Ubd Final PDF

Understanding
By Design Unit
Chelsea Ackerman
EDUG 609: Curriculum Design
Professor Spady
Vanguard University of Southern California

Stage 1: Desired Results
Universal Theme Animal Adaptations
Standards Transfer
CCSS.ELA-LITERACY.RL.1.1 Students will be able to independently use their learning to show
Ask and answer questions about key details in a their understanding as a reader of informational text by asking
text (Literature). and answering questions about key details in a text and as a
writer, students will be able to show understanding of an
CCSS.ELA-LITERACY.RI.1.1 informational text by naming the topic and supplying facts about
Ask and answer questions about key details in a the topic.
text (Informational). Meaning
CCSS.ELA-LITERACY.RI.1.2 Understandings Essential Questions
Identify the main topic and key details of a text. Students will understand that…
What do animals need to
CCSS.ELA-LITERACY.RF.1.2 • Different animals inhabit
survive?
Demonstrate understanding of spoken words, different kinds of
syllables, and sounds. environments. Why do animals live where they
live?
CCSS.ELA-LITERACY.RF.1.3 • Different animals have
Know and apply grade-level phonics and word different external What makes an animal
analysis skills in decoding words both in isolation features that help them endangered?
and in text. thrive in different kinds
of places. How can we help endangered
CCSS.ELA-LITERACY.W.1.2 animals?
Write informative/explanatory text in which they • Animals need water and
name a topic, supply some facts about the topic, and food.
supply some closure.
CCSS.ELA-LITERACY.SL.1.6 • It is important to preserve
Produce complete sentences when appropriate to the habitats of all animals
task and situation. for future generations.
CCSS.ELA-LITERACY.L.1.1 • Identify endangered

Demonstrate command of the conventions of animals and ways they can
standard English grammar and usage when writing help.
or speaking. Acquisition
Students will know… Students will be able to…
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a • The role the environment • Identify different animal
text read aloud or information presented orally has on animal habitats. adaptations for different
or through other media. environments.
• That all organisms have
needs. • Identify the survival needs
of animals in different
Describe people, places, things, and events with
• Why animals inhabit environments.
relevant details expressing ideas and feelings
different kinds of
clearly. • Analyze and compare
environments.
different environments.
• What external features Locate different
Add drawings or other visual displays to •
different animals have to environments on maps and
descriptions when appropriate to clarify ideas,
help them survive. globes.
thoughts, and feelings.
• How animals adapt to • Construct a simple map using
1-LS1-1
survive in different symbols to identify different
Use materials to design a solution to a human
environments. environments and animals’
problem by mimicking how plants and/or animals
habitats.
use their external parts to help them survive, • How environmentalists
grow, and meet their needs. help animals.
• Collaborate in expert groups
1-LS1.A: Structure and function • What makes an animal and present new learning to
All organisms have external parts. Different endangered. others.
animals use their body parts in different ways to
see, hear, grasp objects, protect themselves, • Communicate through a
move from place to place, and seek, find, and persuasive oral presentation
take in food, water and air. the importance of preserving
the habitats of all animals.
LS1.D: Information Processing
Animals have body parts that capture and convey • Articulate ways they can
different kinds of information needed for help endangered animals.
growth and survival. Animals respond to these
inputs with behaviors that help them survive.
LS3.B: Variation of Traits

Individuals of the same kind of plant or animal
are recognizable as similar but can also vary in
many ways.

Stage 2: Evidence
Evaluative Criteria Assessment Evidence
Transfer Task(s):
Students will be able to gain understanding of informational text by
asking and answering questions about key details in a text.
Students will be able to show an understanding of an informational

text through their writing by naming the topic, and supplying facts
about the topic.
Performance Assessment
See attached teacher and student
friendly rubric. Goal: You have been hired by the non-profit group, Defenders of
Wildlife, to create a public service announcement (PSA) to raise
awareness for endangered animals.
Role: You are an environmentalist hired by Defenders of Wildlife.
Audience: The audience will be television viewers and the online

community.
Situation: You have been asked to create a PSA focusing on raising

awareness and persuading viewers to take action in helping to preserve
the habitats of endangered animals.
Product/Performance: Students will create a PSA using information

they have gained about animal habitats and how they are changing.
Standards/Criteria for success: The PSA must include visuals, data,
maps, and endangered animals from that specific habitat. The PSA
must be 90 seconds long and include specific suggestions for ways the
public can take action and help preserve the habitat.
Other Evidence
Group discussions/Collaborate conversations
Thinking Maps - Circle Maps, Bubble Maps, Double Bubble Maps -

used throughout the unit when learning about habitats, animals,
adaptations, and comparing a habitat from the past with the same
habitat in the present. Tree Map of a habitat that will include weather,
geography, animals, food and shelter.
Process Grid of different endangered animals that will include - animal

name, habitat, protection, food, and physical adaptation.
Close Reading activities that will find text evidence to learn about
habitats and animals that live in them.
Poster created to inform other class members about the specific

habitat of an endangered animal.

