Kindergarten Understanding by Design Unit Template
Title of Unit What Moves Us Please see T-drive, Smartboard, Kindergarten, UbD, What Moves Us for
Time Frame 4 – 6 weeks
Identify Desired Results (Stage 1)
Content Standards –Curricular Outcomes
CPK.1 Express ideas through exploration of the elements of
dance including: • action • body • dynamics • relationships • Math
PK.1 Demonstrate an understanding of repeating patterns (two
CPK.4 Create art works that express own observations and or three elements) by: • identifying • reproducing • extending
ideas about the world. • creating patterns using manipulatives, sounds, and actions.
English Language Arts Science
CRK.1 Comprehend and respond to a variety of visual, oral, MOK.1 Investigate observable characteristics of familiar
print, and multimedia texts that address identity (e.g., objects and materials in their environment.
exploring interests), community (e.g., belonging), and social
responsibility (e.g., contributing). NSK.1 Explore features of their natural surroundings (e.g.,
soil, water, landform, and weather conditions), including
CRK.4 Comprehend, retell, and respond to basic ideas in changes to those surroundings over time.
stories, poems, songs, and informational texts read to them.
CCK.3 Use oral language to converse, engage in play, express Social Studies
ideas, and share personal experiences.
DRK.1 Describe the spatial relationships among people, places,
ARK.2 Reflect and talk about new learning. and environments.
Health Physical Education
USCK.2 Establish behaviours that support safety of self and PEK.1 Fitness - Participate in a variety of moderate to
others (including safety at school and at home). vigorous movement activities for short periods of time to
increase heart and respiration rate.
DMK.1 Establish that being curious about health and well-
being is important for developing healthy habits, establishing
healthy relationships, supporting safety, and exploring “self”.
Essential Questions Enduring Understandings
Open-ended questions that stimulate thought and inquiry linked What do you want students to understand & be able to use several
to the content of the enduring understanding. years from now? Students will understand that…
What moves us? we must always travel and move safely to protect ourselves and
Why is it important to be safe when we are moving? the environment.
How do people moving influence the environment?
Students will consider their body movement only.
Assessment Evidence (Stage 2)
Observation, Documentation, Interpretation Plan Performance Task (optional)
(indicators of learning)
ARTS EDUCATION MATHEMATICS
CPK.1 Express ideas through exploration of the elements of dance PK.1 Demonstrate an understanding of repeating patterns (two or
including: action, body, dynamics, relationships, space three elements) by: identifying, reproducing, extending, creating
patterns using manipulatives, sounds, and actions
-a. use movement to respond to stimuli from diverse sources such as stories, -c. extend repeating patterns by two or more repetitions
poems, observations, visual images, music, sounds, or objects -d. create a repeating patterns, using manipulatives, musical instruments, or
-l. move freely and safely in general space while maintaining self-space (not actions and describe the pattern
contacting). -e. identify and describe a repeating pattern in the classroom, the school, and
CPK.4 Create art works that express own observations and ideas outdoors, in a familiar song, in a nursery rhyme, in a game, on the street, on
about the world the playground)
-h. demonstrate co-ordination and development of skills in the use of simple
visual art tools and materials. PHYSICAL EDUCATION
PEK.1 Fitness - Participate in a variety of moderate to vigorous
ENGLISH LANGUAGE ARTS movement activities for short periods of time to increase heart and
CRK.1 Comprehend and respond to a variety of visual, oral, print, respiration rate, flexibility, muscular endurance, and muscular
and multimedia texts that address identity (eg., exploring strength
interests), community (eg., belonging), and social -f. participate in teacher-led movements that stretch or strengthen muscles
responsibility (eg., contributing). (eg., teacher-led yoga poses, teacher-led stretches)
-a. view, listen to, comprehend, and respond to a variety of texts
(including First Nations and Metis resources) that address identity MOK.1 Investigate observable characteristics of familiar objects and
-b. Make connections among oral language and personal experiences materials in their environment
c. share personal experiences and family traditions related to texts -f. sequence or group objects and materials according to one or more
CCK.3 Use oral language to converse, engage in play, express student-selected criteria
ideas, and share personal experiences -g. discuss how familiar objects are designed to meet human needs
-a. use oral language to engage in exploratory and imaginative play: -i. Explain how tools and other objects are designed to meet human needs
create play situations, interpret peer’s response to ideas, explain idea NSK.1 Explore features of their natural surroundings (eg., soil, water,
for play, play cooperatively with other children, express suggestions landform, and weather conditions), including changes to those
given by playmate surroundings over time
-e. suggest ways in which human activities intentionally or unintentionally
b. use the appropriate strategies to communicate meaning when
cause changes to natural surroundings (eg., building houses, mowing lawns,
speaking: find ideas to explore (before), tell a story about cutting down trees, planting gardens, damming streams, and digging ditches)
self(during), add detail (after) -f. respond to and acknowledge the ideas of classmates and others such as
d. converse on personal experiences, preferences, and topics of traditional knowledge keepers and conservation officers who provide
interest: talk to peers about likes and dislikes, express interest in information about our natural surroundings
different topics, share significant items from home and community,
relate events to teacher, initiate conversations, ask politely to borrow SOCIAL STUDIES
something, take part in group activities such as circle or story time, DRK.1 Describe the spatial relationships among people, places, and
share stories in large or small groups, share poems,, rhymes, songs, environments
finger play -a. demonstrate understanding of personal directions and relative location
(eg., left/right, up/down, front/back, near/far, above/below)
