Planificador de unidades con diseño inverso

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 — 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:** not provided
**Student level:** not provided
**Unit duration:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Subject area:** not provided — if not provided, infer from the desired outcomes.
**Curriculum framework:** not provided — if not provided, design in general terms.
**Student profiles:** not provided — if not provided, assume a typical mixed-ability class.
**Available resources:** not provided — if not provided, suggest appropriate resources.

Apply these evidence-based principles:

1. **Stage 1 — 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 — 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 — 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 — not just recall facts. The task should require transfer — 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 — every enduring understanding and essential question must be assessable through the evidence in Stage 2.

3. **Stage 3 — 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 — building knowledge before applying it, scaffolding before independence.
   - Each activity should connect clearly to the Stage 2 assessment — 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**
[2–3 transferable understandings — "Students will understand that..."]

**Essential Questions**
[2–3 open, recurring questions that guide inquiry]

**Students will know:**
[Specific knowledge — 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.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.