Patrice O.

Toulson FRIT 8530: Applications of Instructional Technology Stage 2, Understanding by Design Spring 2011

UbD Stage 2 Template Stage 2 Determine Acceptable Evidence

Title of Unit Water Cycle Grade 6th grade Level

Stage 1 Identify Desired Results

The students will understand that: The earth reuses the same water in a continuous cycle. Water is one of earths renewable resources. The water cycle is important to all living things for survival. In order to help conserve our water supply, we must learn how to apply the method of conserving water. There is evidence that shows conserving water has an effect on all living things. There are areas on earth that have to worry about their water supplies and would see how it would be living in these areas. Their views about water conservation are shaped by the area on earth in which they live

Essential Questions
(copy and paste from Stage 1)

Overarching Questions:
1) Why is the water cycle 2) 3) 4)

Topical Questions: 1) What is the water cycle? 2) What are the elements that make up the water cycle and how do they all fit together? 3) Does the water cycle impact all living things? 4) How can we as individuals help conserve water? 5) What are some reasons for water shortages and what are some ways we can conserve water? 6) Can the water we drink today be the same water that the dinosaurs drank? 7) What is a water shortage? When a water shortage occurs, what does it do to our water supply?

5)

6)

7) 8)

important? How are atmospheric conditions affected by the water cycle? How does the water cycle impact human lives? How does conserving/not conserving water impact future water use? If water is a renewable resource and it is recycled, how can there ever be a water shortage? Where do we get our water that we use everyday? What happens when a water shortage occurs? How can a water shortage affect our lives?

Stage 2 - Evidence Performance Task(s)

The students will understand that: The earth reuses the same water in a continuous cycle. (Understanding 1) Goal: Your goal is to help students understand that earth reuses the same water in a continuous cycle. Role: You are a raindrop.

Audience: The target audience are 6th grade students Situation: You need to convince the students that water is continuously reused while going through 4 stages: Evaporation, Condensation, Precipitation, and Collection. Product Performance and Purpose: You need to write your life history. You will need to include what form you arrived in and how you got there. Facet 4: Perspective Standards and Criteria for Success: Your written story of your life history should include the four different stages of the water cycle, how you got to each stage and in what form you arrived in.

Performance Task(s) Rubric(s)

1)

Rubric for written story about traveling through the water cycle as a raindrop. Content Excellent - Good - 3 Fair - 2 Poor - 1 4
Content Water cycle is described using all correct terminology and all 3 familiar states of matter are represented . Water cycle is described using all 3 familiar states of matter are represented but 1 component is missing or incorrect. Water cycle is described and all 3 familiar states of matter are represented but 2 components are missing or incorrect. Water cycle is incorrectly described and/or 3 familiar states of matter are not represented and 3 or more components are missing or incorrect. Project demonstrat es little imagination and creativity The students writing shows 9 or more spelling or grammar errors. Ideas and scenes seem to be randomly arranged.

Imagination

Spelling/Gram mar

Project demonstrat es fantastic imagination and creativity The students writing shows no spelling or grammar errors. The story is well organized. One idea or scene follows another in a logical sequence with clear transitions. Title is creative, sparks interest and is related to

Project demonstrat es good imagination and creativity The students writing shows 1-4 spelling or grammar errors. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. Title is related to the story and topic.

Project demonstrat es some imagination and creativity The students writing shows 5-8 spelling or grammar errors. The story is a little hard to follow. Transitions are sometimes not clear.

Organization

Title

Title is present but does not appear to be related

Title is not present.

the story and topic.

to the story of topic

Other Evidence
(e.g. tests, quizzes, work samples, observations)

1) Vocabulary quiz on water cycle terminology. I will have the phrases of the water cycle listed and they will have to describe each one. Facet 1: Explanation (See Below) Each day I will review by asking questions or what we have previously covered. I will pull sticks with student names on them to identify who will answer each question. I will observe how each student does and if they show knowledge of understanding. Facet 6: Selfknowledge Label a blank water cycle diagram. This will be the same diagram that was used in the podcast. Facet 3: Application

Water Cycle Vocabulary Quiz: Describe the meaning of each word. Condensation Domestic Use Evaporation Gallon Groundwater Hydrologic cycle Recycle Runoff Surface Water Water Water Conservation Collection Scarcity Precipitation

Student Self-Assessment and Reflection 1) Problem Solving Rating Scale 1 5

I do not recognize the do recognize all the phases of the Phases of the water cycle. water cycle. I can not explain the 3 states of can explain the 3 states of matter of matter. I do not understand that water is understand that water is reused when going through the reused when going through the water cycle. water cycle. I I

3
I

Stage 2 - Evidence Performance Task(s)

The students will understand that: Water is one of earths renewable resources. (Understanding 2) Goal: The goal is to make a plan to promote water as an energy source. Role: You are a concerned citizen in your community. Audience: The audience consists of members of the city council. Situation: A town hall meeting between concerned citizens and members of the city council to hear the pros and cons of water as a renewable energy. Product Performance and Purpose: A written proposal expressing the point of view of each side. Facet 4: Perspective Standards and Criteria for Success: Your proposal should include the pros and cons of water as a renewable resource, why water needs to be used as an energy source, ways water can generate energy for the city and why you believe this is important.

Performance Task(s) Rubric(s)

2) Rubric written for Proposal for water as an energy source. Excellent 4 All 5 areas are covered: pros/cons, why water needs to be used, ways water can be used, and why you believe its important. Presents findings and conclusions in an organized manner. Good 3 One of the componen ts is missing. Fair 2 2 compone nts are missing. Poor 1 3 or more componen ts are missing.

Content

Organization

Grammar/Spelli No spelling/ ng grammar errors are found.

