UbD activity
Select a chapter from a science or social studies teacher’s edition of a textbook for the elementary grades or a text for a familiar content area at the secondary or higher ed level. Carefully examine the chapter for the “enduring ideas” or understandings within the chapter. Wiggins and McTighe (2005, p. 14) ask:
What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired?
Have revised the template from Wiggins and McTighe’s Stage 1 (p. 22) to encourage biblical thinking. Complete a stage one template like the one below for the chapter you selected by filling in the information or answers to the questions.
Stage One – Desired Results
Established Goals: What relevant goals (content standards, course or program objectives, learning outcomes) will this design address? These may be found in your teacher’s guide or other course related standards apart from the teacher’s guide (i.e. state standards for a course).
Understandings: based upon your examination of the chapter or unit
Students will understand that…
What are the big ideas? Essential questions?
What specific understandings about them are desired?
What misunderstandings or ideas from other worldviews are predictable?
Essential Questions for the teacher:
Are there goals related to the school’s mission?
What worldview questions relate to these big ideas?
Does the Bible speak about these big ideas?
Will my lesson need biblical integration?
What questions and activities will promote “meaning making and transfer”?
Students Will know…
What should they be able to do as a result of this knowledge and skills?
What are the life applications? What should their response to this knowledge be?
