Understanding By Design Car Accidents in KSA

1. UbD Unit
Car Accidents in KSA
EDUU 609
Osaid H

2. Overview of the Unit
 This Unit is designed for Adults.
 The Unit in its original conception was designed
for college level but it can be used in high school.
 In this stage students are able to classify data,
see multiple perspectives, consider multiple
aspects of a problem, solve problems and make
judgments and suggest solutions.
 The Unit has been designed to include the
classification of data, looking at a problem from a
different perspective, considering multiple
aspects of a problem, classify causes and
impacts, suggest solutions and solve problems.

3. What are the key elements and
decisions in my design process?
 The backward design
- The desired results by having students
understand big ideas and develop creative
thinking to lead to problem solving, in this case
the recommendations to reduce car accidents
and save lives.
- The process of creating charts and tables then
collect data and make comparisons all in group
work settings.
- The assessments through out project exhibitions
and self assessment.

4. The Big Idea
 Car Accidents
 Understanding that car accidents is a
national crisis in KSA and we all must work
together to reduce casualties and improve
road’s safety.

5. The Established Goals
 Writing strategies:
a. Write a story using glossary.
b. Create a report for decision making purposes.
c. Identify causes and impacts on the society.
 Speaking strategies:
a. Report a news item on the subject.
b. Gather information about class mates then report
to instructor.
c. Present ideas for problem solving to class.

6. The Established Goals
 Listening strategies:
a. Extract information from audio clip and
summarize mean ideas to share with class.
b. Fill in chart with numbers extracted from the
Audio clip.
c. Match phrases and glossaries.
 Reading strategies:
a. Identify meanings of the unknown vocabularies
from context.
b. Establish the connection between syntax form
and lexicon meaning of vocabularies.
c. Translate accurately a paragraph.

7. The Essential Questions
 What is our responsibility towards
society and other drivers ?
 What are the ways we can reduce car
accidents?
 How can changing drivers behavior
leads to safer roads?
 How can accidents impact economy and
life standards in societies?

8. The Enduring Understandings
 Car accidents are a financial burden and
crisis in KSA .
 Humans are responsible for road’s
safety and they are the main
contributors of causing accidents.
 Every one in the society must work
together to deal with the crisis.

9. The A, B, and C Components
The Affective Domain:
Many of the activities are group based and requires students
to demonstrate teamwork and the ability to work with
others with respect.
The Behavioral Domain:
Creating tables- students will be grouped again to create
tables about car accidents, their main
causes, loses, victims, numbers for at least four countries
in the Middle East and two western countries and present
to class.
The Cognitive Domain:
Recommendations – students are asked to make a list of
recommendations for decision makers that requires
student’s to evaluate current behaviors .

10. Six Facets of Understanding
 Explain – Students are asked to negotiate and
explain their rationale for the key terms in the unit
 Interpret – Students are required to interpret the
main causes of accidents and determine what
contributes to them.
 Apply – Students are required to apply their
knowledge of the key number by creating a
comparison chart on two countries.
 Perspective – Students must take the role of a
decision maker and suggest a recommendations
to improve road’s safety.
 Empathy - Students must fill charts with numbers
and create a comparison charts to give
recommendations.
 Self knowledge -Students must take the role in