Presents findings and conclusion s with some degree of organizati on 1-4 spelling errors are found.

Informati ve graphics placed haphazar dly on the page. 5-8 spelling errors are found.

The presentati on is disorganiz ed.

9 or more spelling errors are found.

Maximum score 12

Other Evidence
(e.g. tests, quizzes, work samples, observations)

2) Ticket out the door: What are renewable resources and give examples. Facet 1: Explanation Build a Hydro-mill - In a group, students will make a hydro-mill to determine how hydropower produces electricity using clean 2-liter plastic soda bottle, scissors, tape, wood dowel, string, water, and a sink. Facet 3: Application Quiz: Tell from a list of renewable and nonrenewable resources which ones are renewable and which ones are nonrenewable. Facet 1: Explanation (See Below)

Renewable or Nonrenewable Please list next to each resource if it is a renewable resource or a nonrenewable resource: Coal Uranium Timber Metal Wood Paper Natural Gas Leather Diesel Soil Air Water Sunlight Petroleum Sun Wind Ocean Tides Nuclear Fission Biomass

Student Self-Assessment and Reflection 2)

Reflective Feedback: How did you feel about this activity?

Would you like to do this activity again?

Did you find this activity difficult to understand?

What did you like most about this activity? What did you like least about his activity? What did you feel you did the best on?

Stage 2 - Evidence Performance Task(s)

The students will understand that: The water cycle is important to all living things for survival. (Understanding 3) Goal: The goal is to help bloggers understand how the water cycle is important to all living things. Role: You are a blogger and have your own website. Audience: The audience is bloggers who subscribe to your forum. Situation: You have been asked to do a forum on the different ways the water cycle is important to all living things. Product Performance and Purpose: After researching the topic, you need to prepare a forum on how the water cycle is important to living things. You should include how it is vital in the lives of people, animals, and plants. Facet 1: Explanation Standards and Criteria for Success: Your forum should include answers to What? Who? When? Where? Why? and How?

Performance Task(s) Rubric(s)

3) Rubric for the blog:

Three points: answers the questions What? Who? When? Where? Why? and How?; includes statistics and vivid descriptions; very well organized; very well presented Two points: answers most of the questions What? Who? When? Where? Why? and How?; includes some statistics and vivid descriptions; fairly well organized; fairly well presented One point: answers only a few of the questions What? Who? When? Where? Why? and How?; fails to include statistics; descriptions vague; poorly organized; unsatisfactory presentation

Other Evidence
(e.g. tests, quizzes, work samples, observations)

3) Essay Question: Water is essential for life. Document the different ways that humans depend on water every day. Consider the effects on a community if its water becomes contaminated. Facet 2: Interpretation Opening Question as the Students come into the room from previous days lesson: Tell 3 ways plants or animals use water. Tell 2 ways that we use water for recreation. Tell 1 way why water is important. Facet 1: Explanation Daily Observations: I will monitor each students understanding of the importance of the water cycle as it is discussed in class. Facet 1: Explanation

Student Self-Assessment and Reflection

3) Students will write a reflection on how they feel they did with the blog and will self-assess whether they included Who? What? When? Where? How? and Why? They will reflect if what they reported on was relevant to the assignment.

Stage 2 - Evidence Performance Task(s)

The students will understand that: In order to help conserve our water supply, we must learn how to apply the method of conserving water. (Understanding 4) Goal: The goal is to minimize water usage in households. Role: You are a pilot program coordinator launching a new pilot program for conserving water. Audience: Your target audience is household users who have been selected for the pilot program. Situation: You have been asked to go in and monitor water usage in the household and determine how much water is being used and create ways that water can be conserved. Product Performance and Purpose: You will need to determine how much water is being wasted in the home and prepare a written proposal on ways that the owner can conserve water. Facet 3: Application Standards and Criteria for Success: Your proposal will need to be in a PowerPoint Presentation and will include: Ways that water is wasted in households. How much total water is being used by the family from these waste. Ways the family could conserve water and lower their water bill

Performance Task(s) Rubric(s)

4) Excellen t-4
All areas are covered: water waste per individual, family estimate of water usage from these waste, and ways to conserve water Graphs/Tabl Graphs/Tabl es es are included for Individual waste. Presents findings and conclusions in an organized manner. Appearance Background and text compliment each other; easy to read and consistent throughout the presentatio n.
Title Title is creative,

Good 3
One component is missing.

Fair 2
Two component s are missing.

Poor -1
Presentatio n has no areas of interest covered.

Content

1 graph/tabl e is missing. Presents findings in some degree of organizatio n Backgroun d or text size and color are inconsiste nt.

2 graphs/tabl es are missing. Informatio n placed haphazardl y on the slides Backgroun d and text size/color change with each slide.

Organizatio n

No graphs/tabl es included in presentatio n. The presentatio n is disorganize d. Text cannot be read on selected backgroun d; text size and color make it difficult to focus on information .
Title is not present.

Title is related to

Title is present but

sparks interest and is related to the topic.

the topic.

does not appear to be related to the topic.

Maximum Score - 20

Other Evidence
(e.g. tests, quizzes, work samples, observations)

4) The students will do a group project where they will design a 30 second commercial in which they promote water conservation. Facet 3: Application Students will evaluate their knowledge about water through written assessments and through an analysis and discussion of the changes they have observed in their own thinking. Facet 4: Perspective Students will do a Circle Map on water conservation. Facet 1: Explanation

Student Self-Assessment and Reflection

4) Student Self-Assessment and Reflection

What did I learn in this unit concerning water conservation? What did I do well? What am I confused about? What do I need help with? What do I want to know more about? What am I going to work on next?

Stage 2 - Evidence Performance Task(s)