Laurie Bennett

FRIT 7430: Instructional Design

Stage 1, Understanding by Design
June 16, 2012

UbD Stage 1 Template

Title of Technology in daily
Unit
life
Technology
Curriculu
m Area

Grade
Level
Time
Fram
e

9-12
3 weeks

Stage 1 Identify Desired Results

Content Standards:
National Literacy Standards 4: Learners use skills, resources, and tools
to pursue personal and aesthetic growth
Standard 4.3: Responsibilities

Understandings
Students will understand that:
Technology can help or hinder our personal growth
Effective use of technology enables us to live, learn, and work
Technology is a tool that can be used for collecting, organizing,
creating, and presenting info
The resulting information determines the type of search required to
find it
The quality of the search affects the relevancy of the results
Using technology comes with certain rights and responsibilities
Damage that is done in cyberspace is difficult, if not impossible, to
undo

Related Misconceptions:
Technology makes everything easier
Technology is for gaming and social networking
The older you get, the less you know about technology
People can control who accesses their personal information in
cyberspace
The internet is safe, since it is accessed from home, away from
predators

Essential Questions
Overarching Questions:
What is technological literacy?
How can technology help or
hinder our personal growth?
How can I use technology to be
productive and solve
problems?
What are the benefits and
limitations of using new
technology?
Is new technology always
better than that which it will
replace?
How do new technologies
result in broader social
change?

Topical Questions:
How are our privacy rights
affected by the internet?
What is the impact of
technology on research and
communication?
What makes a source
trustworthy?
How do my actions and
choices model ethical and
legal behavior?
What potential application
does this technology have for
me?

Knowledge and Skills

Knowledge

Skills

Students will know:

How technologically literate
they are now
The difference between
informal search engines and
results (Google, Wikepedia,
etc) and academic or
professional searches
(GALILEO, ERIC, etc)
What others can find out about
them through internet
searching and how it can affect
them later in life

Students will be able to:

Set up a Facebook accounts
privacy settings to limit
outside access to strangers
Perform informal searches for
personal interest subjects
Perform academic searches
for potential research projects
for school
Increase their individual level
of technological literacy
Choose a topic of personal
interest and find a group to
join for discussion, or create
one of their own (not simply a
chat room, but rather a
permanent forum, Yahoo
group, or Facebook group)

Understandings

ss Completene

UbD Stage 1
Scoring Rubric

Identifies
understandings that
relate to the standards
but are too simplistic or
state factual knowledge.

Identifies targeted
understandings that
will lead to some
discovery but are not
at the heart of the
discipline.

Questions Essential

0
The essential and unit
questions have right
answers and do not
provoke student
engagement.

0
Knowledge
& Skills

Template
provided is
not complete

Knowledge and skills are

not identified

Score

Each section of the

template has been
completed with
meaningful entries

The essential and unit

questions serve as
guides, but might not
provoke student
engagement. Includes
some topical and
overarching essential
questions.

Identifies essential
questions that are
provocative,
arguable, and likely
to generate inquiry
around the central
ideas. Includes both
topical and
overarching essential
questions.

1
Identifies knowledge
and skills.

Score

The targeted
understandings
clearly utilize the six
facets of
understanding.
Identifies targeted
understandings that
are enduring, based
on transferable, big
ideas at the heart of
the discipline.

Score

Score

Shows ability to
identify key
knowledge and key
skills.

Score

Grammar/Spelling

Numerous errors found

in grammar, spelling or
usage that distract the
reader.

A few errors found in

grammar, spelling or
usage that distract the
reader.

No errors found in
grammar, spelling or
usage that distract
the reader.

Required format has not

been used

Most of the formatting

requirements have
been satisfied

Required formatting
used

Total
Scor
e

/10