Professional Documents
Culture Documents
Involvement Through
Understanding by Design
By
Hayley jonason
Meghan kuppe
Kaitlyn Parks
PROBLEM OF PRACTICE
The problem of practice we’ve identified is how schools can incorporate the local community to enrich
student learning?
We need to work as a community to nurture our schools for our particular community needs. Strong,
authentic community connections and involvement, through families, community groups, and
businesses, will support student learning and allow students to have a richer more meaningful
experience throughout their education. Schools have a critical responsibility in the development of a
host of other skills and attributes in addition to those cognitive skills measured by standardized tests,
and working with the community can help student’s gain these other essential competencies
(Pijanowski. 2015).
This problem of practice is actionable as relationships with community memberships can be built in a
short period of time. The main resources are not financial in nature, but more dependent on time and
effort. This can be built into a unit design and can be prepared ahead of time. Incorporating community
to enrich student learning is greatly impactful as this connects students to the community, but also the
community to the schools. Students will gain real-world knowledge and understand issues and resources
that are in the world around them. Additionally, communities can learn from the ideas that students
generate. It would be authentic and enrich the learning of the students by applying the curricular
content. Students would have the chance to recognize themselves as active members of society. It also
maps well Alberta Education (Government of Alberta. 2013) focuses on the three E’s: Engaged thinkers,
Ethical Citizens, and Entrepreneurial Spirits; these are addressed by incorporating community
engagement.
We need to encourage active participation in community issues, and spark growth in our students’
entrepreneurial spirits. To develop this mindset in our students, entrepreneurial attributes like
perseverance, exploration of ideas, competitiveness, adaptability, and resilience all need to be
considered. Encouraging students to get involved in their local communities will allow them to see the
individual impact they can have, and will inspire an element of self-discovery while relating curricular
content to real world problems. Community involvement in performance tasks will allow students to
develop their interests and begin cultivating relationships with involved organizations, potentially
uncovering a passion they want to pursue. Students need to be encouraged to develop ideas, take
initiative, and become involved in the local community to enhance their education.
Providing students opportunities to work with and be inspired by active community role models, we
believe our students can be motivated to become Engaged Thinkers. In exposing students to community
members, a world of information and new understandings is made available, creating a vast playing field
for critical thinking, multiple perspectives, and problem solving. Our communities are composed of
experts who can assist with the integration of technology and disciplinary knowledge, prompting
innovation, discovery, and learning in the classroom.
Exposure to the world beyond the classroom can prompt empathy to drive student contribution to the
school community and beyond. By incorporating community in our classrooms, students can develop
into Ethical Citizens through participating in authentic learning activities that create relationships and an
open-mindedness to the world around them.
For example, these priorities from the ministerial order can be seen in the Calgary Board of Education’s
(CBE) three-year plan, and thus in the schools at the CBE will follow through with implementation and
uphold these plans on a school level (2016). The big shift has been towards a student-centered focus,
which can be seen through High School Redesign (Alberta Education. 2016), at schools such as Robert
Thirsk. Thirsk focuses on personalizing, connecting and thriving, all of which align with the CBE three-
year plan and ministerial order to focus on the three E’s. This is one example of a school, but there are
many more, such as Connect Charter, which has implemented an Experiential, Place based, Outdoor
(EXPO) Program. Through inquiry learning, students are being connected to the community to engage
with and develop deeper connections. Overall, all of the schools are need to encompass the ministerial
order into their practice, and some schools have the autonomy to determine how they will go about
this.
