MODULE 3: Using a UBD Planner in

Teaching Science
CMU Digital Academics

Learning Objectives: At the end of the lesson, the learner is expected to:

❑ explain what UBD is.

❑ demonstrate how to use it in planning a science unit.

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 INTRODUCTION
Understanding by Design (UBD), as presented by Grant Wiggins and Jay McTighe, is
based on constructivism. As we experience something new, we internalize it, but this
is influenced by our past experiences, biases, beliefs, feelings, and values.

UBD is also known as the Backward Design. Beginning with the end in mind makes
way for a clear understanding of where you are going. This means making sure that
all the activities you do in making lesson plan are all relevant and leading to the final
goal you have set to achieve.

UBD has three major stages: (1) identifying the desired results (based on the
standard, (2) determining evidence to show that the lesson was learned (planning
the assessment), and (3) planning the learning experiences to make sure that the
desired results will be achieved (planning the lesson).
 Stage 1: DESIRED RESULTS
The element of “Concrete Experience” or of “Experiencing”
1. Established Goal – this is based on DepEd content and standards (from the prescribed
curriculum). Example: “The students will explain…”
2. Enduring Understanding (EU)
a. Understandings – What “big ideas” do I want students to understand by the end of the unit? What
are the enduring understandings that the students must get?
b. Transfer – What do I want my students to accomplish in the long run or ling term?
3. Essential Question (EQ) – What thought-provoking questions can I use that will foster
inquiry among my students?
4. Knowledge and Skill – What should the students know, understand, and be able to do?
a. Knowledge – “Students will know…” (These are stressed in examination)
b. Skill – “Students will be skilled at…” (These are assessed through demonstrations or performance
tasks.)
 Stage 1: DESIRED RESULTS
Six Facets of Understanding
❑ Explanation – The unit plan must give the students opportunities in tasks and assignments or
assessments (performance task, project, prompt, or test) that require them to EXPLAIN what they
know, explain why things happen or how things are done a certain way, how things work, what
they imply, where they connect, and so on, and also give supporting pieces of evidence for their
claim.
❑ Interpretation – If the students really understood, then they can interpret. They can give
meaningful interpretations. Students should be given the opportunity to INTERPRET data from
experiments, parables (when using this as a hook or motivation), analogies, and connections.
❑ Application - If students really understood, then they can effectively apply what they learned to
real-life situations. You should give the students opportunity to SYNTHESIZE and APPLY what they
learned. They can use their knowledge, adapt, or customize it depending on the context.
❑ Perspective – If students really understood, then they would be able to give credible perspective.
This means they should be able to weigh in different plausible explanations and interpretations
from different points of view.
 Stage 1: DESIRED RESULTS
Six Facets of Understanding
❑ Empathy – If students really understood, then they could sensitively empathize with others.
Another manifestation of “perspective” is the ability to empathize or at least to sympathize. Give
students opportunities to manifest sympathy by letting them question their own ideas and searcj
for signs of bias and inconsideration.
❑ Self-Knowledge – If the students really understood, then they can show they are aware of
themselves. They have self-knowledge. They know their strengths, weaknesses, desires,
prejudices, what they already know, and what they still need to know among others.
 Stage 2: ASSESSMENT EVIDENCE
The element of “Concrete Experience” or of “Experiencing”
1. Performance Task/s – Ask yourself, “What authentic performance task will allow
students to demonstrate understanding?” This component is outlined in the acronym
GRASPS:
G is for real-world Goal. Provide a statement of the task.
R is for real-world Role. Define the role of the students in the task, to take perspective
and empathy in the process of explaining, interpreting, synthesizing, applying what they
learned, and in solving the problem.
A is for real-world Audience. Identify the target audience in the context of the scenario.
S is for real-world Situation. Set the context of the scenario.
P is for real-world Products or Performance. Clarify what the students are expected to
create and why they should create it.
S is for Standard or Criteria to judge a product or performance
 Stage 2: ASSESSMENT EVIDENCE
The element of “Concrete Experience” or of “Experiencing”
2. Other Tasks – This is a list of quizzes, tests, observations, homework, journal,
reflections, self-assessment, and oral or written response to the essential question.
 Stage 3: THE LEARNING PLAN
Ask yourself “What learning experiences and instruction will allow my students to activate the
desired results?” This component is outlined in the acronym WHERETO
W is for Where. Make a statement of your learning objectives. Help the students know
where the lesson is going and what is expected.
H is for Hook and Hold. Grab the attention of all students and hold their students with a
question, video, photograph, problem, puzzle, or issue among others.
E is for Equip and Experience. Equip students with knowledge. Provide them with the
experience, so they can learn the key ideas and explore the issues being tackled.
R is for Rethink and Revise. Provide your students opportunities to rethink and revise their
understanding and work after learning from their experience.
E is for Evaluate. Allow your students to evaluate or assess their own work and its
implications with the use of rubrics or checklists for self-awareness and allow them to
improve their work.
Stage 3: THE LEARNING PLAN

T is for Tailored. Personalize or tailor the lesson according to individual needs, interests and
abilities of the students.
O is for Organized. When you organize your lesson, let us say from simple to complex and
from concrete to abstract, you actually maximize the initial engagement of the students and
sustain it for effective learning.
 REFERENCES/TEXTBOOK/LINKS

• A Course Module for: TEACHING SCIENCE IN ELEMENTARY GRADES

(Biology and Chemistry)
• Science Beyond Borders Textbook Grade 3
• Science Beyond Borders Textbook Grade 4
• Science Beyond Borders Textbook Grade 5
• Science Beyond Borders Textbook Grade 6
• www.education.com>lesson-plans

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Any Questions