Katrina Serrano

Enhancing the Teaching of the Research Process with Understanding By Design

INSTTECH 6024: Instructional Design

Spring, 2018

Dr. Ping Gao

 Overview of UbD

UbD Template 2.0

Stage 1 Desired Results

ESTABLISHED GOALS Transfer

Students will be able to independently, wisely and flexibly use their

learning to…

Write informative/explanatory texts to examine a topic and convey

ideas, concepts, and information through the selection, organization,
and analysis of relevant content.

Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that…
Why is it important that sources
The author, publisher, purpose,
of information are credible and
and strength of ideas must be
accurate?
taken into account to determine

validity/credibility.
Why is it important to avoid

Paraphrasing as you take notes plagiarism?

makes it easier to put the

information into your own words

when you write your research

paper.

Not all information on the

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internet is factual and you must

evaluate sources for validity.

All sources of information must

be properly cited to avoid

plagiarism.

Acquisition
Students will know… Students will be skilled at…

Students will be able to define the Conducting a short research

following vocabulary words: project.

plagiarism, works cited, cite,

paraphrase, direct quotation, Analyzing sources of

credibility. information, citing sources,

and using several sources to

Students will know the steps in answer a question.

the research process.

Students will discern between

credible and not credible sources

of information during the

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 research process.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S): Examples (Make a hyperlink to your
Performance Task Rubric #1 Students will conduct research and examples)

create a Google Slide presentation Examples added after

implementation
on the positive impact of music

programs that could be presented to

member of the school board who are

considering cutting music programs.

Performance Task Rubric #2 Students will create a Prezi

Presentation on a historical time

period that includes information and

artifacts. Their roles is a museum

curator at the Putnam who is

preparing to present on a new

exhibit to the museum board and

later the public.

OTHER EVIDENCE: Examples (Make a hyperlink to your

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 Students will ​be provided five examples)

websites on a topic of interest and Examples added after

implementation
then will complete a website

evaluation checklist

independently to assess their

ability to evaluate sources.

Students write a reflection on the

research process (evaluating

sources, searching for

information, note-taking,

synthesis)

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

To answer the question: ​What learning To answer the question: To answer the question:
experiences and instruction will enable What learning experiences and What learning experiences and
students to achieve the transfer goals? instruction will enable students to instruction will enable students to
achieve the meaning-making goals? achieve the meaning-making goals?

Deconstructing webpages - Jo Cool or Jo Fool - Introduce Research Process

http://mediasmarts.ca/sites/medi http://mediasmarts.ca/game/jo-c *Flocabulary - Research Process
asmarts/files/lesson-plans/lesson ool-or-jo-fool/kids
_deconstructing_web_pages.pdf Introduce Big 6 Skills (task
​ lagiarism Scavenger Hunt
P identification, information seeking
Decades Research Paper and http://edtech2.boisestate.edu/patri strategies, location and access, use

4
Presentation ciasmeyers/502/scavenger.html
Understanding plagiarism with
some help from Dr. Seuss
http://turnitin.com/en_us/commu
nity/teaching-tools/lesson-plans/2
161-understanding-plagiarism-wi
th-some-help-from-dr-seuss
of information, synthesis,
evaluation)
Evaluating websites using 5 Ws of
cyberspace
How to use Google Search
Teaching students to avoid
Plagiarism
https://www.cultofpedagogy.com
/preventing-plagiarism/
Exploring Plagiarism
http://www.readwritethink.org/cl
assroom-resources/lesson-plans/e
xploring-plagiarism-copyright-pa
raphrasing-1062.html
5
 Project Overview

The purpose of this project is to design an instructional unit by adopting the

framework of ​Understanding by Design​ (UbD, Wiggins & McTighe 2005) to solve the

problem of 6th grade Language Arts Students struggling with evaluating sources (print and

digital) of information and citing them correctly in order to avoid plagiarism. The main

problem occurs when students use the internet to search for information. They also struggle

with formatting their final papers according to the requirements set forth in the rubric. In 6th

grade students learn how to write a 5 paragraph paper and the format is new to them. The

research paper that they work on during 4th quarter requires them to follow the research

process in addition to the writing process. It is essential that students understand how to

conduct research and write a paper that clearly communicates the information found and by

doing so they will be prepared for the writing they will complete in 7th grade and beyond.

Problems Identification
The current unit focuses more on the writing process and now that Davenport

Community School District has identified priority standards, the focus has shifted from the

research paper as a product to the actual process of research. Students will be assessed on

their ability to complete the research process and to the writing process because the goal is

for students to leave 6th grade with a clear understanding of both processes. Currently there

is a lack of resources for teaching students how to evaluate digital resources for validity. As a

1-1 school district with students having access to a personal Chromebook each day it is

important that they know how to evaluate the sources of information they find when they are

on the internet.

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Context Analysis

Wood Intermediate is a school for 6th - 8th grade students in the Davenport Community

School District in Davenport, Iowa. There are over 15,000 students in the school district and

the entire district is a 1:1 (every student has a Chromebook assigned to them to use) and

Google Apps for Education school district. Wood Intermediate has approximately 700

students. At Wood Intermediate teachers have CTTs, which are Collaborative Teacher

Teams. CTTs made up of teachers from the same curricular area meet at least once a week

during planning/prep time to select essential standards, create common formative

assessments, share teaching strategies, plan intervention, and create summative assessments.

