Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

Understanding by Design

Unit Cover Page

Unit Title: _Metric and U.S. Customary Units of Measure Grade Levels: 5th Grade

Topic/Subject Areas: _Measurements/Math__________________________________

Key Words: _measurements, metric, customary, volume, perimeter, area, mass, weight

Designed By: _Cheyenne Brammer__________ Time Frame: _2 weeks___________

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

This unit focuses on the different types of measurements and units. Students will learn about volume,
perimeter, area, mass, and weight. Students will know the difference between metric units and
customary units. Students will be able to measure the volume, perimeter, area, mass and weight in both
metric and customary units.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

STAGE 1 – DESIRED RESULTS

Unit Title: _Metric and U.S. Customary Units of Measure_

Established Goals (cite specific VA SOL):

(VA SOL Fifth Grade Math 5.8): The student will find perimeter, area, and volume in standard units of
measure; differentiate among perimeter, area and volume and identify whether the application of the concept of
perimeter, area, or volume is appropriate for a given situation; identify equivalent measurements within the
metric system; estimate and then measure to solve problems, using U.S. Customary and metric units; and
choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and
metric units.
Understandings: Students will understand that… Essential Questions:
(Provide 3 to 5) (Provide 3 to 5)
• Students will understand that weight and mass are • Why do we need to know the difference between
different. perimeter, area, and volume?
• Students will understand that perimeter is the • What is the difference between Metric Units and
distance around an object. U.S. Customary Units?
• Students will understand that area is the number • When will a person need to know how to find the
of square units needed to cover a surface or perimeter, area, volume, weight, and mass of an
figure. object?
• Students will understand the difference between
Metric Units and U.S. Customary units
Students will know: Students will be able to:
(Give at least 5) (List at least 5 skills)
• Students will know what a perimeter is and how to • Students will be able to measure the perimeter of
find it. an object in Metric Units and Customary units
• Students will know what area is and how to find it. when appropriate
• Students will know what volume is and how to • Students will be able to measure the area of an
find it. object in Metric Units and Customary Units when
• Students will know what mass is and how to find appropriate
it. • Students will be able to measure the volume of an
• Students will know what weight is and how to find object in Metric Units and Customary Units when
it. appropriate
• Students will be able to measure the mass of an
object in Metric Units and Customary Units when
appropriate
• Students will be able to measure the weight of an
object in Metric Units and Customary units when
appropriate

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
(Briefly describe 1 to 3 authentic assessments) (List 3 including MC quiz)

• G.R.A.S.P. – Students will create a blueprint of a
homeowner’s backyard. They will measure
everything out and model it in the blueprint so the
homeowner knows how the student will be
redesigning their backyard.
• Quiz – students will take a five-item quiz about
perimeter using customary units.
• Homework – Students will measure the volume of
3d shapes.

• Worksheet – Students will be able to practice

calculating the perimeter of objects. • Quiz – Students will practice calculating using
metric units.

Student Self-Assessment and Reflection

(List at least 2)

• Exit Ticket – tell me two metric units of measure on a piece of paper

• KWL chart
• Write in journal about what they learned in class and any questions that they might have.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Students will take a pre-assessment by way of sort cards. Students will write about what they think they
know about measurements. (Rutherford, 2008, p. 94).
2. The teacher will provide the student with the SOL standards for the unit.
3. Teacher will go over the students’ final project that will be due in two weeks.
4. Teacher will hook students by giving them a scenario of a person wanting to decorate a room in his house
and he is not sure if all of his furniture will fit. How can he be sure the furniture will fit?
5. Students will fill out a K-W-L chart about measurement.
6. Teacher will teach lesson on perimeter, area, and volume.
7. Students will work on worksheet provided by teacher: calculating perimeter of objects.
8. At the beginning of the class period, students will write in their math journals what they still have questions
on or something they learned in class.
9. Teacher will show the Metric v. Customary BrainPOP video:
https://www.brainpop.com/math/numbersandoperations/metricvscustomary/
10. 5 item quiz on perimeter, area, and volume.
11. Teacher will give lesson on mass and weight.
12. As a review, teacher will conduct activity called I have the question, who has the answer? (Rutherford,
2008, p. 95).
13. Teacher will show BrainPOP video called Metric Units:
https://www.brainpop.com/math/geometryandmeasurement/metricunits/
14. Teacher will teach lesson on metric units.
15. Exit Ticket: students will tell teacher two or more metric units of measurement that were discussed in class.
16. Students will participate in an activity called Metric Line-up where they get a paper with a metric
measurement on it and then they will line up in order from smallest to biggest. (Rutherford, 2008, p.102).
17. Students will take a quiz on calculating using metric units.
18. Teacher will teach students the formula follies song and then the students and teacher will sing it together
(Rutherford, 2008, p. 130)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

