For four days, eight of us teachers together with our Directress embark on an epic journey of a life time - we have been ubidized challenging our gray matter in writing UBD units for all subjects for the next school year. Worse, because there were so many English teachers, I got to write for Grade III Computer. One of the evidences is as follows:
Sample UBD Unit
First Quarter: The Computer
Unit 2
Topics: Elements of the Computer and How the Computer Works
No. of Meeting: 10 days
Stage 1
Goals
1. To distinguish the important elements of the computer
2. To analyze how the computer works
Essential Questions
1. Why should different parts of a system function as one?
2. How does the computer function?
Essential Understanding
The pupils will understand that…
1. Every part has an important role in a system.
2. The hardware, software and people ware support each other for the computer to function.
Transfer
The pupils, in the long term and on their own, will be able to…
• Participate actively as members of the family, the Church and the community by fulfilling duties and responsibilities (Communion)
Knowledge
The pupils will know…
1. Classification of the basic elements of the computer
2. Sequence of the data processing cycle
3. Different elements of the data processing cycle
Skills
The pupils will be able to…
1. Analyze the function of the elements of the computer system
2. Trace the data processing cycle
3. Investigate the cause when the computer fails to function as expected
Stage 2
Performance Task
The pupils will need to show their learning by …
G – Demonstrating the functions of the different elements of the computer and tracing the data processing cycle
R – Demonstrator /lecturer during the Science and Technology Fair
A – Grade III pupils from public schools
S – The school planned for a Science and Technology Fair. The Grade III class was grouped and assigned to demonstrate the functions of the different components of the computer. Afterwards, the group will trace the data processing cycle.Each group has to prepare visual aids and necessary materials and equipment for the demonstration.
P – Lecture-demonstration of the elements of the computer and the sequence of the data processing cycle
Wholistic Rubrics
Where performance is judged in terms of …
Content of the demo – 35%
Manner of presentation – 35%
Effective use of visual aids – 15%
Use of appropriate computer realias – 15%
Other Evidence
Short quizzes
Draw and tell
Unit test
Academic prompts
Situation analysis
Stage 3
Learning Activities
DAY 1 – Introduction to the Elements of the Computer. Show the students a short clip either from The Matrix I, The Rising Sun or Enemy of the State. The short clip should be able to show the three basic elements of the computer – hardware, software and people ware.
Ask the following academic prompts and process the answer of the pupils:
1. What capabilities of the computer were shown in the movie clip?
2. Why do you think were the computers capable of doing so?
• Deepen answer to this second prompt and lead the class to reflect on the two topical questions:
a. How does the computer function?
b. How are the elements of the computer classified?
DAY 2 – Meaning-making: Computer Elements and Functions. Start pupil interaction by asking again the two topical questions. Facilitate pupil to pupil interaction based on the different answers given. Note prior knowledge and misconceptions about the topics to be taken up. End the day’s activity by making clear to the class the performance task to be accomplished at the end of the unit. (H,E1,E2,R,T)
DAY 3 – Computer Elements and Component Devices. Run the movie clip again showing the three basic elements of the computer. Using drawing materials, the pupils will illustrate the different component devices of each element of the computer. Facilitated interaction and discussion follow using the output of the drawing activity. Short quiz may be given to assess understanding of concepts taught. (H,E1,E2,R,T)
DAY 4 – Data Processing Cycle. Review the elements of the computer system. Through a cartoon drawing, ask the class to analyze the sequence of processes that take place in most of our daily routine activities. Introduce the data processing cycle. Have the pupils compare the data processing cycle to the sequence of activities we usually do every day. Assign each pupil to think of one more human activity that follows similarly the steps of the data processing cycle. This is to be submitted the next day, illustrated and captioned. (E2, E1, R)
DAYS 5 and 6 – Transfer: Data Processing Cycle. Small group reporting on the identified human activity that follows the steps similar to the data processing cycle. After the group interaction (Day 6), the class summarizes the concept of the data processing cycle by presenting it using various graphic organizers. Ask the pupils to be creative and colorful. (E1,E2,R,T)
DAY 7 – Computer System Breakdown. Making meaning of the elements of the computer, the pupils will analyze which elements and devices go with which step of the data processing cycle. Create scenarios of computer system breakdown and ask pupils to explain which element or device is responsible for the computer failure. Let the students reflect on the role of each part or member for the success of the group. (E1,E2,R)
DAY 8 – Administer a unit test covering all the topics discussed. Evaluate result, check understanding and correct misconceptions. Ask the class to prepare for the rehearsal of their performance task the next day. (E2,R)
DAY 9 – Feedback: Performance Task. Go through the performance of the assigned task of each group. Affirm obvious signs of understanding and give constructive feedbacks to improve weak areas in the performance of the assigned task. Be clear with the procedure and order of the presentation of the performance task demanded. (E2,R,T)
DAY 10 – Performance Task. (E2,R,T)
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