UbD Unit Plan

Subject/Cou
rse:
Social Studies
Designe
Grade: 4
rs:
Porsche Chun

Title: Hawaiian Culture

Topic:

Ancient Hawaii

Stage 1 Desired Results

Established Goals:
State Competency/Competencies and Curriculum Codes
I can explain the change in Hawaiian culture, economy, geography, and government
from ancient times to the present.

Understandings:
Students will understand that

Essential Questions:

What question(s) will guide inquiry and

What understandings are desired about the point toward the big ideas and transfer
big ideas of this unit?
goals of the unit?
Students will understand the change
How has Hawaii changed over time?
in Hawaiian culture, economy,
geography, and government.

Students will know.

Students will be able to.

Hawaiian culture today is different and the

same from ancient times in many ways.

What will students know and be able to

do by the end of the unit? (List the few
most important discrete knowledge and
skill goals that are separate from the
transfer goals.)
Explain the change in Hawaiian
culture.
Create a presentation on the
changes in Hawaiian culture.

Hawaiian culture has adapted over time.

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

Page 1

Stage 2 Assessment Evidence

Performance Task: Summary in GRASPS form
Here is where you will develop a scenario for the activity/project.
This section is for you to develop a guide for the students on what to do.
Goal(s):
(Scenario for Assignment/Project)
Students will do research and compile the information into a powerpoint to present.
Role:
(Students role)
The student will research their topic and create a presentation for the class.
Audience:
(Who will see this information? It can be the teacher only.)
Students will present to the entire class.
Situation:
(How individually, partners, groups the goal will be accomplished.)
Groups of 3.
Performance:
(What will the student do?)
Powerpoint with presentation.
Standards:
(The criteria for success and how it will be assessed.)
Presentation observations and test.
Key Criteria: to reflect Performance Tasks: Examples: Rubric, Checklist, etc.
By what criteria will performances and products be judged?

CATEGORY
Organization

ME

MP

DP

WB

Content is well
organized using
headings or
bulleted lists to
group related
material.

Uses headings or
bulleted lists to
organize, but the
overall
organization of
topics appears
flawed.

Content is
logically
organized for the
most part.

There was no
clear or logical
organizational
structure, just lots
of facts.

Presentation

Well-rehearsed
with smooth
delivery that
holds audience
attention.

Rehearsed with
fairly smooth
delivery that
holds audience
attention most of
the time.

Delivery not
smooth, but able
to maintain
interest of the
audience most of
the time.

Delivery not
smooth and
audience
attention often
lost.

Sources

Source
information
collected for all
graphics, facts
and quotes. All
documented in

Source
information
collected for all
graphics, facts
and quotes. Most
documented in

Source
information
collected for
graphics, facts
and quotes, but
not documented

Very little or no
source
information was
collected.

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

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desired format.

desired format.

in desired
format.

Attractiveness

Makes excellent
use of font, color,
graphics, effects,
etc. to enhance
the presentation.

Makes good use

of font, color,
graphics, effects,
etc. to enhance
to presentation.

Makes use of
font, color,
graphics, effects,
etc. but
occasionally
these detract
from the
presentation
content.

Use of font, color,

graphics, effects
etc. but these
often distract from
the presentaion
content.

Content

Covers topic indepth with details

and examples.
Subject
knowledge is
excellent.

Includes
essential
knowledge about
the topic. Subject
knowledge
appears to be
good.

Includes
essential
information
about the topic
but there are 1-2
factual errors.

Content is
minimal OR there
are several
factual errors.

Oral
Presentation

Interesting, wellrehearsed with

smooth delivery
that holds
audience
attention.

Relatively
interesting,
rehearsed with a
fairly smooth
delivery that
usually holds
audience
attention.

Delivery not
smooth, but able
to hold audience
attention most of
the time.

Delivery not
smooth and
audience
attention lost.

Other Evidence
Summarized (tests, essays, work sample(s), etc.
What other evidence (quizzes, observations. Homework, etc.) will be collected to
determined whether or not Desired Results identified in Stage One have been achieved?
Powerpoint presentation.
Final test with word bank fill in and constructive response.

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

Page 3

Stage 3 Learning Plan

Learning Activities
Consider the WHERETO elements

These questions are/can be directed as.

What the teacher and/or the student do in regards to the WHERETO.

Day 1:
Students are broken up into groups and presented with a
topic (food, clothing, social structure, sports/games,
housing/transportation, government, music/art/dance, and
jobs).
Each group has a piece of paper with the headings.
The groups will rotate to each paper and write down what is
in Hawaii today. For example, for food they could write
pizza or Safeway.
Each student has to write at least one word on each paper.
They cannot repeat any words that have already been
written on the papers.
Once all students have been to each paper, the papers were
collected and glued on a big idea chart.
Discussed as a class.
Day 2:
Students were broken up into groups of 3 for each category
(food, clothing, social structure, sports/games,
housing/transportation, government, music/art/dance, and
jobs).
Students researched on the computer for information on
their given topic with their groups.
Day 3:
Students were taken to the library to do some research
using books on their topic.
Students were broken up into their groups and were given
the opportunity to write down information from books on
their topic.
We helped students categorize their ideas into 4-5 areas to
prepare for their slides on powerpoint.
Day 4:
Students were broken up into their groups and will do
Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

Page 4

research on the computer to gain more information on their

topics.
Day

5:
Students will be given a tutorial on creating a powerpoint.
Students will get their laptops and go back to their seats.
The teacher will show powerpoint on the elmo and students
will follow along.
Students will create a sample powerpoint slide for practice
before creating their actual powerpoint slides.

Day 6-8:
Students will work in groups to create their powerpoints.
Teacher will create worksheets based on each powerpoint as
a study guide for test.
Students will work on powerpoint for 3 days.
Students will be allowed to bring in props if they would like
to use it during their presentations.
Day 9:
Presentations with structured note taking.
Day 10:
Jeopardy review.
Day 11:
Test with word bank fill in and constructive response.
Resources
What print and web resource best support the unit? Also provide additional resources used in
planning for activities or during instruction.
Books from the library and the internet.

Source for decoding information: Based on the UbD template Grant Wiggins & Jay McTighe

Page 5