ED621 UbD Unit Design Template

Student Name: Matt Liston Intended Grade Level of Unit: 1st Grade

Theme of Unit: Community, Sight Words Content Area: Family, Neighborhood

Classroom Demographics: Describe the age, gender, ethnic, linguistic, and ability make-up of your targeted classroom
 Students in this classroom are between the ages of 5 and 6.
 Class is made up of 13 boys and 8 girls.
 4 students have IEP’s
 4 students have pull out classes throughout the day for various academic tasks.
 English is the primary language for all 21 students.

Alaska Content Standards: (4-5 different content area standards)

1) Geography Standards: B1. A student who meets the content standard should; know that places have distinctive geologic
characters.
2) Skills for a Healthy Life Standards: D1. A student who meets the content standard should make responsible decisions
as a member of a family or community.
3) Writing Standards K-5: 8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
4) Reading: RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or piece
of information in text.
Transfer Goal(s) - Unpacked Standards (Transferability – One transfer goal per standard above)
1) Student will identify how they recognize community, but also identify five community aspects.
2) Students will understand components of their community, and be able to define what community is to them.
2) Students will identify themselves as community members and one action they can perform to make their community
better.
3) Students will identify a community problem and a solution to solve the problem, along with writing a sentence about
how they are going to help the community.
4) Students will identify differences and similarities between their community and peer’s community.
BIG IDEA of the Unit:
Community is a network of people working together with similarities and differences.

STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)
Enduring Understanding(s) : (1 per standard)
Students will understand that….
 A sense of community will provide a feeling of
security for students.
 Students will understand that kids in the same
community might go to the same school.
 Students will understand that community
problems small and large can be solved.
 Students will understand no matter your age,
you have a community and contribute to it.
 Students will understand communities work
Essential Questions to be Considered: (1 per standard)
 What is a community?
 Why is community important?
 Why is it important to work together?
 How can you make your community better?
 Who can help you make your community better?
 What are community problems?
 What does a community look like on paper?
 Who in your community is safe and can help?

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 together, good things can happen.
 Students will understand working together is
important.
STAGE ONE: (Bank of Objectives for Unit)
Objectives/Learning Targets: Objectives should cover
every transfer goal)
Knowledge and Skills: Ask Yourself: What knowledge
and skills related to content and/or content language
should students know and be able to do by the end of the Summative, and/or Performance?
lessons? (Content and Language) K & S
___________________________
(Objective bank here)
 Students will identify common community
items easily within book teacher reads
throughout lessons.
1. Look Where We Live
2. Good People Everywhere
3. Everyone Makes a Difference
 Apply community knowledge to identify safety
aspects of their neighborhood.
 S-Students will define how to identify different
aspects of their community. For instance,
items within close proximity. Schools, fire
station, police station, neighbors, and use
park.
 S-Students will apply community knowledge
to form own definition.
 K-Students will identify sight words connected
to community. (mail, dad, mom, house, bed,
room, friend, dog, cat)
 K-Students will identify community related
vocabulary words.
-Home, school, friend, street, police, safety
 K- How to identify a problem and provide a
solution to fixing the problem.
-List possible community issues
-Identify solutions to community issues
 Identify a community similarity or difference
with a classmate and share with one another.
 Students will identify their favorite item in
their own community. (park, home, friend,
toy)
 Students will be asked to document a problem
and solution with a drawing. “I will pick up
trash”
 Students will identify and write a sentence
about a similarity or difference in their
community. “We both have a park”
STAGE TWO: (Bank of Assessments for Unit)
Assessments Sources of Evidence of Learning
: Ask Yourself: Do these assessments measure the identified
Objectives – the content and content language knowledge
and skills? Have I indicated whether they are Formative,
All three types must be included.
You will embed these in each lesson, as appropriate.
 Accessing background knowledge/prior learning
 Formative
 Summative
 Performance
 Student Self-Assessment/Reflection
____________________________
(Assessment bank here)
 Assessing prior knowledge. Have students share
with each other what they think community is.
Take several minutes.
 Students will define what community means.
 Writing and drawing assignment. Prompt
students to complete a sentence “Community is
____________.” Follow up with having the students
draw a picture to go with their sentence. For
students with lower literacy levels, traceable
sentences will be provided.
 Student’s will create a map of “their” community
by constructing a collage of where they live and
the surrounding area. Their map will be focused
on where they live and the close proximity (in and
around where they live) to where they live.
(Summative/Performance)
 Student’s will participate in activity where teacher
provides a webbing question, “Who are the safe
members in your community” where students can
identify people such as parents, police officers,
fire fighters, teachers, friends, etc. They will use
basic pictures to show who is safe.
(Formative)
 Student’s will take a quiz to test knowledge of
community and proximity. Drawing lines from
their “home” to words of objects and places in
their community.
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 (Formative/Summative)

