After reflecting on the video and reading Chapters 3 and 4 from Wiggins and McTighe, please answer the following question:

  1. Using the Stage 1 template provided below, develop Stage 1 for your 1st lesson unit. Make sure you incorporate the Common Core Standard used and grade level.

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Grade Level:


Subject Area:

Education Standards Addressed:

Stage 1 – Desired Results

Established Goals:


Students will understand that:

Students will know:

Essential Question(s):

Student objectives (outcomes):

Students will be able to:

Stage 2 – Assessment Evidence

Performance Task(s):

Performance Task Criteria:

Other Evidence:

Stage 3 – Learning Plan

Learning Activities:

What makes a question essential: (pages 107-112 in UbD text.)

4 connotations of “essential”

 Important questions that recur throughout our lives

 Core ideas and inquiries within the discipline

 Helps students effectively inquire and make sense of the big idea(s) and requires
students to make decisions about answers

 Engages a specific and diverse set of learners

Characteristics of Essential Questions (also p. 91 in UbD workbook)

 Have more than 1 answer, meant to be discussed, investigated

 Cannot be answered in a single sentence

 Might be controversial or pose a dilemma and as such require reasoning and justification

 Raise other important questions

 Naturally and appropriately recur K-12 and beyond

Six Facets Description Example

To ensure students understand why an answer or approach is
the right one. Students explain or justify their responses or
justify their course of action.

Students develop an illustrated brochure to explain the
principles and practices of a particular type of technology
(i.e., transportation, construction, medical, information).

To ensure students avoid the pitfall of looking for the “right
answer” and demand answers that are principled…students
are able to encompass as many salient facts and points of
view as possible.

Students develop a ‘biography’ of the development of a
particular type of technology.


To ensure students’ key performances are conscious and
explicit reflection, self-assessment, and self-adjustment, with
reasoning made evident. Authentic assessment requires a
real or simulated audience, purpose, setting, and options for
personalizing the work, realistic constraints, and “background

Students analyze a design of a product, taking it apart in
order to determine how it works.

Students design, develop, test, and revise a solution to a
local issue, such as a new roadway system, a water
treatment system, or long-term storage of various materials.


To ensure students know the importance or significance of an
idea and to grasp its importance or unimportance.
Encourage students to step back and ask, “What of it?” “Of
what value is this knowledge?” “How important is this idea?”
“What does this idea enable us to do that is important?”

Students investigate about a technological artifact from
the perspective of different regions and countries.

To ensure students develop the ability to see the world from
different viewpoints in order to understand the diversity of
thought and feeling in the world.

Students imagine they are politicians debating the value of
nuclear power. They write their thoughts and feelings
explaining why they agree or disagree with the use of
nuclear power.


To ensure students are deeply aware of the boundaries of
their own and others’ understanding; able to recognize their
own prejudices and projections; has integrity – able and
willing to act on what one understands

Students reflect on their own progress of understanding
about one of the standards in Standards for Technological
Literacy: Content for the Study of Technology. They
evaluate the extent to which they have improved, what
task or assignment was the most challenging and why, and
which project or product of work they are most proud of
and why.

Source: Wiggins, G., & McTighe, J. (1998). Understanding by Design. p. 85-97. Alexandria, VA: Association for Supervision
and Curriculum Development.

Handout #9




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