Rationale(s) for Using Understanding by Design

The mission statement of Wood Intermediate is “Preparing all students to be

successful.'' Using​ Understanding by Design​ fits with the mission statement because by

focusing on the learning goals of unit first instead of just planning learning activities and

planning assessments around those activities teachers can ensure that their focus is on student

learning. Using ​Understanding by Design ​in planning instructional units prepares students to

be successful because students will work towards meeting the learning goals by the end of

the school year, which will help prepare them for the next school year. At Wood Intermediate

teachers are currently working on Guaranteed Viable Curriculum, which ensures that all

students have an equal opportunity to learn. As part of Guaranteed Viable Curriculum all

students have access to the same content, so in CTTs teachers are determining the knowledge

and skills that all students will have access to. Using ​Understanding By Design​ in CTT will

help them to ensure that they are creating a Guaranteed Viable Curriculum.

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Learner Analysis

The students in 6th Grade Language Arts range from the ages of 11-12 years old.

Several Language Arts classes are co-taught (General education teacher and special

education teacher) due to IEP students being in the class. Class sizes range from 20 - 29

students. The average number of students with IEPs in a class is 8. The data provided below

will be for two 6th Grade Language Arts classes that are co-taught.

Figure 1
Learner Analysis
Terms Data Sources & Summary of Characteristics
Collection

Entry Behaviors Writing samples and Students struggle with organization and
observation using their time wisely. Due to the class
being a block class (90 minutes), 70% of
students tend to think they have plenty of
time to complete assignments and get off
task and then tend to rush to complete
writing. Then due to not putting forth they
best effort they have to spend time outside
of class completing or making corrections to
work.
Prior knowledge Interviews, previous The students have been introducted to the
lessons and assessments. words thesis statement, topic sentence,
introduction, and conclusion during the
writing of a previous paper. They had to site
the websites they used when they wrote a
persuasive paper, however, they do not
know how to cite sources using MLA
format. Students did research in fifth grade
and this year have completed one DBQ
(document based question) that required
them to paraphrase information.

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 Attitudes toward Survey Students do not enjoy having to complete
the content the parts of the writing process. Many
students have commented that they just
want to type the final copy of the paper and
get frustrated about having to complete
pre-writing charts and outlines. For a
previous persuasive paper where students
had to find evidence to support their claims
many students
General Learning Observation Students enjoy using their Chromebooks,
Preference however they need to be monitored during
use to make sure they are on task and not to
other sites. Students do best when the steps
of a process are modeled for them. Students
will benefit from the teacher using the
Smartboard to show how to evaluate and
cite sources.
Others, such as
motivation,and
learning ability

Overall impression Students will require a lot modeling of how

to complete the research process. Serveral
students and in particular IEP students will
need some one on one instruction and
assistance when completing note taking and
citing sources. Students will benefit from
instruction from the teacher libraian on how
to use AEA resources for research
(Britannica Online and Research in
Context). This unit will need to be broken
into parts so that students can follow steps
towards completion.

Challenges and Resources for Teacher Learning

One challenge is that the writing of the actual research paper is no longer a priority

standard for 6th grade as determined by a team of teachers that worked on selecting priority

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standards last year. Some teachers feel that it is still important that students write a research

paper, so that they can take the information they have collected and communicate it clearly as

will be required of them next year. Some teachers, however, feel that since it is not a priority

standard that writing a paper is not necessary as long as students complete research and learn

how to evaluate and cite resources. Using the writing process is a priority standard during 4th

quarter even though there is not a standard that is a priority that focus on a particular paper.

The curriculum coordinator for Language Arts has communicated that priority standards are

what must be assessed, however, that does not mean that they are all that should be taught.

Teachers have a list of supporting standards from the Common Core that should also be

taught to students, however, many teachers are concerned about having enough time to

address all standards especially since there is a requirement to focus on an essential standard

in CTTs.

Overall Structure of Unit

Length of Unit: The overall length of this unit will be four weeks.

Total Number of Class Periods: 6th Grade Language Arts is a block class (90

minutes), so four weeks would be 40 class period, however, there will be a reading unit

occurring during the same time of this research unit.

Identify Desired Results: Stage 1

As mentioned in ​Understanding by Design​ it is essential to start with the end in mind,

which is backwards planning. For the purpose of this project the starting point for this

instructional design plan is to identify goals/standards. The identified desired results for this

unit have been established by the Common Core Curriculum Standards for 6th Grade

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Language Arts. The goals/standards identify what students need to be able to understand and

do by the end of the school year. It is important to identify the desired results when designing

an instructional unit because then you are able to effectively plan meaningful, purposeful

learning activities and content.

Selection and Unpacking Established Goals/Standards

Standards were selected that would be meaningful for this unit on the research

process. The first goal/standard is Common Core Standard:

W.6.8: Gather relevant information from multiple print and digital sources; assess the

credibility of each source; and quote or paraphrase the data and conclusions of others while

avoiding plagiarism and providing basic bibliographic information for sources.

The second goal/standard is Common Core Standard:

W.6.7: Conduct short research projects to answer a question, drawing on several

sources and refocusing the inquiry when appropriate.

Unpacking Standards

Unpacking a standard means taking a standard and identifying nouns and verbs. By

identifying nouns and verbs teachers are then able to identify content, actions, and learning

targets. Unpacking standards is a critical first step towards determining the transfer goals,

meaning-making goals, big ideas, essential questions, and acquisition goals of a unit of study.

