# Curriculum Design Project: Understanding by Design (UbD)
### Stage 1: Desired Results
#### Unit Title
Exploring Ecosystems: Interactions and Energy Flow
#### Established Goals
– **NGSS Standards**: MS-LS2-1, MS-LS2-2, MS-LS2-3
– MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
– MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
– MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
#### KUD Objectives
– **Know**
– Key vocabulary: ecosystem, biotic, abiotic, food chain, food web, trophic levels, producers, consumers, decomposers, energy flow, nutrient cycling.
– The structure of ecosystems and the roles of organisms within them.
– The flow of energy through an ecosystem and how energy is transferred between trophic levels.
– The cycles of matter, including the water, carbon, and nitrogen cycles.
– **Understand**
– How changes in resource availability can impact populations within an ecosystem.
– The importance of biodiversity and the interdependence of organisms within ecosystems.
– How energy flows through an ecosystem and the role of decomposers in nutrient cycling.
– The impact of human activities on ecosystems and the importance of sustainable practices.
– **Do**
– Analyze data to determine the effects of resource availability on organisms.
– Construct explanations and models to predict patterns of interactions in ecosystems.
– Develop models to describe the flow of energy and cycling of matter within ecosystems.
– Engage in collaborative discussions and activities to explore ecosystem dynamics.
#### Essential Questions
1. How do resource availability and environmental changes impact ecosystems?
2. What roles do organisms play in the flow of energy and cycling of matter within ecosystems?
3. How do human activities affect ecosystems and what can we do to promote sustainability?
### Stage 2: Assessment Evidence
#### Performance Tasks and Assessments
1. **Ecosystem Analysis Project**:
– Students will select a specific ecosystem to study.
– They will collect data on biotic and abiotic factors, food chains, food webs, and energy flow.
– Create a comprehensive report and presentation detailing their findings, including models and explanations of the interactions and energy flow in their chosen ecosystem.
2. **Energy Flow Model**:
– Students will create a physical or digital model demonstrating the flow of energy through an ecosystem, identifying producers, consumers, and decomposers.
– The model should include an explanation of how energy is transferred between trophic levels and the importance of each level.
3. **Human Impact Case Study**:
– Research and present a case study on human impact on a specific ecosystem.
– Include data on changes in biodiversity, resource availability, and the health of the ecosystem.
– Propose sustainable practices to mitigate negative impacts.
#### Key Criteria
– Accuracy and thoroughness of data collection and analysis.
– Clarity and depth of explanations regarding ecosystem interactions and energy flow.
– Creativity and accuracy in the development of models.
– Ability to connect human activities to changes in ecosystems and propose viable solutions.
– Presentation skills, including organization, clarity, and engagement with the audience.
#### Other Evidences
– **Quizzes and Tests**: Short assessments covering key vocabulary, concepts, and processes related to ecosystems.
– **Journals**: Regular entries reflecting on learning experiences, new understandings, and remaining questions.
– **Class Discussions**: Participation in discussions demonstrating understanding and the ability to apply concepts to real-world situations.
### Stage 3: Learning Plan
#### Summary of Learning Activities
1. **Introduction to Ecosystems**:
– **Activity**: Classroom brainstorming and discussion on what students already know about ecosystems.
– **Resource**: Short documentary or video clips on various ecosystems.
– **Objective**: Activate prior knowledge and introduce key vocabulary and concepts.
2. **Field Investigation**:
– **Activity**: Outdoor exploration and data collection on a local ecosystem.
– **Resource**: Field guides, data sheets, and measuring tools.
– **Objective**: Hands-on experience with observing and recording biotic and abiotic factors.
3. **Food Chain and Food Web Construction**:
– **Activity**: Collaborative construction of food chains and webs using research and classroom materials.
– **Resource**: Research materials, poster boards, markers, and model components.
– **Objective**: Understand and illustrate the relationships and energy flow between organisms.
4. **Energy Flow Simulation**:
– **Activity**: Simulation game where students role-play as different trophic levels in an ecosystem.
– **Resource**: Game materials and instructions.
– **Objective**: Interactive understanding of energy transfer and trophic dynamics.
5. **Human Impact Research and Presentation**:
– **Activity**: Group research on human impacts on specific ecosystems followed by presentations.
– **Resource**: Online databases, library resources, and presentation tools.
– **Objective**: Investigate and communicate the effects of human activities on ecosystems and propose solutions.
6. **Assessment Preparation**:
– **Activity**: Review sessions and practice assessments.
– **Resource**: Study guides and practice quizzes.
– **Objective**: Ensure students are prepared for formal assessments and can demonstrate their understanding.
#### Additional Required Items
– **Context of Instruction**: Middle school science class with a diverse group of learners, including English Language Learners and students with special needs.
– **State or Professional Standards**: Alignment with NGSS standards and ISTE Standards for Students.
– **List of Resources**: Field guides, online databases, presentation software, classroom materials for modeling and simulations.
– **Assignment Instructions**: Detailed guidelines and expectations for the Ecosystem Analysis Project, Energy Flow Model, and Human Impact Case Study.
– **Assessment/Grading Rubrics**: Rubrics for each performance task outlining criteria for evaluation and expectations for different levels of performance.
### Reflection
Creating this unit plan has solidified my understanding of how to structure a comprehensive and engaging learning experience that aligns with the UbD framework. By focusing on desired results, assessment evidence, and learning activities, I can ensure that my teaching is purposeful and effective. The inclusion of diverse instructional strategies and assessment methods will help meet the varied needs of my students and foster a deeper understanding of ecosystems and their importance. This process has also highlighted the importance of continuous reflection and adaptation to improve my teaching practices and support student learning.
EDUC 872
CURRICULUM DESIGN PROJECT ASSIGNMENT INSTRUCTIONS
The candidate will design a unit of instruction that follows the Understanding by Design (UbD) template which incorporates the three stages of Desired Results, Assessment Evidence, and Learning Plan. This should be a robust assignment that incorporates what you have learned throughout the course. To complete this project, use the Curriculum Design Project Template. This assignment should be a minimum of six pages, single-spaced utilizing Times New Roman size 12 font. The page requirement does not include assignment instructions, assessments, or grading rubrics that the candidate must include within either Stage 3: Learning Plan or as an appendix. The candidate is welcome to create this project from scratch or utilize a unit they have personally developed, as long as it meets the criteria of the template/UbD model. A Curriculum Design Project Example has been provided for your reference. Do not take or use a unit or lesson plans from the example or any another source to complete this assignment. Complete the template in its entirety and include the following:
• Stage 1: Desired Results (1-2 pages) o Unit Title o Established Goals o KUD Objectives: Know, Understanding, Do o Essential Questions
• Stage 2: Assessment Evidence (2-3 pages) o Performance Tasks and Assessments o Key Criteria o Other Evidences
• Stage 3: Learning Plan (3-4 pages) o Summary of Learning Activities (this should be a detailed list with directions)
• Additional required items to include within Stages 1-3 or as an appendix where the candidate deems appropriate:
o Context of Instruction o State or Professional Standards o List of Resources o Assignment Instructions (a minimum of 3 learning activities from Stage 3) o Assessment/Grading Rubrics (a minimum of 3 learning activities from Stage 3)
Samples of a completed and condensed UbD model through our course readings:
• Understanding by Design: The Design Process • Ensuring High-Quality Curriculum: Appendix A
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