UbD Assignment

UnderstandingbyDesignTechnologyTemplate
Cultural Awareness
(Comparison between holidays in China and in the United States)
For High School (9-12th Grades) Students and Adult Leaners
of Mandarin Chinese Language
By Cong-kai (Kyle) Jin

Content

Technology

Stage1

DesiredResults

Standard(s)(Content):

ISTETechnologyStudent
Standard(s):

Gain knowledge and

understanding of other
cultures.
Demonstrate an
understanding of the
relationship between the
practices and perspectives
of the culture studied.
Screen, organize, analyze
and evaluate collected
information and images.
Describe the distinguishing
features of major (traditional
and legal) Chinese and
American holidays.
Decide what holidays they
choose to celebrate with
their family and friends,
whether in China or in the
States.

2. Communication and
collaboration
Students use digital media and
environments to communicate and
work collaboratively, including at a
distance, to support individual
learning and contribute to the
learning of others.
a. Interact, collaborate, and
publish with peers, experts, or
others employing a variety of
digital environments and
media;
b. Communicate information and
ideas effectively to multiple
audiences using a variety of
media and formats;
c. Develop cultural understanding
and global awareness by
engaging with learners of other
cultures;

UbD Assignment

d. Contribute to project teams to

produce original works or solve
problems.

Students create a
presentation to introduce
their findings and decision
made to the rest of the
class.

3. Research and information

fluency
Students apply digital tools to
gather, evaluate, and use
information.
a. Plan strategies to guide inquiry;
b. Locate, organize, analyze,
evaluate, synthesize, and
ethically use information from a
variety of sources and media;
c. Evaluate and select information
sources and digital tools based
on the appropriateness to
specific tasks;
d. Process data and report results.
4. Critical thinking, problem
solving, and decision making
Students use critical thinking skills
to plan and conduct research,
manage projects, solve problems,
and make informed decisions
using appropriate digital tools and
resources.
a. Identify and define authentic
problems and significant questions
for investigation;
b. Plan and manage activities to
develop a solution or complete a
project;
c. Collect and analyze data to
identify solutions and/or make
informed decisions;
d. Use multiple processes and
diverse perspectives to explore
alternative solutions.

NETSTechnologyTeacher
Standard(s):

UbD Assignment

1. Facilitate and inspire

student learning and creativity
Teachers use their knowledge of
subject matter, teaching and
learning, and technology to
facilitate experiences that
advance student learning,
creativity, and innovation in both
face-to-face and virtual
environments.
a. Promote, support, and model
creative and innovative
thinking and inventiveness;
b. Engage students in exploring
real-world issues and solving
authentic problems using
digital tools and resources;
c. Promote student reflection
using collaborative tools to
reveal and clarify students
conceptual understanding and
thinking, planning, and creative
processes;
d. Model collaborative knowledge
construction by engaging in
learning with students,
colleagues, and others in faceto-face and virtual
environments.

Understanding(s)(Content):

Understanding(s)
(Technology):

Studentswillunderstand...

Studentswillunderstand...

Students demonstrate an
understanding of the
relationship between the
products and perspectives of
the culture studied.
Students will understand the
differences and similarities
in Chinese and American
cultures;
Students will understand the

Students will understand that

technology can be great tool
not only to retrieve and
organize and present
information and knowledge,
but also to apply Blooms
Taxonomy Higher Order
Thinking Skills.

UbD Assignment

distinguishing features of
major (traditional and legal)
Chinese and American
holidays.
Studentswillknow...

Studentswillknow...

Students will know the

effective ways to enhance
their awareness of different
cultures by complete the
task of comparison between
holidays in China and in the
United States.

Studentswillbeableto...

Studentswillbeableto...

Students will be able to

analyze and evaluate
collected information and
images.
Students will be able to
describe the distinguishing
features and cultural
backgrounds of major
(traditional and legal)
Chinese and American
holidays;
Students will be able to
decide what holidays they
choose to celebrate with
their family and friends,
whether in China or in the
States.

Students will be able to

screen and organize research
information and images
collected on the internet;
Students will be able to create
a presentation to help them
introduce their findings and
decision to the rest of the
class.

EssentialQuestion(s)
(Content):

Students will know how to use

technology to collect data
from internet, collaborate with
classmates to engage in
meaningful discussions, and
to create presentation.

EssentialQuestion(s)
(Technology):

Can you describe the

distinguishing features and

How technology can be used

most effectively and

UbD Assignment

cultural backgrounds of
major (traditional and legal)
Chinese and American
holidays?
What holidays do you want
to celebrate with your family
and friends, whether in
China or in the States? Why?

efficiently to complete the

assigned task and deliver
the final presentation?

