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Fi gure B. 1
The UbD Template, Version 2.0
Stage 1Desired Results
Established Goals
Transfer
Students will be able to independently use their learning to . . .
Meaning
UNDERSTANDINGS
Students will understand that . . .
ESSENTIAL QUESTIONS
Students will keep considering . . .
Acquisition
Students will know . . . Students will be skilled at . . .
2011 by Grant Wiggins and Jay McTighe
Katelyn Gilliard
Recycling Around the World: an ELA and Science Unit
RI.4.1 Refer to details and
examples in a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
RI.4.7 Interpret information
presented visually, orally, or
quantitatively (e.g., in charts,
graphs, diagrams, time lines,
animations, or interactive
elements on Web pages) and
explain how the information
contributes to an understanding
of the text in which it appears.
W.4.2 Write informative/
explanatory texts to examine a
topic and convey ideas and
information clearly.
SL.4.1a Come to discussions
prepared, having read or
studied required material;
explicitly draw on that
preparation and other
information known about the
topic to explore ideas under
SL.4.4 Report on a topic or text,
tell a story, or recount an
experience in an organized
manner, using appropriate facts
and relevant, descriptive details
to support main ideas or
themes; speak clearly at an
understandable pace.
NGSS 4-ESS3-2. Generate and
compare multiple solutions to
reduce the impacts of natural
Earth processes on humans.
From P21 Framework:
Demonstrate ability to work
effectively and respectfully with
diverse teams
ISTE NETS-S 2.c. develop
cultural understanding and
global awareness by engaging
with learners of other cultures.
synthesize information from many different sources (e.g. articles, interviews, and videos) into a presentation or written
report.
identify recycling and other sustainable practices and incorporate them into their lives.
conduct purposeful interviews.
-sustainable practices, like recycling, are necessary for
our planet's future.
-recycling is done in different ways around the world.
-we have similarities and differences with people from
other countries/cultures.
-we can learn ways to take better care of our planet from
people that live in other areas.
-Why is it important that people develop more sustainable
practices?
-What would happen if no one recycled?
-How can we help people recycle?
-Do different communities all recycle in the same ways?
-how recycling works.
-basic world geography: be able to identify the continents.
-the 3Rs (recycle, reuse, and reduce) and be able to give
examples of each.
-what it means to be sustainable.
-closely reading informational text and determining the
main idea and details.
-making text-to-text connections when reading.
-planning and conducting interviews.
-gathering information from multiple sources.
-presenting culminating ideas in an interesting and
knowledgeable way.
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Stage 2Evidence
Code
Evaluative
Criteria
Are all desired
results being
appropriately
assessed?
PERFORMANCE TASK(S):
Students will show that they really understand by evidence of . . .
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by . . .
Fi gure B. 1
The UbD Template, Version 2.0 (continued)
Katelyn Gilliard
T3, M2




T1, M1, M3


T1, M1, M3,
EQ3




T1, A1, A3
A4, S5, S6






-organized
-thoughtful
-appropriate
-interesting
-good use of
graphics/visual
s
-well spoken
conducting an interview about recycling with a student from a different school using technology. Students will write their
own questions and go to the interview prepared.
synthesizing their knowledge about sustainable practices like recycling into a final product that can be posted online.
Examples: slide show, video, comic book, Prezi, etc. This will include information from their interview, three articles and
at least one video. (The resources will be provided by the teacher.)


Students will create a recycling plan for their home.
-writing a 3 to 5 paragraph informational report on recycling.
-annotating and responding to questions about at least 3 different articles about sustainable practices.
-describing the main ideas, details, inferences made and structure of the articles.
-creating a tree map showing different kinds of recycling or sustainable practices.
-teacher observation of group work and discussions.
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Stage 3Learning Plan
Code What pre-assessments will you use to check students prior knowledge,
Pre-Assessment
skill levels, and potential misconceptions?
Whats the goal
for (or type of)
each learning
event?
Learning Events
Student success at transfer, meaning, and acquisition depends upon . . .
Progress
Monitoring

How will you monitor students progress

toward acquisition, meaning, and transfer,
during lesson events?

What are potential rough spots and

student misunderstandings?

How will students get the feedback they

need?
Fi gure B. 1
The UbD Template, Version 2.0 (continued)
Katelyn Gilliard
Pre-assess informational reading skills with comprehension quiz
Quick write: "What is recycling? How do you recycle?"
Circle map about recycling
Partner discussion: One thing I know about recycling is _____. A question I have is _____.



A
A
WH

AM

A
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AMER
AMR

AE

MT

T
being able to read closely from multiple texts about recycling and synthesize that information to
answer the essential questions.
-quick writes
-observation
-quizzes after videos
-As a whole class, students create a circle map about recycling
-Teacher shows videos about recycling
-Class goes over the essential questions and teacher explains the performance tasks, providing
purpose for the learning. Get students excited about collaborating with students from other
locations.
-Vocabulary instruction ideas: foldables in science notebooks, flash cards, word webs, jigsaw
posters
-Teacher models how to read closely and annotate with one text about recycling
-Students work in pairs to replicate the process of reading closely and annotating the text
-Students write interview questions about recycling, they begin by interviewing to family
members
-Student revise questions to interview a student from another grade level at school
-Students revise questions again to interview (using technology) a student from another school
(teacher will assist with matching students)
-Students will read two more articles independently and use the close reading and annotating
strategies (possible differentiation - teacher provides reading level appropriate articles, or
students choose areas within recycling to research)
-Group Task - Create a presentation, video, or skit to share all of the information learned about
recycling, including information from interviews.
-Culminating Task - Students individually write up and present a plan for how they will recycle
in their own lives.
-understanding recycling and why it is
important
-annotating text correctly
-making inferences
-writing understandable and complete
interview questions
-using appropriate (formal) language,
not casual, when conducting interviews
- teacher will write responses to quick
writes in journals
-mini-meetings with groups and
teacher
- teacher will review and comment on
interview questions at each step