19. Students will participate in Inside-Outside circles. Teacher will moderate and help the students who seem
to still struggle.
20. Students will turn in their G.R.A.S.P. project and will do their presentations.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
• Pre-assessment • Hook • Teach • Journal: write • 5 item quiz
• Students will • KWL Chart Perimeter, area, any questions • Teach mass and
receive SOL and volume students still Weight
Standards lesson have about
• Introduce Final • Worksheet: concepts.
Project calculating • Metric v.
perimeter of Customary
objects BrainPOP video
6. 7. 8. 9. 10.
• I have the • Teach Metric • Metric Line-up • Formula Follies • G.R.A.S.P.
question, who Unit lesson Activity activity Presentations.
has the answer • Exit ticket • Calculating • Inside-Outside
activity Using Metric Circles activity
• Metric Unit Units quiz
BrainPOP video

11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

Understanding by Design

Unit Cover Page

Unit Title: __American Indians in Virginia_____ Grade Levels: __Fourth Grade______

Topic/Subject Areas: __Virginia Indians/Virginia Studies________________________

Key Words: _Virginia Indians, Native Americans, Siouan, Algonquian, Iroquoian, ____

Designed By: _Cheyenne Brammer_________ Time Frame: __Two Weeks__________

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

This unit focuses on the Native American Indians of Virginia. Students will learn about the three main
languages spoken and where those groups of Indians lived. The students will also

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

STAGE 1 – DESIRED RESULTS

Unit Title: _American Indian Lives in Virginia_________

Established Goals (cite specific VA SOL):
(VA SOL Fourth Grade Virginia Studies VA 2 d-g): The student will demonstrate knowledge of native
peoples, past and present of Virginia by locating three American language groups on a map of Virginia;
describing how American Indians related to the climate and their environment to secure food, clothing, and
shelter; describing how archaeologists have recovered new material evidence at sites including Werowocomoco
and Jamestown; identifying and locating the current state-recognized tribes.
Understandings: Students will understand that… Essential Questions:
(Provide 3 to 5) (Provide 3 to 5)
• Students will understand that Virginia had • In what ways did the American Indians rely
three major language groups. on the environment and climate for their food,
• Students will understand that American shelter, and clothing?
Indians relied on their environment for their • How might an Archaeologist discover new
needs. materials?
• Students will understand that Archaeology • How does an American Indian tribe go about
helps people understand things that happened being recognized as a tribe in the
in the past. Commonwealth of Virginia?
• Students will understand that there are eleven
Indian tribes that are recognized by the
Commonwealth of Virginia.
Students will know: Students will be able to:
(Give at least 5) (List at least 5 skills)
• Students will know American Indians were the • Students will identify the three major
first people to live in Virginia. language groups of Virginia.
• Students will know that archaeology is • Students will understand what Archaeology is
important. and how it helps people learn about the past.
• Students will know Virginia had three major • Students will know that the American Indians
language groups among the Native Americans. relied on their environment for all their needs.
• Students will recognize the eleven Indian
Tribes in Virginia.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
(Briefly describe 1 to 3 authentic assessments) (List 3 including MC quiz)
• G.R.A.S.P. – Students will create a model of a • Students will take a five-item quiz on the
museum exhibit on one of the three types of American Indian Tribes.
American Indians discussed in class.
• Think, Pair, Share – after a discussion about
archeology, students will talk with a partner • Students will take a quiz about the regions of
about the other types of things we learn from Virginia.
archeology and then will present their
discussion to the class. I will take notes on a
clipboard writing who has a strong • Students will do a homework assignment
explanation and who might need a little extra discussing the American Indians.
time on the subject
Student Self-Assessment and Reflection
(List at least 2)

• Students will start a KWL chart at the beginning of the unit and add in details every day of the
unit.
• Students will fill out an Interactive Notebook (Rutherford, 2008, p.228).
• Students will fill a frame of reference worksheet at the beginning of the unit (Rutherford, 2008,
p.91).

