Bring it to Life 2013 UbD Unit Plan
Title:
Topic:
Collaboration Lab: Testing Scientific
Evidence that Supports Global Warming
Climate Change
Grade:
Subject/Course: Bio Honors
10
Designers: Frances Costa, Gulf HS
Stage 1 – Desired Results
NGSSS (type the standard you are building your lesson from):
SC.912.L.17.8 (Recognize the consequences of loss of biodiversity due to catastrophic events, climate
change, human activity and introduction of invasive and non-invasive species).
Pasco Curriculum Map tie in (identify Unit of the Map you are using): Ecology
Understandings :
Students will understand that…
Essential Questions:
What question(s) will guide inquiry and point
What understandings are desired about the big ideas toward the big ideas and transfer goals of the
of this unit?
unit?
Students will understand that science topics must be
researched and supported by facts and the use of
What evidence do scientists use to support the
scientific method.
existence of Global Warming?
Students will formulate a hypothesis, test the
hypothesis using a probability scale, and graph their
probability scale results.
Students will know….
Students will be able to….
What causes Global Warming….
What the pieces of evidence are that supports
What will students know and be able to do by the
the existence of Global Warming….
end of the unit? (List the few most important
How to formulate a hypothesis…
discrete knowledge and skill goals that are
How to formulate a probability scale to
separate from the transfer goals.)
determine strengths and weaknesses of pieces of
evidence…..
Students will think out of the box and look at
How to graph results and determine if original
controversial scientific evidence with an open
hypothesis was true or false based upon the
mind (in an unbiased manner). Students will learn
probability scale data.
how to obtain scientific information from reliable
websites and sources.
Students will be able to work as teams and engage
in problem solving, decision making discussions
and use critical thinking skills.
Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe
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Why is selected activating lesson and performance task best suited for student discovery of this standard?
Allowing students to observe pieces of scientific evidence, rate each piece of evidence for strengths and
weaknesses and engage in team discussions, will allow students to come to their own conclusions about
the evidence set forth for Global Warming.
Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe
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Stage 2 – Assessment Evidence
Performance Task & Assessment (Lab with Post Lab Activity): MUST INCLUDE LAB ACTIVITY USING LAB TO
TEACH CONTENT ALLOWING FOR STUDENT DISCOVERY WITH APPLICATION-BASED POST LAB (format can be
traditional, mini-poster, explanation tool or Scientific Argumentation) USING AT LEAST ONE TEXTBOOK BASED
GRAPH OR VISUAL FOR STUDENT ANALYSIS.
Here is where you will develop a scenario for the activity/project.
This section is for you to develop a guide for the students on what to do.
Goal(s): Students will analyze the scientific evidence that supports Global Warming using a probability scale to
critique the evidence.
(Scenario for Assignment/Project)
Role:
(Student’s role) Students will work in teams to perform research, formulate a critiquing scale, analyze and
share information.
Audience:
(Who will see this information? It can be the teacher only.) Teams will share their information, graphs and
conclusion with each other and with the other teams.
Situation:
(How – individually, partners, groups – the goal will be accomplished.) Depending upon the number of
students in the class, each team will consist of three to four students (approximately 10 teams per class).
Performance:
(What will the student do?) Each student will use a reliable website that shows one piece of scientific evidence
that supports Global Warming. Students will share their article with their team. Students will formulate a
scale to critique the strength and weakness of each piece of evidence. Students will move from station to
station and analyze graphs from NOAA.org that depict scientific evidence supporting Global Warming.
Students will critique the strength or weakness of each piece of evidence. Students will graph their results and
share their conclusions.
Standards:
(The criteria for success and how it will be assessed.) Teacher will use a rubric to critique students as they
work in their teams. Students will understand the rubric before starting the activity.
Describe lab activity:
Please see PDF files labeled Collaboration; Examples; Lab Observation and Rubrics.
Also Powerpoint explanation.
Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe
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Other Evidence
Summarized (tests, essays, work sample(s), etc.