Stage2

AssessmentEvidence

PerformanceTask(s
(Content):

PerformanceTask(s)
(Technology):

Students will analyze and

evaluate collected
information and images;
Students will describe the
distinguishing features and
cultural backgrounds of
major (traditional and legal)
Chinese and American
holidays;
Students will decide what
holidays they choose to
celebrate with their family
and friends, whether in
China or in the States.

OtherEvidence(Content):

Students will screen and

organize research
information and images
collected on the internet by
using search engines such as
Google and Yahoo! with
different search skills;
Students will use web
tools/app like Skype or Lino to
conduct group
communication, discussion,
and collaboration.
By using web tools/app such
as Prezi and Keynote, students
will create a presentation to
help them introduce their
findings and decision to the
rest of the class.

OtherEvidence(Technology):
Final presentation will be
assessed on level of creativity
and interactivity.

Students will demonstrate

knowledge of cultural
awareness, i.e., differences

UbD Assignment

and similarities in Chinese

and American cultures and
historical and social
backgrounds.

Stage3

LearningPlan

LearningActivities(Content): LearningActivities
(Technology):
Task Assignment Celebrate
American and Chinese holidays.
Scenario:
1. After graduation, students will
move to China to work or study.
2. Students will have budget to
celebrate only one American
holiday and only Chinese
holiday with their family or
friends.
3. Students will be divided into
groups. Each group will
conduct data research, analyze,
evaluate, and then decide what
holidays the group wants to
celebrate together.
4. Each group will create a
presentation to demonstrate
their decision, provide three
reasons to support their
decision, and how they will
celebrate the holidays in class
next week.

Teacher delivers a presentation

(using SmartBoard, NearPod,
Keynote, or Prezi) introducing
American and Chinese holidays to
students.
Practice Activity: (First week
class)
Step1: Teacher divides the class
into two groups.
Step2: Teacher assigns each
student with two holidays.
Step3: Student googles image to
find images best fit the
assigned holidays.
Step4: One student from Group 1
demonstrates the pictures,
Group 2 has one minute to
fill the blanks on Smartboard
or screen. Group 2 can get
one point if their answers
are totally correct.
Step 5: Exchange group after 15
minutes.
Step 6: The Group with more
points will win the game.

Task Activity:(Second week

class)
Group Presentation:
Step1: Each student group
presents one American
holiday and one Chinese

Task Activity: (First week

homework for the second
week class meeting)

UbD Assignment

holiday they want to

celebrate together, then
provides three reasons to
support their decision and
what kind of activities they
plan to do to celebrate the
holiday.
Step2: Regroup students into pair
works. After discussion,
students will vote what
holiday they want to
celebrate with their
classmates.

1. Students will use search

engines such as Google and
Yahoo! with different search
skills to screen and organize
research information and
images collected on the
internet;
2. Student will use web
tools/apps like Skype or Lino
to conduct group
communication and
discussion so as to
understand and describe the
distinguishing features of
major (traditional and legal)
Chinese and American
holidays, and to decide what
holidays they choose to
celebrate with their family
and friends, whether in
China or in the States.
3. Students will use web
tools/apps such as Prezi and
Keynote to create a
presentation to help them
introduce their findings and
decision to the rest of the
class in the second week
meeting.

Presentation Rubric:

UbD Assignment

Created by using RubiStar (http://rubistar.4teachers.org/index.php)

Multimedia Project : Holidays in China and the United States

Teacher Name: Mr. Jin
Student Name:
CATEGORY
Organization

________________________________________
3
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Covers topic inIncludes essential
depth with details
knowledge about the
and examples.
topic. Subject
Subject knowledge is knowledge appears
excellent.
to be good.

2
Content is logically
organized for the
most part.

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, Delivery not smooth

but able to maintain and audience
interest of the
attention often lost.
audience most of the
time.

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.

Mechanics

No misspellings or
grammatical errors.

Three or fewer
misspellings and/or
mechanical errors.

Makes use of font,

color, graphics,
effects, etc. but
occasionally these
detract from the
presentation content.
Four misspellings
and/or grammatical
errors.

Originality

Product shows a
large amount of
original thought.
Ideas are creative
and inventive.

Product shows some

original thought.
Work shows new
ideas and insights.

Content

4
Content is well
organized using
headings or bulleted
lists to group related
material.

1
There was no clear or
logical organizational
structure, just lots of
facts.

Includes essential
Content is minimal
information about
OR there are several
the topic but there
factual errors.
are 1-2 factual errors.

Use of font, color,

graphics, effects etc.
but these often
distract from the
presentation content.
More than 4 errors in
spelling or grammar.

Uses other people\'s Uses other people\'s

ideas (giving them ideas, but does not
credit), but there is give them credit.
little evidence of
original thinking.