An example of why UBD works.

If you start with your goals, it is easy to see that in the lesson below the time-consuming activity of getting in order by planets does not speak to any of the important objectives. (The relative size of the planets is unimportant in my lesson.) Lesson Plan (Science/Math) Goals/Objectives: Students will be able to construct a scale model of the solar system in order to understand its vast scale. Students will be able to interpret fractions used to express ratios in order to create scale models. Students will be able to write large numbers in order to express the scale of the solar system. Standards Materials and Preparation Two sets of objects (balls or food) that make up a scale model of the solar system (in two bags) Pace out the real distances (we may need to go down stairs). Can we hang the balls from the ceiling? Borrow NancyLees walk wheel, or choose a students steps to measure Make cards with the times it would talk to walk to the planets Strong clear tape Two sets of cards with the name of the planets, held together with rubber bands Two black Sharpies A simple way to split class (If your name begins with A-M). Check this with absences in am. Classroom Arrangements and Management Issues Move projector and white board back. When we order the planets, some students will stand near projector, some near white board. I will set up the initial exercise so it ideally does not require my participation, so I am free to help as needed. I will ask students to line up in order of their planets to walk through the hall, to signal the usual hallway routine. If I use balls, it may be tempting for students to throw them. They may want to eat some foods if I use food. Plan 1. Order of the planets, by size (1:55 2:10) Explain we will make a class model of the solar system. I will divide class into two groups of ten. I will ask each to take an object out of the bag and pass the bag along. Each object represents a planet (una planeta) or the sun. The last person will not get a planet. They will put the bag on the table and pick up a pack of cards labeled with the planet names. Give each person a picture of the planets in order and tell them they will use picture to figure out the order of the planets by size. Questions? Here are your groups. A bag of planets is on each side of the room. Without talking, stand in order. I might ask: Which planet seems biggest? Which ball seems biggest? To check, go find the other version of your planet. Are you the same size? 2. Scale Model Concept (2:10-2:15)

Define key vocab and write on word bank. (Scale model, Spanish terms for common fractions.) Example: the small cube in the hundred blocks could be a scale model of the big cube. What would the scale be? Write and ask, the small cube is 1/10, 1/100, or 1/1,000 of the big cube? You cut the big cube into 100 pieces, and this is one of them. Have students stand to vote. The small cube is 1/100 of the big th cube. Have class say, The small cube is 1/100 the size of the big cube. 3. Scale of the Universe a. Size of Planets (2:15 2:20) Add solar system and planet to word bank. This is a scale model of the solar system. Ask for guesses about how much the model shrinks the planets down. Is this 1/10, 1/100, 1/1000, 1/10,000, 1/100,000, or 1/1,000,000 of real size? Have students stand and guess. Give the answer and clarify: That means we took the earth and cut it into 1,000,000 pieces. That ball is the size of one of those pieces, it is 1/1,000,000 of the earth. b. Distance between Planets (2:20 2:40) Line students up by planet order, in pairs Have students bring index cards, pencils, and their objects into the hall. Tape the suns to the classroom door. Walk to Mercury. Hold up note card and have students write Mercury, XXX mil es from the sun. xxx years travel time. Tell students they will need these notes for their exit tickets. Students who are Mercury will each write one number on their cards with marker and tape them up (with one planet). Walk to the other planets, following the same procedure. 4. Exit Ticket (2:40 2:45) (Use your notes.) The small ball is 1/1,000,000 of the Earth. That means if you cut the Earth into __________ pieces, one piece would be the size of the small ball. With the fastest spaceship people can build now, about how long does it take to get to the closest planet? (three choices) How many years would it take to get from Earth to Mars on a spaceship?

Assessment of Goals/Objectives and Your Objectives

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