Unpacked Standard Exercise

Long-term transfer goals

Transfer goals are what teachers want students to be able to do with their learning

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long after they have left the classroom. The two long-term transfer goals for this unit are

from the Common Core Standards for 6th grade English Language Arts. The Common Core

Standards for English Language Arts have been designed to prepare students for success in

college, career, and life after they graduate from high school. In 6th grade students will

develop a clear understanding of the research process by conducting a short research project

and then they will be able to take their learning of how to evaluate sources and gather

information and use it to communicate what they have learned through the writing of an

informative/explanatory text.

Figure 1:
Transfer Goals

Long-Term Transfer Goals Why (and When)These are Transfer

Goals

Students will be able to independently, When students are able to evaluate

wisely and flexibly to use their learning
to write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
sources of information and gather
relevant evidence, that allows them to
write informative/explanatory texts that
clearly convey ideas and are well
organized. This unit on research occurs
during 4th quarter and prepares students
to write informative/explanatory texts
more independently in 7th grade.

Students will be able to independently When students conduct short research

wisely and flexibly use their leanring to projects to answer a questions and then
produce clear and coherent writing in commuicate the information they gather,
which the development, organization, they gain an understanding of and the
and style are appropriate to task, ability to produce clear and coherent
purpose, and audience. writing that follows the format
(development, organization, and style)
of a research paper.
(choose the verbs from the list of the verbs for transfer goals)

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Meaning-Making Goals
A meaning-making goal expresses how students will make connections and

generalizations using the facts and skills they have acquired. Meaning-making goals are

important because it takes a student from simply being able to state facts they have

memorized or demonstrating skills to showing a deeper understanding of what they are

learning. When crafting a meaning-making goal it is essential to determine what students

need to be able to do with the facts and skills that have learned, for example, during the

teaching of the research process students learn what paraphrasing is and then later the

meaning making goal is that when they are researching, paraphrasing as they take notes helps

ensure that information is not plagiarized.

Big Ideas

A big idea is a statement that shows the understanding that students need to take away

from the unit of study. The big ideas for this unit are: validity of the sources and ​plagiarism.

Essential Questions
Essential questions foster critical thinking and lead students to the big ideas of the

unit. Essential questions are important because they help to establish the learning goals and

purpose of the unit. Essential questions should be presented to students at the beginning of

the unit so that they understand what they will be learning.

The essential questions for this unit are:

Why is it important that sources of information are credible and accurate?
Why is it important to avoid plagiarism?

Figure 2:
Desired Understanding Goals

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 Possible Desired Understanding goals Facet(s) of
misunderstandings Understanding

If a source looks good Students will understand that…the Explain

then it is credible. author, publisher, purpose, and
strength of ideas must be taken into
account to determine
validity/credibility.

When taking notes you Students will understand that…. Apply

copy everything down paraphrasing as you take notes
word for word from your makes it easier to put the
source. information into your own words
when you write your research paper.

Anything found on the Students will understand that…. not Perspective

internet is factual all information on the internet is
information factual and you must evaluate
sources for validity.

It is not necessary to cite Students will understand that…All Explain

sources as long as sources of information must be cited
information is to avoid plagiarism.
paraphrased.

Knowledge Acquisition Goals

Knowledge acquisition goals are the specific facts, definitions and basic concepts that

students need to know and acquire in order to work towards making-meaning. If students do

not acquire knowledge acquisition goals then they will not be able to effectively work

towards meeting the goals of the unit and then will be unable to transfer their learning to new

contexts.

Students will be able to define the following vocabulary words: plagiarism, works

cited, cite, paraphrase, direct quotation, credibility. Students will discern between credible

and not credible sources of information during the research process.

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Skill Acquisition Goals
Skill acquisition goals are the skills the students will be able to do/perform. It is

important for students to acquire skill goals because they are the building blocks towards

making meaning and then later transferring their learning to new situations.

Students will be skillful at… conducting a short research project. Analyzing sources of
information, citing sources, and using several sources to answer a question.

Relationship Among Three Goal Types

The relationship between the three goal types can be represented as a cycle where one

goal leads to the next. First acquisitions skills are taught and after students have acquired

important knowledge and skills then meaning making goals can be taught. Students take their

knowledge and skills and develop new understandings. Then after students have developed

meaning making goals, they can transfer them to new learning situations. Since learning is a

never ending process the cycle often goes back to the beginning where students are once

again acquiring skills or maybe they are learning them at a more advanced level.

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 Determine Acceptable Evidence: Stage 2

It is important to determine acceptable evidence (assessment) before planning

teaching and learning activities. When evidence is determined first it ensures that the

assessments that are designed to accurately measure whether students have met the goals of

the unit. Designing assessments that require students to demonstrate their learning beyond

what can be measured by a multiple-choice test allows teacher to fully evaluate if students

will be able to take their learning and transfer it to new situations. After determining

acceptable evidence then teaching and learning activities can be planned that are aligned to

the stage 1 skill acquisition, meaning making, and transfer goals of the unit.

Performance Tasks

A performance task is a type of assessment that asks students to demonstrate their

knowledge, understanding, skills, and proficiency. A performance task requires students to

apply knowledge and skills rather than recalling information as required by a traditional

assessment.

Performance Task 1

Goals:
● Your goal is to…Present on the positive impact of music programs
Role:
● You are…orchestra, band, and music teachers
Audience
● The target audience is…School board members

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 Situation:
● The contexts your find yourself in is…The school district is looking to
make budget cuts and you are presenting research to convince them not to
make cuts to the music budgets.