 Webbing activity will provide teacher with

assessment as to who the students have identified
as safe community members and who they would
look too in the case of an emergency.

 Exit ticket students will be sharing with peer’s

what activity it is that they plan to do to help their
community.

 After meeting with a classmate, students will

share one similarity or difference they learned
about another student’s community.

STAGE TWO: Culminating Performance Tasks (synthesis of Unit or parts of Unit. You will develop these more fully
in ED621C)
Ask Yourself: how can I have students incorporate the body of their learning into a multifaceted
demonstration of their understanding of the Big Idea(s) of this unit? Think about: scaffolding your
lessons leading toward the Culminating Performance Tasks.

Culminating Performance Task 1 Culminating Performance Task 2

Title of Task__________
Sketch CPT #1 here in prep for ED621C
Community Helpers – List of community members that can help
students in a time of need.
Draft Rubrics in prep for ED621C
Title of task _____________
Sketch CPT #2 here in prep for ED621C
Community journal – Comprehensive book of students
community.
Draft Rubrics in prep for ED621C

STAGE THREE: Learning for Understanding/ Instructional Activities

CONSIDERATIONS as you complete the Unit

 The entire focus should be directed toward meeting the Transfer Goal(s) and Enduring Understandings as well as
answering the Essential Questions for the lesson.
o Ask Yourself: By the end of each lesson, 1) can students answer the all or part of the Essential Questions? 2)
Do they have a better grasp of the Enduring Understandings? 3) Have they reached, or are they on their way
to reaching, the Transfer Goals?
 Embed the Assessments into the lessons – (Tip: some instructional activities can/will serve as assessments.)
 Identify ways you are providing opportunities for multi-modal learners and ELs to meet the objectives and be
successful demonstrating their learning. (Visual/Auditory/Kinesthetic (VAK), Multiple Intelligences, etc.)
Ask Yourself: 1) What are multiple ways I can provide access to the content for “non-traditional” Learners? 2)
What are multiple ways students I can have students demonstrate their understanding of the content?

All Essential Questions, Objectives, and Assessments for your lessons will come from the banks above!

Pre-Requisites: What are the prior knowledge and skills students have to have in place before starting this Unit of Study?
Students would have discussed in general terms what community is, and what proximity community is for a 1 st grader.

Overview/Introduction/Main Hook (Make a connection with students’ backgrounds using an authentic situation to start
them thinking about the objectives and the essential question the lesson addresses.)

Start lesson with an activity where students get up and move around the room. After moving around the room, they will
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identify different things they passed, and different people they passed. Teacher will explain how proximity can be and is a
large part of what community is and that the students are part of a community right here at school and in the classroom.
This will provide students with the opportunity to move around and discover how community can be all around them, even
as close at the seat next to them.

Review with students what the teacher’s community is, and what it means to him.

Action/ Mini-hook: connection to Process: Teacher does/ Student Specific strategies to

Lesson prior learning/knowledge Does accommodate specific student
Product: Assessment/ Evidence of variability/ accommodate all
(Spell it out!) Learning learners
(Spell it out!)
Materials for lesson #1: Paper with lines on the bottom half and blank paper on the top half.
Objectives and Essential Questions for lesson #1:
What is a community?
Students will identify their favorite item in their own community.

