Kindergarten Understanding by Design Unit Template

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Kindergarten Understanding by Design Unit Template




Title of Unit

What Moves Us Please see T-drive, Smartboard, Kindergarten, UbD, What Moves Us for rubric.

Time Frame

4 – 6 weeks

Developed By




School




Identify Desired Results (Stage 1)

Content Standards –Curricular Outcomes

     

Arts Education
CPK.1 Express ideas through exploration of the elements of dance including: • action • body • dynamics • relationships • space.
CPK.4 Create art works that express own observations and ideas about the world.

English Language Arts
CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity (e.g., exploring interests), community (e.g., belonging), and social responsibility (e.g., contributing).

CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.

CCK.3 Use oral language to converse, engage in play, express ideas, and share personal experiences.
ARK.2 Reflect and talk about new learning.
Health
USCK.2 Establish behaviours that support safety of self and others (including safety at school and at home).
DMK.1 Establish that being curious about health and well-being is important for developing healthy habits, establishing healthy relationships, supporting safety, and exploring “self”.


Math
PK.1 Demonstrate an understanding of repeating patterns (two or three elements) by: • identifying • reproducing • extending • creating patterns using manipulatives, sounds, and actions.

Science
MOK.1 Investigate observable characteristics of familiar objects and materials in their environment.
NSK.1 Explore features of their natural surroundings (e.g., soil, water, landform, and weather conditions), including changes to those surroundings over time.

Social Studies
DRK.1 Describe the spatial relationships among people, places, and environments.
Physical Education
PEK.1 Fitness - Participate in a variety of moderate to vigorous movement activities for short periods of time to increase heart and respiration rate.

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? Students will understand that…

     

What moves us?

Why is it important to be safe when we are moving?

How do people moving influence the environment?





     

  • we must always travel and move safely to protect ourselves and the environment.


Misconceptions

(Optional)

Students will consider their body movement only.



Assessment Evidence (Stage 2)

Observation, Documentation, Interpretation Plan (indicators of learning)

Performance Task (optional)

ARTS EDUCATION

  • CPK.1 Express ideas through exploration of the elements of dance including: action, body, dynamics, relationships, space

-a. use movement to respond to stimuli from diverse sources such as stories, poems, observations, visual images, music, sounds, or objects

-l. move freely and safely in general space while maintaining self-space (not contacting).


  • CPK.4 Create art works that express own observations and ideas about the world

-h. demonstrate co-ordination and development of skills in the use of simple visual art tools and materials.
ENGLISH LANGUAGE ARTS

  • CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity (eg., exploring interests), community (eg., belonging), and social responsibility (eg., contributing).

-a. view, listen to, comprehend, and respond to a variety of texts (including First Nations and Metis resources) that address identity

-b. Make connections among oral language and personal experiences

c. share personal experiences and family traditions related to texts


  • CCK.3 Use oral language to converse, engage in play, express ideas, and share personal experiences

-a. use oral language to engage in exploratory and imaginative play: create play situations, interpret peer’s response to ideas, explain idea for play, play cooperatively with other children, express suggestions given by playmate

b. use the appropriate strategies to communicate meaning when speaking: find ideas to explore (before), tell a story about self(during), add detail (after)

d. converse on personal experiences, preferences, and topics of interest: talk to peers about likes and dislikes, express interest in different topics, share significant items from home and community, relate events to teacher, initiate conversations, ask politely to borrow something, take part in group activities such as circle or story time, share stories in large or small groups, share poems,, rhymes, songs, finger play

  • ARK.1 Reflect on viewing, listening, emerging “reading”, representing, speaking, and emerging “writing” experiences in the context of teacher-led discussions


-d. listen to and consider feedback given

  • CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them

-a. demonstrate an awareness that communication can occur through visuals and print texts (including First nations and Metis texts)

-d. demonstrate an interest in and knowledge about books and reading

f. choose to read or look at books, and demonstrate knowledge of print, reading-like behaviors, and book handling skills

h. create play situations from basic understandings of story text

j. relate personal experiences, and represent responses through drama, physical movement, music, drawings, and models
HEALTH EDUCATION


  • USCK.2 Establish behaviours that support safety of self and others (including safety at school and at home)

-b. recognize safe and unsafe behaviours and situations

-f. describe what children can do to support the safety of self and others

-h. participate in a variety of activities that provide opportunities to develop the confidence to support the safety of self and others (eg., fire drill, wearing a seatbelt, knowing how to lock/unlock a door)


  • DMK.1 Establish that being curious about health and well-being is important for developing healthy habits, establishing healthy relationships, supporting safety, and exploring self

-a. explain what is understood about: self, healthy habits, safety of self and others, healthy relationships

-b. examine basic choices related to: healthy habits, safety behaviours, responding to more than the physical self of others

-c. make healthy choices related to: exploring self, healthy habits, playing safely at school or at home, developing relationships


