Ued 400 Dunnington Megan Stage Three and Final Unit Design

Design Topic: Measurement and Virginia Geography Subject(s): Math and Virginia Studies
Grade(s): 5th Designer(s): Megan Dunnington

Understanding by Design
Unit Cover Page
Unit Title: Measure Up! Grade Levels: Fifth Grade
Topic/Subject Areas: Math
Key Words: Perimeter, Area, Estimation, Volume, Metric System, U.S. Standard System
Designed By: Megan Dunnington Time Frame: Two Weeks
School District: Regent University School: Teacher Ed & IDS Dept.
Brief Summary of Unit (including curricular context and unit goals):

In this Math unit, students will learn about the importance and purpose of the different kinds of
measurement and measuring systems found in the world. They will begin learning exactly how and
when to calculate perimeter, area, and volume. They will be able to see the uses of measurement in
everyday life, decide on their own when it is necessary to use measurement, and fully grasp the concept
of estimation. They will also learn about the difference between the Metric and the U.S. Standard
measuring systems and be able to convert them to one another. Throughout this unit, students will
uncover the importance of measurement for everyday life as they see how it “informs [their] decisions”
(Kirk, 2012).
In the culminating performance task, the students will design a blueprint for a very picky
owner of a small studio apartment by using perimeter, area, and volume, in the correct situations.
Furthermore, the students will convert the measurements they are using for their design from Metric to
U.S. Standards. They must show creativity, accuracy, and a desire to please the customer. To close the
unit, the students will present their blueprint to their customer, or their fellow classmates.
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

STAGE 1 – DESIRED RESULTS
Unit Title: Measure Up!
Established Goals: (VA SOL Fifth Grade Math 5:8 a-e) 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:

 The students will understand that  How do you know when to use perimeter,
measurement is essential and applicable to area, or volume?
many areas of life, including cooking their  Why and how would you use
favorite meals, building a home, and the measurement to build a house?
clothing they wear.  How can you use perimeter, area, or
 The students will understand that different volume at home?
countries have different methods of  How is estimation used to solve
measuring, but they are translatable. problems?
 The students will understand that Metric  Why do different countries have different
and U.S. standard measuring is essential to measuring systems?
all math because we live in a society that  What is the purpose of measurement and
uses both. estimation?
 The students will understand that
measurement is the key step to many
problems they are looking to solve.
perimeter, area, and volume are used to
solve three different problems.
 The students will understand the necessity
of estimation in measurement and solving
problems because it allow us to focus on
the big picture, or problem, and not be
hindered by the small steps to complete
the problem.
measurement is vital for everyday life
because it helps us make “informed
decisions” (Kirk, 2012).
Students will know: Students will be able to:

 The students will know that perimeter is  The students will be able to find
the distance around the outside of the perimeter, area, and volume in order to
object, area is the amount of space inside problem solve.
an object, and volume is the amount of  The students will be able to decide
space displaced by the object.
 The students will know that the given between measuring mass, length, or
situation will dictate whether they should volume depending on the situation they
calculate perimeter, area, or volume. are given.
 The students will know that perimeter is  The students will be able to identify
measured in linear units, area is measured measurements.
in square units, and volume is measured in  The students will be able to measure
cubic units. objects in both the metric and the U.S.
 The students will know that estimation is a system.
rough calculation of a measurement.  The students will be able to estimate in
 The students will know that the metric order to solve problems.
system measures objects in meters,  The student will be able to choose what
kilometers, millimeters, and centimeters materials are used to measure length,
for length, while the U.S. System volume, and mass.
measures length in inches, feet, yards, and  The students will be able to decipher
miles (Board of Education 2009, p. 17). which unit of measure should be used for
 The students will know that the metric each measurement.
system measures volume in milliliters and  Students will be able to go home and use
liters, while the U.S. system measures measurement in their own home.
volume in cups, pints, quarts, and gallons
(Board of Education 2009, p. 17). .
 The students will know that mass is
measured in ounces and pound in the U.S.
system and in grams and kilograms in the
metric system (Board of Education 2009,
p. 17). .
STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
 GRASPS Activity: Students will create a  Students will take a five-question quiz on
scaled blueprint display on a trifold poster the use of perimeter, area, and volume
board. The students will design a blueprint when building in a home.
for a studio apartment by using perimeter,
area, and volume, in the correct situations.  Students will create a diagram of choice
Furthermore, the students will convert the to describe the differences between
measurements they are using for their perimeter, area, and volume.
design from metric to U.S. standards. This
assessment is intended to gauge the  Students will take the essential question,
students’ ability to use the correct “What is the purpose of measurement and
measurements when necessary and to estimation?” home to ask their parents.
convert measurements across systems. They will record their parents’ opinion
and write a paragraph on whether they
 Let’s Measure: Students will work agree or disagree.
individually to find 5 things in the
classroom that they can measure for  Students will create a drawing of the tools
perimeter, area, or volume. They must in their home that can be used to measure
write down what each object was, how perimeter, area, and volume.
they calculated the measurement, their
final answer, and why they chose  Students will take a five-question group
perimeter, area, or volume. quiz on conversion between the metric
and U.S. standard system.
Student Self-Assessment and Reflection
 Students will fill out an exit ticket every Friday with questions they still do not understand
from the week of study.
 Students will look over their mistakes on their quizzes and retry the questions that they missed.
 At the end of the unit, after the students participate in the GRASPS activity, they will reflect
on their presentation.

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. Begin unit with a brainstorming session on measurement in a household, using “Stir the Class,”
to hook and pre-assess the students on their knowledge of measurement and its everyday use
(Rutherford, 2008, p.106).
2. Introduce the essential questions, standards, big ideas, and goals for the unit. Have each student
write down his or her favorite, and least favorite, standard, big idea, or goal to give the teacher an
idea of the class’ interest in the new unit.
3. Present the first three essential questions. The teacher will explain the three types of and
formulas for measurement including: perimeter, area, and volume. During this lecture, the
teacher will introduce the “Formula Follies” song to the students to assist them in memorizing
the formulas for the objects they will be measuring (Rutherford, 2008, p. 130).
4. For homework, the students will draw the tools in their home that they think can be used to
measure perimeter, area, or volume.
5. Have a discussion with the students on their previous homework assignment to assess what the
students understand about the three main types of measurement.
6. Students will create a Venn diagram in their math notebooks, with their shoulder buddies. The
Venn diagram will include three circles, to compare and contrast perimeter, area, and volume.
7. Hand out the article “10 Everyday Reasons Why Measurement is Important in Your Life?” and
have the students read the article to themselves (10 Everyday).
8. Have the students participate in a “Think Pair Share” activity regarding what they read in the
previous article (Rutherford, 2008, p. 112).
9. The students will participate in the “Let’s Measure” activity. Students will work individually to
find 5 things in the classroom that they can measure for perimeter, area, or volume.
10. Students will take a five-question quiz on the use of measurement when building a house.
11. The teacher will present and teach on essential question five, regarding the conversion and
separation of the two different measuring systems: the Metric system and the U.S. standard
system.
12. Using school computers, the students will complete the “Unusual Units of Measure” activity to
hone in on the types of U.S. standard measurements (Rutherford, 2008, p. 126). They will
research an unusual unit of measurement, answer a few thoughtful questions, and turn in what
they find to the teacher.
13. Using the “Ticket to Leave” method, the students will answer one question (Write one reason
why today’s lesson will help you in the future?) to exit the classroom (Rutherford, 2008, p. 115).
14. Students will work in cooperating groups of five to answer a five-question quiz on the two
systems of measurement. Students will be assigned their own question to work on independently
for a few minutes. After a few minutes of independent work, the group can come together and
assist each other.
15. The teacher will introduce essential questions four and six, regarding estimation and the purpose
of measurement. The students will use “Signal Cards” to self-assess themselves and quietly
communicate that to the teacher (Rutherford, 2008, p.154).
16. The students will participate in an Estimation activity to assess their ability to properly estimate.
Moreover, with each estimation problem, the students will have to explain why they chose to
estimate in their answer.
17. Students will take the essential question, “What is the purpose of measurement and estimation?”
home to ask their parents. They will record their parents’ opinion and write a paragraph explain
if they agree or disagree with their parents.
18. The teacher will check for the completion of the essential question homework.
19. The teacher will conduct the “Purpose of Measurement and Estimation Debate,” with the
answers that the students bring to school from the essential questions homework assignment.
The students will be split into two teams where they can kindly debate the purpose and
importance of measurement and estimation.
20. The teacher will fully explain and assign the summative Blueprint Assessment. This assessment
is intended to gauge the students’ ability to use the correct measurements when necessary and to
convert measurements across systems.
21. The students will have the class to independently work on their assignment and ask any
questions of the teacher regarding the rubric.
22. The teacher will meet with any students who did not do well on the five-question quiz on
measurement in a home, so that they can fully understand the material for the summative
assessment.
23. The students will peer review each other’s math calculations to catch any minor mistakes and
they will give two tips to improving.
24. The students will present their Blueprint Posters to the class, and the class will have the
opportunity to encourage the presenter.
25. The students will complete the unit by using the rubric for the Blueprint Project to grade
themselves.

