Final UbD Understanding By Design – Backwards Design Process Margaret Welch Fall ED 410 UbD Final 1. Name of Project: Let’s Take A Road Trip in Alabama - Create State Brochure 2. Duration: 4 weeks 3. Subject/Course: Social Sciences/ Geography 4. Teacher: Margaret Welch Fall 5. Grade Level: 4th Grade 6. Other Subject Areas to Be Included: Math, Reading, Technology, Writing Stage 1 – Desired Results Content Standard(s): ELA2015(3) 29. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8] ELA2015(3) 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2] ELA2015(4) 29. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8] ELA2015(4) 39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2] ELA2015(5) 29. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8] ELA2015(5) 39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2] TC2(3-5) 1. Use input and output devices of technology systems. Use various technology applications, to include word processing and multimedia software. TC2(3-5) 2. Use various technology applications, including word processing and multimedia software. TC2(3-5) 5. Practice safe use of technology systems and applications. TC2(3-5) 10. Use digital environments to collaborate and communicate. TC2(3-5) 12. Create a product using digital tools. Understanding (s)/goals Students will understand that: Exploration of the history of Alabama. Students will develop a better understanding of where they live. Alabama has a state government and local government. Alabama has such a colorful and rich cultural history with evidence from a wide variety of cultures and ethnicities as well as a diverse landscape and geographical features. Alabama has many points of interest that make Alabama unique and a place where a lot of people want to visit. The students will become travel agents and create a travel brochure highlighting points of interest, landforms, state's flower, flag, tree, bird, etc., to persuade someone to take a trip to Alabama. In the research process the students will learn about cultural history and events, Essential Question(s): Why would you want to visit Alabama? What does Alabama have to offer? Where is Alabama? How do you get there? *Not just by car Where do you stay? How do you get around? What is there to do? What places would be fun to visit? What is the weather going to be like? What should you bring? What landmarks/venues are unique to Alabama? What time of year would you choose to visit? Does the season affect your activities?
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Final UbD
Understanding By Design – Backwards Design Process Margaret Welch Fall ED 410 UbD Final
1. Name of Project:
Let’s Take A Road Trip in Alabama - Create State Brochure
2. Duration:
4 weeks
3. Subject/Course: Social Sciences/ Geography 4. Teacher: Margaret Welch Fall 5. Grade Level: 4th Grade
6. Other Subject Areas to
Be Included: Math, Reading, Technology, Writing
Stage 1 – Desired Results
Content Standard(s): ELA2015(3) 29. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8] ELA2015(3) 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2] ELA2015(4) 29. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8] ELA2015(4) 39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2] ELA2015(5) 29. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8] ELA2015(5) 39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2] TC2(3-5) 1. Use input and output devices of technology systems. Use various technology applications, to include word processing and multimedia software. TC2(3-5) 2. Use various technology applications, including word processing and multimedia software. TC2(3-5) 5. Practice safe use of technology systems and applications. TC2(3-5) 10. Use digital environments to collaborate and communicate. TC2(3-5) 12. Create a product using digital tools.
Understanding (s)/goals Students will understand that: Exploration of the history of Alabama. Students will develop a better understanding of where they live. Alabama has a state government and local government. Alabama has such a colorful and rich cultural history with evidence from a wide variety of cultures and ethnicities as well as a diverse landscape and geographical features. Alabama has many points of interest that make Alabama unique and a place where a lot of people want to visit. The students will become travel agents and create a travel brochure highlighting points of interest, landforms, state's flower, flag, tree, bird, etc., to persuade someone to take a trip to Alabama. In the research process the students will learn about cultural history and events,
Essential Question(s):
Why would you want to visit Alabama? What does Alabama have to offer? Where is Alabama? How do you get there? *Not just by car Where do you stay? How do you get around? What is there to do? What places would be fun to visit? What is the weather going to be like? What should you bring? What landmarks/venues are unique to Alabama? What time of year would you choose to visit? Does the season affect your activities?
Final UbD
which will be taught in another unit, as well as the base for planning a trip or vacation on a budget, in the next project.
How long and how wide the state is in miles? Ask students if they have ever been to another state on vacation or to visit relatives. Explain that they will be researching the state of Alabama and create a travel brochure about it. Discuss brochures and show. The students will video record the presentations for students’ e-portfolios and class web site for parents.
Student objectives (outcomes): Students will be able to:
Students will research information about the state of Alabama, use research/inquiry/investigation skills. Students will demonstrate correct grammar, mechanics, and spelling in finished projects. Students will work cooperatively to organize material for a presentation and brochure, use
interpersonal or group collaboration skills
Students will create a travel brochure using the information gathered online and/or from printed reference material. Students will insert graphics downloaded from the Internet or obtained from
software into the travel brochure. Students will know key factual information and vocabulary/terminology.
Students will use thinking skills (problem-solving, decision making).
Stage 2 – Assessment Evidence
Performance Task(s): Create a travel brochure (glogster,
PowerPoint, publisher) that will persuades
tourists to visit to Alabama. Create a kid's
guide to Alabama, created by kids for kids!
Oral Presentation, with rubric
Self-Evaluation Multiple Choice Facts Test Teachers Observation Checklist Video of presentation
21st Century Skills to be taught and assessed:
Collaboration, Communication (Oral Presentation),
Critical Thinking/Problem Solving, Creativity and
Innovation.