Standards/Content areas covered in lesson #1:

1) Geography Standards: B1. A student who meets the content standard should; know that places have distinctive geologic
characters.

Assessment: Writing and drawing assignment. Prompt students to complete a sentence “Community is ____________.”
Follow up with having the students draw a picture to go with their sentence. For students with lower literacy levels,
traceable sentences will be provided.

Lesson 1 Hook: Teacher will introduce Teacher will review overarching Pre-made sheets with sentences
Title community to students and read hook to community lessons above. will be available to students
Writing and Look Where We Live by Scot Pass out paper and have students with different needs. Students
Drawing Ritchie to the students. copy sentence on board “My favorite that need extra help in this area
thing in my community is will have the opportunity to
__________.” The teacher will utilize the pre-made sheet with
review the book Look Where We Live the sentence filled out, minus
with the students, and provide their favorite thing. TA will be
students with an opportunity to ask roaming the room to help
questions and point out different students with spelling and
things they saw in the community in direction that need this.
the book. “My favorite thing in my Students will be provided with
community is __________.” the choice of using the pre-
Students will complete the sentence made sheet or trying to do it
and draw a picture to illustrate what from scratch.
their favorite thing in their
community is. Students that need extra space,
will be provided with a quiet
place in the room to work away
from others if they choose.
Materials for lesson #2: Good people everywhere book, map for example, community vocabulary (police, fire fighter,
schools, stores, neighbors, friends), scissors, paper, glue

Objectives and Essential Questions for lesson #2:

What does a community look like on paper? (Map)
Students will identify common community items easily within age appropriate children books.
Students will define how to identify different aspects of their community. For instance, items within close proximity.
Schools, fire station, police station, neighbors, and use park.

Content areas covered in lesson (from standards) #2:

1) Geography Standards: B1. A student who meets the content standard should; know that places have distinctive geologic
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characters.
3) Writing Standards K-5: 8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

Assessment: Student’s will take a quiz to test knowledge of community and proximity. Drawing lines from their “home”
to words of objects and places in their community.
Lesson 2 Teacher will read a book called
Title “Good People Everywhere”.
Mapping Teacher will facilitate class
discussion on community.
Questions:
1) What did you see in the book T-Teacher will use a map of
that makes you think of your
community? (This question
helps teacher lead into mapping students why maps are useful.
lesson)
2) Was there something in the
book that was different then
your community?
3) Is it OK to have different
communities? Why?
T- A class discussion on community. Students that need help with
Staff will provide example of cutting will have access to pre-
mapping community, giving students cut pictures to fulfill activity
visual of book from previous lesson with the rest of class.
Look Where We Live.
Community vocabulary words
will be available for students
Anchorage provide students with an that need this accommodation.
idea of what a map is, and explain to Students that need the extra
support will have the
 Show student’s different opportunity to utilize a “cheat
aspects of the map. (Rivers, sheet” of high use words and
mountains, buildings, the TA will be helping students
streets, ocean) This will with questions. Students can
scaffold into students being also be paired with students of a
able to identify different higher function level to aid with
items in their community helping.
and map.
Students will also have the
T-Teacher will provide an example option of leaving the writing
map of his neighborhood, showing aspect of the assignment and
neighbors, a park, family, close can choose to draw the map
friends. This will show an example instead of cutting out and
of proximity and provide students gluing, they will have the
with visual of their immediate choice.
community.
 This is what my Students that need extra space,
neighborhood looks like. I will be provided with a quiet
bet some of you live in a place in the room to work away
neighborhood like this and from others if they choose.
some of you may not.
Every neighborhood is
going to look a little
different. That is what
makes a map important.
 This is my house, and this is
how close the school and
park are to my house. Do
any of you live near a park
or school?