Grade(s) : 5th Designer(s): Megan Dunnington
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
1. “Stir the Class,” to hook 7. Read “10 Everyday 10. Five-question quiz 14. Cooperating
and pre-assess the 5. Have a discussion to Reasons Why on the use of groups of five to
students on their assess what the Measurement is measurement answer a five-
knowledge of students understand Important in Your when building a question quiz on
measurement. about the three main Life?” house. the two systems of
types of 8. Have the students 11. Lecture on measurement.
2. Introduce the essential measurement. participate in a essential question 15. Introduce essential
questions, standards, big “Think Pair Share” five. questions four and
ideas, and goals for the 6. Venn diagram in their activity regarding six. The students
unit. math notebooks, to what they read. 12. Using school will use “Signal
compare and contrast computers, the Cards” during this
3. Present the first three perimeter, area, and 9. The students will students will lecture.
essential questions, by volume. participate in the complete the
singing the “Formula “Let’s Measure” “Unusual Units of
Follies.” activity. Measure” activity.
4. For homework, the 13. “Ticket to Leave”

students will draw the exit ticket.
tools in their home that
they think can be used to
measure perimeter, area,
or volume.
6 7 8 9 10
16. Estimation activity to 18. The teacher will 20. The teacher will 22. Meet with any 24. Present Blueprint
assess their ability to check for the fully explain and students who did Posters to the
properly estimate. essential question assign the not do well on the class.
homework summative five-question
17. Take home the essential completion. Blueprint measurement quiz. 25. Students will self-
question, “What is the Assessment. assess their
purpose of measurement 19. The teacher will 23. Students will peer project, using the
and estimation?” conduct the “Purpose 21. The students will review Blueprint rubric for the
of Measurement and have the class to Projects. Blueprint Project.
Estimation Debate.” independently work
on their assignment.

Understanding by Design
Unit Cover Page
Unit Title: Virginia Long Before You Grade Levels: Fifth
Topic/Subject Areas: Virginia Studies
Key Words: Regions, American Indian Tribes, the Atlantic Ocean, Fall line, Plateau
Designed By: Megan Dunnington Time Frame: Two Weeks
School District: Regent University School: Teacher Ed & IDS Dept.
Brief Summary of Unit (including curricular context and unit goals):

In this Virginia Studies Unit, the students will be able to locate the major water features,
regions, and bordering states found in Virginia. Furthermore, the students will be able to describe these
geographical features in their very own words. They will also learn the impact that geography has on
the history of not only Virginia, but of the world. Lastly, the students will be able to locate, describe,
and discuss the three major American Indian Tribes, the Algonquian tribe, the Siouan tribe, and the
Iroquoian tribe. More than location and characteristics, the students will be able to explain why the
geography and the people change the history of an area forever, much like they are right now.
In the culminating performance task, the students will create a five-minute museum walking
tour on the geographical features of Virginia, including the major bodies of water, regions, and
bordering states. In addition to the geography, the students will also discuss the names, locations, and
impacts of the three major American Indian tribes found in Virginia. The students must show creativity,
the ability to describe geography in every day terms, and a healthy balance between intriguing and
concise information.
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

