1-Page Template 
© 2004 
® All rights reserved. 
13 

Elizabeth Meringer
	Stage 1—Desired Results 		
Established Goals: 	•	Students will be able to find, experience, and understand gravity using hands-on experiments.
•	Prove that gravity exerts a force on all objects by dropping various objects from a certain point.
	G 	
.Understandings: Students will understand that…
•	Gravity is a downward force exerted on all objects
•	“What goes up must come down”
•	Difference between gravity in the Solar System and on Earth	  	Essential Questions: 
 
•	What is gravity?
•	What does gravity do?
•	Will objects drop faster than others? Why?
•	Where can you find gravity?
•	What is different between gravity in outer space and gravity on Earth?	
QQ 	
Students will know . . .      
•	The term gravity and its relation to Earth and various objects	                         Students will be able to . . .
•	“Experience” gravity in outer space and on Earth using story prompts
•	Demonstrate gravity by dropping lightweight objects
•	Discuss their findings by journaling and documenting  their findings throughout the lesson
	S 	
	Stage 2—Assessment Evidence 		
Performance Tasks: 
•	Developing an hypothesis to see if items will float in the air or drop to the ground
•	Students will do experiments by dropping random objects and observing how fast they drop and if they float or touch the floor. 		Other Evidence:

•	gravity udl.rtf
•	Go for a walk and find more objects to experiment with
•	Size of object does not matter when it comes to gravity (lighter or heavier will still drop)
•	Find objects in their home and classroom and state if they float or drop to the floor- record in journal
	OE 	
	Stage 3—Learning Plan 		
Learning Activities: 
•	Read and “turn the classroom into” the Magic School Bus : Lost in the Solar System especially gravity 
•	Have the child apply make believe astronaut suits and helmets and have them sit “in a spaceship”
•	Fly into space, observe,  pretend to be out in the solar system floating around
•	come back to Earth and discuss what they saw 
•	Introduce the word, gravity	
•	Discuss their experience of outer space verses Earth
•	Ask the students their idea of gravity and write answers on the smartboard to use at a later date
•	Explore where gravity is and what objects would do if gravity did not exist? Provide examples
•	Students will think about the experience and write in their journals what they saw and what they think gravity is.
•	Teacher will do hands on activities (See Other Evidence)
•	Afterwards teacher will have the students redefine he meaning of gravity in their journals
•	Students will discuss their evidence throughout this lesson and come up with theories about gravity , different objects, and how their weight affects the fall (feather slower or faster than a ball) 
•	Students will also discuss and add to their project the other objects they find in and around their home and classroom and discuss
•	All findings will be documented on the smartboard using Google Docs. 	L 	

Stage 1—Desired Results 		
Established Goals: • What relevant goals (e.g., content standards, course or programusing Godle objecti, and how their weight effects the fallves, learning outcomes) will this design address? 	G 	
Understandings: U 	Essential Questions: 	Q 	
Students will understand that . . . 	• What provocative questions will foster inquiry, 		
• What are the big ideas? 	understanding, and transfer of learning? 		
• What specific understandings about them are 			
desired? 			
• What misunderstandings are predictable? 			
Students will be able to . . .                        K    Students will know . . . 
• What key knowledge and skills will students acquire as a result of this unit? 
• What should they eventually be able to do as a result of such knowledge and skill? 	S 	
Stage 2—Assessment Evidence 		
Performance Tasks: T 	Other Evidence: 	OE 	
• Through what authentic performance tasks 	• Through what other evidence (e.g., quizzes, 		
will students demonstrate the desired 	tests, academic prompts, observations, 		
understandings? 	homework, journals) will students demonstrate		
• By what criteria will performances of 	achievement of the desired results? 		
understanding be judged? 	• How will students reflect upon and self-assess their learning? 		
Stage 3—Learning Plan 		
Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? How will the design
 W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? 
H= Hook all students and Hold their interest? 
E= Equip students, help them Experience the key ideas and Explore the issues? 
R = Provide opportunities to Rethink and Revise their understandings and work? 
E = Allow students to Evaluate their work and its implications? 
	L 	

G 
Understanding by Design Professional Development Workbook 
1-Page Template with Design Questions 
14 © 2004 
® All rights reserved. 

Stage 1—Desired Results 
Established Goals: • What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address? 	G 	
Understandings: U 	Essential Questions: 	Q 	
Students will understand that . . . 	• What provocative questions will foster inquiry, 		
• What are the big ideas? 	understanding, and transfer of learning? 		
• What specific understandings about them are 			
desired? 			
• What misunderstandings are predictable? 			
Students will be able to . . .                        K    Students will know . . . 
• What key knowledge and skills will students acquire as a result of this unit? 
• What should they eventually be able to do as a result of such knowledge and skill? 	S 	
Stage 2—Assessment Evidence 		
Performance Tasks: T 	Other Evidence: 	OE 	
• Through what authentic performance tasks 	• Through what other evidence (e.g., quizzes, 		
will students demonstrate the desired 	tests, academic prompts, observations, 		
understandings? 	homework, journals) will students demonstrate		
• By what criteria will performances of 	achievement of the desired results? 		
understanding be judged? 	• How will students reflect upon and self-assess their learning? 		
Stage 3—Learning Plan 		
Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? How will the design
 W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? 
H= Hook all students and Hold their interest? 
E= Equip students, help them Experience the key ideas and Explore the issues? 
R = Provide opportunities to Rethink and Revise their understandings and work? 
E = Allow students to Evaluate their work and its implications? 
	L