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Start with understanding

Kayaking

Photo Credit: Wix Free Stock image

          Children understand play, so what if we start with what they already understand? On my page 'Learning to Align,' I introduced a lesson that we will be covering in my STEAM Club. There, we examined the overarching goal of the barge building assignment as a whole. In this context, we are utilizing the Understanding by Design (UbD) Template from the book 'Understanding by Design' by Grant Wiggins and Jay McTighe. My aim is for my students to develop a genuine interest in the topic we are discussing. And what better way to accomplish that in the context of barge building than by creating a big splash? I envision and plan to set up this activity for them once they join me. I will be carrying a rock, or perhaps even a brick, and undoubtedly, they will have many questions about the heavy object I'm carrying. Once we reach the pool of water, whether it's a bucket or a small swimming pool, I will drop the object into the water, creating a splash. With their attention captured, I will proceed to ask questions about what just occurred. They will be given a moment to journal their observations and then discuss their thoughts. This will seamlessly transition us into our UbD Template, enabling my learners to be excited about building upon the understanding they already possess.

Understanding by Design
Unit planning template
Identify Goals & Understandings > Assessment> Activities

Stage 1 - Desired Results

Established Goals:  

  • Students will understand how buoyance and surface tension relate through exploration and creation using foundational math skills.

     

Understandings:  

​Students will understand that...

  • Students will understand the items that do not break surface tension will float.

  • Students will understand how to create something that doesn't break surface tension

  • Students will understand how to test the buoyancy of an item through exploration and placing objects within their item to see how long before it sinks.

  • Students will understand how to and predictions and use the given math formula to see how accurate their prediction was.

     

Essential Questions:​

  • ​Will this object break surface tension?

  • What type of object can the student create

  • Predict how much of a certain object this created object can hold.

Students will know...

  • Students will know how to form an educated guess.

  • Students will know how to properly test their theory.
     

Students will be able to...

  • Students will be able to defend their theories. ​

  • Students will be able to work separately and collaboratively.​


 

Stage 2 - Assessment Evidence

Performance Tasks:  

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  • Students will create an object that can hold another object in water without sinking to demonstrate the desired understanding.

  • Students will be judged based on their ability to properly follow the math formula given. 

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Other Evidence:  

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  • Students will journal about their understanding from start to finish. 

    • Why do they believe the object with floating?​

    • What real-life times have they seen floating?

    • They will sketch out their object before creating it. 

    • They will write out their predictions on what they believe their object will carry.

    • They will work the formula given to find how accurate their prediction was. 

Stage 3 - Learning Plan

Learning Activities: WHERETO
 
W- Students will know Where the practice is taking them as we will have been talking about the possibility of the Science Olympiad for a while at this point. The students will know What is expected of them due to the consistent nature of the club. Club leaders will know Where the students are coming from by participating in planning with classroom teachers, gaining insight into the students' areas of focus.
H- We will Hook students through play and Hold their interest through exploration and allowing them to have a voice in the learning processes.
E-  We will Equip students with all the tools they need to be successful in the project so that they can Experience the key ideas and Explore their own understanding of the project.
R-  Students will journal their findings between each activity to give them opportunities to Rethink and Revise their understanding of the project.
E-  Students will be allowed to Evaluate their work and decide if they are confident enough to participate in the related event for the Science Olympiad.
T-   Each project has the ability to be Tailored to the different needs, interests, and abilities of each student.
​O- Each project will be Organized to the maximum potential to allow for time for proper engagement and effective learning to take place. 

References:

          Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Association for Supervision and Curriculum Development.

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