STAGE 1 – DESIRED RESULTS
Unit Title: Virginia Long Before You!
Established Goals: (VA SOL Fifth Grade Virginia Studies 2:1 a-d) The student will
demonstrate knowledge of the physical geography and native peoples, past and present,
of Virginia by locating Virginia and its bordering states on maps of the United States;
locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau; locating and identifying water
features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay,
James River, York River, Potomac River, Rappahannock River, and Lake Drummond
and the Dismal Swamp); and locating three American Indian language groups (the
Algonquian, the Siouan, and the Iroquoian) on a map of Virginia.
Understandings: Students will understand that… Essential Questions:

 Students will understand that Virginia’s  Why do we use geography to help us
location, physical geography, and native understand history as a whole?
people have a vital role in Virginia’s  How can we use maps today?
history because geography is often a push  How do Virginia’s bordering states affect
or pull factor for human activity. Virginia’s history?
 Students will understand that physical  How can we describe the specifics on a
geography can be seen and recognized on map in every day terms?
maps and that they can describe them in  How do the landforms in Virginia change
their own words. Virginia’s history?
 Students will understand that Virginia’s  How do the bodies of water in Virginia
landforms, like Virginia’s Coastal Plain, effect Virginia’s history?
Piedmont, the Blue Ridge Mounts, the  How did the American Indians change
Valley and Ridge, and the Appalachian Virginia’s history?
Plateau are essential in understanding and  How has Virginia’s geography changed
navigating Virginia’s history because since the American Indians?
these land forms impacted where the
people of Virginia lived.
 Students will understand, specifically, that
there are major water features important to
the early history of Virginia, like the
Atlantic Ocean, the Chesapeake Bay, the
James River, The York River, The
Potomac River, The Rappahannock River,
Lake Drummond, and the Dismal Swamp,
because these water features were the
resources for trade, living, and
transportation for humans during that
time.
 Students will understand that the
American Indians, the Algonquian, the
Siouan, and the Iroquoian, were present
and residing in Virginia and widely
impacted Virginia’s history because they
had a culture, a language, and a
community.
Students will know: Students will be able to:
 The students will know that Virginia’s  The Students will be able to locate and
bordering states are Maryland, North interpret information displayed on a map.
Carolina, Tennessee, Kentucky, and West  The students will be able to describe the
Virginia. landforms found on a map.
 The students will know that Virginia has  The students will be able to identify and
different landforms, including the Virginia explain what bodies of water are found on
Coastal Plain (Tidewater), Piedmont, the the map of Virginia.
Blue Ridge Mountains, the Valley and  The Students will be able to locate
Ridge, and the Appalachian Plateau. Virginia and its bordering states on the
 The students will know that Virginia has United States Map.
different water features including, the  The students will be able to identify and
Atlantic Ocean, the Chesapeake Bay, the describe the regions found in Virginia.
James River, the York River, the Potomac  The students will be able to discuss the
River, the Rappahannock River, the Lake three major American Indian Language
Drummond, and the Dismal Swamp. groups, their differences, and identify
 The students will know that there are three where they were located on a map of
American Indian groups, including the Virginia.
Algonquian, the Siouan, and the  The students will be able to analyze the
Iroquoian. relationship between the geography of
Virginia and those who lived there.
STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
 GRASPS Activity: Students will create a  The students will take a five-question,
museum walking tour on the geographical multiple-choice quiz on describing the
features of Virginia, including the major regions found in Virginia.
bodies of water, landforms, and bordering
states. In addition to the geography, the  The students will create a map that
students will also discuss the names, displays the different American Indian
locations, and impacts of the three major Tribes found in Virginia.
American Indian tribes found in Virginia.
This summative assessment is intended to  The students will answer the essential
gauge the student’s ability to speak question “How do we use geography to
descriptively on the physical features of help us understand history as a whole?” in
Virginia’s geography using every day essay form.
terms. They will handwrite the
information they have chosen to put into  Using RAFT the students will write a
the walking tour and then they will lead letter, from an American Indian child’s
the class through their five-minute perspective, to a child in the future. They
walking tour. will choose the tribe they want to be from,
the location, and they will write about
 Build a Map: Students will work in how the geographic features around have
groups of four to create a map of Virginia impacted them (Rutherford, 2008, p.136).
and its geographical features, including
the major bodies of water and landforms,
which they have learned in the classroom.
They will use poster board and colored
pencils. The group will then explain, in
writing on the back of the poster, the
impact of one water feature and one
landform on the history of Virginia.
Student Self-Assessment and Reflection