Products or Performance and Purpose:

● You will create a…Google Slide Presentation with your group

Standards and Criteria for Success

​Performance Task #1 Rubric

Exceeds (4) Meets (3) Progressing Beginning (1)

(2)
Skillfully uses Uses relevant and Uses mostly Does not use
relevant and sufficient text relevant text support relevant or sufficient
substantial text support from the but may lack text support from the
support from the resources with sufficient evidence resources with
resources with accuracy and/or accurate use accuracy
accuracy

Uses credible and Used credible Uses mostly Uses few to no

varied sources sources credible sources credible sources

Develops the topic Develops the topic Develops the topic Does not support
with well integrated with facts, with limited facts, opinion with facts,
facts, definitions, definitions, concrete definitions, concrete details, and/or
concrete details, details, quotations, details, quotations, reasons
quotations, or other or other information or other information
information and and examples and examples
examples

Supports opinion Supports opinion Supports opinion Does not support

skillfully with with sufficient and with limited and/or opinions with
substantial and relevant evidence superficial evidence evidence and/or
relevant evidence evidence is
irrelevant or
inaccurate

Provides insightful Provides clear Provides some Provides no or

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 explanation/analysis explanation/analysis explanation/analysis inaccurate
of how evidence of how evidence of how evidence explanation/analysis
supports claim(s) supports claim(s) supports claim(s) of how evidence
supports claim(s)

*Sources - ​Teacher’s College - Columbia University Reading and Writng Project

Performance Assessment Rubrics​ and Davenport Community School District Research
resources (standards based rubrics)

Performance Task 2
Goals:
● Your goal is to…educate on a historical time period
Role:
● You are…a museum curator at the Putnam Museum
Audience
● The target audience is…board members and visitors to the museum
Situation:
● The contexts your find yourself in is...a new exhibit is opening on a
historical time period.

Products or Performance and Purpose:

● You will create a…Prezi presentation with information and artifacts on a
historical time period of your choosing from the list provided that will be
presented to members of the board.

Standards and Criteria for Success

​Performance Task #2 Rubric

Exceeds (4) Meets (3) Progressing Beginning (1)

(2)
Presented content Presented the Presented some of Presented content

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 clearly and content with a the content with a which was
concisely with a logical progression logical progression, unfocused, showed
logical progression of ideas and however, overall minimal organization
of ideas and supporting failed to maintain a and effort, and
effective supporting evidence. consistent focus, lacked an adequate
evidence. included little amount of
supporting supporting evidence
evidence..

Selected an Selected an Needed to select a Failed to select an

appropriate and appropriate format more effective appropriate format
effective format to to structure and format to structure to communicate
creatively communicate and communicate research findings.
communicate research findings. research findings.
research findings.

Cited all sources of Cited most sources Cited most sources Created citations
information of information in of information which were
accurately to proper format and improperly and incomplete or
demonstrate the documented provided little or no inaccurate, and
credibility and sources to enable supporting provided no way to
authority of the accuracy checking. documentation to check the validity of
information check accuracy. the information
presented. gathered.

*Sources - Teacher’s College - ​Columbia University Reading and Writng Project

Performance Assessment Rubrics ​and Davenport Community School District Research
resources (standards based rubrics)

Figure 3
Assessment for Meaning Making Goal

Essential Questions Ideas for Possible Authentic Evaluative Criteria

and Understanding Assessment Tasks/Products

Why is it important Create oral presentations to Research Rubric

that sources of explain and persuade on a topic.
information are Research DCSD Rubric

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 credible and accurate? Create multimedia presentations
(Google Slides, Powerpoints,
Why is it important to Powtoons, WeVideo) to inform
avoid plagiarism? about a topic.

Research paper

Reflection

Samples of Criteria for Meaning-Making Goals

Research rubric

https://www2.uwstout.edu/content/profdev/rubrics/middlelschresearchrubric.html

DCSD Research Standards Based Rubric

https://drive.google.com/open?id=1XWp6yDXT3MhFOjym0suUjd0Op0tK8Ba5

Samples of Assessment for Knowledge and skill Acquisition

Assess the ability of students to ask questions when researching by introducing a

topic to them and then asking them to brainstorm everything they want to know about the

topic. This will help you determine whether students need reteaching or more guidance at

structuring questions.

Give students five websites on a topic of interest and have them complete a website

evaluation checklist independently to assess their ability to evaluate sources.

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 Website Evaluation Checklist​ #1

Website Evaluation Checklist​ #2

Summarize Stage 2

The purpose of stage 2 in the​ Understanding By Design​ framework it to determine the

evidence that will be used to identify whether the desired results of the unit have been

accomplished. This unit will use performance based tasks and authentic assessments as

evidence of whether students have met the grade level goal/standards. By beginning with the

end in mind (backwards planning) learning experiences that effectively get students to where

they need to be to meet learning goals can be planned and executed.

Plan Learning Experiences and Instruction: Stage 3

Stage 3 of Understanding By Design is focused on the learning activities/experiences

that will engage students and result in them achieving the goals of the unit. When planning

learning experiences and instruction they must be aligned to the goals that are established in

stage 1 and assessments designed in stage 2. The first step when planning learning

experiences and instruction is to use the acronym WHERETO ​Understanding by Design

(UbD, Wiggins & McTighe 2005),which includes the key elements that need to be kept in

mind during design. Then teaching approaches and components are selected that fit with the

transfer, meaning making, and skill acquisition goals. Finally individual lessons can be

planned along with selecting existing instructional materials and creating materials that will

be used during lessons.

