify Desired Results

Established Common Core State Standards:
English Language Arts Alignment
RI.5.7- Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or solve a problem efficiently.
SL.5.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate
to enhance the development of main ideas or themes.
Math Alignment
MP.2 - Reason abstractly and quantitatively.
MP.4 - Model with mathematics.
Next Generation Science Standards
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the
environment.
5-PS3-1 Use models to describe that energy in animals food (used for body repair, growth, and motion and to
maintain body warmth) was once energy from the sun.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet
the criteria and constraints of the problem.

What essential questions will be considered? What understandings are desired?

- What effect does introducing a species have on
the ecosystem and what affect do we have on
species?
- How do organisms affect us, and how do we
affect organisms?
- What causes ecosystems to change?
- How does energy and matter move among
plants, animals, decomposers, and the
environment?
Students will understand that
Matter cycles between plants, animals, and decomposers.
Organisms and plants get their energy ultimately from the
sun. The organisms and plants rely on each other to get
their needs met within the ecosystem they live in. If needs
are not met, organisms risk endangerment and in turn in
affects the ecosystem. Any change in the ecosystem can
shift the dynamic causing a ripple effect. Students will
understand how matter is transport into, out of, and within
systems.

What key knowledge and skills will students acquire as a result of this unit?
Students will know
The food of almost any kind of animal can be traced
back to plants. Organisms are related in food webs in
which some animals eat plants or food and other
animals eat the animals that eat plants. Either way,
they are consumers. Some organisms, such as fungi
and bacteria, break down dead organisms (both plants
or plants parts and animals) and therefore operate as
decomposers. Decomposition eventually restores
(recycles) some materials back to the soil for plants to
use. Organisms can survive only in environments in
which their particular needs are met. A healthy
ecosystem is one in which multiple species of different
types are each able to meet their needs in a relatively
stable web of life. Newly introduced species can
damage the balance of an ecosystem.
Students will be able to
- Support an argument that plants get the materials
they need for growth chiefly from air and water.
- Develop a model to describe the movement of
matter among plants, animals, decomposers, and
the environment within an ecosystem.
- Use models to describe that energy in animals food
(used for body repair, growth, and motion and to
maintain body warmth) was once energy from the
sun.
- Describe the effects of changing populations on an
ecosystem.

Stage 2 Determine Acceptable Evidence

 What evidence will show that students understand?
Performance Tasks: (student products & performances with clear criteria used to evaluate):
Surviving the Arctic
Students problem solve in order to create a plant that will survive in an arctic environment.

The arctic tundra consists mostly of icy land and very little vegetation. The arctic tundra has a very short summer
season where some of the ice melts. It is not long before the water refreezes. Biologists are interested in breeding
new plants that could survive in this type of environment. Before they begin, they want to identify what
characteristics and structures a plant will need to survive such a harsh environment. The students job is to design a
plant that meets the biologists goal for their breeding program based on the following criteria and constraints:
-The plant must be able to survive without being able to reach soil.
-The plant must be able to get water.
-The plant must be able to protect itself from freezing.
-The plant must grow where it can get enough air.
-A blueprint must be created prior to building. Blueprint must include important parts and ideas.

Basic Needs
Students create a 3D model of an animals habitat that contains different elements to meet the animals needs.

Following the model of an animals habitat, students research to develop solutions to meet the basic needs of an
endangered species and create a presentation to inform the public about what can be done to help the endangered
species. Knowledge of local and outside resources needed to help with implementation of the solutions, as well as the
impact of housing developments upon the local ecosystem affecting the endangered species are included.

Burmese Python Challenge

Students will create a blueprint and trap to help contain an increasing population of pythons. Students will also create
a presentation for local authorities to describe how pythons damage the natural ecosystem of Florida.