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. The teacher will introduce the topic to the students as well as the essential questions.
2. Teacher will pre-assess the students by doing an activity called Graffiti (Rutherford, 2008 p. 92).
3. Teacher will introduce the standards of learning students will understand by the end of the unit.
4. Teacher will assign the final project so the students will know what is expected of them at the end of
the two weeks.
5. Teacher will Hook Students by doing a K-W-L chart with them.
6. Teacher will give lesson about the different regions in Virginia and how they correspond with Native
American Indians who lived in Virginia.
7. As a way to reflect and for the teacher to gain an understanding of where his or her students are, the
students will start an interactive notebook (Rutherford, 2008, p. 228).
8. Students will do the Frame of Reference activity while the teacher moderates (Rutherford, 2008, p. 91).
9. Teacher will give lesson the different languages spoken in Virginia and then focusing on the three main
groups.
10. Students will take a quiz on the regions they learned a few days ago.
11. Students will complete the American Indian homework provided by their teacher. It is a short
worksheet that will help the students review what the teacher has already talked about in their previous
classes.
12. Teacher will give lesson about archeology and its importance to the study.
13. Students will group up and Think, Pair, Share, reflecting on what they just learned about archeology.
14. As a way of review students will fill out a Frayer Model for the three main language groups of
Virginia.
15. Students will participate in the Tic-Tac-Toe activity. Teacher will walk around room and assess
students based on the different sentences they come up with.
16. Teacher will give lesson on the environments of the Native Americans and how the change in
environment effect the Native Americans.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

17. Students will participate in the activity Inside-Outside circles as a way to review.
18. Students will take quiz on archeology
19. Students will participate in Jeopardy game for review of everything covered in the unit.
20. Students will take a five-item quiz that covers American Indians.
21. Students will turn in and present their G.R.A.S.P. assignment.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
• Introduction of • Introduce • K-W-L chart • Frame of • Regions Quiz
topic standards • Regions Lesson Reference • American Indian
• Graffiti activity • Assign Final • Introduce • Native Homework
Project interactive American
notebook Languages

6. 7. 8. 9. 10.
• Archeology • Frayer model • Environment • Archeology quiz • 5 item Native
Lesson on the three Lesson • Jeopardy American quiz
• Think, Pair, main • Inside-Outside Review game • G.R.A.S.P.
Share Language Circles activity
Tribes
• Tic-Tac-Toe
activity
11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10

Design Topic Measurements/Native Americans Subject(s) Math/Virginia Studies Grade(s) 4th & 5th Designer(s) Cheyenne Brammer
Student Name: ______________________
Task Description: Native American Museum Exhibit and Presentation
5-4
The student provides
an example of three
to four of the
required proponents
Knowledge – 40% (clothing, weapons,
houses, food.) In the
presentation, the
student talks about all
of these components
and how archeology
affected how we
know about the
history of their tribe.
The student has a
very detailed 3D or
2D model.
3D: they were
Creativity – 30% creative with how
they created the
houses, clothing,
food, and weapons.
2D: they put a lot of
effort into their
drawing of the
exhibit. They include
lots of colors.
The student’s project
is clean. It is not
overly crowded and
time was put into it.
Neatness – 30%
Total - /15
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
3-2 1-0
The student provides The student provides
an example of three an example of two or
or two of the required less of the required
proponents (clothing, proponents (clothing,
weapons, houses, weapons, houses,
food). In the food.). The student
presentation, the does not mention
student does not archeology at all in
explain how the presentation.
archeology affected
the how we know
about the history of
their tribe.
The student has only The student has very
a little bit of detail in detail in their 3D or
their 3D or 2D 2D model.
model. 3D: Not much effort
3D: They have a was put into creating
standard model. Not model.
very creative with 2D: No to little color
how they created the was added to their
required components. picture.
2D: Still colorful but
weren’t as creative
with how they drew
their exhibit.
The student’s project The student’s project
is mostly clean. is very messily put
There are a few together. Not much
obvious marks on it time was put into it.
but overall still done
neatly. There is
overcrowding on the
project.
11