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Figure 4
WHERETO
W: ​Where​ are students headed? (Goal) ​Why ​are The goal is for students to be able to
they headed there?
H: ​How​ will you ​Hook​ the student? Create
activities which are engaging
E:​Experiences​ students will have; What key
ideas will students ​Explore​?
R: ​Reflect​ and ​Rethink​; How will students
Revise​ and ​Refine​?
E: ​Exhibit​ student work; How will students
self-​Evaluate
T: ​Tailor​ and Personalize- How might the
teacher appeal to a greater variety of learning
styles by maximizing student options?
O: ​How will the lessons be ​organized ​for
maximum​ engagement​?
conduct research that involves the use of
multiple credible sources.
Flocabulary Videos
*Research process *Evaluating sources *
Research and Citation Escape Room
Librarian will show to use AEA resource
and Destiny resources (Webpath
express).
Students will explore how to search for
sources of information using Google
Search. Students will explore the process
of evaluating sources of information to
avoid plagiarism.
Self assessment, reflection, and peer
review during research
Student will use checklists and reflection
questions to self assess. During this unit
students will present the work they
complete during the two performance
tasks. At the end of the unit students will
complete research on a decade (ex 1980’s)
and will write a research paper and
present their research to the class using a
Google Slide presentation.
Students are able to choose the topic,
subtopics, and questions they will
research after completing this unit on the
research process and will be given choices
of different templates to use for
note-taking and keeping track of sources
of information.
Direct Instruction will be used (I do, We
do, You do), Inquiry based learning,
group work,
22
 It is essential that teachers purposefully think about how and when to teach lessons in

order for the desired results of the unit to be met. Lessons need to be planned purposefully to

fit each type of goal (transfer, meaning making, and skill acquisition. Additionally is

important to use digital technology that will maximize engagement and help students to

develop their ability to use technology effectively and purposefully. The use of digital

technology will also prepare students to be college and career ready and transfer their skills

they have learned to new situations.

Figure 5
T​eaching Approach​es and components

Terms of Teaching Explanation of the Rationales for

Approaches/Components teaching pedagogically using digital
that fits the type of the approaches/components technologies
goal that include

Transfer Short research projects (see Students will create

This goal seeks to support
the learners’ ability to
transfer​ their learning
autonomously and
effectively in new situations
performance based tasks)
will support students in
developing the ability to
transfer their learning to new
situations in the next grade
and beyond.
presentations to share their
research using Google
Slides and Prezi. Students
are more engaged when
creating digital presentations
and they can work on many
of them collaboratively
(Google Slides). When
presenting students are able
to work on developing their
speaking skills while using a
visual aid.

Meaning Group/collaborative work Students can collaborate

This goal seeks to help will support students in using Google Applications,
​ eaning
students ​construct m constructing meaning which allows students to
(.i.e., come to an because they will be able to work on a product together

23
understanding) of important learn from one another. using multiple devices.
ideas and processes.

Acquisition Direct instruction (I do, We Google Slide presentations

This goal seeks to help
learners ​acquire ​factual
information and basic skills.
do, You do) will support
students by the teacher
modeling skills and then
students complete guided
and independent practice,
which will help them to
acquire skills and later used
then independently.
will be used to engage
learners. By hearing the
teacher demonstrate and
explain skills and
procedures along with
seeing them visually this
will result in students
retaining the acquisitions
goals. Videos will be used
(Flocabulary and Youtube)
to peak students interests
and get them engaged in
acquiring factual
information and basic skills.
Instructional games will also
be used (Quizizz) to engage
students in developing their
knowledge and skills.

Figure 6
Major Learning Events and Instruction

Acquire targeted Introduce Big 6 Skills (task identification, information seeking

strategies, location and access, use of information, synthesis,
knowledge and skills evaluation)

Evaluating websites using 5 Ws of cyberspace

How to use Google Search

Teaching students to avoid Plagiarism

https://www.cultofpedagogy.com/preventing-plagiarism/

Exploring Plagiarism
http://www.readwritethink.org/classroom-resources/lesson-plans/e
xploring-plagiarism-copyright-paraphrasing-1062.html

Make meaning of Jo Cool or Jo Fool -

http://mediasmarts.ca/game/jo-cool-or-jo-fool/kids

24
important ideas

​Plagiarism Scavenger Hunt

http://edtech2.boisestate.edu/patriciasmeyers/502/scavenger.html

Understanding plagiarism with some help from Dr. Seuss

http://turnitin.com/en_us/community/teaching-tools/lesson-plans/2
161-understanding-plagiarism-with-some-help-from-dr-seuss

Transfer their Deconstructing webpages -

http://mediasmarts.ca/sites/mediasmarts/files/lesson-plans/lesso
learning to new n_deconstructing_web_pages.pdf
situations
Performance Based Tasks #1 and #2

Decades Research Paper and Presentation

Figure 7
Beginning and Ending Lessons

Beginning Lessons in the Unit Ending Lesson in the Unit

Introduce the Research Process by Plagiarism Scavenger Hunt

playing the Flocabulary video.
Understanding plagiarism with some help
Research Process overview (Google Slide from Dr. Seuss
Presentation)
Jo Cool or Joe Fool
Introduce the Big 6 Skills
Using AEA Resources and Destiny to
How to use Google Search research