T-Teacher will discuss with the class

different local landmarks to
neighborhoods and elaborate on how
these are important for maps. Trees,
mountains, roads, signs, ocean, and
will provide the map visual so
students can see first-hand.
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 T-Teacher will pass out paper with
community items, the same items that
are on the assessment quiz, that way
students become familiar with
community vocabulary and pictures,
then pass out scissors and remind
students about safety concerns,
including providing students with
modeling of proper handling.
 Holding scissors by handle
 Cutting away from fingers
 Passing scissors to others
closed

S-Now that you have a list of

community items to help you out, I
want all of you to get your scissors
out and cut out items from the paper
with pictures provided to you that
you live close to or are close to your
house. Remember the safety rules of
using scissors. Once you have cut
out at least 5 items within your
community, I want you to raise your
hand and show the teacher before
getting out glue. After the teacher
has said it is ok to move on, glue
your community items in to your
house or around your house, creating
your own map of your community
and completing the picture of your
house. When it is time, you will be
sharing with the students at your
table about your map.
Materials for lesson #3:
Objectives and Essential Questions for lesson #3:
 Who in your community is safe and can help?
 Students will identify common community items easily within age appropriate children books.
 Identify a community similarity or difference with a classmate and share with one another.
 Students will identify community members that are safe and who they would contact in an emergency.

Content areas covered in lesson (from standards) #3:

2) Skills for a Healthy Life Standards: D1. A student who meets the content standard should make responsible decisions as
a member of a family or community.
3) Writing Standards K-5: 8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

Lesson 3 Show the students a spider web
Title and discussing with students
Webbing what a spider web looks like
and explaining how the center is
like their house and the outer
webbing is the community.
Webbing Activity
T-Review with students the previous
activity and discuss what we have
learned about community thus far.
 Does someone what to
share with the class
Examples of words will be
provided for students that need
the extra help with identifying
words and vocabulary. Some
students will be provided with
the opportunity to work in a
group with an adult at the table
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 something they have
learned about community?
T-If you have an emergency at your
house, or in your community who are
some people who can help? After
providing students with the
opportunity to share who they think
might be able to help, discuss with
students who safe people might be
within their community. Family
members, neighbors, police officers,
fire fighters.
to aid in the assignment.
If students that need extra help
need, they can choose to draw
an illustration of the activity
and bypass the writing.
Students that need extra space,
will be provided with a quiet
place in the room to work away
from others if they choose.

T-Teacher will continue to scaffold

on community, provide students with
spelling on white board for common
community words to aid students in
the process of building their safety
webbing. (mom, dad, grandparents,
neighbors, friends, police officer, fire
fighter) and will provide students
with ideas on whom they might
identify in their community that
could help. Teacher will share his
community safety members to
provide students with an example.

S-Now that you have an

understanding of what your
community is like and who you know
in your community that can keep you
safe, we are going to make a web of
community members that keep us
safe or help us with an emergency.
(Fire, strangers, if your hurt, scared)

S-I want you to write your name in

the middle of the web and on the
outside of the web, you will write
people that keep you safe.

S-Now that you have created your

webbing of safe people, I want you to
turn your page over and draw a
picture of one of your safe people.

S-When everyone is ready, I want

you to share with the partner I will
give you about your safety webbing.
 Do you have the same
people in your web?
 Are there any different
people?

Materials for lesson #4: Paper, color pencils, crayons, book Everyone Makes a Difference
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Objectives and Essential Questions for lesson #4:
How to identify a problem and provide a solution to fixing the problem.
-List possible community issues
-Identify solutions to community issues
What are community problems?
How can you make your community better?