Stage 3: Learning Plan
Summary of Key Learning Events and Instruction
Unit Summary
This is an 8-week unit of study centered around animal needs. The lessons range from 30-60 minutes in length and
incorporate reading, writing, science, social studies, and listening and speaking standards. Students will be learning
what animals need to survive and how they have adapted to live in particular environments. The unit will take a
deeper look at what specific adaptations are necessary to survive in different environments and how the animals
external features are suited for that environment. Students will learn how the habitats have changed over time
and what some causes of these changes have been. Students will also learn what makes an animal endangered and
how their environment directly affects their survival. The culmination of the unit will ask students to take what
they have learned and apply it to the real life application of informing others of the importance of preserving the
habitats of an endangered animal for future generations.
Week 1
• Administer Pre Assessments

• Entry level Event
• Introduce and discuss essential questions
• Discuss Performance Task
• Read aloud: Munch Crunch: The Foods Animals Eat
• Relationships Bridge Map (relating factor- eats) “A ___ eats ___ just as a ____ eats _____.”
o Sentence frame: A ______ eats ______.
Week 2
• Read aloud: The Important Thing About Habitats (by: Rima Haroun)
• Categorizing Tree Map on habitats: Ocean, Desert, Rainforest, Tundra, and Grassland
o Sentence frames: The habitat of the ____ is ____. _____ and _____ live in the ______.
• Write sentences using the information from the story and Thinking Maps (Week 1 and Week 2)
o Sentence frame: A _____ eats ____ and lives in the _____.
Week 3
• Introduction to the World Map

• Students color their own world maps
• Pictorial Input Chart: Polar Bears
o Include: description, diet, habitat, enemies/predators, and interesting facts
• Polar Bear Expert Page
o Teacher reads page aloud while students highlight key details and illustrate each paragraph.
• Polar Bear Graphic Organizer
• Introduction Process Grid and Categories
o Animal, Habitat, External Features, Food, Teeth, Protection, Enemies/predators
• Mark the habitat of the Polar Bear on the World Map
• Informational Writing
o Students will use graphic organizers to write what they have learned about Polar Bears.
Week 4
• Pictorial Input Chart: Spotted Dolphin

o Include: descriptions, diet, habitat, enemies/predators, and interesting facts
• Spotted Dolphin Expert Page
• Spotted Dolphin Graphic Organizer
• Fill in Spotted Dolphin info on the Process Grid
• Mark the habitat of the Spotted Dolphin on the World Map
• Compare and Contrast Double Bubble Map (Polar Bear and Spotted Dolphin)
o Sentence frame: A _____ is like a ____ because______.
o Students will use graphic organizers to write what they have learned about the Spotted Dolphin.
Week 5
• Pictorial Input Chart: Zebra

• Zebra Expert Page
• Zebra Graphic Organizer
• Fill in Zebra info on the Process Grid
• Mark the habitat of the Zebra on the World Map
o Students will use graphic organizers to write what they have learned about Zebras.
Week 6
• Pictorial Input Chart: Western Diamondback Rattlesnake

• Western Diamondback Rattlesnake Expert Page
• Western Diamondback Rattlesnake Graphic Organizer
• Fill in Western Diamondback Rattlesnake info on the Process Grid
• Mark the habitat of the Western Diamondback Rattlesnake on the World Map
• Compare and Contrast Double Bubble Map (Zebra and Western Diamondback Rattlesnake)
o Sentence frame: A _____ is like a ____ because______.
• Students will use graphic organizers to write what they have learned about the Western Diamondback
Rattlesnake.
Week 7
• Pictorial Input Chart: Sloth

• Sloth Expert Page
• Sloth Graphic Organizer
• Fill in Sloth info on the Process Grid
• Mark the habitat of the Sloth on the World Map
• Students will use graphic organizers to write what they have learned about Sloths.
Week 8
• Introduce/Review Performance Task

o Goal: You have been hired by the non-profit group, Defenders of Wildlife, to create a public service
announcement (PSA) to raise awareness for endangered animals.
o Role: You are an environmentalist hired by Defenders of Wildlife.
o Audience: The audience will be television viewers and the online community.
o Situation: You have been asked to create a PSA focusing on raising awareness and persuading viewers
to take action in helping to preserve the habitats of endangered animals.
o Product/Performance: Students will create a PSA using information they have gained about animal
habitats and how they are changing.
o Standards/Criteria for success: The PSA must include visuals, data, maps, and endangered animals
from that specific habitat. The PSA must be 90 seconds long and include specific suggestions for ways
the public can take action and help preserve the habitat.
• Students work on Performance Task

• Students practice presenting Performance Task (using student-friendly rubric)
• Students present their Performance Task to the class and teacher.
Sample Learning Progression Calendar
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Read aloud: Munch Relationships Bridge

Administer Pre Entry level Event Review Essential Crunch: The Foods Map· (relating factor-
Assessment Questions Animals Eat eats)
Intro and Discuss
Week Essential Questions Discuss Whole Group “A ___ eats __ just
1 Performance Task Discussion as a __ eats __.”
Partner Sentence frame: A

