UbD Unit Outline Template

Stage 1 Desired Results

Topic: Community

Concept: People in
community then and
now

MEANING
Enduring Understandings:
Students will understand
that.people make up
communities.
Essential Questions:
Students will keep considering
impacts of people on
communities
TRANSFER
Transfer Goals:
Students will be able to
independently use their learning
to.change and develop the
communities in which they find
themselves in.

Grade: 1st

ESTABLISHED GOALS
Focus Standard(s): 1.2 Compare the ways
people lived in the community in the past with
the way they lived in the present.
Unpacked Focus Standards:
Knowledge (Nouns)
Students will know. how people and
communities develop and asses issues in the
past compared to now.
Skills (Verbs)
Students will be skilled at.comparison and
understanding the community the live in and
how they can impact the community around
them.
Supporting Standards:

1.1 Describe how people live in the community.

Anchor Standard 3: Analyze how and why
individuals, events, and ideas develop and interact
over the course of a text.
1.RL.3 Describe characters, settings, and major
events in a story, using key details.
Anchor Standard 7: Integrate and evaluate content
presented in diverse media and formats, including
visually and quantitatively, as well as in words.
1.W.8 With guidance and support from adults, recall
information from experiences or gather information
from provided sources to answer a question.
Anchor Standard 4: Present information, findings,

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and supporting evidence such that listeners can

follow the line of reasoning and the organization,
development, and style are appropriate to task,
purpose, and audience.
1.SL.4 Describe people, places, things, and events
with relevant details, expressing ideas and feelings
clearly.

Embedded Career-Related Standards:

Employment foundations Integrate academic,
technical and organizations knowledge and skills
to work successfully in family, school,
community, and workplace settings
Develop competence in personal management that
contributes to fulfilling and balancing responsibilities of
multiple life roles (i.e., individual, learner, producer,
consumer, family member, citizen).

AQUISITION
Task Analysis (Language Comes from Unpacked Focus Standards):
Students will know.how to compare the ways people lived and now live in the
community.
Students will be skilled at.viewing communities and seeing them for what
makes them up people and history.
Students might misunderstandcommunities change as the people in the
communities change.

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Optional Include WHERETO info

Stage 2 Evidence

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Evaluativ Final Performance Task(s)in GRASPS Format:

e
Students will show that they really understand by evidence of. GOAL
Criteria: students will compare one community with other students communities
(Adjectives
by creating diagrams of particular communities set in different times
to describe
then comparing the communities during a community convention ROLE
attainment
construct a visual diagram AUDIENCE Students SITUATION identify key
of desired
community roles and what they provide the community through the
results)
people in the community PRODUCT STANDARDS and CRITERIA
construct a visual representation that will be shared at a community
Note:
Evidence
convention at the end of the unit highlighting a specific community in a
might be
specific time era that will unpack the people with in the community and
coded with
the roles they played with how the community operated. Providing the
S, K, A, M,
opportunity to to compare different communities and how people lived
and/or T
in them over time.
(Skill,
Knowledge,
Acquisition,
Meaning, or
Transfer)

How will students demonstrate their understanding (meaning-making

and transfer) through complex performance? a discussion of
comparison after the convention will asses meaning making and
transfer. In the event that the student does not fully comprehend the
desired outcome differentiation can be adjusted to simplify the project
to understand community in a smaller scale.
The transfer will be developed through the discussion of each student
having the power to change their community. And brainstorming ideas
for change.
Other Evidence (Summative Assessment):
Students will show that they have achieved Stage 1 goals by
completing a presentation drawing conclusions to similarities and
differences with in the communities over time and how the roles
people play in the community impact the community. Ultimately
creating a transfer goal unpacking the idea that each student has the
power to impact their own community.
What other evidence will be collected to determine whether
Stage 1 goals were achieved? (Hint: Pre and Post-Assessments) the
visual representations of each students work will be collected and
graded on artistic effort/ completeness and how many communal roles
were highlighted in the project and how they effect the communities.

