Understanding By Design Unit Template

Title of Lesson Cultures around the world Grade Level (4th-5th)

Curriculum Area Multicultural Education Time Frame 2 hours & 30 minutes
Developed By Jaime Rodriguez-Martinez

Identify Desired Results (Stage 1)

Content Standards (NVACS)
SS.3.17. Analyze the contributions and positive impacts of culturally, racially, and ethnically diverse people
throughout the world.

What essential questions will be considered? What understandings are desired?

• What languages do they speak? • To view and understand other culture.
• What sport don they play? • Learn about other countries around the world.
• What foods do they have ? • Expand knowledge on other traditions.
• Name one important person from that country?

Knowledge Skills
Students will know… Students will be able to…
• 8 interesting things about each country that they didn’t know • Multicultural education
before. • Have a more open perspective on cultural diversity.
• Know the different languages spoken between the different
countries.
• Have knowledge on at least one important person from the
chosen country.

Determine Acceptable Evidence (Stage 2)

What evidence will show that students understand?

Performance Tasks:

Show students the flag of the United States and ask them to discuss what it represents and what it means ton them.

Group Work – Students will receive a notecard with the name of a country and students will work with partner to identify language, food,
sports and one important person from that country. They will need to add the correct number of stickers next to the number that it
corresponds too.
What other evidence needs to be collected in light of Stage 1 Desired Results?

Homework- Students will be allowed to go home and research information on their country. Each presentation should be full with fun
information enough for students to write down 8 things they learned from the presentation.

Student Self-Assessment and Reflection:

1. By a show of hands how many students understood the lesson.

2. Ask the students if they thought the activity was easy, students respond with thumbs up or thumbs down.

Plan Learning Experiences (Stage 3)

What sequence of teaching and learning experiences will equip students with, develop, and demonstrate the
desired understandings? Use the following sheet to list the key teaching and learning activities in sequence.
 1. Ask students to show a flag of the united stated and ask the students what it represents to them.
2. Students are to pair with a partner.
4. After about 5 min ask a few students to share.
5. Then show students flags of the countries and see if they can identify the flags.
6. Teacher presents a lecture of multicultural education, gives students an example. (I will be presenting how I was born in the
United States, but Mexico is still a part of my culture since both of my parents originated from there.)
7. Ask if any other students were born in another country and have them name the country.
8. Teacher has to label the note cards with names of the countries and put them out for students to grab.
9. Students will randomly pick a country.
10. They will then be assigned specific topics to research about their assigned country.
11. After completing their research they will need to create a poster that they will share with the whole class to teach them
about their country.
12. The poster should be full of accurate information addressing: Languages, food, an important person from the country, and
any other facts to fill up their artifact.
13. The poster should also contain an adequate number of pictures and graphics to further enhance the learning of other
students.
14. Students will be provided with a rubric in which they will be graded by.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development