Scientists in the Florida Everglades have observed a great increase in the population of Burmese pythons. The
Burmese pythons have no natural predators and can lay up to 36 eggs every spring. Their large population is
beginning to upset the natural balance of the Everglades ecosystem. These pythons like to eat small birds and
rodents, some of which are endangered in the Everglades ecosystem. If the size of the python population continues to
increase, it could mean extinction of some of the small endangered birds. The local authorities are not convinced
pythons are damaging the ecosystem and are currently not willing to adopt any plans to reduce the Burmese python
population size. Students will create a device that will trap the invasive species of python, but will not harm or kill the
python, plants, or other animals in the ecosystem. Students will convince the local authorities to adopt the plan by
creating a presentation to explain how Burmese pythons have damaged the Everglades ecosystem.

Composting
Students come up with a plan to convince their principal to start a compost heap.

Students in the recycling club have noticed the large amounts of trash that are produced each day in the cafeteria.
The students have asked the principal if they could start a compost heap to help reduce the trash. In order to
convince him, students must present why the compost pile helps out the environment and the organisms in the
environment.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence: (tests, quizzes, prompts, work samples, observations, etc)

- Observations as students work in groups to create plans and engineer solutions.

- Open-ended assessments asking students to identify the movement of matter and energy
 - Blueprint work samples
- Claim-Evidence-Reasoning write ups in science notebook

Stage 3 Plan Learning Experience

Sequence of teaching and learning experiences (engage, develop and demonstrate the desired understandings)

Anchoring Event:
Have students watch a video on Cane Toads (https://ali4.acceleratelearning.com/scopes/10161/elements/626677) as
a hook into the unit. Watch as a class pausing periodically so students can individually take notes in Google Keep
about what the problem is, how to address it, and any other information that sticks out to them. Have students share
their Google Keep notes with you. Introduce the essential questions of the unit.

Energy Transfers:
Students begin exploring the needs of humans. Students will recognize that we obtain energy through the intake of
food. Students will look up a recipe as a group and trace back each ingredient back to a plant (example: a burger-
cheese from a cow who obtains energy from grass, bun from wheat, and the beef from a cow who eats grass).
Students will trace the energy from the food back to the sun. Have students enter in a breakfast, lunch, and dinner
through www.myfitnesspal.com. Through the website students can track the amount of calories they gained from
their pseudo meal. Then students are to research different activities that burn that energy gained through eating.
Students should recognize that daily activities like walking, sleeping, digesting food, take energy. Students begin to
realize that energy in animals food (used for body repair, growth, motion, and to maintain body warmth) was once
energy from the sun.

Matter and Energy in Plants:

Students explore why plants can grow and without consuming food. Students grow hydroponic plants and contribute
classroom data on growth through a Google Form. Compile class data and discuss what plants need to survive: water
and air. Have students complete Surviving the Artic challenge as a performance task: Students problem solve in order
to create a plant that will survive in an arctic environment.
The students job is to design a plant that meets the biologists goal for their breeding program based on the following
criteria and constraints:
-The plant must be able to survive without being able to reach soil.
-The plant must be able to get water.
-The plant must be able to protect itself from freezing.
-The plant must grow where it can get enough air.
-A blueprint must be created prior to building. Blueprint must include important parts and ideas.
Students should use their Chromebook to research different characteristics of plants that can survive the same
conditions. Have students critique each others plants and have students go back and reflect upon their model based
on the critiques of their peers. Stress how scientists evaluate their products/models and make improvements that are
more accurate. This meets the needs of visual learners and kinesthetic learners.

Basic Needs:
Students can now transition to the idea that there are other basic needs other than food that animals need. Students
are given a choice of animal cards with basic information. Students access online databases to research a given
animal and then create a 3D model of their habitat to represent an animals habitat that contains different elements
to meet the animals needs. Students present to the class the different requirements of each habitat to meet the
basic needs of their animal. Students research to develop solutions to meet the basic needs of an endangered species
and create a presentation through the green screen to inform the public about what can be done to help the
endangered species. These are then posted onto Canvas to reference throughout the unit. Students use Padlet to
discuss what happened as a result of basic needs not being met.

