Understanding By Design Unit Template



Kindergarten Understanding by Design Unit

For support documents, go to: T:\Smartboard\Kindergarten\UbD units\Our Community

|Title of Unit |Our Community |

|Time Frame |6 Weeks |

|Developed By | |

|School | |

|Identify Desired Results (Stage 1) |

|Content Standards –Curricular Outcomes |

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|ARTS: Drama – CPK.2 Explore a variety of drama strategies including: role, imaging, parallel play, |MATH: NK.3 Relate a numeral, 0 to 10, to its respective quantity. |

|journeys, meetings | |

| |MATH: PK.1 Demonstrate an understanding of repeating patterns (two or three elements) by: |

|ARTS: Visual Art – CPK.4 Create art works that express own observations and ideas about the world. |• identifying |

| |• reproducing |

|ELA: CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address |• extending |

|identity (e.g., exploring interests), community (e.g., belonging), and social responsibility (e.g., |• creating patterns using manipulatives, sounds, and actions. |

|contributing). | |

| |MATH: SSK.1 Use direct comparison to compare two objects based on a single attribute, such as: |

|ELA: CRK.2 View and interpret the basic message of visuals and objects in a variety of |• length including height |

|texts including models, photographs, dramas, dance creations, and videos. |• mass |

| |• volume |

|ELA: CCK.1 Compose and create various visual, multimedia, oral, and written texts that explore and present|• capacity. |

|thoughts, ideas, and experiences. | |

| |SCIENCE: MOK.1 Investigate observable characteristics of familiar objects and materials in their |

|ELA: CCK.3 Use oral language to converse, engage in play, express ideas, and share |environment. |

|personal experiences. | |

| |SOCIAL STUDIES: PAK.2 Recognize situations in which disagreement may be part of living, studying, and |

| |working together, and that resolution may be an avenue to progress to a state of peace, balance, and |

| |harmony. |

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| |SOCIAL STUDIES: PAK.1 Understand and respect the agreed-upon rules of the classroom, playground, and |

| |school, and recognize that rules and expectations are designed to promote a state of safety, |

| |self-regulation, peace, balance, and harmony. |

|Essential Questions |Enduring Understandings |

|Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding. |What do you want students to understand & be able to use several years from now? |

|What is imagination and why should we use it? |Many careers today depend on using their imagination: engineers, designers, creative careers, drama, |

|What kinds of work do people do in our community? |etc. |

|Why is it important to know the buildings and workers that are in cities and rural communities? | |

| |Understand the types of careers that are out there for students to become when they grow up. |

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| |Misconceptions |

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|Assessment Evidence (Stage 2) |

|Observation, Documentation, Interpretation Plan (indicators of learning) |Performance Task (Overview) |

|ARTS |We are building a kindergarten community. Your job is to create a section of the community from the |

|CPK.2 a) Use sources such as stories, poems, observations, visual images, sounds or objects to initiate |planning stages to completion. This will include exploring different types of buildings, making and |

|drama work. |describing your blueprint, discovering what types of material your building will be made of, and |

|g) Use imagination during, and when reflecting on, the drama experience. |identifying appropriate tools to help you with your job. You will then create your section which includes|

|CPK.4 a) Identify different lines, colours, textures, shapes, forms and patterns in surroundings and art |other items identified by your supervisor. The kindergarten community will be displayed at parent/teacher|

|works, and apply this to understanding in art work. |interviews for the East Central community to observe. |

|b) Use diverse sources such as stories, poems, observations, visual images, music, sounds and objects as | |

|inspiration for art making. | |

|f) Select from a variety of art materials, tools, and proper size when creating a visual art expression. | |

|j) Observe and identify the concepts of big and small. | |

|k) Observe and identify top, bottom, front, back and sides. | |

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|ELA | |

|CRK.1 e) Use illustrations, video programs, objects, and auditory cues to understand ideas and | |

|information. | |

|CRK.2 h) Describe the visual texts and give reasons for liking/disliking them. | |

|CCK.1 b) Contribute ideas and experiences and consider the ideas of others. | |

|c) Share information and ideas with a group. | |

|CCK.3 d) Converse on personal experiences, preferences and topics of interest. | |

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|MATH | |

|NK.1 a) State the whole number that comes after a given number, zero to nine. | |

|NK.3 a) Construct or draw a set of objects corresponding to a given numeral. | |

|PK.1 d) Create a repeating pattern, using manipulatives, musical instruments, or actions and describe the | |

|pattern. | |

|SSK.1 a) Compare the length or height of two objects and explain how they compare using the words shorter,| |

|longer, taller or almost the same. | |

|b) Compare the mass of two objects and explain how they compare using the words lighter, heavier, or | |

|almost the same. | |

|c) Compare the volume of two objects or capacity of two containers and explain how they compare using the | |

|words less, more, bigger, smaller or almost the same. | |

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|SCIENCE | |

|MOK.1 b) Identify different materials that make up familiar objects found in the learning environment. | |

|c) Differentiate between objects and the materials used to construct the object. | |

|e) Explore how materials may change as a result of processes such as cutting, gluing together, heating, | |

|cooling, folding, and pouring them into different containers. | |

|g) Discuss how familiar objects are designed to meet human needs. | |

|h) Identify and explore ways to use an appropriate tool safely to help carry out a variety of useful tasks| |

|such as stapling, measuring, hammering, gluing, and cooking. | |

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|SOCIAL STUDIES | |

|PAK.1 c) Explain why rules are important. | |

|PAK.2 a) Identify situations in which disagreements may arise in the classroom, school and playground. | |

|b) Suggest approaches to resolving disagreements in the classroom, school, and playground. | |

