UbD Template

Stage 1 Desired Results

ESTABLISHED GOALS (GSE) Transfer (meaning making, sense making)
Students will be able to independently use their learning to… identify ways that humans mitigate damage
S6E5. Obtain, evaluate, and
from natural phenomena like earthquake and/or landslides.
communicate information to show Meaning
how Earth’s surface is formed. UNDERSTANDINGS (Disciplinary Core Ideas) ESSENTIAL QUESTIONS & Learning Targets
Students will understand that… ● What causes certain natural
f. Construct an explanation of phenomena?
how the movement of lithospheric .B: Natural Hazards ● What role do tectonic plates and plate
plates, called plate tectonics, can Mapping the history of natural hazards in a region,
boundaries have?
cause major geologic events such combined with an understanding of related geologic
as earthquakes and volcanic forces can help forecast the locations and likelihoods of
eruptions. (Clarification future events.
statement: Include convergent,
Acquisition
divergent, and transform
Students will know how to apply…(Crosscutting Students will be engaged in…(Science Practices)
boundaries.)
Concepts)
Asking questions that arise from careful
Patterns. Observed patterns of forms and events guide observation of phenomena, models, or
organization and classification, and they prompt unexpected results to the construction of an
questions about relationships and the factors that explanation and/or seek additional information.
influence them.
Stage 2 - Evidence
CODE Evaluative Criteria Assessment Evidence
(Which Apply?)
(A, M, T ?) Acquisition PERFORMANCE TASK(S):
Present students with a set of grade-appropriate scientific literature and/or media reports related to a
scientific phenomenon, then
For each text, ask students to analyze and write about the validity and reliability of the
information in the text (e.g., data, hypotheses, conclusions).

(A, M, T ?) Meaning OTHER EVIDENCE:

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Formative Assessment:
Exit Ticket:
(The overhead would demonstrate the tectonic plates)
If you were the owner of an Earthquake Resistance company. Which states would you offer your services to?
How would you construct the buildings to withstand Earthquakes?
Stage 3 – Learning Plan
Pre-Assessment: Picture Interpretation- Students will try to interpret the following image and draw a connection between the four images.
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Developing Phenomena & Driving Questions

1. Brainstorm Possible Phenomena (Qualities of a Good Anchoring Phenomenon; Examples: NGSSphenomena, #ProjectPhenomena).
2. Develop Driving Questions--open-ended, grade-appropriate questions to provoke inquiry and engagement focused on the core ideas of the
lesson.

Anchoring Phenomenon Overall Driving Question

● Students will view a video which demonstrates the Earthquakes which ● How can we better prepare structures to withstand
have occured 120 Years ago up to 2020. What I hope that students see is earthquakes?
a pattern in where most of the Earthquakes occur.
(https://www.youtube.com/watch?v=Zy7eQQkUaJo)

Secondary Phenomena Driving Questions

● Students will use a website ● Why do tectonic plates cause these events?
[https://sepuplhs.org/middle/iaes/students/simulations/sepup_plate_motion ● Do different events occur depending on the movement of
.html] which demonstrates the cause and effects of tectonic plates depending the plates?
on the direction they go.

Stage Learning Events Progress

Monitoring

https://www.youtube.com/watch?v=Zy7eQQkUaJo. I will engage students with the phenomenon that is Teacher will ask
ENGAGE students to write
Earthquakes. This video will demonstrate the location of all major Earthquakes (6.0+) since 1900. It is
categorized by color in terms of depth. their ideas and
connections
between
Earthquakes and
Plate Tectonics.

Students will use the NOAA website [https://maps.ngdc.noaa.gov/viewers/hazards/] to spot and create Teacher will look at
EXPLORE connections between tectonic plates and natural disasters. their investigation
sheets to monitor
the progression the
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student and class

makes

Students will explain their connections to their classmates and teacher. They will base this all off their own Teacher will view
EXPLAIN ideas rather than depending on other outside resources. They will present to their classmates as some walk the final
around the room. presentation by the
students

Students and teachers will come together and elaborate on their findings. They will discuss theories along with After finding out the
ELABORATE what actually happens and how plate tectonics work. (https://www.youtube.com/watch?v=_r_nFT2m-Vg truth between
https://www.youtube.com/watch?v=wDfIgoXaXis) tectonic plates and
Earthquakes they
will have a 3-2-1
assignment which
will demonstrate to
the teacher 3 things
the students found
fascinating, two
questions they have
and one fact

What is the connection between tectonic plates and natural disasters? Why aren’t the Earthquakes more Teachers will finally
EVALUATE spread out? The CER Template will be used to demonstrate Claim, Evidence and Reason. evaluate the
progression made
through the final
assignment with the
CER Template.
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