MATHEMATICS


  • PK.1 Demonstrate an understanding of repeating patterns (two or three elements) by: identifying, reproducing, extending, creating patterns using manipulatives, sounds, and actions

-c. extend repeating patterns by two or more repetitions

-d. create a repeating patterns, using manipulatives, musical instruments, or actions and describe the pattern

-e. identify and describe a repeating pattern in the classroom, the school, and outdoors, in a familiar song, in a nursery rhyme, in a game, on the street, on the playground)

PHYSICAL EDUCATION


  • PEK.1 Fitness - Participate in a variety of moderate to vigorous movement activities for short periods of time to increase heart and respiration rate, flexibility, muscular endurance, and muscular strength

-f. participate in teacher-led movements that stretch or strengthen muscles (eg., teacher-led yoga poses, teacher-led stretches)

SCIENCE


  • MOK.1 Investigate observable characteristics of familiar objects and materials in their environment

-f. sequence or group objects and materials according to one or more student-selected criteria

-g. discuss how familiar objects are designed to meet human needs

-i. Explain how tools and other objects are designed to meet human needs


  • NSK.1 Explore features of their natural surroundings (eg., soil, water, landform, and weather conditions), including changes to those surroundings over time

-e. suggest ways in which human activities intentionally or unintentionally cause changes to natural surroundings (eg., building houses, mowing lawns, cutting down trees, planting gardens, damming streams, and digging ditches)

-f. respond to and acknowledge the ideas of classmates and others such as traditional knowledge keepers and conservation officers who provide information about our natural surroundings


SOCIAL STUDIES


  • DRK.1 Describe the spatial relationships among people, places, and environments

-a. demonstrate understanding of personal directions and relative location (eg., left/right, up/down, front/back, near/far, above/below)

-b. indicate the relative position of earth below and sky above

-c. recognize that some cultural groups describe earth and sky according to traditional spiritual beliefs(eg., Mother Earth, Creator, Heaven, God, Odin, The Dagda, Tangaroa)

-f. describe characteristics of the local physical environment including natural(eg., plains, forests, lakes, rivers) and constructed elements (eg., buildings, roads, farms)





BLOOMS TAXONOMY:

REMEMBERING: Can the students recall or remember the information?

UNDERSTANDING: Can the students explain ideas or concepts?

APPLYING: Can the students use the information in a new way?

ANALYZING: Can the students distinguish between the different parts?

EVALUATING: Can the students justify a stand or decision?

CREATING: Can the students create new product or point of view?

Digital Taxonomy for Bloom:

KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling

COMPREHENSION: Advanced searches, blog journaling, twittering, commenting

APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing

ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering


SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting

EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating


Standards Rubric

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

Please attach rubric to unit plan.


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?


Environment

What needs to be in the environment to allow the children to achieve the outcomes?




Conversations

What can I learn through conversations that will scaffold children’s learning?




Play

What interactions (e.g., environment, conversations) can I offer to maximize the children’s opportunities for learning and inquiry?




-pictures

-seatbelts

-helmets

-life jacket

-traffic signs and traffic light

-ramps

-building blocks

-toys that move

-water toys

-books

-floor road mat

-play dough

-sand table

-water table

-road signs

-space station

-car/garage station

-birch bark canoe, Red River cart

-puzzles

-digital camera

-paper, glue, scissors, paint, textured material, crayons

-puzzles

-music, songs, poems

-math manipulatives

-train set

-playground (swings, merry-go-round, slide)

-cardboord



-What moves us?

-What keeps us safe when travelling on land? Air? Water?


-Can you tell what these road signs mean?

-How did you get to school today?

-How do the choices you make affect our environment? Your Safety?

-What do you know about transportation?

-What can you tell me about animals that move you?

-What moves you on the playground?



-Use indoor and outdoor environments

-Sand and water table

-Representation space

-Gym

-Space for presenting

-Cultural space

-Play space


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


Resources

-School Bus by Donald Crews

-Hot Air by Marjorie Priceman

-Five Little Bats Flying in the Night by Steven Metzger

-Violet the Pilot by Steve Breen

-Donald Duck’s Toy Sailboat by Annie North Bedford

-Early Settlers by Bruce Henbest & Kim Henbest

-Becoming Brave by Laine Thom

-People of the Muskeg by Barry Karp

-Life at Red River: 1830-1860 by K. Wilson

-Big Tractor by Kay Barnes

-Fire Engine by Kay Barnes

-Big Cars by Kay Barnes

-Big Bulldozer by Kay Barnes

-Cool Cars by Seymour Simon

-Down by the Station by Will Hillenbrand


-Traveling Machines by Jason Cooper

-All Aboard Cars by Catherine Daly Weir



-Ships by Philip Wilkinson

-Kindergarten Health Box from Saskatchewan Rivers School Division


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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