Collaboration __ eats ___.
Discussions
Review Text: The Review Whole Model how to write Write sentences
Read aloud: The Important Thing Class Tree Map on sentences using the using the information
Important Thing About Habitats Habitats. information from from the story and
Week About Habitats the stories and Thinking Maps (Week
Tree Map on Students
2 Thinking Maps 1 and Week 2)
Whole Group habitats: Ocean, independently (Week 1 and Week (Independently)
Discussion Desert, Rainforest,
complete their
Tundra, and 2).
own Tree Map on Sentence frame: A
Partner Grassland
Habitats: Ocean, (Whole Group __ eats __ and lives
Collaboration (Whole Class)
Desert, Collaboration) in the ___.
Discussions
Sentence frames: Rainforest,
The habitat of the Tundra, and
__ is __. __ and __ Grassland.
live in the __.
Introduction to Pictorial Input Review Pictorial Introduction Informational
Week World Map Chart: Polar Bears Input Chart: Polar Process Grid and Writing
3 Bears (Group Categories
Group/Collaborative Include: Discussion) (Animal, Habitat, Students will use
discussions description, diet, External Features, graphic organizers to
habitat, Polar Bear Food, Teeth, write what they have
Students color enemies/predators, Graphic learned about Polar
Protection,
their own world and interesting Organizer Bears.
Enemies/predators)
maps facts
Mark the habitat of
the Polar Bear on
the world map
Week
4 Pictorial Input Spotted Dolphin Review Pictorial Review Process Grid Informational
Chart: Spotted Expert Page Input Chart and and Categories Writing
Dolphin Expert Page:
Teacher reads page Spotted Dolphin Fill in Spotted Students will use
Include: aloud while (Group Dolphin info on the graphic organizers to
description, diet, students highlight Discussion) Process Grid. Review write what they have
habitat, key details and Polar Bear. learned about
enemies/predators, illustrate each Spotted Dolphin Spotted Dolphins.
and interesting Graphic Mark the habitat of
paragraph.
facts Organizer the Spotted Dolphin
on the world map
Week Pictorial Input Spotted Zebra Review Pictorial Fill in Zebra info on Informational
5 Chart: Zebra Expert Page Input Chart and the Process Grid. Writing
Include: Expert Page: Review previous
description, diet, Teacher reads page Zebra (Group animals. Students will use
habitat, aloud while Discussion) graphic organizers to
enemies/predators, students highlight Mark the habitat of write what they have
and interesting key details and Zebra Graphic the Zebra on the learned about
facts illustrate each Organizer world map Zebras.
paragraph.
Week Pictorial Input Spotted Western Review Pictorial Compare and Informational
6 Chart: Western Diamond Input Chart and Contrast Double Writing
Diamond Rattlesnake Expert Expert Page: Bubble Map (Zebra
Rattlesnake Page Western Diamond and Western Students will use
Include: Rattlesnake Diamondback graphic organizers to
description, diet, Teacher reads page (Group Discussion) Rattlesnake) (Whole write what they have
habitat, aloud while Group Discussion learned about
Graphic Organizer Western Diamond
enemies/predators, students highlight first)
and interesting key details and Fill in Western Rattlesnakes.
Diamond Sentence frame: A
facts illustrate each
_____ is like a ____
paragraph. Rattlesnake on
because______.
the Process Grid
Mark habitat of Students complete

the Western their own Double
Diamond Bubble Map
Rattlesnake on
the World Map
Week Pictorial Input Spotted Sloth Review Pictorial Fill in Sloth info on Informational
7 Chart: Sloth Expert Page Input Chart and the Process Grid. Writing
Include: Expert Page: Review previous
description, diet, Teacher reads page Sloth (Group animals. Students will use
habitat, aloud while Discussion) graphic organizers to
enemies/predators, students highlight Mark the habitat of write what they have
and interesting key details and Sloth Graphic the Sloth on the learned about Sloths.
facts illustrate each Organizer world map
paragraph.
Week Present and review Students work on Students work on Students work on Students present
8 what the Performance Task Performance Task Performance Task Performance Task
performance task
is. (GRASPS) Students practice
PSA with expert
groups
Seven Lessons
#1—Week 1: Lesson 1
Lesson Title Introduction to Animal Habitats
Grade Level/ 1st grade/Science
Content
Standards 1-LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in different ways
to see, hear, grasp objects, protect themselves, move from place to place, and seek, find,
and take in food, water and air.
Animals have body parts that capture and convey different kinds of information needed for
growth and survival. Animals respond to these inputs with behaviors that help them survive.
Objective Students will predict what this animal needs to survive, and what it’s habitat might be.
Enduring Animals live in different environments and have external features that help them survive in
Understanding different kinds of places.
Essential Questions What do animals need to survive?
Why do animals live where they live?
Assessment and Class discussions and sharing of observations.
Feedback Collaborative conversations.
Learning Experience W: (ensure students understand where the unit is headed and why)
The students will be told that they are going to need the knowledge of animals, habitats, and
informational writing in order to be successful on the performance task.
H:(hook students in the beginning and hold their attention throughout)
Display a live turtle in an empty cardboard box. Students will critique this habitat, noting
what is lacking. Students will predict what the turtle needs to survive, and what its habitat
might be. Ideas will be documented on a Circle Map.
E:(equip students with necessary experiences, tools, knowledge and know-how to meet performance goals).
Students will watch a short video on BrainPop Jr. about animal habitats.
R:(provide students with multiple opportunities to RETHINK big ideas, REFLECT on their progress, and
REVISE their work).
After watching the video, students will look back at the Circle Map and discuss any changes
they want to make or information they want to add.
E:(Build in opportunities for students to EVALUATE progress and self-assess)