To go about addressing this problem of practice, the design process that is most beneficial to implement
is Understanding by Design (UbD). Through utilizing a backwards design process, authentic performance
tasks can be created with community involvement in mind, and additionally, it ensures that the tasks
align with curricular outcomes stated by Alberta Education. Designing performance tasks through a UbD
approach will allow for the embodiment of the three E’s of the Alberta Framework for Student Learning
that will enhance the connection with the school community and outside world. This design process is
extremely beneficial since community involvement can often times not completely align what needs to
be covered in the program of studies. This can be because some community involvements are so
engaging, authentic and memorable that you want to incorporate it into your classroom, however this
can make them seem like a large-scale endeavor. The UbD approach is a guide to ensure that the
curricular outcomes are being met while designing a task that involves the community so that students
gain an organic learning experience. It makes the impossible seem possible through using the three
stages of design (Desired Results, Evidence, and Learning Plan), which helps structure and guide your
thinking as a designer (Wiggins and McTighe. 2005). It is important to note, that while UbD is at the
forefront of the design process for planning community involvements within the classroom, many of the
actual tasks that could be completed in the classroom will incorporate a Universal Design of Learning
approach, as well as a Design Thinking or Project-Based Learning.
Involving the community demonstrates the interdisciplinarity of education, as it allows students to see
how Math connects to Social Studies and how Science could connect to Physical Education and English.
This is why exactly why the community should get involved, it provides opportunities for real world
experiences. UbD also allows for easy planning of multiple disciplines into a performance task. The more
disciplines involved, the more curriculums you need to address, and UbD can help simplify this process.
In summary, the UbD framework helps focus curriculum and teaching on the development and
deepening of student understanding and transfer of learning. This is achieved through knowing that
effective curriculum is planned backward from long-term, desired results through a three-stage design
process. Lastly, this design process uses a framework which reflects a continual improvement approach
to student achievement and teacher craft.
References
Alberta Education. (2016). Moving forward with high school redesign. Retrieved from
https://education.alberta.ca/moving-forward-high-school-redesign/moving-forward-with-high-
school-redesign-1/everyone/documents/?searchMode=3
Calgary Board of Education. 2016. Calgary Board of Education Three-Year Education Plan 2017-20.
Retrieved from http://www.cbe.ab.ca/FormsManuals/Three-Year-Education-Plan.pdf
Government of Alberta. 2013. Department of Education Ministerial Order (#001/2013). Retrieved from
https://education.alberta.ca/media/1626588/ministerial-order-on-student-learning.pdf
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision
and Curriculum Development. Introduction & Chapter 1 (1-34). Retrieved from
https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-
ebooks/reader.action?ppg=13&docID=3002118&tm=1513206738882
Grade 7 Science
Science Unit B: Plants for Food and Fibre
(Green) Thumb Wars
Performance Task: Students will take their cumulative knowledge gained in the
Plants for Food and Fibre unit to research the supports and environment available on a
local farm during a field trip. They then use their knowledge and research to create a
proposal for a chosen plant to be grown on campus. This performance task will ensure
that students can identify and connect plant needs to local human needs.
Subject Unit B: Plants for Food and Fibre Time Frame 6 Weeks
W: This lesson is going to allow students to understand the complexities of optical systems, as well as
developing a deeper understanding for the properties of light. From this performance task, it is expected that
students will develop hypotheses what movements and materials would get them close enough to the jewel.
H: The hook for students will be participating in laser tag. This fun event will get students moving and allow
them to understand how optics can be fun and engaging, and hopefully see different materials and how they
respond to light. The lasers can be easily integrated into the performance task students will be working towards.
E: Equipping students with the knowledge will be achieved through small lab experiments, and direct instruction
on the topics. Additionally, through visiting the Rothney Astrophysical Observatory, students will gain an
appreciation for the various goals that can be achieved through optics. Connecting students to the community
will allow them to explore the opportunities of where this curricular content could be applied.
R: Revising will be incorporated into the design process. Students would need to continually refine their
hypotheses after running trials and experimenting with different materials. Through peer feedback, they can
receive suggestions from what worked for other groups to reevaluate their own plan.
E: Through peer feedback, exit cards, and class discussions, students will be able to gain a deeper understanding
of the topic. They can evaluate their work by checking the universal rubric, which is provided to all. This can
serve as a checklist for them to see where they are, and what they need to do to reach their goals.