 Students will have exit tickets every day, recalling one thing they really enjoyed and one thing
they did not.
 The students will describe and work through a mistake that they made on a previous
assessment.
 The students will assess their participation and impact on the “Build a Map” group project.
 At the end of the unit, the students will handwrite a paragraph about what they feel confident
in and what they are still trying to understand.
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. Begin with a mock game show of Family Feud to pre-assess the students on their knowledge of
Virginia’s geography.
2. Introduce a thought provoking question (Have you traveled anywhere in Virginia? What drew
your family to that spot?) to hook the students into connecting areas on a map to their personal
experience.
3. Introduce the big ideas, standards, essential questions, and goals for the unit and mention the
major performance task that will come at the end of the unit.
4. Present the vocabulary, characteristics, and locations of major Virginia geography including: the
regions, the water features, and the bordering states. The students will take notes using their
“Interactive Notebooks” which gives them the opportunity to make personal connections and
also record notes from the lecture (Rutherford, 2008, p. 228).
5. Build a Map: working in cooperative groups of four, the students will summarize what was
discussed in class by creating a map of the major components of Virginia’s geography on poster
board including: the regions, the water features, and the bordering states.
6. Have a conversation, using “Signal cards” to assess, review, and discuss the students’ new
knowledge of Virginia’s geography including: the regions, the water features, and the bordering
states (Rutherford, 2008, p. 154).
7. Execute the “Around the Room” activity. To get the students in a descriptive mindset, the
teacher will place images of various items around the classroom, and the students will take a
sheet of paper and independently describe each image around the room.
8. Introduce the essential question four (How can we describe the specifics on a map in every day
terms?) and present the vocabulary terms necessary to perform this essential question.
9. Create a concept map with the students to review and describe the location and specific
characteristics of each geographical feature in Virginia in every day terms.
10. Students will complete an exit ticket for class, explaining one thing they really enjoyed and one
thing they did not enjoy.
11. Give quiz on describing the regions of Virginia in every day terms.
12. Present essential questions one, three, four, and five to discuss the impact each feature of
Virginia’s geography has on the whole history of Virginia.
13. Continuation of Build a Map: working in the same cooperative groups of four, the students will
use the same maps they created previously in the unit to discuss how each feature impacted
Virginia’s history. Each student will choose a water feature, a region, and a bordering state and
write a paragraph, on a plain sheet of paper, to explain each feature’s specific impact on
Virginia’s history. When completed, the students will paste their answers on the back of the
poster.
14. Using the “2x2” strategy, the students will receive their graded Virginia Region Quizzes and
work in twos to discuss and discover their mistakes together (Rutherford, 2008, p. 161).
15. The students will present their poster to the class with their cooperative group. After the
presentation, the audience will have the opportunity to encourage each presenter on their
performance.
16. Student’s will self assess their participation and performance in the “Build a Map” project, using
the “Individual Participating Rating Sheet” (Rutherford, 2008, p.163).
17. For homework, the students will write one paragraph on the impact they believe geography has
on history beyond Virginia.
18. Present essential questions seven and eight, which discuss the location and impact the American
Indian Tribes have on the history of Virginia. The students will use the “Interactive Notebook”
strategy again to take notes on this topic (Rutherford, 2008, p. 228).
19. During the American Indian lecture, students will connect with their shoulder partners to
participate in discussion on the topic (Rutherford, 2008, p. 67).
20. For homework, students will write a letter from an American Indian’s perspective, using
“RAFT” (Rutherford, 2008, p. 136). Students will be writing a letter, from a child’s perspective,
to the children of the future about their tribe, their location, and how the geography around them
has impacted them.
21. To review, the students will get with their shoulder partners and create a map of Virginia that
displays the American Indian Tribes and their locations.
22. At the end of the unit, the final performance task will be fully discussed and assigned. The
students will work independently to create a museum walking tour on the geographical features
of Virginia, including the major bodies of water, landforms, and bordering states. In addition to
the geography, the students will also discuss the names, locations, and impacts of the three major
American Indian tribes found in Virginia.
23. Observe and help the students as the work on their Walking Tour Summative Assessments.
24. Students will review their shoulder partner’s written portion of their “Walking Tour” projects.
They will write down three things that could be better and three things that they really like about
their friend’s project.
25. Students will turn in and present their summative “Walking Tour” projects.
26. To conclude the unit, the students will participate in a self-assessment by writing one paragraph,
in total, about what they feel confident in and are not so confident in by the end of the unit.