Students will reflect on any changes they made, and discuss why they made them.
T:(Be Tailored to reflect individual talents, interests, style, and needs)

The lesson will include instructional strategies that address multiple learning modalities.
Auditory - collaborative conversations, discussions
Visual - live animal, habitat, video, graphic organizer
Kinesthetic - live animal, live observation
O:(Be organized to optimize deep understanding as opposed to superficial coverage)

Students will not be expected to simply identify the habitat of a specific animal. They will
be focusing on obtaining a deeper understanding of animal habitats that include what they
need to survive and external characteristics that help them survive in a particular habitat.
Closure/Application Students will add to their writing journal - Draw an animal with one thing it needs to survive.
Label your drawing and write at least 1 sentence telling what it is and what it needs to
survive. Sentence frame (if needed) “This is a _______. It needs _______ to survive.”
Lesson Title Animals and the Foods They Eat
Grade 1st/ Science/ Listening/Speaking/Writing
Level/Content
Standards CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory text in which they name a topic, supply some facts about the topic,
and supply some closure.
Describe people, places, things, and events with relevant details expressing ideas and
feelings clearly.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
1-LS1.A: Structure and function
Objective Students will be able to name the food that different animals eat.
Students will be able to write and illustrate 2 sentences about what animals eat.
Enduring All animals need food to survive.
Understanding
Essential Question What types of food do different animals eat?
Assessment and After reading the text, students will be able to use a Bridge Map to write 3 sentences about
Feedback what animals eat.
Students will participate in a KaHoot at the end of the lesson - Animals and the foods they
eat.
Learning Experience W:(ensure students understand where the unit is headed and why)
The students will be told that the information in this lesson is critical to their understanding
of animal habitats and needs. This understanding is important for their Performance Task.
H:(hook students in the beginning and hold their attention throughout)

Display a PowerPoint that is comprised of animals eating different foods. The PowerPoint has
some animals eating the correct food and some incorrect. Slides will include some animals
that will be in the story they will read. Examples of correct - A bird eating a worm. A cow
eating hay. Examples of incorrect - An elephant eating a worm. A fish eating a banana. The
students will discuss which animals are eating the correct food and which are not.
E:(equip students with necessary experiences, tools, knowledge and know-how to meet performance goals)
Read text: Munch Crunch: The Food That Animals Eat
Together as a class, they will fill in a Bridge Map using the relating factor of “eats”. Once
the map is complete, students will orally use it to construct sentences. “A ___ eats ____
just as a ____ eats ____.”
R:(provide students with multiple opportunities to RETHINK big ideas, REFLECT on their progress, and
REVISE their work)
The class will go back and look at the PowerPoint again. They will rethink each slide and
evaluate if it shows the correct animal and food.
E: (Build in opportunities for students to EVALUATE progress and self-assess)
Students will be asked to turn and talk to a partner as they identify 2 things that they
learned from this lesson that they didn’t already know. Where there any animals that ate
something that surprised you, or that you didn’t know they ate?
T: (Be Tailored to reflect individual talents, interests, style, and needs)

Auditory - read aloud, collaborative conversations, discussions, oral sentences
Visual - big book read aloud, PowerPoint, graphic organizer (Bridge Map)
Kinesthetic - physically pointing to the word on the graphic organizer as they orally compose
sentences. Physically write and illustrate 2 sentences.
O: (Be organized to optimize deep understanding as opposed to superficial coverage)

Students are asked to provide a rationale as to why some of the PowerPoint slides are not
correct. Multiple opportunities to discuss what animals eat what food.
Closure/Application Students will add to their writing journal. Draw an animal and what it eats. Label your
drawing and write at least one sentence about it. Sentence frame (if needed) “A ______
eats _____.”
Lesson Title Polar Bears Pictorial Input Chart
Grade 1st/ Science/ Listening/Speaking/Writing
Level/Content
Standards CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text (Informational).
feelings clearly.
Produce complete sentences when appropriate to task and situation.
CCSS.ELA-LITERACY.W.1.2
Objective Students will be able to recall facts they learn about Polar Bears.
Students will be able to use the graphic organizer (Pictorial Input Chart) to participate in
partner discussions about information they have learned.
Students will be able to orally share facts they have learned using complete sentences.
Students will be able to write an informative paragraph about Polar Bears that will include an
introduction, 2-3 facts, and a conclusion.
Enduring Polar Bears are endangered animals that live in specific habitats for specific reasons.
Understanding
Essential Questions What characteristics do Polar Bears have that help them survive?
What is a Polar Bear’s habitat and why does it live there?
Why are Polar Bears endangered?
Assessment and After learning information for each category on the Pictorial Input Chart, students will
Feedback orally share with a partner, and then with the class, one fact that they learned.
Students will write an informational paragraph about Polar Bears.
W: (ensure students understand where the unit is headed and why)
Learning Experience The students will be told that the information they learn today will be important for their
performance task at the end of the unit. They should be evaluating which animal they
want to do their performance task on.
H: (hook students in the beginning and hold their attention throughout)

