Understanding by Design Template

Sara Maglov
ED 602, SP 18
The following template is for a science unit known as Safe Racer. It aligns to 3rd grade science standards.

Stage 1 - Desired Results

Established Goals: Students will be able to actively participate in the scientific process in order to develop a
functioning model of a race car that stays within limitations that include cost, materials, time, and relevant scientific
information while meeting the needs of “consumers”.

1.1 Enduring Understandings 1.2 Essential Questions

● Students will understand that . . . .
● Problems can be solved with the development of a
new or improved object, tool, process, or system.
● Designs have limitations on their design, which
may include cost, materials, time, and relevant
scientific information.
● Peoples' needs and wants change over time, and
solutions to problems change as well.
● How can we use forces and interactions to affect
the movement of different objects?
● How can the process of trial and error help
scientists make decisions?
● How can the discoveries, developments and
processes of scientists past shape the way we study
science today?

1.3 Acquisition of Knowledge and Skills

Students will know . . . . Students will be able to . . .

● The differences between pushes and pulls on an
object
● A push or a pull can alter an object’s direction
and/or speed
● A push or pull can start or stop an object
● Ask questions that can be investigated based on
patterns such as cause and effect relationships to
determine the effect of magnetic forces on objects
and other magnets and electromagnets.
● Plan and conduct an investigation collaboratively
to produce data to serve as the basis for evidence,
using fair tests in which variables are controlled
and the number of trials considered to determine
the effect of forces on the motion of objects.
● Make observations and/or measurements to
produce data to serve as the basis for evidence for
an explanation of a phenomenon or test a design
solution to build a Safe Racer to keep an uncooked
egg safe.

Stage 2 - Assessment Evidence

Performance Tasks: Other Evidence:

● Students will participate in various experiements ● Pre-assessment data
involving force to determine properties of force ● Scientific findings recorded in a journal
● Students will explore various materials to ● Ability to draw conclusions from the data
Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson Education, Inc.
Copyright 2005 by ASCD.
 detemine which are suitable for the creation of a collected
“safe racer” ● Peer review and feedback
● Self-reflection related to their contributions to the
group

Stage 3 - Learning Plan

Learning Activities:
● Overview of unit.
○ Discuss end of unit goal- to create a race car that will meet material, budget and safety qualifications
and will get an uncooked egg down a ramp safely.
○ Introduce key vocabulary
● Plan
○ Review Engineering Design Process. Discuss EQ- How can the process of trial and error help scientists
make decisions?
○ Work in collaborative groups to explore materials provided and design prototype
○ Analyze prototypes of other groups and give feedback related to design, materials, etc.
● Test
○ Use provided materials to create a safe racer based on initial design
○ Students will rate themselves on their contribution to the group
○ Record results
○ Collaborate to make adjustments to prototype
○ This may continue for two cycles
● FInal Presentation
○ Race safe racer down ramp and measure distance car travels while keeping egg in tact
○ Provide oral explanation of materials chosen and design choices made
○ Provide peers with feedback related to design and presentation
● Reflection
○ Reflect on contribution to the group
○ Analyze the pros and cons of scientific process
○ Share any changes you would have made to final product

Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson Education, Inc.
Copyright 2005 by ASCD.