Design Topic: Measurement and Virginia Geography Subject(s): Math and Virginia Studies Grade(s) : 5th Designer(s): Megan
Dunnington
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
1. Play Family Feud to pre- 4. Present lecture on all of 6. “Signal cards” to assess 11. Give quiz on describing 14. “2x2” strategy to discuss
assess the students in the major geographic students knowledge on the regions of Virginia in and discover their
Virginia geography. features in Virginia, while Virginia’s geography. every day terms. mistakes together on their
2. Hook students with a students take notes using 7. “Around the Room” 12. Present essential previous quiz.
discussion of traveling the “Interactive Note activity. To get the questions one, three, four, 15. Build a Map poster
Virginia. taking” strategy. students in a descriptive and five. presentations.
3. Introduce the big idea, 5. Have students work on the mindset. 13. Continuation of the Build 16. Audience encouragement
essential questions, goals, Build a Map group 8. Introduce the essential a Map project, for presentations.
and standards. project. question four (How can emphasizing on the impact 17. Build a Map project self-
we describe the specifics the features have on assessment, using the
on a map in every day Virginia’s History. “Individual Participating
terms?). Rating Sheet”
9. Create a concept map with 18. For homework, the
the students to review the students will write one
characteristics of paragraph on the impact
Virginia’s geography. they believe geography
10. Exit ticket explaining one has on history beyond
thing they really enjoyed Virginia.
and one thing they did not
enjoy.
6 7 8 9 10
19. Present essential questions 22. Shoulder partner review of 24. Observe and assist 26. Students will continue to 28. Students will turn in and
seven and eight, while the Virginia and the American students with their Walking work on their Walking present their summative
students will use the Indian Tribes. Tour Summative Assessment. Tour Summative Walking Tour projects.
“Interactive Notebook” 23. Discuss and assign the Assessment. 29. Students will self-assess
strategy again to take Walking Tour Summative 27. Students will peer review their projects.
notes on this topic. Assessment their shoulder partners
20. Shoulder partner written portion of their
connection during lecture. Walking Tour Summative
21. For homework, students Assessment.

Dunnington
will write a letter from an
American Indian’s
perspective, using
“RAFT.”
Museum Walking Tour Rubric
Student’s Name:
Assignment: Students will use information learned in class and their own researched to develop a written museum walking tour that includes a
paragraph on each of these topics: Virginia’s landforms, Virginia’s bordering states, Virginia’s major water features, and the three Native
American Indian Tribes. After students create their written museum walking tour, they will present this tour to their classmates.
Outstanding! Good Work! Need to Improve

5-4 3-2 1-0
Completion and The written part of the The written part of the The student completed only one or no
Organization walking tour includes more walking tour includes one parts of the assignment. There are
than one well-written paragraph for each of the several grammatical errors that interrupt
/5 paragraph for each of the four topics, but some topics the essay or presentation.
four topics, has no are written about in two
grammatical mistakes, and paragraphs. The written part
the topics are written about has 1-5 grammatical The student completes a 2-3 minute
in organized, essay form. mistakes. presentation with props.
The student completes a 5-6 The student completes a 4-5

minute presentation with minute presentation with no
excellence and no props. props.