Students will see a puzzle on chart paper. Each piece covers part of a drawing. As they
answer the question on the puzzle piece, it is removed to reveal a small part of the larger
picture. The questions will be about things already learned in this animal unit. The larger
picture is of a Polar Bear - the focus of this lesson.
E: (equip students with necessary experiences, tools, knowledge and know-how to meet performance goals)
The class will complete a KWL Chart of things they “Know” and “Want To Know” about
Polar Bears. The teacher will present facts for each category on the Input Chart, and
record the facts using bullet points. The categories will include: description, diet,
habitat, enemies/predators, and interesting facts
R: (provide students with multiple opportunities to RETHINK big ideas, REFLECT on their progress, and
REVISE their
work)
Students will go back to the KWL Chart and reflect on what they wrote under the
“Know” section and determine if they need to change anything (is anything incorrect?).

The students will be asked if they feel they have learned all they need to know to write
an informative paragraph about Polar Bears. Class will look at the KWL Chart, under the
“W” (want to know) section and evaluate if they have learned the answer/information.
Students will read their paragraphs to another student to obtain feedback and evaluate
if any corrections, edits, or information is missing or needs to be changed.
Auditory - collaborative conversations, discussions, oral sentences, oral reading of
paragraphs
Visual - puzzle, visual pictures, graphic organizers (Pictorial Input Chart and KWL Chart)
Kinesthetic - physically removing puzzle pieces to reveal a hidden picture, physically
pointing to the word on the graphic organizer as they orally compose sentences. Physically
write an informational paragraph about Polar Bears.

Teacher will present and record new information in an organized way - the information
for each category of the Input Chart will be presented one category at a time. After the
information is presented and recorder, students will discuss with a partner what has been
learned and then orally share one fact they learned. This will promote a deeper
understanding through discussion and processing the facts to determine which they will
share. This process will be repeated for each of the 5 categories.
Closure/Application Polar Bear KaHoot Quiz
Lesson Title Spotted Dolphin Experts
Grade 1st grade/Science/ELA/Writing
Level/Content
Standards CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text (Informational).
CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and key details of a text.
1-LS1-1
Use materials to design a solution to a human problem by mimicking how plants and/or
animals use their external parts to help them survive, grow, and meet their needs.
Objective Students will listen to informational text about Spotted Dolphins and highlight key details.
Students will be able to listen to an informational paragraph and illustrate it appropriately.
Students will be able to recall facts about Spotted Dolphins and use an informational text to
complete a graphic organizer.
Enduring Spotted Dolphins are endangered animals that live in specific habitats for specific reasons.
Understanding
Essential Questions What characteristics do Spotted Dolphins have that help them survive?
What is a Spotted Dolphin’s habitat and why does it live there?
Why are Spotted Dolphins endangered?
Assessment and Student’s highlights of the informational text.

Feedback Illustrations match the information in the paragraph.
Completed graphic organizer.
Learning Experience
The students will be told that the information they learn today will be important for
their performance task at the end of the unit. They should be evaluating which animal
they want to do their performance task on.
Teacher will play audio of dolphins communicating and have students try and guess what it
is. After each incorrect guess, the teacher will give a fact about dolphins. The teacher
will reveal a stuffed dolphin once the students have correctly figured out that the
sounds they are hearing is the sound of a dolphin.
The teacher will read an informational paragraph about the Spotted Dolphin and
demonstrate how to highlight key details in the paragraph. The teacher will teach
students how do an illustration that matches the paragraph information. (Teacher
modeling)
Teacher and students will repeat for the second paragraph. (Guided practice)
The students will work with their table partner for the third paragraph. (Scaffolded
independent practice)
The students will work independently for the remaining paragraphs. (Independent
practice)
The teacher will model using the informational text to complete a section of the graphic
organizer. (Teacher modeling)
The teacher and students will work together to complete a second section of the graphic
organizer. (Guided practice)
The student will work with their table partner to complete a third section of the graphic
organizer. (Scaffolded independent practice)
The students will work independently to complete the remaining sections of the graphic
organizer. (Independent practice)
REVISE their work)
Students will underline the key details in pencil first after/during the teacher’s first
read of the paragraph. During the teacher’s second read, students will be asked to look at
the details they underlined in pencil and rethink about the information read and
determine if they should revise their underlined detail or if they want to keep it.
Students will then either highlight what they had underlined or revise their selection and
highlight it.
Students will look carefully at their pencil drawn illustration and evaluate if it represent
that information in the paragraph, revise if necessary, and then color it.