ARK.1 Reflect on viewing, listening, emerging “reading”,
-b. indicate the relative position of earth below and sky above
representing, speaking, and emerging “writing” experiences in -c. recognize that some cultural groups describe earth and sky according to
the context of teacher-led discussions traditional spiritual beliefs(eg., Mother Earth, Creator, Heaven, God, Odin, The
-d. listen to and consider feedback given Dagda, Tangaroa)
CRK.4 Comprehend, retell, and respond to basic ideas in -f. describe characteristics of the local physical environment including
stories, poems, songs, and informational texts read to them natural(eg., plains, forests, lakes, rivers) and constructed elements (eg.,
-a. demonstrate an awareness that communication can occur through buildings, roads, farms)
visuals and print texts (including First nations and Metis texts)
-d. demonstrate an interest in and knowledge about books and
f. choose to read or look at books, and demonstrate knowledge of
print, reading-like behaviors, and book handling skills
h. create play situations from basic understandings of story text
j. relate personal experiences, and represent responses through
drama, physical movement, music, drawings, and models
USCK.2 Establish behaviours that support safety of self and
others (including safety at school and at home)
-b. recognize safe and unsafe behaviours and situations
-f. describe what children can do to support the safety of self and
-h. participate in a variety of activities that provide opportunities to
develop the confidence to support the safety of self and others (eg.,
fire drill, wearing a seatbelt, knowing how to lock/unlock a door)
DMK.1 Establish that being curious about health and well-
being is important for developing healthy habits, establishing
healthy relationships, supporting safety, and exploring self
-a. explain what is understood about: self, healthy habits, safety of
self and others, healthy relationships
-b. examine basic choices related to: healthy habits, safety
behaviours, responding to more than the physical self of others
-c. make healthy choices related to: exploring self, healthy habits,
playing safely at school or at home, developing relationships
BLOOMS TAXONOMY: Digital Taxonomy for Bloom:
REMEMBERING: Can the students recall or remember the KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling
information? COMPREHENSION: Advanced searches, blog journaling, twittering, commenting
UNDERSTANDING: Can the students explain ideas or concepts? APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing
APPLYING: Can the students use the information in a new way? ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering
ANALYZING: Can the students distinguish between the different SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting,
parts? video casting
EVALUATING: Can the students justify a stand or decision? EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating,
CREATING: Can the students create new product or point of view?
networking, posting moderating
The STANDARDS RUBRIC should identify how student understanding will be measured.
Please attach rubric to unit plan.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
How will you hook students at the beginning of the unit? (motivational set)
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge? How will you organize and sequence the learning activities to optimize the engagement
and achievement of all students?
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work based on your
essential questions and enduring understandings?
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without
compromising the goals of the unit?
Environment Conversations Play
What needs to be in the environment to allow the What can I learn through conversations that will What interactions (e.g., environment,
children to achieve the outcomes? scaffold children’s learning? conversations) can I offer to maximize the
children’s opportunities for learning and inquiry?
-pictures -What moves us? -Use indoor and outdoor environments
-seatbelts -What keeps us safe when travelling -Sand and water table
-helmets on land? Air? Water? -Representation space
-life jacket -Can you tell what these road signs -Gym
-traffic signs and traffic light mean? -Space for presenting
-ramps -How did you get to school today? -Cultural space
-building blocks -How do the choices you make affect -Play space
-toys that move our environment? Your Safety?
-water toys -What do you know about
-floor road mat -What can you tell me about animals
-play dough that move you?
-sand table -What moves you on the playground?
-birch bark canoe, Red River cart
-paper, glue, scissors, paint,
textured material, crayons
-music, songs, poems
-playground (swings, merry-go-
What resources will you use in the learning experiences to meet the outcomes?
-School Bus by Donald Crews
-Hot Air by Marjorie Priceman
-Five Little Bats Flying in the Night by Steven Metzger
-Violet the Pilot by Steve Breen
-Donald Duck’s Toy Sailboat by Annie North Bedford
-Early Settlers by Bruce Henbest & Kim Henbest
-Becoming Brave by Laine Thom
-People of the Muskeg by Barry Karp
-Life at Red River: 1830-1860 by K. Wilson
-Big Tractor by Kay Barnes
-Fire Engine by Kay Barnes
-Big Cars by Kay Barnes
-Big Bulldozer by Kay Barnes
-Cool Cars by Seymour Simon
-Down by the Station by Will Hillenbrand
-Traveling Machines by Jason Cooper
-All Aboard Cars by Catherine Daly Weir
-Ships by Philip Wilkinson
-Kindergarten Health Box from Saskatchewan Rivers School Division
Assess and Reflect (Stage 4)
Required Areas of Study:
Is there alignment between outcomes, performance assessment and learning experiences?
Does my unit promote life long learning, encourage the development of self and community, and engage students?
CELS & CCC’s:
Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social
responsibility, and acting autonomously in their world?
Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the
learning environment to meet the learning needs of all my students?
Do I use a variety of teacher directed and student centered instructional approaches?
Have I included formative and summative assessments reflective of student needs and interests based on curricular
Resource Based Learning:
Do the students have access to various resources on an ongoing basis?
FNM/I Content and Perspectives/Gender Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring each child’s identity?
Blueprint for Life:
Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career?
Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.