Understanding by Design Lesson Plan

Title of Unit Habitats Grade Level 3rd Grade

Curriculum English Three segments, 10-15
Area Time Frame minutes each

Developed By Brigette Southern

Stage 1: Identify Desired Results
Content Standards
Georgia Standards of Excellence
ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.

ELAGSE3RI5: Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic quickly and efficiently

Understandings
Overarching Understanding Essential Questions

Students will understand how to ask and Overarching Questions:

answer questions to understand an
informational text. How do I use research skills to find
information?
Use text features to help understand
informational text. Topical Questions:

Use a variety of sources to gather What are features of a given habitat?

information.
How can I use NetTrekker to research a
Related Misconceptions habitat?

Challenged and banned books are

bad or inappropriate.
Banned books are books students
should not read.
Schools (and school libraries) tend
to shy away from controversial
materials.

Knowledge Skills
Students will know Students will be able to
 Features of a given habitat Identify features of a given habitat
Not all internet sites can be Use NetTrekker to safely lookup
trusted for information and information on a topic
research
NetTrekker can help find
information on a given topic
Stage 2: Assessment Evidence
Performance Task Description
Goal Students will be able to access NetTrekker and work in a group to
find information using this.
Students will take on the role of the researchers and collaborate
Role
with their peers
Audience 3rd Grade Students
Students will conduct the research in the media center with
Situation
school-provided laptop computers
Product/ Students will work in a group to conduct research.
Performance
AASL Standards for the 21st-Century Learner
1.1.1 Follow an inquirybased process in seeking knowledge in
curricular subjects, and make the realworld connection for using
this process in own life.
1.1.2 Use prior and background knowledge as context for new
learning.
1.1.3 Develop and refine a range of questions to frame the
search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer
questions.
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
Standards 1.1.9 Collaborate with others to broaden and deepen understanding.
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize
information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings,
make decisions, and solve problems

3.1.4 Use technology and other information tools to organize and display
knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly

4.1.1 Read, view, and listen for pleasure and personal growth
4.3.1 Participate in the social exchange of ideas, both electronically and in
person.

Stage 3: Learning Plan

Where are your Students have already completed a unit on habitats back
students headed? in the first quarter of the year. Students will gain a
Where have they deeper understanding of a habitat by conducting their
been? How will you own research on a given habitat.
make sure the Students have already been introduced to NetTrekker.
students know where
they are going?
How will you hook Teacher will read a book about habitats to hook the
students at the students.
beginning of the unit?
What events will help During Segment One, the media specialist will read the
students experience book about habitats and ask questions as they read.
and explore the big Students will ask and answer questions as well.
idea and questions in
the unit? How will you During Segment Two, students will use NetTrekker to
equip them with research a given habitat.
needed skills and During Segment Three, students will present their
knowledge? information using Wordle.
How will you cause During Segment One, students will ask and answer
students to reflect and questions as the media specialist reads the text.
rethink? How will you
guide them in During Segment Two, students will reflect on their
rehearsing, revising, knowledge already gained about these habitats and add
and refining their to that knowledge.
work?
During Segment Three, students will apply their new
knowledge to creating a Wordle.
How will you help Students will test their research skills by conducting
students to exhibit research, using NetTrekker. Students will need to support
and self-evaluate their their information with evidence from their research.
growing skills,
knowledge, and
understanding
throughout the unit?
How will you tailor and Media specialists will call on students that may not be
otherwise personalize asking/answering questions to ensure participation from
the learning plan to ALL students. Media specialist will circulate as students
optimize the work as well as group students according to ability level
engagement and to ensure all students are engaged and held accountable.
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?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision
and Curriculum Development.
Segment One:
1. Media specialist introduction of book
2. Media specialist reading and questioning of book
Segment Two:
1. Review how to use NetTrekker
2. Use NetTrekker to gather information
Segment Three:
1. Discussion of findings
2. Wordle Creation