Other Evidence:
Group based Project Preliminary Plans/Outlines/Prototypes Rough draft of presentation Practice Presentations Peer Assessment and feed back Checklists Practice Presentations Self-Evaluation Teachers Observation Checklist and dialogues Informal checks for understanding Test
Academic prompts Performance on Project Journey Reflection on the project Fish bowl discussions
Stage 3 – Learning Plan
Learning Activities: Background Preparation: Students should already be familiar with basic computer operations and Internet search techniques. Review inserting graphics and downloading appropriate pictures. Alabama history in fourth grade, students develop a better understanding of where they live. As they become active participants in their schools and communities. What I want the student to understand is that because Alabama has such a colorful and rich cultural history with evidence from a wide variety of cultures and ethnicities as well as a diverse landscape and geographical
Final UbD
features. Alabama also has many points of interest that make Alabama unique and a place that a lot of people want to visit. The students will understand at the end of the unit: AL has 5 regions, AL‘s location, Landforms of AL, natural resources of AL, and points of interest in AL. To help learn this entire curriculum, the students will become travel agents and create a travel brochure highlighting points of interest, landforms, state's flower, flag, tree, bird, etc. that would persuade someone to take a trip to Alabama. In the research process the students will learn about cultural history and events, which will be taught in another unit.
Students will watch a Voki presentation and view a 5 minute video on Alabama as a class, to introduce to the topic and project.
Students will work in groups of threes or fives to research given topics. Expert Jigsaw Cooperative
learning strategy will be utilized. Collaborative pairs for ESOL students
The teacher will do a review with basic computer operations and Internet search techniques. Review inserting graphics and downloading appropriate pictures. Review roles and responsibility of Digital Citizenship.
Examples of Alabama Tourism brochures will be shown for class discussion.
Speaker from Alabama Tourism, Huntsville Convention and Visitors Bureau will visit the class at the beginning of the unit. Students will explore the state with a professional in the travel and visitor field.
Class discussion on what the project is, the end results, go over the checklists and what information must be on the brochure, to include format, size of pictures, how many pictures.
Students will research information about Alabama using checklist that is provided.
Direct students to the Alabama Virtual Library to begin their research. Help students employ Google or other search engines. Always monitor all searches for information. Show children how to save the URL of the sources they use to flash drive. Instruct the students on citing sources.
In week 2, class discussion persuasive writing; students will begin to storyboard research, and work on a draft travel brochure.
Students will create a travel brochure using the information gathered online and/or from printed reference material. Students will use laptops to access the Internet for research.
Students will work with color printers, computers with Microsoft Publisher, graphics with Microsoft Publisher, clip art, software such as Print Shop and the Internet, etc.
Students will use flash drives for saving their work.
Students will demonstrate correct grammar, mechanics, and spelling in finished projects.
Students will work cooperatively to organize material for a presentation.
Rubrics will be provided for students to evaluate each other performance. Several activities will be used to target the multiple intelligences and learning styles (tasks rotation technique), presentations.
Final UbD
Students will practice presentation.
Students will create a travel brochure using the information gathered online and/or from printed reference material. Students will insert graphics downloaded from the Internet or obtained from software into the travel brochure.
Students will give an oral presentation on the travel brochure.
Students will write in their journals, a reflection on the project.
A multiple choice test will be given on the state facts; and Self-evaluation.
Participate in fish bowl discussion; students will contextualize research to real-world situation.
Week by week plan for activities and objectives.
Week 1-Introduction and Checklist- begin research on 3 places
Week 2- discuss in weekly meeting-mini lesson on persuasive writing; storyboard research
Mid-project products: Storyboard showing sketches and progress on presentation.
Week 3-begin putting research into publisher brochure or glogster or PSA
Week 4-practice presentations
What the teacher will do to guide the learning:
The teacher’s role is as a facilitator, to introduce subject of discussion, encourage sharing of perspectives, and integrate students' shared experiences. The teacher will assist the class in grasping the project goals and guiding them to the target, (a travel brochure with facts about Alabama), and allow students the space to be creativity and innovation. In other words, the learners must engage in active discussions and teamwork activities, so that the process of learning becomes comprehensive. Teacher used TMA theory for lesson plan Teacher will use WHERETO in instructional planning
Direct students to the Alabama Virtual Library to begin their research. Help students employ Google or other search engines. Always monitor all searches for information. Show children how to save the URL of the sources they use to flash drive. Instruct their citing of sources
Teacher will observe students as they work on the task Assessment of students work with checklist, finished project, test, and assess students in class through
conversations and questioning Read Essential Questions and call on several students to give their interpretations. Ask for any
misunderstandings. Discussion on learner’s participation and progress and revision via peer & teacher counseling
throughout the project. Facilitate Fish bowl discussion
(Alabama Virtual Library) Alex http://alex.state.al.us
1. Have I included the appropriate standards? 2. Does my rationale include what the unit is about and what the
standards will do?
3. Are my Enduring Understandings important and appropriate? 4. Do my Essential Questions match the Enduring Understandings? 5. Are the Essential Questions open-ended? 6. Are the Essential Questions really intriguing as written? Is this the
kind of question a real kid or adult would be interested in?
7. Does my knowledge section identify the important facts and concepts
needed to “uncover” the Enduring Understandings?
8. Do the assessments demand higher-level thinking? 9. Does the Performance Task assess for student grasp of the Enduring
Understandings?
10. Is the Performance Task authentic? 11. Did I include an appropriate rubric(s)? 12. Are all 3 stages aligned? (Enduring Understandings, Essential
Questions, Knowledge, Skills, Assessment, and Learning Activities)
13. Is there enough assessment evidence? 14. Does the unit include student self-assessment and/or reflection? 15. Is there sufficient variety, choice – differentiation? 16. Do the Learning Activities have enough detail? 17. Are the Learning Activities likely to be effective and engaging? 18. Are all the Learning Activities necessary? 19. Have I listed enough resources? 20. Is there enough information/detail in this UbD unit for someone else