Students will show their table partner their illustration and describe it using the
illustration to prompt their remembering of the facts from the paragraph. Students will
receive feedback from their partners about whether or not the illustration matched
what information they were sharing.

Auditory - listening to the dolphin sounds, partner sharing, discussions, and conversations,
oral reading of highlighted key details
Visual - stuffed animal realia (dolphin), graphic organizers, highlighting, illustrations
Kinesthetic - highlighting text, drawing and coloring, writing, cooperative partner work
The lesson will follow the structure of teacher modeling, guided practice, then
independent practice for each section of the informational text and for completing the
graphic organizer.
The lesson will follow the logical sequence of completing the informational text page
(reading the informational paragraph, identifying and highlighting key details in the
paragraph, and then illustration the paragraph) and then transferring the learned
knowledge to the graphic organizer.
Closure/Application Exit Ticket - Students will write one fact that they learned about the spotted dolphin on a
post it and add it to the edges of the Pictorial Input Chart.
Lesson Title Compare and contrast a Zebra and Western Diamondback Rattlesnake
Grade 1st grade/Science/ Writing
Level/Content
Standards 1-LS1.A: Structure and function
LS3.B: Variation of Traits
Individuals of the same kind of plant or animal are recognizable as similar but can also vary
in many ways.
Write informative/explanatory text in which they name a topic, supply some facts about the
topic, and supply some closure.
Objective Students will be able to compare and contrast information about two different endangered
animals.
(Zebra and Western Diamondback Rattlesnake).
Students will fill in a graphic organizer (Double Bubble Map) and then use the information to
write sentences comparing and contrasting the two animals.
Sentence frame (if needed) “A ____ is like a _____ because ___.” “A ____ and a ____ are
different because _____.”
Enduring Zebras and Western Diamondback Rattlesnakes are similar in some ways and different in
Understanding other ways.
Essential Question How are Zebras and Western Diamondback Rattlesnakes alike and how are they different?
Assessment and Students will complete the compare and contrast graphic organizer (Double Bubble Map)
Feedback with factual information taken from the Pictorial Input Charts.
Students will write at least 3 sentences that correctly compare and contrast the Zebra and
Western Diamondback Rattlesnake.

performance task at the end of the unit. They should be evaluating which animal they
want to do their performance task on.

The teacher will show a picture of a Zebra and a Western Diamondback Rattlesnake and
ask the students if these are the same animal. The teacher will ask how the students
know? What do they observe or what facts do they already know about these two animals
that help them come to their answer. Students will write down one thing they know on a
post it and put it on a T-chart simply labeled “Same / Not the Same”
Teacher will complete the Pictorial Input Chart on the Western Diamondback
Rattlesnake. The teacher will display the compare contrast Double Bubble Map and
explain it to the students. The teacher will carefully go over both Pictorial Input Charts
with the students focusing their attention to the informational sections on each
(categories are the same on each map- description, diet, habitat, enemies/predators, and
interesting facts). The teacher will help students fill in the map.
REVISE their work)
Students will be given the opportunity to look at their post its they put on the T-chart and
determine if they want to change what they wrote, add anything to it, or write something
different.

Students will use the Double Bubble Map to write two sentences, one comparing and one
contrasting the zebra and Western Diamondback Rattlesnake (using a sentence frame if
needed, “ A ____ and are ____ are alike because they both ______. However, they are
different because _____” or “A ____ is like a ____ because they both ______.
However, they are also different because _____.” Students will then orally practice
reading their sentences to a partner and evaluating their sentences and changing or fixing
them if needed.
Auditory - orally practicing their written sentences, partner sharing, discussions, orally
presented information
Visual - visuals of a zebra and a Western Diamondback Rattlesnake, graphic organizers
(Pictorial Input Chart, Double Bubble Map), T-chart with post-its
Kinesthetic - physically putting post-its on the T-chart, writing, cooperative partner work

The lesson will follow the structure of learning new information, comparing it to previously
learned information and then synthesizing the information to complete a graphic
organizer that compares and contrasts the information. Concluding with the transfer of
this knowledge to form sentence to demonstrate understanding.
Closure/Application Exit ticket - one side write one way they are alike, other side write one way they are
different.
Lesson Title Informative paragraph about Sloths
Grade 1st grade/Science/Writing
Level/Content
Standards 1-LS1.A: Structure and function

Write informative/explanatory text in which they name a topic, supply some facts about the
topic, and supply some closure.
Objective Students will be able to use information from a Sloth Pictorial Input Chart to fill in a
process grid.
Students will use the information from the process grid to write an informational paragraph
about Sloths.
Enduring Informational writing is based on facts.
Understanding Informational paragraphs follow a pattern of introductory sentences, details, followed by a
concluding sentence.
Essential Question What facts do we know about Sloths?
Assessment and Students will write an informational paragraph about Sloths that will have an introduction, 2
Feedback facts, and a concluding sentence.
Students will read their paragraph to their partner to get feedback.
Students will make changes before turning in their final draft.

performance task at the end of the unit. They should be evaluating which animal they want
to do their performance task on.

