UbD Lesson Plan Template

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VITAL INFORMATION
Author
*Subject(s)
Topic or Unit of
Study
*Grade/Level
*Summary

STANDARDS
*Standards

Madolyn Thatch
Science
Wind and Water
2nd
Students will hand make boats out of available materials. Then the students will make
a hypothesis on which direction the boat will sail in the water based on the wind.
2.2.1 Construct and use tools to observe and measure weather phenomena like
precipitation, changes in temperature, wind speed and direction

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 1 DESIRED RESULTS
Established Goals

The child will be able to tell what direction a sail boat will head at the end of 45 minutes

Understandings
Overarching
Understanding

The students will need to know how to assemble a boat so that it will float and sail with the
wind.

Related
Misconceptions

The students might believe that their boats will be able to hold anything.
What are some different ways people use for transportation? See the leaves on the trees?
Essential Questions What makes them move?
Knowledge

Skills

The students might not understand the capacity the boat can hold, so I might say to make
your boats light as you can so they can float easier.
Gluing and cutting, sharing, and observing

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 2: Assessment Evidence

Performance Task Description:

What authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances be judged?
Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will
students demonstrate achievement of the desired results?

How will students reflect upon and self assess their learning:
Goal 24 students complete activity
Role Student
Audience 2nd grade
Situation Classroom and outside
Product/Performance Activity/Out of the classroom learning
Standards

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 3: Learning Plan
What learning experiences and instruction will enable students to achieve the
desired results? How will the design:
Where are your students headed?
Where have they been?
How will you make sure the students know where they are
going?

Later in Social Studies, Math, Science the students will be asked how the
settlers got to the West Indies, they might be asked which boat is traveling
faster, and they might be asked to make this hypothesis again without the
visual aid.

How will you hook students at the beginning of the unit?

Ask about personal experiences on boats or if they have ever saw a boat. Ask
what they know about boats.

What events will help students experience and explore the

big idea and questions in the unit?
How will you equip them with needed skills and knowledge?

Have a demonstration on water currents. On a windy day take a quick trip to

the flag pole and observe what is happening.

How will you cause students to reflect and rethink? How will I would like each one to finish their hypothesis to the class
you guide them in rehearsing, revising, and refining their
work?
How will you help students to exhibit and self-evaluate their
I would like the students to share with their neighbor what happened to their
growing skills, knowledge, and understanding throughout the
boat and what they can do better next time.
unit?
How will you tailor and otherwise personalize the learning
plan to optimize the engagement and effectiveness of ALL
students, without compromising the goals of the unit?

Adapt for each student, if a student isn't able to use scissors I or another
student will help cut out material.