T: Universal Design for Learning will be included throughout the design and implementation of this project.
Student needs will be considered and the activity will make sure to include differentiated tasks so that the
performance task is accessible to all, such as multimodal instruction, and assistive technologies.
O: To fully organize and implement the design of this performance task, the 5 E’s cognitive learning cycle will
be used: Engage, Explore, Explain, Extend, Evaluate.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation.
Thousand Oaks, CA:
Sage.
Requires Developing Meets Exceeds
Assistance Expectations Expectations
Collaboration My actions and My actions My actions are still My actions are
words contribute focused on one focused
do not value the to the work of our aspect on all aspects of our
ideas team, but I / we do of our group work, group work; and I
of others or myself not “co-labor”. We but have some
equally. I devalue divide our work to I have some responsibilities in
the streamline and find responsibilities in all others’ portions of our
ideas of others by efficiencies but walk others portions of work. I solicit others
taking over in group away with only a our for feedback, and
work, or I allow partial work. I solicit others provide feedback for
others understanding of for others.
to do the work for our content or the feedback and to
me work submitted. participate in my
thus devaluing my contributions as
ideas. well.
Depth of I do not actively My search for My search for I actively and
Research search information is information is enthusiastically seek
for information, but limited complete out new information
attain it passively or and includes easily and includes less that then spurs me on
rely on those around and frequently frequently accessed to find related or
me to deliver accessed resources resources. I seek peripheral information.
information to only. I also rely out I seek out those that
me. My information on information that information that have differing views
may be incomplete. others have found. expresses multiple so I can contrast and
points of views. compare these
sources to determine
who is correct and
why, or which I
believe and why.
Content My information My information My information My information is
provides limited shows a basic demonstrates supported by
evidence of understanding of understanding of the evidence in the form
understanding. I do the topic, with topic. I use evidence of examples,
not include superficial to comparisons,
supporting support in the form support my claims. analogies
evidence (e.g. of My ideas are and facts. I use other
figures, diagrams, unsubstantiated constructed in methods of
quotes). evidence. a way that helps to communication such
transmit and as
represent my figures, tables, graphs
knowledge. and images to
strengthen my ideas.
Purposeful use of
words construct a
concise
representation of my
knowledge.
What do I I have incorrect or I have basic ideas in I have multiple ideas I have multiple ideas
know? limited ideas in my my work, supported in my work that are in
work. by limited examples supported by details my work that are
or details that may and supported by details
not be examples with a and examples building
substantiated. “because connections and
statement”. Your inferences using
work is clearly because statements. I
constructed to clearly indicate
demonstrate connections to
learning and previous learning.
shows connections
with previous
knowledge.
Grade 9
ENVOE and Science
Environmental and Outdoor Education
Science Unit: Electrical Principles and Technologies
- modify the design of an electrical device, and - Appreciate that scientific understanding evolves from the
observe and evaluate resulting changes interaction of ideas involving people with different views and
- develop, test and troubleshoot circuit designs backgrounds
for a variety of specific purposes, based on low
voltage circuits - demonstrate skill, judgment, confidence and sensitivity in a wide
- investigate toys, models and household range of environmentally responsible activities in outdoor settings
appliances; and draw circuit diagrams to show
the flow of electricity through them
- practice using a compass, following directions
- gain an introduction to Indigenous wayfinding
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexander, Virginia: Association for Supervision and
Curriculum Development.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.
GRADE 10
SCIENCE & SOCIAL STUDIES
Unit Emphasis:
Social and Environmental Contexts
Community Involvement:
• Students will expand their knowledge on globalization and climate change by having a speaker come in for
both subjects. In science, there could be a meteorologist that comes in to talk about the changing weather
patterns that have been evident over the years, and for social studies, there could be a journalist present to
discuss fake news and how to portray your ideas in a meaningful manner.