Teacher will display a PowerPoint that has pictures of scientists with the student’s faces
superimposed and tell students that they are now scientists. Their job is to learn about
Sloths and write a paragraph to teach students facts about them.
Teacher will review the information learned and recorded about Sloths on the Pictorial
Input Chart. Students will share one thing they learned from each category with their
neighbor. Teacher will selected a few students to share orally with the class. The
teacher will guide the students to transfer information from the Pictorial Input Chart
onto the Process Grid.
REVISE their work)
Students will have the opportunity to formulate sentences of a fact that they learned
from each category with a partner. This reflection will help students review and reflect
upon what they have learned. Students will also read their paragraph orally to their
partner, receive feedback, and make any corrections before turning in their final draft.

Students will use the Process Grid when constructing their paragraphs. They will be able
to look back at the Process Grid to evaluate what they have written.

Auditory - orally practicing their written sentences, partner sharing, discussions,
Visual - PowerPoint of student scientists, graphic organizers (Pictorial
Input Chart, Process Grid)
Kinesthetic - writing, cooperative partner work, drawing a matching illustration

Lesson follows a logical sequence (review, new learning, oral practice, filling in Process
Grid, sharing, writing, peer editing while orally sharing, final draft)
Closure/Application Students will orally share their informational paragraph in small groups.
Lesson Title Public Service Announcement
Grade 1st grade/Science
Level/Content
Standards CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
feelings clearly.
Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
1-LS1-1
Use materials to design a solution to a human problem by mimicking how plants and/or
animals use their external parts to help them survive, grow, and meet their needs.
Animals have body parts that capture and convey different kinds of information needed for
growth and survival. Animals respond to these inputs with behaviors that help them survive.
Students will take the information learned throughout this unit to construct a PSA about
one of the endangered animals studied.
Objective Students will give facts about the animal and its habitat.
Students will present factual changes in the habitat and how it has affected the animal.
Students will demonstrate the importance of, raise awareness for, preserving the habitats
of animals for future generations.
Students will persuade others to take action, change their own personal behaviors, to help in
the preservation of the endangered animals habitats.
Enduring We can help to preserve the habitats of all animals.

Understanding We can help endangered animals by raising awareness and making personal changes.
Essential Question How can we show that it is important to preserve the habitats of all animals for future
generations?
Assessment and Students will have the performance task rubric throughout to refer to as they create their
Feedback PSA. This rubric will be used in the final evaluation of their performance task.

Learning Experience The teacher will explain that this is the culminating performance task of the unit. This is
when they will have the opportunity to use what they have learned to perform a
meaningful action. They will be creating a PSA - public service announce
Teacher will show 3 different PSA’s for endangered animals (different animals than the
ones used in this unit). The students will select the one they liked best. Then students will
write one thing that made them like it the best. They will then put their post it on the
board next to the PSA title that they chose. Teacher will read the post its and the class
will discuss.
The teacher will explain the performance task scenario to the students.
Students have been hired by the non-profit group, Defenders of Wildlife, to create a
public service announcement (PSA) to raise awareness for endangered animals. The PSA
needs to focus on raising awareness and persuading viewers to take action in helping to
preserve the habitats of endangered animals. Students will create their PSA using
information they have gained about animal habitats and how they are changing.
The PSA must include visuals, data, maps, and endangered animals from that specific
habitat. It needs to be 90 seconds long and include specific suggestions for ways the
public can take action and help preserve the habitat. The audience will be television
viewers and the online community.
Students will have access to all graphic organizers used throughout the unit (T-charts,
Pictorial Input Charts, Process Grid), all writing pieces, all informational texts, as well as
Chromebooks for additional research if needed. Chromebooks will also be used for
recording and creating the PSA (PowerPoint, visuals, graphics, etc.)
REVISE their work)
Students will be working in groups of four students. This will facilitate cooperative work
which will include sharing and checking each others contributions to the project.
Reflecting and revising will be built into the project (after each step student in the group
will each check over the work and determine if they agree that it is their best work, if it
is not they will be asked to make changes until they all agree that it is their best).

Groups will be given the performance task rubric at the start of their group work. They
will be able to use it to evaluate their work as they go and then again before they turn in
their final product.

Auditory - orally practicing, partner sharing, discussions, oral presentations, listening to
PSAs
Visual - PowerPoint, watching PSAs, graphic organizers (Pictorial Input Chart, Process
Grid, T-chart), visuals
Kinesthetic - writing, cooperative partner work, drawing/illustrating, presenting, acting,
recording

This lesson is the culminating performance task of the unit. It follows the logical sequence
of utilizing all of the learning information, created organizers, materials and practice to
create the PSA. This final lesson culminates with learning how to synthesize all of the
learning and present it to an audience following the guidelines and required outline.
Closure/Application The groups will present their PSAs. They will first present to the class and then to the
other first grade classes, the principal, and any parents who wish to come to the
presentations.
GRASPS Teacher Rubric