Avoiding plagiarism Deconstructing web pages

Evaluating Sources Writing strong research questions

*5 Ws of cyberspace
Note Taking and paraphrasing

Introduction to Decades Research paper

and presentation

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Selecting at least two Existing Teaching Materials
How to Use Google Search - Research Skills
https://www.teacherspayteachers.com/Product/How-to-Use-Google-Search-Research-S
kills-3168789
*Can be purchased on Teachers Pay Teachers. A group of teachers may purchase multiple
licenses for use by more than one teacher or each teacher can purchase their own copy.
Writing Strong Research Questions
https://www.teacherspayteachers.com/Product/Writing-Strong-Research-Questions-Op
en-and-Closed-Questioning-3114072
Note Taking and Paraphrasing
https://www.teacherspayteachers.com/Product/Note-Taking-and-Paraphrasing-Researc
h-Skills-2539368

Creating at least two self-developed Teaching Materials

*Screencasts on how to access AEA resources and Destiny resources to research
Britannica Online Screencast
Research in Context Search Screencast
Destiny Webpath Express Screencast

*​Research Process Google Slide Presentation

Differentiate Instruction to Tailor the Needs of Different Learners

*Provide students with different levels of text while doing research.
*Students that struggle with writing can use the text to speech app in Google Apps to
complete work.
*Students can use MackinVia to listen to audio versions of informational text.
*One-to-one instruction for students that need more individualized attention.
*Provide students with the opportunity to work alone or in groups.

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Summarization of Stage 3
Stage 3 of ​Understanding by Design i​ s focused on the instructional strategies and

learning experiences that will result in students meeting the desired results/goals as

determined in stage 1. For this unit the desired results are that students will be able to

independently conduct short research projects to answer questions and gather information

from multiple sources. Instructional strategies and learning experiences have been selected

and planned that address the three goals that were determined in stage 1 (skill acquisition,

meaning making, and transfer). Additionally the instructional strategies and learning

experiences that have been planned align to the assessments and evidence that will be used to

measure students' proficiency of the desired results of this unit.

Refine Design (Stages 4, 5 & 6)

Refining Design

During the three stages of Ubd adjustments will be made to refine the design based on

peer and expert feedback. Additionally during and after implementations there will be

instances where changes and adjustments will need to occur. By following a unit design

cycle that includes feedback from peers and expert review during the design process. During

implementation feedback includes designer’s observations, teacher’s direct observations,

observations from colleagues and administrators. After implementation the results of

summative assessments from stage 2 and perspectives of what worked and did not work can

be analyzed. Additionally student feedback can be analyzed and advice can be collected from

observers on how to improve the unit for use in the future.

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Unit Design Cycle

Unit Design and Feedback Loop

Figure 11.10 p. 274

Self-Assessment: UbD Feedback Matrix

By using the UbD Feedback Matrix, it can be insured that the instructional unit has
been provided with sufficient feedback, so that the desired goals of the unit are met and so
that adjustments and changes can be made to improve the unit design.

Figure 6

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UbD Feedback Matrix

Stage Feedback Drafting Implementation Results (6)

Source (4) (5)
4 Self-Assessment *

4 Peer/Expert *
Review

4 Expert Review *

5 Designer’s *
Observation

5 Formative *
Assessments

5 Outside *
Observers

6 Analysis of *
Results

6 Students *

Peer/Expert Review
Peer/expert review can be provided by grade level/content level colleagues,

instructional coaches, administrators, and curriculum coordinators. During the drafting of the

unit peers/experts can view it and make suggestions. By using Google Docs to draft the unit

that will allow reviewers to leave comments and make suggestions easily. During

implementation of the unit the instruction designer and peers/experts will observe in the

classroom and provide feedback. Finally after the unit has been taught and data has been

collected to determine if students have met the desired results they can be reviewed by

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peer/experts to determine what changes to make during future implementation.

Figure 7:
UbD Design Standards 2.0 for Self Evaluation
The following assessment tool can be used to to self evaluate the unit. The instruction

designer will use this assessment tool throughout instructional design of the three stages of

Ubd. This assessment tool can also be used for peer and expert review.

Self-Assessment
3 = Meets the standard 2 = Partially meets the standard
1 = Does not yet meet the standard
Unit Plan 3 2 1 Notes
Stage 1
1. Specifies the desired long-term transfer goals that 3
involve genuine accomplishment.

2. Identifies important, transferable ideas worth 3

exploring and understanding.

3. Identifies understandings stated as full-sentence 3

generalizations: Students will understand that . . .

4. Is framed by a few open-ended, 3

thought-provoking, and focusing essential questions.

5. Identifies relevant standards, mission, or program 3

goals, to be addressed in all three stages.

6. Identifies knowledge and skill needed to achieve 3

understanding and address the established goals.

7. Aligns all the elements so that Stage 1 is focused 3

and coherent.

Stage 2

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 8. Specifies valid assessment evidence of all desired 3
results: Stage 2 aligns with Stage 1.

9. Includes authentic performance tasks based on one 3

or more facets of understanding.

10. Provides sufficient opportunities for students to 3

reveal their achievement.

11. Includes evaluative criteria to align each task to 3

desired results and to provide suitable feedback on
performance.

Stage 3

12. Includes learning events and instruction needed to 3

help learners.
a. Acquire targeted knowledge and skills.
b. Make meaning of important ideas.
c. Transfer their learning to new situations.

13. Effectively incorporates the WHERETO elements 3

so that the unit is likely to be engaging and effective
for all learners.

Overall

14. Is coherent, with all three stages in alignment. 3

15. Is likely to work; is feasible and appropriate for 3

this situation.