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|BLOOMS TAXONOMY: |Digital Taxonomy for Bloom: |

|REMEMBERING: Can the students recall or remember the information? |KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling |

|UNDERSTANDING: Can the students explain ideas or concepts? |COMPREHENSION: Advanced searches, blog journaling, twittering, commenting |

|APPLYING: Can the students use the information in a new way? |APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing |

|ANALYZING: Can the students distinguish between the different parts? |ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering |

|EVALUATING: Can the students justify a stand or decision? |SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting |

|CREATING: Can the students create new product or point of view? |EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating |

|Standards Rubric |

|The standards rubric should identify how student understanding will be measured. |

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|Learning Plan (Stage 3) |

|Where are your students headed? Where have they been? How will you make sure the students know where they are going? |

|How will you hook students at the beginning of the unit? (motivational set) |

|What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge? How will you organize and sequence|

|the learning activities to optimize the engagement and achievement of all students? |

|How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on your essential questions and enduring understandings? |

|How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? |

|How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? |

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|Environment |Conversations |Play |

|What needs to be in the environment to allow the children to achieve |What can I learn through conversations that will scaffold children’s |What interactions (e.g., environment, conversations) can I offer to |

|the outcomes? |learning? |maximize the children’s opportunities for learning and inquiry? |

|Virtual Field Trips |What buildings are in our local Community? |Indoor and Outdoor Environment |

|Pencils, pens, erasers, |What materials would be useful in creating your building? |Representation Space |

|Paper |Who are the people who work in these buildings? What work do they |Display Area |

|Foam shapes |perform at these jobs? |Play Area |

|Paint |Can you demonstrate and explain the number 3? |Dress-up Area |

|Sticks |Show me that you understand what your building will look like by |Craft Table/Centre |

|Costumes and props |designing a blueprint of it; and finally, by creating a building. |Math Exploration Centre |

|projector/SMARTboard |What outdoor materials can you use in creating your building? | |

|virtual tour websites |Can you tell me what a classroom rule for disagreements is? (i.e. how | |

|coffee cans/milk jugs/ milk cartons/shoe boxes |would we resolve them) | |

|animal counters |Can you show me which tools would be the best one to use in a certain | |

|play dough |situation? | |

|various age-appropriate tools (stapler, glue, scissors, etc.) |What happens when I cut a piece of paper? | |

|books about community |What happens when I glue two pieces of paper together? | |

|animal counters |What happens when I fold a piece of paper together? | |

|teacher-made number cards |Can you describe to me the characteristics of the bag of salt? | |

|toy bus |What happens to salt when I pour it into a glass of water? | |

|action figures/dolls |What are “opposites”? | |

|balance scale |What is the opposite of Top? Bottom? Front? Back? Big? Small? | |

|various objects to weigh |What is a repeating pattern? | |

|bag of sticks |Why do you like about this blueprint? | |

|paper bags |Which object is heavier? Larger? Longer? | |

|dust pan | | |

|broom | | |

|bag of salt | | |

|clear salt shaker | | |

|large bowl | | |

|glass of water | | |

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|What resources will you use in the learning experiences to meet the outcomes? |

|Round Buildings, Square Buildings, & Buildings That Wiggle like Fish by Philip M. Isaacson |

|City and Country Homes by Debbie Gallagher |

|Living in Urban Communities by Kristin Sterling |

|Living in Suburban Communities by Kristin Sterling |

|Modeling Clay Animals by Bernadette Cuxart |

|Living in Rural Communities by Kristin Sterling |

|Life in a Farming Community by Lizann Flatt |

|Assess and Reflect (Stage 4) |

|Required Areas of Study: | |

|Is there alignment between outcomes, performance assessment and learning experiences? | |

|BAL’s: | |

|Does my unit promote life long learning, encourage the development of self and community, and engage students? | |

|CELS & CCC’s: | |

|Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world? | |

|Adaptive Dimension: | |

|Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of all my students? | |

|Instructional Approaches: | |

|Do I use a variety of teacher directed and student centered instructional approaches? | |

|Student Evaluation: | |

|Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? | |

|Resource Based Learning: | |

|Do the students have access to various resources on an ongoing basis? | |

|FNM/I Content and Perspectives/Gender Equity/Multicultural Education: | |

|Have I nurtured and promoted diversity while honoring each child’s identity? | |

|Blueprint for Life: | |

|Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career? | |

Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.

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