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Template B.

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The UbD Template, Version 2.0 © 2011 by Grant Wiggins and Jay McTighe

Name: Gabriela Ceja-Garcia Cadre: 31

Unit Topic: Global Learning Subject(s): Social Studies Grade(s): K-5 Time Frame: 3 days during Social Science

Stage 1: Desired Results

Established Goals Transfer


What content standards and
program - or mission - related
goal(s) will this unit address? 1.Throughout their lives, students will still be able to use their learning to actively commemorate military personal
2. In their lives, students will be able to use their learning to find global learning opportunities
K.3 Students match simple
descriptions of work that
people do and the names of
related jobs at the school, in
the local community, and from
historical ac-counts.
2.3 Students explain Meaning
governmental institutions and
practices in the United States
and other countries. 1. Students will understand how Essential Questions:
3.4 Students understand the military personnel help serve #1. - How does understanding militaries from across the globe help us to
role of rules and laws in our all people. see the world with similar pride and honor?
daily lives and the basic 2. Students will understand how
structure of the U.S. militaries from around the #2. - Why do we benefit from honoring the sacrifices of military men and
government.
world have different and women across the globe?
4.5.3 Describe the similarities
(e.g., written documents, rule similar ways of honoring and
of law, consent of the respecting their country
governed, three separate
branches) and differences
(e.g., scope of jurisdiction,
limits on government powers, Acquisition
use of the military) among Students will know... Students will be skilled at...
federal, state, and local
governments. The ways that militaries from their ● Using age appropriate research skills to find out about their country’s
5.7 Students describe the country and around the world share military and how they are honored and or celebrated.
people and events associated similar patriotic values. ● Expressing their findings in writing and/or drawings.
with the development of the
U.S. Constitution and analyze That many militaries from around the
the Constitution’s significance world have different branches and jobs.
as the foundation of the
American republic.

Stage 2: Evidence

Code Evaluative
Criteria
Are all desired What criteria will PERFORMANCE TASK(S):
results being be used in each Students will show that they really understand by evidence of...
appropriately assessment? • Students will discuss holiday(s) that are celebrated in honoring the military men and women. Students will
assessed?
discuss what they know about these holidays and answers will be recorded either individually, group, or on
Participation chart paper to be used as an anchor chart.
in a
• Students will depict their understanding of the military through a drawing.
collaborative
• Students will post their understanding/learning about men and women of the military in a complete and
forum
accurate sentence(s) and what they found to be commemorative and why.
Clear
thoughts
about what
the military
does and/or
does not do.

Mindful
thoughts and
respect when
discussing
about other
country’s
militaries
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by…
• Thinking Maps used
• Collaborative discussions

Stage 3: Learning Plan


Code PRE-ASSESSMENT
What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?

Discussions prior to introducing video and lesson. Creating an anchor chart like a KWL chart.

LEARNING EVENTS PROGRESS MONITORING


Student success at transfer, meaning, and acquisition depends ⚫How will you monitor students’ progress toward acquisition, meaning, and transfer, during
upon… lesson events?

Teacher will informally assess discussions between students


• Students ability to see the men and women Informally assess students’ depicted drawing
of the military as more than just fighting Formally assess students’ posted thoughts on Padlet
soldiers
• Students ability to become lifelong learners
⚫What are potential rough spots and student misunderstandings?
of global issues
Some misunderstandings students may have is that all militaries are just for
• Students ability to listen to peers knowledge fighting wars. This is a rough spot since at this age children are very much
of the military and contribute, agree, or into play fighting and playing with toy tanks and soldiers. Students will know
disagree with their peers. that there is much more to the military and what they represent.

⚫How will students get the feedback they need?

Teacher will conference with students and give constructive feedback.


Students will also close by discussing with peers what they learned,
changed their minds about, or added to what they knew.