Dunnington
Understanding and The written and presented The written and presented The written or presented part shows
Research parts of the walking tour parts of the walking tour little to no understanding of the topic,
show a clear, developed show a common and the student does not use every day
/5 understanding and use understanding and use some terms to explain the topic of geography.
every day terms to present every day terms to present
the topic of geography. the topic of geography.
Creativity and The written and presented Most of the written and One small part of the written or
Enthusiasm parts of the walking tour are presented parts of the presented walking tour is unique and
unique, exciting, grab the walking tour are unique and exciting. The student does not grab the
/5 attention of the audience, exciting. The student grabs audience’s attention.
and keep the attention the the audience’s attention, but
entire time. does not keep it. The student shows no interest in the
topic.
During the presentation, the During the presentation, the
student is very enthusiastic student is fairly enthusiastic.
about the topic.

Dunnington
Presentation Design The walking tour The walking tour The walking tour presentation does not
presentation starts with an presentation begins with an begin with an attention getter, is not
/5 attention getter, is exciting, attention getter, is fairly organized, and fails to help the audience
is very organized, is filled organized, has most of the understand the main points.
with the correct correct information, and
information, and is easily helps the audience The presentation is between 2-3 minutes
understood by the audience. understand the topic on long.
some points.
The presentation is between
5-6 minutes long. The presentation is between
4-5 minutes long.
GRADE Notes:
/20

Dunnington
References
B. (2009, January). History and Social Science Standards of Learning for Virginia Public Schools[PDF].
B. (2009). Mathematics Standards of Learning [PDF].
10 Everyday Reasons Why Measurement is Important in your Life? (n.d.). Retrieved October 07, 2017, from
http://www.mathworksheetscenter.com/mathtips/whymeasurement.html
Kirk, J. (2012). The Purpose of Measurement. Retrieved October 07, 2017, from http://www.communiquepr.com/blog/?p=3618
Mathematics Standards of Learning for Virginia Public Schools [PDF]. (2009, February)
Rutherford, P. (2008). Instruction for all students. Alexandria, VA: Just ASK.

Dunnington

Ued 400 Dunnington Megan Stage Three and Final Unit Design

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Ued 400 Dunnington Megan Stage Three and Final Unit Design

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Design Topic: Measurement and Virginia Geography Subject(s): Math and Virginia Studies

Grade(s): 5th Designer(s): Megan Dunnington

Unit Cover Page

Unit Title: Measure Up! Grade Levels: Fifth Grade

Topic/Subject Areas: Math

Designed By: Megan Dunnington Time Frame: Two Weeks

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

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

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

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

Unit Title: Measure Up!

Understandings: Students will understand that… Essential Questions:

Students will know: Students will be able to:

STAGE 2 – ASSESSMENT EVIDENCE

Student Self-Assessment and Reflection

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

STAGE 3 – LEARNING PLAN

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

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

4. For homework, the 13. “Ticket to Leave”

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

Unit Cover Page

Unit Title: Virginia Long Before You Grade Levels: Fifth

Topic/Subject Areas: Virginia Studies

Designed By: Megan Dunnington Time Frame: Two Weeks

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

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

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

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) 8

Understandings: Students will understand that… Essential Questions:

STAGE 2 – ASSESSMENT EVIDENCE

Student Self-Assessment and Reflection

STAGE 3 – LEARNING PLAN

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 13

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 14

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 15

Museum Walking Tour Rubric

Outstanding! Good Work! Need to Improve

The student completes a 5-6 The student completes a 4-5

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 16

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 17

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 18

B. (2009). Mathematics Standards of Learning [PDF].

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 19

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 20

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Status: Initial draft (date: _) Revised draft (date: __)

Status: Initial draft (date: _) Revised draft (date: __)