W: This lesson is going to allow students to understand the complexities of human impact on the environment
through learning about the implications globalization has had on the various biomes through economic, social,
and political decision making that occurs every day.
H: The hook for students in science will be viewing a planet earth video that describes the various biomes, and
Social Studies will introduce the topic by looking at the empire that McDonalds has become.
E: Engaging the community in these projects will ensure that students see how problems they are learning about
in the classroom are applicable to not only their community but the world itself. Connecting real world jobs to
this performance task allows students to see possibilities of future careers and see the meaning behind this task.
R: Through the assistance of the journalist, students will have a chance to have their editorials critiqued, and
elaborated on in terms of how to strengthen. This will allow for a strong piece of work to be submitted in the
end.
E: Through peer feedback, exit cards, and class discussions, students will be able to gain a deeper understanding
of the topic. They can evaluate their work by checking the rubric, which is provided to all. This can serve as a
checklist for them to see where they are, and what they need to do to reach their goals.
T: Universal Design for Learning will be included throughout the design and implementation of this project.
Student needs will be considered and the activity will make sure to include differentiated tasks so that the
performance task is accessible to all, such as multimodal instruction, and assistive technologies.
O: To fully organize and implement the design of this performance task, the 5 E’s cognitive learning cycle will
be used: Engage, Explore, Explain, Extend, Evaluate.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation.
Thousand Oaks, CA:
Sage.
Criteria Excellent Proficient Satisfactory Unsatisfactory
(85+) (85-70) (70-55) (Below 55)
Research on biome Students exceptionally Students demonstrate Students demonstrate Students demonstrate
and explanation of demonstrate thorough solid research with a average research with below average
human impacts on this research and a deep good understanding on a surface level research with little
biome and the understanding on the the biome. The understanding of the understanding of the
environment from a biome. The student student, with minimal biome. The student biome. The student
political, social and correctly demonstrates mistakes, makes a few obvious makes multiple errors
environmental the human impact on demonstrates the errors on how human on how human impact
perspective. this biome throughout human impact on this impact has effected has effected this biome
history. biome throughout this biome throughout throughout history.
history. history.
Inclusion of climate Student includes an Student includes a solid Student includes an Student includes a
change theories, and exceptional explanation on various average explanation on below average
different perspectives explanation on various climate change various climate change explanation on various
about globalization climate change theories effecting their theories effecting their climate change
theories effecting their biome, and different biome, and different theories effecting their
biome, and different perspectives on perspectives on biome, and different
perspectives on globalization. The globalization with few perspectives on
globalization. The student includes errors. The student globalization with
student includes questions that are includes surface level multiple errors. The
thought provoking relevant and relatable questions that are student includes
questions that is to present research but somewhat relatable to irrelevant questions
relevant and relatable could go deeper. present research. that are unrelated to
to present research. present research.
Clarity and creativity Student presents a Student presents a Student presents a Student presents a
of work seamless project that strong project that project that is project that is unclear
clearly expresses their clearly expresses their somewhat clear in in expressing their
knowledge and knowledge and expressing their knowledge and
understanding of the understanding of the knowledge and understanding of the
research project. The research project. The understanding of the research project. The
student presented their student presented their research project. The student shows no
understandings in a understandings in a student is lacking creativity in how they
creative way that fairly creative way that creativity in how they present their
enhanced the project. enhances the project present their understandings.
for the most part. understandings and it
does not enhance the
project.
Grade 11 - Science 20
Unit: Change in Motion
Community Connection:
This performance task will connect to the community through student research
of the communities needs in physical activity and want of a play structure. The
older students will get to connect with all ages of community members to
understand their needs and make an impact in the community.
Cross-Curricular Component:
As a cross-curricular component, students will also need to write a grant
proposal to the municipal government for funding of their project. They will
need to explain the benefits this design will have to the community as well as
the safety precautions that were taken when creating the design.