Peer Review - Laura Jacobsen

3 = Meets the standard 2 = Partially meets the standard

1 = Does not yet meet the standard
Unit Plan 3 2 1 Feedback and
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 Stage 1 Guidance
1. Specifies the desired long-term transfer goals that 3
involve genuine accomplishment.

2. Identifies important, transferable ideas worth 3

exploring and understanding.

3. Identifies understandings stated as full-sentence 3

generalizations: Students will understand that . . .

4. Is framed by a few open-ended, 3 These EQ’s will be

relevant for the rest of
thought-provoking, and focusing essential questions.
their education!

5. Identifies relevant standards, mission, or program 3

goals, to be addressed in all three stages.

6. Identifies knowledge and skill needed to achieve 3

understanding and address the established goals.

7. Aligns all the elements so that Stage 1 is focused 3

and coherent.

Stage 2

8. Specifies valid assessment evidence of all desired 3

results: Stage 2 aligns with Stage 1.

9. Includes authentic performance tasks based on one 3 Focused questions

or more facets of understanding. when reviewing
student work!

10. Provides sufficient opportunities for students to 3

reveal their achievement.

11. Includes evaluative criteria to align each task to 3

desired results and to provide suitable feedback on

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performance.

Stage 3

12. Includes learning events and instruction needed to 3

help learners.
a. Acquire targeted knowledge and skills.
b. Make meaning of important ideas.
c. Transfer their learning to new situations.

13. Effectively incorporates the WHERETO elements 3

so that the unit is likely to be engaging and effective
for all learners.

Overall

14. Is coherent, with all three stages in alignment. 3 The flow makes sense
for the topic/goals and
intended students.

15. Is likely to work; is feasible and appropriate for 3 This unit could be
this situation. taught in a media
class or in the ELA
classroom.

Observation by the Designer during Implementation (Stage 5)

The unit designer will visit the classroom frequently (a few times a week at least)

during implementation. It is important for the designer to see the unit in action because while

the design might look good on paper, the true test is how it works in the classroom. The

designer will pay close attention to the effect of the unit design on students and their

learning. While observing the designer will take notes on what goes well, what is not

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effective, and what can be improved or revised. Some questions that the designer needs to

consider during observation are:

● Which parts of the unit are working well? Which aren’t?

● When are students most purposefully engaged? When aren’t they? Why?
● Do certain elements of the unit (such as essential questions, performance
tasks) work better with some students than others? Why might that be?
● Does the time frame work as planned?
● Are the directions for tasks and activities clear to learners?
● What do the ongoing (formative) assessments reveal about revisions needed
for the future?
● What is surprising? Unexpected?
● What adjustments will you make the next time?

Observation by outsiders
Outsiders are any visitors to the classroom who provide feedback during

implementation of the unit design. Outsiders include administrators, mentor teachers,

department heads, team leaders, colleagues, student teachers, lead teachers, curriculum

coordinators, instructional coaches, and consultants. The purpose of involving outsiders in

observing and providing feedback on the unit is to get different perspectives and determine

the effectiveness of the unit in the classroom. The feedback given by outsiders can also be

used when making revisions to the unit design. The following figure can be used to gather

feedback from those that observe implementation.

Figure P.4
Observable Indicators in the Classroom (General)
Rate the following indicators on the scale of 1=not at all, 2=infrequently, 3=somewhat,
4=greatly

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To what extent are
1. Instruction and assessment focused on big ideas and essential questions based on
established standards or outcomes? ________
2. Essential questions revisited throughout the unit?_________
3. Pre-assessments used to check students’ prior knowledge and potential
misconceptions regarding new topics of study?__________
4. Opening hooks used to engage students in exploring the big ideas and essential
questions?___________
5. Students’ understanding of the big ideas and core processes assessed through
authentic tasks involving one or more of the six facets? __________
6. Evaluations of student products/performances based upon known criteria/rubrics,
performance standards, and models (exemplars)?___________
7. Appropriate instructional strategies used to help learners ​transfer ​their learning, ​make
meaning o​ f the big ideas, and ​acquire​ knowledge and skills?___________
8. Students given regular opportunities to rethink, revise, and reflect on their work based
on feedback from ongoing (formative) assessment? ___________
9. The students expected to self-assess or reflect on their work and learn and goals for
improvement? ___________
10. Other:_______________________________________________________________
____________________________________________________________________

Feedback from Results​ ​(Stage 6)

Since the purpose of the unit design is to bring about the desired results it is essential

to reflect upon whether the unit effectively resulted students meeting the desired

results/goals. After the unit has been implemented it needs to be determined to what extent

the desired results of stage one where met. By looking at the assessment evidence from stage

2 it can be determined whether the unit was effective and where there were

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strengths/successes and weaknesses. Next the learning plan can be evaluated and reflected

upon to determine where students experienced success and where they struggled. In addition

to determining where there was success and difficulty the reflection needs to move to why

they occurred. By getting feedback from the result of the unit design adjustments can be

made for the next implementation. The form below, which is the Final Self -assessment Form

can be used to figure out the strengths, weaknesses, and whether the overall unit was

effective.

