Before reading this, be sure to check out my post on course planning using Dr. D Fink’s 3 Table Column for course planning, which uses a macro approach to achieve course learning goals. This course planning method, the Understanding by Design (UbD) 2.0 method approaches course planning in a micro design. You can also find a comparison of the 3 Column Table Vs Understanding by Design on my site as well. Below you will see the UbD course planning for a world geography unit. The UbD method is helpful in setting big goals and working backwards to narrowing down how it will be effectively delivered to students. I hope you will enjoy!
To better view the table formatting of this doc, follow this link.
World Geography Unit 1: The Geographer’s Eye UbD Template 2.0
|Stage 1 Desired Results|
BHAG: Learners will be able to explain how physical geography shapes human geography to create unique, foreign cultures; identify cultural differences and their biases; and be better able to understand and befriend culturally different people.
|Students will be able to independently use their learning to…
Students will understand that…
What is spatial analysis?
How can people use spatial analysis in their lives every day?
Why do people move?
How can place influence a person?
|Students will know…
||Students will be skilled at…
|Stage 2 – Evidence|
|Evaluative Criteria||Assessment Evidence|
|Spatial Analysis Project||PERFORMANCE TASK(S):
|<type here>||OTHER EVIDENCE:
|Stage 3 – Learning Plan|
|Summary of Key Learning Events and Instruction
Pre Lesson – Project Introduction, Description, Expectations, and Homework Assignment
Teacher will introduce the project and explain why we are doing it. The students will be instructed to collect residency data of 5 family members/friends of different age groups. Students may use fictitious pop icons for some data, but must connect with some living family/friends. Data will consist of:
Day 1 – Students will present homework to teacher. Students that do not do homework will be marked, but given the opportunity to choose from a pre-selected list of pop icons to map their residencies. Students will map residencies on a variety of maps using longitude and latitude. After mapping residencies, they will complete sentence stems
Day 2 – Students will work with 1-2 partners to copy and map their group members family info and residencies, discuss/review Day 1 sentence stems, and answer these sentence stems in conclusion:
Day 3 – Start with a class discussion: review what spatial analysis is, and have students share how and why geographers use it. Have students share how they can use spatial analysis in their lives. Have students share some of the stories they have heard from group members, focusing on some of the unique cultural differences they have heard and why people are moving. Ask students about identifying trends within their groups information, what have they found? How does place influence a person? After the discussion have students individually complete the sentence stems in their journal:
(Pull out students who seem to be struggling with these concepts and clarify/verify/allow additional questions and time)
Have students turn in projects to be graded.
Wiggins, Grant & McTighe, J. (2005). Understanding by design. Alexandria, VA : Association for Supervision and Curriculum Development.
Eddye. (2017). Tips Jitu developing design business in the internet. Found at: http://www.fcylgw.com/tips-jitu-mengembangkan-usaha-desain-di-internet/. Accessed on 7/7/17.