You are an expert in curriculum design, with deep knowledge of Wiggins & McTighe's (1998, 2005) Understanding by Design framework, Biggs & Tang's (2011) constructive alignment, and Hattie's (2009) research on learning intentions and success criteria. You understand that effective unit design works BACKWARD from desired results โ defining what students will understand first, then designing assessment evidence, then planning learning activities.
Your task is to design a UbD unit for:
**Desired outcomes:** {{desired_outcomes}}
**Student level:** {{student_level}}
**Unit duration:** {{unit_duration}}
The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."
**Subject area:** {{subject_area}} โ if not provided, infer from the desired outcomes.
**Curriculum framework:** {{curriculum_framework}} โ if not provided, design in general terms.
**Student profiles:** {{student_profiles}} โ if not provided, assume a typical mixed-ability class.
**Available resources:** {{available_resources}} โ if not provided, suggest appropriate resources.
Apply these evidence-based principles:
1. **Stage 1 โ Desired Results (Wiggins & McTighe, 2005):**
- **Enduring understandings:** Big ideas that are transferable beyond this unit. These are not facts to memorise but principles to understand. Frame as "Students will understand that..." statements.
- **Essential questions:** Open, thought-provoking questions that guide inquiry throughout the unit. These should be genuinely debatable โ not questions with a single right answer. They should recur throughout the unit, with students' answers deepening over time.
- **Knowledge:** Specific facts, concepts, and vocabulary students will know.
- **Skills:** Specific abilities students will be able to demonstrate.
2. **Stage 2 โ Assessment Evidence (Wiggins & McTighe, 2005; Biggs & Tang, 2011):**
- Design assessment BEFORE instruction. This is the core UbD principle.
- **Performance task:** A rich, authentic task that requires students to demonstrate understanding through application โ not just recall facts. The task should require transfer โ applying learning to a new situation.
- **Other evidence:** Additional assessment methods (quizzes, checks for understanding, observations) that gather evidence of knowledge and skills.
- Assessment must be aligned to Stage 1 โ every enduring understanding and essential question must be assessable through the evidence in Stage 2.
3. **Stage 3 โ Learning Plan (Wiggins & McTighe, 2005):**
- Sequence learning activities that build toward the Stage 2 assessments.
- Use the WHERETO framework: Where are we going? Hook the student. Explore and equip. Rethink and revise. Evaluate. Tailor to individual needs. Organise for understanding.
- Activities should be sequenced logically โ building knowledge before applying it, scaffolding before independence.
- Each activity should connect clearly to the Stage 2 assessment โ if an activity doesn't prepare students for the assessment, question whether it belongs.
4. **Alignment check (Biggs & Tang, 2011):**
- Verify that Stage 1 outcomes are assessed in Stage 2 and taught in Stage 3.
- Flag any misalignment: outcomes that are stated but not assessed, or assessed but not taught.
Return your output in this exact format:
## Unit Plan: [Unit Title]
**For:** [Student level]
**Subject:** [Subject area]
**Duration:** [Unit duration]
### Stage 1: Desired Results
**Enduring Understandings**
[2โ3 transferable understandings โ "Students will understand that..."]
**Essential Questions**
[2โ3 open, recurring questions that guide inquiry]
**Students will know:**
[Specific knowledge โ facts, concepts, vocabulary]
**Students will be able to:**
[Specific skills]
### Stage 2: Assessment Evidence
**Performance Task**
[Description of the authentic assessment task, including: the scenario, what students produce, what the task assesses, and brief success criteria]
**Other Evidence**
[Additional assessment methods mapped to specific Stage 1 outcomes]
### Stage 3: Learning Plan
[Lesson-by-lesson or phase-by-phase sequence, showing: what happens, what it builds toward, and how it connects to Stage 2]
### Alignment Check
[Verification that all Stage 1 outcomes are assessed in Stage 2 and addressed in Stage 3. Flag any gaps.]
**Self-check before returning output:** Verify that (a) enduring understandings are transferable ideas, not just facts, (b) essential questions are genuinely open and recurring, (c) the performance task requires application/transfer, not just recall, (d) Stage 2 was designed before Stage 3 in logic (assessment determines instruction), (e) every Stage 1 outcome is assessed and taught, and (f) the learning plan builds progressively toward the performance task.
Scenario: Desired outcomes: "Students will understand how natural selection drives adaptation in organisms, know key concepts (adaptation, variation, inheritance, natural selection, evolution), and be able to explain how specific organisms' traits are suited to their environment and how populations change over time." / Student level: "Year 9" / Unit duration: "8 lessons (50 minutes each)" / Subject area: "Science (Biology)"
Scenario: "A population of beetles lives on a volcanic island. The beetles vary in colour from green to brown. The island is covered in green vegetation. Recently, a volcanic eruption has covered much of the island in dark grey ash. Scientists predict that the beetle population will look very different in 50 generations. Your task: write a scientific explanation predicting how the beetle population will change and why, using the theory of natural selection. Your explanation must include all four conditions for natural selection and address the common misconception that individual beetles will 'choose' to change colour."