Final Self-assessment Form

Figure 6
UbD Stage 6: Final Unit Assessment Form Unit

Unit
Overall unit effectiveness:
ineffective | somewhat effective | effective
Percent for whom effective:
a few | a minority | a majority | all
Overall unit engagement:
a few | a minority | a majority | all

UNIT STRENGTHS: Check and briefly note any relevant observation:

… Students were most successful at
… Students were most engaged when
… The Stage 1 elements best achieved were
… Evidence showed unusually strong results at
… Even my less able students

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 UNIT WEAKNESSES: Check and briefly note any relevant observation:
… The unit was not as effective as it might have been, as shown by
… Students were least successful at
… Students were least engaged when
… Stage 1 elements targeted that were not achieved were
… Evidence showed disappointing results at
… My less able students had trouble with

Reviewing Student work in PLC Teams

When student work is reviewed in PLCs (Professional Learning Communities)

student performance can be evaluated and the results can be used to plan instruction. In PLCs

teachers meet to create common formative assessments and then review the results to find

strengths and areas of improvement. Teachers discuss strategies that can be used during

instruction to help students meet learning targets. Some PLCs also have the ability to plan

summative (final) assessments.

The following questions can be used when reviewing student work in PLCs:

Evaluate:
● What understanding and transfer goals are being assessed?
● What knowledge and skills are being assessed?
● What kinds of thinking are required (e.g., interpretation, problem solving,
evaluation)?
● What kinds of technology are required (e.g. word processing, web 2.0 tools,
software)?
● Are these the results I (we) expected? Why or why not?

Given established criteria/rubric(s):

● In what subject task did the student(s) perform best?

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 ● What weaknesses are evident?
● What misconceptions are revealed?

Interpret
● What does this work reveal about student understanding and performance?
● What patterns are evident?
● Are these results consistent with other achievement data?
● What questions does this work raise?
● Are there any surprises? Any anomalies?
● Is there evidence of improvement or decline? If so, what caused the changes?
● Are there different possible explanations for these results?

Feedback from Students

It is very important to get feedback from students during and after the unit. When

looking at the feedback reviewers should look for patterns in student responses and what

students say about their best learning experience during the unit. The feedback can be used to

make changes to the unit design that will make it more effective for future students and help

designers when creating new unit plans. Students can provide feedback in writing or they can

be interviewed.

The following questions can be used to get feedback from students:

● Which parts of the unit best supported your learning? Why?
● Which parts of the unit didn’t help your learning? Why?
● Which parts of the unit were most interesting to you?
● Which parts of the unit were least interesting to you?
● What was needlessly frustrating? How might it be improved?
● What do you now really understand as a result of this unit?
● To what extent was the purpose and value of the work clear to you?

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 ● What was surprising? Unexpected?
● What changes would you recommend for the next time this unit is taught?

Summarize Alignment Checking

Alignment of Three Stages

Stage 1 Stage 2 Stage 3

If the desired end result is so the assessments need to then the learning events
for learners to… --> require something need to---
like…-->

Conducting research and Conducting research using

Transfer creating a Google Slide the steps of the research

Students will be able to presentation on the positive process.

independently, wisely and impact of music programs Creating presentations using

flexibly use their learning that could be presented to technology (Google Slides

to… members of the school board and Prezi).

who are considering cutting

Write music programs.

informative/explanatory

texts to examine a topic and Creating a Prezi

convey ideas, concepts, and Presentation on a historical

information through the time period that includes

selection, organization, and information and artifacts as

analysis of relevant content. museum curator at the

39

Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Make-Meaning
Students will understand
that…
The author, publisher,
purpose, and strength of
ideas must be taken into
account to determine
validity/credibility.
Paraphrasing as you take
notes makes it easier to put
the information into your
own words when you write
your research paper.
Putnam who is preparing to
present on a new exhibit to
the museum board and later
the public.
Explaining why it is
important to use credible
sources when conducting
research.
Applying by evaluating
sources for
credibility/validity.
Interpreting information in
text and then paraphrasing to not all information on the
answer questions or to
summarize.
Provide activities that help
students to come to see
through inquiry, analysis,
and discussion why credible
sources provide reliable
information.
Provide activities that help
students through inquiry and
analysis to understand that
internet is factual.
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Not all information on the Reflection about the

internet is factual and you research process.

must evaluate sources for

validity.

All sources of information

must be cited to avoid

plagiarism.

Knowledge and Skill Quizzes on research Inform students of the steps

acquisition
vocabulary words and the on the research process.

research process
Students will know…
Teach students, give them

Students will be able to Prompts: What are the steps in practice in how to use Google

define the following the research process? What Search.

vocabulary words: makes a source credible?

plagiarism, works cited, cite, Provide activities that help

students to learn the

paraphrase, direct quotation,
research vocabulary words.
credibility. Students will

know the steps in the

Teach students how to
research process. Students
evaluate sources.
will discern between

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 credible and not credible

sources of information

during the research process.

Students will be skillful

at…

conducting a short research

project, analyzing sources of

information, citing sources,

and using several sources to

answer a question.

Summarize Alignment Checking

The purpose of alignment checking is to make sure that all three stages of UbD align

to one another. That means that the stage 1 desired results align to stage 2’s assessment

evidence (stage 2), and stage 2 aligns to stage 3’s learning experiences and instruction. For

this instructional design unit all of the stages are aligned to one another as well as the

Common Core Standards.

Conclusion
This unit plan has been designed to address the problem of 6th grade Language Arts

students struggling with evaluating sources (print and digital) of information and citing them

42
correctly in order to avoid plagiarism. This instructional unit was designed by adopting the

framework of ​Understanding by Design​ (UbD, Wiggins & McTighe 2005), which includes

first identifying the desired results (stage 1), then determining assessment evidence (stage 2),

next planning learning experiences and instruction (stage 3), and refining design (stages 4, 5,

6).

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