Revisit Anchoring Event:

Re-watch the Cane Toad video from the Anchoring Event. Have students revisit their Google Keep notes. Have
students share with a peer and collaborate to EXPAND their explanations of what has happened with the Cane Toad
invasion. Students should revisit the essential question and add to their notes. Have students revise any prior
thinking but do not have them delete their previous notes. Have students self-assess how much their learning has
changed thus far. Remind students of the essential questions:
- What effect does introducing a species have on the ecosystem and what affect do we have on species?
- How do organisms affect us, and how do we affect organisms?
- What causes ecosystems to change?
- How does energy and matter move among plants, animals, decomposers, and the environment?

Food Webs:
As a class create a live model of a food web. Students start to look how organisms get their energy through animals,
plants, and the sun. Students each get an animal or plant card. Students use yarn to toss to and from different
consumers and producers to demonstrate how energy and matter move through different organisms including
decomposers. Take a picture of the final web and share to students. Have students upload the picture into their
online science notebook. Have students complete the Claim-Evidence-Reasoning online about how organisms needs
must be met in an ecosystem. This meets the needs of students who are reading/writing learners.

Matter Cycles:
Students further explore how decomposition recycles nutrients into the soil for plants to use. Students use worms to
investigate how they feed on organic matter and breakdown material. Students observe castings in two
environments: one with worms and the other without worms. Students do composting performance task. Encourage
students to use any form of media for their presentations. Encourage WeVideo, Google slides, Movenote, or
Screencastify.

Ecosystems:
Have students take on the roles of omnivores, carnivores, and herbivores and observe what happens when the
population size of each group increases. Pass out the Omnivore, Herbivore, and Carnivore Picture cards until each
student has one of the cards. One third of the class needs an Omnivore card, one third of the class needs an Herbivore
card, and one third of the class needs a Carnivore card. Spread out the 3 different-colored types of squares. Students
look at their card to find out what they need to survive. The blue squares represent water, the red squares represent
animals, and the yellow squares represent plants. Students play multiple rounds of this game and record data in their
Student Journal: What Do I Need? In round 1, two students from each category (herbivore, omnivore, carnivore)
collect the number of each colored square shown on their card that they need to survive. When 20 seconds are up,
the round ends, and students fill out their data chart. If students collect enough of what they need to survive, they are
counted as survived; If they do not collect what they need, they are counted as did not survive. Put all the colored
tiles that were collected back out on the playing field. Add one more student from each category (herbivore,
omnivore, carnivore) and have all three try to collect the squares they need to survive for 20 seconds, and fill out the
data chart. Put all the colored tiles that were collected back out on the playing field. Discuss what happens as
populations increase and decrease. This activity meets students who learn through kinesthetic learning.

Do the Burmese Python Challenge performance task. Students will create a blueprint and trap to help contain an
increasing population of pythons. Students will also create a presentation for local authorities to describe how
pythons damage the natural ecosystem of Florida. Have students post presentations and critique the
reasoning/presentations of other groups. Have students revise presentations if time allots.

Revisit Anchoring Event:

Re-watch the Cane Toad video from the Anchoring Event. Have students revisit their Google Keep notes. Have
students share with a peer and collaborate to EXPAND their explanations of what has happened with the Cane Toad
invasion. Students should revisit the essential question and add to their notes. Have students revise any prior
thinking but do not have them delete their previous notes. Have students self-assess how much their learning has
changed thus far. Students begin to look for solutions to the Cane Toad problem in Australia. Have students design a
final solution and propose that to the class in groups. Students Google Keep notes can be used as evidence for
learning targets. Students work should be reflective of their learning throughout the unit. Students should address
the essential questions:
- What effect does introducing a species have on the ecosystem and what affect do we have on species?
- How do organisms affect us, and how do we affect organisms?
- What causes ecosystems to change?
How does energy and matter move among plants, animals, decomposers, and the environment?

Wiggins, G., & McTighe, J. (2006). Understanding by Design (2nd ed.). New Jersey: Pearson.