Advanced (4) Proficient (3) Basic (2) Below Basic (1)
Speak in complete All spoken 1 spoken sentence is 2 spoken sentences 3 or more spoken
sentences. sentences are not complete. are not complete. sentences are not
complete. complete.
Demonstrate All spoken 1-2 grammatical errors 3-4 grammatical 5 or more grammatical
command of the sentences are in spoken sentences. errors in spoken errors in spoken
conventions of grammatically sentences. sentences.
standard English correct.
grammar and
usage when
speaking.
Time (90 seconds 90 seconds in length 85-89 seconds in 80-84 seconds in Less than 79 seconds
long) length length in length
Visuals, data, and Uses detailed Uses visuals, data, and Missing one visual, Missing two-three
maps visuals, data, and maps. data or map. visuals, data, or maps
maps.
Information about Detailed Brief/simple Brief/simple Brief/simple
the endangered information/ facts information/facts information/facts information/facts
animals from the about 3 endangered about 3 endangered about 2 endangered about 1 endangered
specific habitat animals from the animals from the animals from the animal from the
habitat. habitat. habitat. habitat.
Changes in Detailed information Information about 2 Information about 1 No information about

habitats and about 3 or more changes of a specific change of a specific a change in the
reasons for these changes of a habitat and reasons habitat without a habitat.
changes. specific habitat and for them based on reason for it.
specific reasons for facts.
them based on
facts.
Specific 3 or more specific 2 specific suggestions 1 suggestion of a way No suggestion of a

suggestions for suggestions for for ways to take action to take action and help way to take action and
the public to take ways to take action and help the the endangered help endangered
action to help to help the endangered animals and animals and their animals or their
preserve the endangered animals their habitat. habitat. habitat.
habitat and their habitat.
GRASPS Student-Friendly Rubric
I spoke in complete sentences.
My PSA was 90 seconds.
I used visuals, data, and maps.
I gave information about endangered animals from the habitat.
I described the changes that have happened to the habitat and gave reasons.
I described ways people could help the endangered animals and their habitats.

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Understanding

EDUG 609: Curriculum Design

Vanguard University of Southern California

CCSS.ELA-LITERACY.L.1.1 • Identify endangered

LS3.B: Variation of Traits

Students will be able to show an understanding of an informational

Role: You are an environmentalist hired by Defenders of Wildlife.

Audience: The audience will be television viewers and the online

Situation: You have been asked to create a PSA focusing on raising

Product/Performance: Students will create a PSA using information

Thinking Maps - Circle Maps, Bubble Maps, Double Bubble Maps -

Process Grid of different endangered animals that will include - animal

Poster created to inform other class members about the specific

Summary of Key Learning Events and Instruction

• Administer Pre Assessments

• Introduction to the World Map

• Pictorial Input Chart: Spotted Dolphin

• Pictorial Input Chart: Zebra

• Pictorial Input Chart: Western Diamondback Rattlesnake

• Pictorial Input Chart: Sloth

• Introduce/Review Performance Task

• Students work on Performance Task

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Read aloud: Munch Relationships Bridge

Partner Sentence frame: A

Mark habitat of Students complete

E:(Build in opportunities for students to EVALUATE progress and self-assess)

T:(Be Tailored to reflect individual talents, interests, style, and needs)

O:(Be organized to optimize deep understanding as opposed to superficial coverage)

H:(hook students in the beginning and hold their attention throughout)

T: (Be Tailored to reflect individual talents, interests, style, and needs)

O: (Be organized to optimize deep understanding as opposed to superficial coverage)

H: (hook students in the beginning and hold their attention throughout)

E: (Build in opportunities for students to EVALUATE progress and self-assess)

O: (Be organized to optimize deep understanding as opposed to superficial coverage)

Assessment and Student’s highlights of the informational text.

E: (Build in opportunities for students to EVALUATE progress and self-assess)

T: (Be Tailored to reflect individual talents, interests, style, and needs)

W: (ensure students understand where the unit is headed and why)

H: (hook students in the beginning and hold their attention throughout)

E: (Build in opportunities for students to EVALUATE progress and self-assess)

O: (Be organized to optimize deep understanding as opposed to superficial coverage)

Standards 1-LS1.A: Structure and function

W: (ensure students understand where the unit is headed and why)

H: (hook students in the beginning and hold their attention throughout)

E: (Build in opportunities for students to EVALUATE progress and self-assess)

T: (Be Tailored to reflect individual talents, interests, style, and needs)

O: (Be organized to optimize deep understanding as opposed to superficial coverage)

Enduring We can help to preserve the habitats of all animals.

W: (ensure students understand where the unit is headed and why)

E: (Build in opportunities for students to EVALUATE progress and self-assess)

T: (Be Tailored to reflect individual talents, interests, style, and needs)

O: (Be organized to optimize deep understanding as opposed to superficial coverage)

GRASPS Teacher Rubric

Changes in Detailed information Information about 2 Information about 1 No information about

Specific 3 or more specific 2 specific suggestions 1 suggestion of a way No suggestion of a

My PSA was 90 seconds.

I used visuals, data, and maps.

I gave information about endangered animals from the habitat.

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