1. Understanding by Design - Stage 1 -
Identify Desired Results

2. Stage 1 “BIG IDEAS” Learning Targets
Key Design Elements
“BIG IDEAS”
Learning Targets
Understandings (Key, enduring, essential, overarching, topical)
Essential Questions
Knowledge
Skills

3. What are the “Big Ideas” of UbD?

4. Concept / Theme / Theory / Principle
What are “Big Ideas”?
Broad and abstract
Represented by few words
Universal in application
Timeless
Transferable
Concept / Theme / Theory / Principle

5. What are the “Big Ideas” in PE?
What could Big Ideas be for Movement?
Distribute Summary Chart
In pairs determine what might constitute the “Big Ideas” in Physical Education

6. What are the Understandings?
Characteristics of Understandings:
They are framed as complete sentences and specify something to be understood.
They focus on “Big Ideas”.
They need to be uncovered.

7. There are two kinds! Overarching Understandings:
They are general and point to big ideas.
They are recurring ideas that frame coursework.
They answer the “So What” question that students sometimes have.
Topical Understandings:
They are topic specific insights

8. Students should understand that…

9. Create an Overarching Understanding
What could an Overarching Understanding be based on the “Big Ideas” that you will be created?

10. Essential Questions from our Big Ideas
Essential Questions are generated from Big Ideas and form the basis for our lessons and student learning by linking knowledge and skills to a greater purpose and creating deeper understanding.

11. What are Essential Questions?
Questions based on Big Ideas that frame learning goals of a course. (May have several for a Big Idea).
They are not answerable with finality in a brief sentence
They stimulate on-going thought and debate as new experiences help clarify them for learners.
They provide focus for the Big Ideas throughout a course using language that is understandable by students

12. Essentials of essential questions
Answers cannot be found, they must be constructed
They cast old knowledge, ideas, texts, in a new light
They generate multiple answers and perspectives
They generate more questions
They lead to discovery and uncovering, rather than simply covering, a topic
They are engagingly framed
They are higher-order; they always take us to analysis, synthesis, and evaluation
Students must go beyond the information given to develop their answers

14. Examples of overarching essential questions
What kind of practice “makes perfect”?
What feedback will enhance or improve performance most?
What makes a movement “basic”?
What motivates people to be active?
How do rules affect sports?
What makes play “fair”?
What makes an athlete a “superstar”?
How might sports look without officials?
How can a person best show their skill?
How can I gain the confidence to perform?
How good is good enough?

15. Create Essential Questions
Based on the “Big Ideas” and “Overarching Understandings” what might be some essential questions?

16. Learning Targets Divide into three groups: Grade 3 Grade 6 Grade 9
Identify targets for a unit
using a territory/ invasion game.
At least 5 learning outcomes

17. Unpacking the Curriculum
Select an outcome to unpack
Identify the verbs
Identify the nouns
What then will the students know and be able to do

18. Unpacking the Curriculum
Student Learning Outcome:
Select and refine balance abilities (i.e., static, dynamic), applying biomechanical principles (i.e., force, motion, balance), using a variety of equipment (e.g., skates, skis, boards, stilts, pogo sticks...) related to activity-specific physical activity skills
Verbs (How students will show what is required)
Select Refine Apply Use
Nouns (What students are required to know)
Balance Abilities Biomechanical Principles
Equipment Activity-specific Physical Activity Skills

19. Create a Topical Understanding Create a Topical Essential Question
What could some Topical Understandings be based on the unit that you created? Keep the overarching understandings and SLO’s in mind.
Create a Topical Essential Question
What could some Topical Essential Questions be based on the unit that you created? Keep the overarching essential questions understandings and SLO’s in mind.

20. Clarifying Content Priorities
Worth being familiar with
1891
Joe Sobek
Gunpowder
Trivial Knowledge or Skills:
(Necessary for the Unit/Lesson)
Facts
Non-essential Terminology
Definitions, Dates, People, Dimensions
2.74 meters in length x 1.52 meters width
Round the Head Shot

21. Clarifying Content Priorities
Guided by Curricular Outcomes:
Important knowledge/skills/concepts
Significant connections and transfer power
Prerequisites needed to successfully accomplish complex performances of understanding
Important to
know and do
Foundational Knowledge / Skills:
Basic Movement Skills
FITT Principle
Fair Play

22. Clarifying Content Priorities
Non-negotiables
The Discipline does not exist without it!
Big Ideas
& Core Tasks

23. How does your plan fit with the priorities?
Important to know and do
Worth being familiar with
Big Ideas
& Core Tasks

24. So…
Instead of thinking of content as “stuff” to be covered or “things to do”, consider knowledge and skill as the means of addressing questions central to understanding the key issues in our discipline.

25. Thank you for continuing our journey!