Understanding By Design Unit Template
Title of Unit
Curriculum Area
Developed By
Environmental Public Service Announcements
Science/Mass Communication
Pamela South
Grade Level
Time Frame
Grade 6-8
Unit Plan – 2 weeks
Desired Results (Stage 1)
Content Standards-
Goal 6: Environmental Science
The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science
concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.(
http://mdk12.org/instruction/clg/environmental_science/goal6.html)
EXPECTATIONS
6.2 The student will investigate the interdependence of organisms within their biotic environment.
6.3 The student will analyze the relationships between humans and the earth’s resources.
6.4 The student will develop and apply knowledge and skills gained from an environmental issue investigation to an action project which
protects and sustains the environment.
School Library Media (http://mdk12.org/instruction/curriculum/library_media/school_library_media_secondary.pdf )
2.0 Locate Information: Students will be able to use resources, in a wide variety of formats, to locate information to meet an identified need.
3.0 Collect Information: Students will be able to collect information relevant to their current information need.
4.0 Organize and Manage Data/information: Students will use appropriate print, non-print and computer/online/digital formats to organize
and manage data/information.
5.0 Interpret Information: Students will be able to interpret information to generate new understandings and knowledge.
6.0 Share Findings/Conclusions: Students will be able to communicate findings/conclusions by producing materials in an appropriate format
to support written, oral and multi-media presentations.
7.0 Ethical Use of Information: Students will demonstrate responsible attitudes toward the use of information.
Understandings
Overarching Understanding
Environmental Science:
As a citizen of the 21st century I use scientific skills and processes and
major environmental science concepts to understand interrelationships
of the natural world and to analyze environmental issues and their
solutions.
Mass Communication:
As a citizen of the 21st century I locate, collect, organize, interpret and
share information.
Related Misconceptions
Essential Questions
Overarching
What does it mean to
"Think Globally and Act
Locally?" (Dubois)
Think Globally, Act Locally refers to
the argument that global
environmental problems can turn
into action only by considering
ecological, economic, and cultural
differences of our local
surroundings. This phrase was
originated by Rene Dubos as an
advisor to the United Nations
Conference on the Human
Environment in 1972. In 1979,
Dubos suggested that ecological
consciousness should begin at
home. He believed that there
needed to be a creation of a World
Order in which "natural and social
units maintain or recapture their
identity, yet interplay with each
other through a rich system of
communications". In the 1980's,
Dubos held to his thoughts on
acting locally, and felt that issues
involving the environment must be
dealt with in their "unique physical,
climatic, and cultural
contexts."(Eblen and Eblen, 1994,
p. 702)
Topical
Environmental Science:
How is the Earth's
environment changing? How
do we affect those changes?
How do they affect us?
What are the roles of science
in managing the Earth?
Mass Communication:
How can I persuade other to
make positive choices for our
environment?
Knowledge
Skills
Students will know…
Students will be able to…
Environmental Science:
 Scientific skills and processes.
 major environmental science concepts
 understand interrelationships of the natural world
 Analyze environmental issues and their solutions.
Mass Communication:
 locate data & Information
 collect data & Information
 Organize data & Information
 Interpret data & Information
 Share information.
Environmental Science:
 Compare data
 Identify possible trends
 Access and process information
 Use information when forming predictions
Mass Communication:
 Access internet sites, data bases and other information
resources
 Determine validity of information
 Collect and organize information/data using an appropriate
organizing tool.
 Identify data and information which supports the purpose of
the project
 Create a multimedia presentation
1. PhotoStory 3 or MovieMaker
2. File Management
3. Audacity
4. Internet search
5. Cite sources
Assessment Evidence (Stage 2)
Performance Task Description
Goal
Role
Audience
Situation
Product/Performance
Standards
The goal of the project is to create a Public Service Announcement which informs a local audience about
an environmental issue impacting the Chesapeake Bay an provide a solution.
You are a consultant hired by a local environmental group.
The audience is the local community.
Much of the local economy is either impacted by the “health” or the bay, or impacts the bay. The local
environmental group is concerned about the health of the bay but also wants to maintain positive
relationships with the local community.
Your group are responsible for designing, producing, and presenting, in an electronic format, a Public
Service Announcement that identifies an environment issue that is impacting the health of the
Chesapeake Bay, provides supporting data and a solution, to be shown on local television stations.
The Public Service Announcement must identify the factors causing the environmental issue, the
environmental impact of the issue, future consequences, and solutions to resolving the environmental
issue. The Public Service Announcement will integrate still and video images, music and sound, and
editing strategies to communicate your message in no longer than 60 seconds to the local community..
Other Evidence
Learning Plan (Stage 3)
Where are your students headed? Where have
they been? How will you make sure the
students know where they are going?
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How will you hook students at the beginning of
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help students to exhibit and selfevaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the
learning activities to optimize the engagement
and achievement of ALL students?

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Post essential questions.
Review the rubric for the performance task and share students examples
of Public Service Announcements for different topics.
Create and print handouts to support students as they work. (rubrics,
deadlines, checklists)
Begin a unit with a problem-based “problem”
Challenge students to reac t to the
Explore such ideas as surveying the healthy eating
habits of different ethnic groups; searching the Web
for nutrition advice; and researching correlations
between diet, school absence, and academic and
athletic performance.
á Equip students with skills in survey writing, oral
interviews, and research, including searching on the
Internet
Ask student to work in groups to
· Evaluate different diets for nutritionalbalance (e.g., a hyp othetical
average diet and an exemplary diet).
· Reflect on their own and their family’s eating and cooking
habits.
· Propose changes (if needed) to their fa
Students self -assess their work on the keyperfor mance
tasks (illustrated nutrition brochure and camp
menu).
· Students create a nutritional action plan
Our school is located on a creek which empties into the bay. Some of the
factors impacting the health of the bay can be found on our school’s grounds.
The internet also provide virtual access to the bay.
Using the BIG6 students will work at their individual pace and level.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)