Content areas covered in lesson (from standards) #4:

2) Skills for a Healthy Life Standards: D1. A student who meets the content standard should make responsible decisions as
a member of a family or community.
3) Writing Standards K-5: 8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

Assessment: Teacher will assess understanding in small groups with students sharing how they will help their community.
Lesson 4 Read the book Everyone Makes T-Teacher will review the book and Students that need help with the
Title A Difference by Cindy Leaney how different characters helped in writing aspect of this
Writing & their community. Teacher will also assignment will be given the
Drawing Questions following reading: review with students some of the opportunity to trace the
ideas they came up with to help their sentence and with assistance fill
1) What was one thing someone own community. in how they are going to help
did to help their community? their community.
S-Teacher will be passing out a piece
2) Did people work together? of paper with dotted lines and Students will be provided with
What did they do? provide students with a sentence on the vocabulary words to aid
the board for students to use as a them in seeing what they will
3) What is one thing you can do cheat sheet to write a sentence about be writing.
to help your community? how to help their community. Now
that you know how you want to help Students that need extra space,
your community, you are going to be will be provided with a quiet
writing a sentence about it. You will place in the room to work away
then draw a picture of what you are from others if they choose.
going to do, and color it. Who is
going to help you? Make sure you
add them to your picture. “I will help
my community by picking up trash”.

S-Now that you have finished your

sentence and drawn your picture, I
want you to go with your partner to a
space on the ground and take turns
sharing with your peer how you are
going to help your community and
explain the drawing. Students will
share with their partner how they are
going to help their community,
working on peer to peer skills and
active listening.
Materials for lesson #5:
Objectives and Essential Questions for lesson #5:
Content areas covered in lesson (from standards) #5:
Embed Assessments in Lesson activities

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Lesson 5
Title

Materials for lesson #6:

Objectives and Essential Questions for lesson #6:
Content areas covered in lesson (from standards) #6:
Embed Assessments in Lesson activities
Lesson
6Title

Closure for Unit: Bring it all together with the focus of the lesson and the Objective. Tie the closure for each lesson in
with the Main Hook, the Objective, and the Essential Question.

The closure activity for the community unit will be to put every lesson assignment together and make a community
journal. Students will hole punch and tied together all of the lesson assignments to make a book that they will be able to
take home. Teacher will revisit and review the lessons and wrap up the unit by discussing how students can look back at
their community book and it can be a reminder of what they can do to help, what their community looks like, and who is
safe in the community.

UNIT REFLECTION Cultural Capital: Discuss how this Unit increases your students’ access
to “Cultural Capital.” (Address the varied ways your assessment, instructional, and differentiation strategies
assess and access the background knowledge and experience of the students, how you attempt to connect your
lessons with students’ backgrounds: languages, abilities, and local culture(s), and how this Unit creates
opportunities for students to have more equal and authentic access to “mainstream” culture regarding the content
of your Unit.)
(Write reflection here):
I know that this lesson has some ways to go, but I really think that working on community and providing students with the opportunity
to learn about community is very valuable. I don’t think 1st grade is too young to start learning about community and how even at a
young age, it is important to be part of one and contribute to it. Students of varied backgrounds will be able to connect as every student
comes from a community, be it large or small, diverse or not. We are fortunate to live in a state with a wide variety of diversity and in
the schools, it isn’t any different. I think students can learn about others communities, traditions, and customs and ideally it will aid
students moving forward to know more about others communities and how diverse they are. I think the lessons that I have developed,
though somewhat basic will cater to all ability levels in a first-grade class, making it a lesson that every student can contribute to and be
included in. Some of my assessments will be provided by students sharing about their community projects and one assessment will be
a community quiz where students identify items within their community. Over the course of the past month or so, this planning has
made me think back to my own community growing up and my community now and how different they are, but similar in some ways.

Attachments: Graphic Organizers and Assessment Rubrics for Lesson.

Note: If there are more than 3 Graphic Organizers with your curriculum, please take .jpgs of them so you can fit
a few examples on one page – making sure, of course, that they are legible and that the page layout looks professional.

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 My Community
Name:____________ Date:______________

Directions: Draw a line from your house to places and items in your community.

Mail Church Friends River Building

Home

School Mountain Police Ocean

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Used in lesson 1 & 2

Used in lesson 2
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Lesson 3 Webbing activity

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