Unit Plan Template Guide
Understanding By Design Framework
Attach rubric
Criteria Excellent Proficient Satisfactory Unsatisfactory
(85+) (85-70) (70-55) (Below 55)
Research on Students Students Students Students
community needs exceptionally demonstrate solid demonstrate demonstrate
for a playground demonstrate research with a average research below average
and how this thorough research good with a surface research with little
research will and a deep understanding on level understanding of
influence the understanding on the community understanding of the community
design the community needs. The the community needs. The
Standards & Criteria for needs. The student has fair needs. The student does not
Success student has strong arguments on how student makes include how this
G – Students will accomplish a arguments on how this research will little connection research will
deeper understanding on this research will influence their on how this influence their
motion calculations and how it influence their design. research will design.
design. influence their
is important to calculate these
design.
when looking at safety of
2-D design of Students include a Students include a Students include a Students include
technologies. playground with thorough design of descriptive design design of their an incomplete
R – The students will be taking connections to their research with of their research research with little design of their
on the role of the research clear connections with connections connections to the research with no
researcher/designer. conducted to the research to the research research connections to the
A – The audience will be the conducted conducted conducted research
community members and the previously. previously. previously. conducted
municipal government. previously.
S – Students will need to Two structures Students design Students design Students design Students design
that include two creative two structures one creative structures that
understand how to calculate
moving parts and structures with with moving parts. structures with have no moving
displacement, time, velocity
the calculations in moving parts. The The calculations moving parts. The parts. The
and acceleration and how this regards to safety calculations are are mostly correct calculations are calculations are
relates to motion when for children correct and ensure and consider user riddled with errors not included and
designing their playgrounds. user safety. safety. and somewhat ensure user safety.
P – Students will present their consider user
designs coupled with a grant safety.
proposal to the municipal Grant Proposal Student presents a Student presents a Student presents a Student presents a
government to put forward letter addressed seamless letter to comprehensive letter to the letter to the
their design and the reasoning to the municipal the municipal letter to the municipal municipal
government government that municipal government that government that is
why it would be important to
clearly expresses government that somewhat unclear in respects
their community the research and expresses the expresses the to the research
S – See attached rubric creativity of the research and research and and creativity of
design. It includes creativity of the creativity of the the design. It
3 comprehensive design. It includes design. It includes includes no
reasons for why 2 comprehensive 1 comprehensive comprehensive
this is necessary reasons for why reasons for why reasons for why
for the this is necessary this is necessary this is necessary
community. There for the for the for the
are little to no community. There community. There community. The
errors in the are a few errors in are multiple errors errors in the
writing. the writing. in the writing writing make it
difficult to
comprehend.
Student Self-Assessments Other Evidence (assessments)
- Teacher meeting - KWL chart
- Student checklist - Think, Pair, Share
- Opportunity for self/peer evaluations - Class Discussions
- Teacher monitoring
- Exit/entrance cards
- Quizzes
- Notes
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexander, Virginia: Association for Supervision and
Curriculum Development.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.
Grade 12 – Biology 30
Unit: Nervous and Endocrine
System
Performance Task: Inquiry into Nervous and Endocrine
Diseases/Disorders
Students will work in pairs and randomly pick a disease or disorder to study,
relating their research of the disease/disorder to the course material and
how it impairs the nervous and endocrine systems This performance task
will consist of research on the specific disease/disorder, how it impacts the
nervous and endocrine system (impairment of structures and functions),
why the nervous and endocrine system cannot maintain homeostasis, the
impact of technology and medical treatments on the disease/disorder, and
further questions for future research.
Community Connection:
Students will dive into the health and medicine community, having the
opportunity to discuss diseases or disorders with health professionals,
discuss research that is present, and submit a new research question to
participate and contribute to the medical community.