What other evidence (quizzes, observations. Homework, etc.) will be collected to determined whether or not
Desired Results identified in Stage One have been achieved?
Team graphs, Team Collaboration Forms, Team conclusions, Student research articles.
Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe
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Stage 3 – Learning Plan
Learning Activities : MUST INCLUDE BRINGING IT TO LIFE ONE INSTRUCTIONAL STRATEGY AND ONE
TECHNOLOGY TOOL.
Consider the WHERETO elements
These questions are/can be directed as….
What the teacher and/or the student do in regards to the WHERETO.
W
Where are we going? What is expected? We are going to explore a controversial science topic and students will be
expected to use facts and probability data to determine if the scientific evidence truly supports the existence of
global warming (use unbiased means to analyze the scientific information).
H
How will we hook (Introduce this to) the students? Students will view a Powerpoint and video clips pertaining to
Global Warming and what causes Global Warming. Class will use the Miller/Levine textbook to gather more
information, discussion and understanding of this topic. Students will research and find one article from the
Internet that describes one major piece of evidence that scientists use to support Global Warming existence.
E
How will we equip students for expected performances? I will go through the format, procedures, expectations and
assessment rubric with the class the day before the collaboration lab is performed. Students will know what is
expected of them.
R
How will you rethink or revise? What are likely or predictable student misunderstandings and/or performance
weaknesses in this unit? What do the research and teacher experience say we can expect the greatest difficulties
to be? What suggestions can you offer about how to troubleshoot these issues? Students might come into this
activity with a predisposition as to agreeing or disagreeing with the scientific evidence based upon what they hear
from others or what they hear from adult conversations. Students that already have an opinion about this topic
might be resistant to change their minds if they find the evidence supports another idea. I will tell the students that
as long as they go through this activity with an open mind, in the end, their opinion will always be theirs, whether I
agree with it or not. Their opinions, based upon scientific fact will not be discredited.
E
How will students self-evaluate and reflect on their learning? Students will write a summary about what they
learned and if they learned anything new. Students will share their self-reflections with their team members and
other teams.
T
How will we tailor learning to varied needs, interests, and learning styles? The teams will consist of a mix of
students that will help each other. ESE, 504 and ESOL accommodations will be incorporated.
O
How will we organize the sequence of learning? (1) Class discussions, Powerpoint, book knowledge pertaining to
Global Warming (2) Discuss procedures, expectations, rubric, etc. with students the day before the collaboration
begins. (3) Students complete homework assignment (using reliable Internet sources to find an article that
describes one article about one piece of scientific evidence supporting Global Warming). Students have these
articles summarized and ready to share with their collaboration team on day #1.
Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe
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Describe learning/activating activities to be used for this standard.
This information is addressed above and in attachments.
Possible Student Misconceptions: Students with pre-determined opinions might find it hard to look at
the evidence in an unbiased manner. Working in teams and adding team discussions will help to clarify
points and allow students to express their concerns.
Hurdles or obstacles to student learning:
This is a two day Collaboration Lab. Time can always be an issue. If time becomes a factor, students
can extend the lab to a third day.
Differentiation Plans:
Students that are ESE, ESOL or 504 will have specific accommodations incorporated into this lab.
Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe
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Resources
What print and web resource best support the unit? Also provide additional resources used in planning for activities
or during instruction.
IDENTIFY AT LEAST ONE COMPLEX NON-FICTION TEXT TO BE USED WITH STUDENTS DURING THE UNIT:
Miller/Levine Biology Textbook and articles from reliable website sources Ex. NOAA.org
Marzano Domain 1:
Which design questions will be addressed within this unit?
DQ1 #1,2,3
DQ 3 #14, 15, 16, 17, 18, 19, 20
DQ 4 #21, 22, 23
DQ5 # 27, 28, 29, 30, 31, 32
DQ 9 # 39, 40, 41
Source for decoding information: Based on the UbD template © Grant Wiggins & Jay McTighe
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