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Stage 3 Learning Plan

Pre-assessment (Diagnostic Assessment):

How will you check students prior knowledge, skill levels, and potential
misconceptions? a class intro will asses knowledge through discussion about the
present community they live in and what roles are currently at work in the
community to make it successful.
Second a social story problem through illustrations abut roles people play in
community will gather necessary info about prior knowledge.
third an assessment through building with blocks will asses how communities are
set up geographically. what do communities need to be successful. Water? Power?
Resources?
Note:
A good rule of thumb is to have 3 pre-assessments that are also used as
post- assessments in order to measure student learning outcomes (growth).

Learning
Goals:

Learning Events:
Student success at transfer, meaning, and acquisition depends
upon.understanding the global outcomes of community and the
Label
individual input of each role to make the community successful.
Acquisition,
along with geography of the community. The historical community
Meaning, and development and how it has change over time will be highlighted
Transfer
through multiple teaching avenues. Videos/art projects/writing and
(A, M, T)
even music. Attendance and preparedness finding individual
purpose for the student is major in the development of grasping
communities as a whole.
For each lesson include the following:
Lesson #: 1
Title: Community pre assessment
Purpose: gauge students prior knowledge
Objectives: Students will Identify communities and the people in the communities by
answering a 10 question assessment about communities over time.
Standards Addressed: Focus standard 1.2 Compare the ways people lived in the
community in the past with the ways they live in the present.
Lesson #: 2
Title: People
Purpose: Identifying roles people play and how they contribute to the community

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Objectives: Students will design a community model by illustrating a social story in

context of a community problem and how people in the community could address the
problem.
Standards Addressed: Focus standard 1.2 Compare the ways people lived in the
community in the past with the ways they live in the present.
1.RL.3 Describe characters, settings, and major events in a story, using key details.
1.SL.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
Lesson #: 3
Title: Make your ideal community
Purpose: Being able co compare and contrast there own community set up with the
students ideal future community will develop transfer and investment in the idea of
communities over time.
Objectives: Students will create a community by building a replica of a community
that they know about utilizing building blocks demonstrating how that community is
set up and why.
Standards Addressed: Focus standard 1.2 Compare the ways people lived in the
community in the past with the ways they live in the present.
Lesson #: 4
Title: historical community
Purpose: Start research on a historical community and begin the performance
task.
Objectives: Students will identify key community roles and what they provide the
community through the people in the community during a specific time in history by
researching and categorizing roles in differing media avenues.
Standards Addressed: Focus standard 1.2 Compare the ways people lived in the
community in the past with the ways they live in the present.
Lesson #: 5
Title: final community convention performance task finish.
Purpose: build a visual that teaches the time and the people with in that time as it
relates to community involvement.
Objectives: students will construct a visual diagram that will be used during the
community convention by utilizing craft supplies and drawing skills to clearly identify
communities and their members.
Standards Addressed: Focus standard 1.2 Compare the ways people lived in the
community in the past with the ways they live in the present.
Lesson #: 6
Title: final community convention performance task presentations. End of unit
assessment.
Purpose: connect ideas of community and how people live in them over time.
Objectives: Students will construct a visual representation that will be shared at a
community convention at the end of the unit by highlighting a specific community in
a specific time era that will unpack the people with in the community and the roles

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they played with how the community operated. Providing the opportunity to to
compare different communities and how people lived in them over time.
Standards Addressed: Focus standard 1.2 Compare the ways people lived in the
community in the past with the ways they live in the present.

Progress Monitoring (Formative Assessment):

How will you monitor students progress toward acquisition, meaning, and transfer,
during lesson events? As students are working towards and end product for their
community project the teacher will observe and redirect students towards further
understandings of community and how people live in them. During the building
project and brief presentation on their own community during lesson 3. This
method will allow for simple differentiation pushing each student into the deepest
understanding of this complex topic possible for each student.
How will students get the feedback they need? during acquisition of topics the
teacher will be setting task goals with multiple check in points in order to give
feedback in the moments of constructing each section of the project. Constant
discussion back and fourth with teacher with one on one interactions as well as
group discussions will snowball the deep ideas of communal living and how they
can impact it.
How will rough spots and student misunderstandings be addressed? project based
learning discussions will allow for students misunderstandings to be clarified and
honed in small group settings.

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