Cross-Curricular Component:
An English Language Arts component can be added to this performance
task in order to create a cross-curricular performance task. Once
students have researched the specific disease/disorder, they will have
to create some sort of children’s literature that will present the content
in a easy to follow way.
Unit Plan Template Guide
Understanding By Design Framework
Attach rubric
*Note: due to the criteria of this assignment, I have included a rubric for the performance task
assessment but in reality, students will be included in the creation of the rubric
Criteria Excellent Proficient Satisfactory Unsatisfactory
(85+) (85-70) (70-55) (Below 55)
Research on Students Students Students Students
disease or exceptionally demonstrate solid demonstrate demonstrate
Standards & Criteria for disorder and demonstrate research with a average research below average
Success explanation of thorough research good with a surface research with little
G – Students will accomplish a how this affects and a deep understanding on level understanding of
deeper understanding on how the nervous understanding on the disease or understanding of the disease or
diseases or disorders impact and/or the the disease or disorder. The the disease or disorder. The
endocrine system disorder. The student, with disorder. The student makes
the nervous/endocrine system.
(structures and student correctly minimal mistakes, student makes a multiple errors on
R – The students will be taking functions) relates how this relates how this few obvious errors how the
the role of disease or disease or disorder on how the disease/disorder
researcher/presenter disorder is is impacting the disease/disorder is impacts the
A – The audience will be their impacting the nervous and/or impacting the nervous and/or
classmates and science nervous and/or endocrine system. nervous and/or endocrine system.
community endocrine system. endocrine system.
S – Students will need to Description of Student shows Student Student Student
understand the structures and how this exceptional demonstrates a demonstrates an demonstrates a
functions and discover what is disease/disorder understanding of solid average below average
cannot maintain homeostasis and understanding of understanding of understanding of
malfunctioning in the system to
homeostasis goes above and homeostasis and homeostasis and homeostasis and
cause the disease or disorder beyond in their gives a strong gives basic gives a partially
P – Students will present their description of how description on description on incorrect
research in the form that best homeostasis how homeostasis how homeostasis description on
suits them. As long as the cannot be cannot be cannot be how homeostasis
requirements are fulfilled, maintained maintained. maintained. Few cannot be
students will be able to Minimal errors are errors are present. maintained. Many
complete the performance task present errors present.
to a high quality Inclusion of Student includes Student includes a Student includes Student includes a
medical and an exceptional solid explanation an average below average
S – See attached rubric
technological explanation on the on the inclusion of explanation on the explanation on the
advances inclusion of medical and inclusion of inclusion of
pertaining to medical and technological medical and medical and
disease/disorder technological advances related technological technological
and questions for advances related to their advances related advances related
further research to their disease/disorder. to their to their
disease/disorder. The student disease/disorder disease/disorder
The student includes questions with few errors. with multiple
includes thought that are relevant The student errors. The
provoking and relatable to includes surface student includes
questions that is present research level questions irrelevant
relevant and but could go that are somewhat questions that are
relatable to deeper. relatable to unrelated to
present research. present research. present research.
Clarity and Student presents a Student presents a Student presents a Student presents a
creativity of work seamless project strong project that project that is project that is
that clearly clearly expresses somewhat clear in unclear in
expresses their their knowledge expressing their expressing their
knowledge and and understanding knowledge and knowledge and
understanding of of the research understanding of understanding of
the research project. The the research the research
project. The student presented project. The project. The
student presented their student is lacking student shows no
their understandings in creativity in how creativity in how
understandings in a fairly creative they present their they present their
a creative way way that enhances understandings understandings.
that enhanced the the project for the and it does not
project. most part. enhance the
project.
Student Self-Assessments Other Evidence (assessments)
- Teacher meeting - KWL chart
- Student checklist - Think, Pair, Share
- Opportunity for self/peer evaluations - Class Discussions
- Teacher monitoring
- Exit/entrance cards
- Quizzes
- Notes
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexander, Virginia: Association for Supervision and
Curriculum Development.