To be an effective teacher, planning is vital. Even a poor plan is better than no plan at all (Mikhail Chigorin). As a teacher I always keep in mind this quote and try to make a plan. I believe planning the course assure more confidence for educators. The course can flow smoothly since all the necessary information has been gathered and details have been decided on beforehand. After ten years of teaching experience I realized that teachers’ certainty reflects to his/her learner’s performance; Students can be more relax and open to learning. This week I tried to focus on two templates: Dee Fink’s 3-column table and Grant Wiggin’s and Jay McTighe’s Understanding by design template. I think these templates are great for teachers. Both of them use backward design and they provide opportunity to see where the learners will be at the end of the course. The 3- column table can be used for designing course.  When design a course, we need to gather information and make decisions about how the course will be taught. We are required to complete each step before going to the next step. There are five components in this model:  Situational Factors, Learning Goals, Feedback and Assessment, Teaching/Learning Activities.kitap-3

UbD design table is more convenient for unit planning. Because big ideas, understanding, questions, performance are too complex to be addressed in a single lesson. The UbD model asks thought provoking questions. The questions lead to think how precisely each goal will be achieved and assessed. This model focuses on deep and permanent understanding. The teacher who knows his/her own class and makes plan according to student’s needs. There are three stages of UbD design: Identifying desired results, determining acceptable evidence, planning learning experiences &instruction. UbD model develops the students 21 st century skills and it helps teachers by facilitating the teaching-learning process. It provides flexibility to use different teaching methods. It also ensures professional development opportunities for teachers. By using this model teacher can evaluate the student naturally. What differs UbD plan from others is that it requires teacher’s collaboration. All related teachers own the plan and try to develop it altogether. Teacher can define her/his priorities, make update at any time and share feedback with their colleagues via technology. Even though the purposes, goals look like it is designed for students and teachers, UbD is actually a school development model. For my organization I think Fink’s 3 column table works better. UbD model is too detailed it can be hard for me to use for my organization.


 Understanding by Design – Backwards Design Process

  (Developed by Grant Wiggins and Jay McTighe, 2002)


Stage 1 – Desired Results

Established Goal(s)/Content Standard(s):


•What relevant goals will this design address?


•The purpose of this unit is to guide student for further understanding of the respiratory system and its function in the body.


•To help student gain awareness of life-style choices that maintain healthy life.


Overarching Understanding:


• Student will comprehend that medical research is a consistent procedure through which new information may lead to change of human life.


• Student will also have the knowledge and skills used for building and refining models and explanations.




Understanding (s)

Student will understand that:


●     The parts of a respiratory system are dependent to each other.

●      The shape of our body parts is suited to their function.

●     The proper functioning of the respiratory system is vital to our good health.

●     Respiratory system and all other systems are linked in function.


●     Unhealthy nutrition can trigger respiratory system diseases.


Essential Question(s):

●     How does the respiratory system support the human body?

●     Why do people need a respiratory system?

●     How are an athlete’s lungs different than average person?

●     How does the shape of the respiratory system relate to its function?

●     Is there communication between the respiratory system parts?

●     What is the worst damage that could happen to your respiratory system?

●     Why does student need to know how her life style affects the health of her respiratory system?



Student objectives (outcomes):


Student will know:

•  Respiratory system is responsible for supplying the body with oxygen and removing carbon dioxide.

• Causes and effects of respiratory diseases: cancer, cystic fibrosis, asthma, hantavirus

•  The names and functions of respiratory system.

• Respiratory system organs structure and function.


• How respiration is controlled.


Student will be able to:


• Create a story about respiratory system diseases.

• Recognize the average lung capacities.

• Use the internet to research a respiratory health topic.

• Identify common lung diseases Demonstrate knowledge of organ’s shape, location and functions


Student will be familiar with:

• Respiratory system diseases .

Stage 2 – Assessment Evidence



Performance Task(s):

Through what authentic performance task(s) will students demonstrate the desired understandings?


-Student build a model of the lungs. She will show her model and explain what the different parts represent.



-Student will design a social media post related to respiratory system and its parts.


-Student will create chart to represent the data that shows her daily eating& walking chart.


– Student will design a t-shirt that matches the respiratory system concept.








Other Evidence:

Through what other evidence will students demonstrate achievement of the desired results?

-Student will create a story about one of the respiratory system diseases.


-Student will create a presentation based on her assignment.


– Student will take quizzes to assess her knowledge of the vocabulary associated with the topic.
-Student will take tests to demonstrate her understanding of the functions of the respiratory system.
-Student will create a presentation based on her assignment. (by using Prezi)







 Stage 3 – Learning Plan

Learning Activities:


●      Introduce the essential questions and discuss unit task performance. (W)

●      Start with an entry questions. More than half of the people have respiratory system diseases How will you protect yourself? (H)

●     Key vocabulary terms are introduced with various kind of activities. Student will read and discuss the relevant part of the book then she will make research about the topic. She will create lung model (E 1).

●      Student will prepare presentation and explain it in detail. After finishing a respiratory system, brainstorm ideas on health concerns and ways to keep the system healthy (R)

●      Evaluate their work: Give quiz about respiratory system and its parts. To self-assessment use rubric. Student will design T-shirt to show respiratory system. At the conclusion of the unit, student will review her daily eating& walking chart. Has she noticed any change? How does she feel after eating healthy and walking daily? Healthy eating also affects respiratory system. Since unhealthy nutrition triggers many of the respiratory system diseases like asthma. (E 2)

●     Play a POP brain game It sis good opportunity to prepare student for test. Higher level thinking questions are incorporated. She will be asked to write a few sentences with drawing pictures. Review notes together with multimedia videos, animations and provide formative assessment activities (T)



Authentic assessment would be a great opportunity for my daughter to truly demonstrate that she has mastered the understanding. I enjoy using authentic assessments because they give student a chance to show her personality in her work and also creates a great product to share at social media. She will create a chart or other visual aid that connects the respiratory systems. Once all respiratory system organs have been discussed, a more in-depth project will be developed to display the relationships between all organ systems. It can be difficult to analyze the student understanding of this unit, using a pencil and paper test, due to the large amount of information that it encompasses.






Understanding by Design Template adopted from: Wiggins, G., McTighe, J. (2002). Understanding by Design.

Image retrieved from

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