Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

Understanding by Design

Unit Cover Page

Virginia & Geography

Unit Title: ________________________________ Grade Levels: __5th________

Topic/Subject Areas: ___Virginia Regions and Rivers________

Key Words: __ Virginia, Geography, Rivers, Regions, Native, American, Language __

Designed By: ___Ivory Ysquierdo_______ Time Frame: ___2 Weeks_____

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

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

In this unit, students will explore the different regions and rivers within
Virginia. They will be introduced to the main tribes of the Native
American Indians in history. They will be able to connect how the regions
and Indians connect. This unit studies each region and allows for
inference in how tribes adjusted to each region’s characteristics. Students
will be able to study tribal language, food, shelter and clothing throughout
this lesson. In the end of the lesson, students will be able to demonstrate
their knowledge by taking a quiz that will test their understanding of what
they have learned in the past two weeks.

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 _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

STAGE 1 – DESIRED RESULTS

Unit Title: _Virginia & Geography________________________________

Established Goals: (V SOL VS.2 a-g) 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 Swap); locating three
American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) 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:

- There are many different land features in Virginia
that contribute to Archaeologist’s findings of Native
history
- One of the differences that can be found in the
Virginia’s native people is language
- Being able to locate the different landforms in
Virginia is essential when studying its Native people
There was a relation of Native and their environment when
searching for food, clothing and shelter.
- Why do you think Virginia Native American history
is important to us today?
- What are some of the important water features in
Virginia’s Native history?
- How are American Indian language groups
important to the geographical landforms?
- How did/do Archaeologists contribute to our
discoveries of Virginia Native American History?

Students will know: Students will be able to:

- The different water features that are important to
the early history of Virginia
- The states that border Virginia
- Why Virginia Native history is important to our
exploration of Virginia landforms today
- The terms: Mountain, Valley, Ridge, Plateau, Bay,
River and other landforms important to Virginia’s
history.
- Locate the different Landforms important to
Virginia Native history on a map.
- Identify the different tribes that have been
recognized by the state.
- Identify the American Indian language groups –
the Algonquian, the Siouan, and the Iroquoian- on
a map.
- Identify the different states that border Virginia on
a map.
-

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
- Students will display their understanding - Students will take a 5 question quiz on
of the relationship between American important concepts and terms needed to
Indians, climate and their environment by know for this unit.
creating a scenario using the GRASP - Students will be given a map of Virginia
activity. and label Coastal Plains, Piedmont, Blue
- GRASP Activity: Students will act as Ridge Mountains, Valley’s & Ridges, and
meteorologist trying to convince Appalachian Plateau successfully.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
American Indians back in the day how to
adapt their food, shelter and clothing to
the weather for a Summer’s day. Students
will have to know the climate for Summer
time in this day and the food, shelter and
clothing used during this time. They are to
present in front of the class their weather
report and demonstrate they understand
they know the relationship between
American Indians and climate.
- Students will participate in an interactive
formative activity, using a mini
whiteboard. In this, the teacher will ask
questions about the different water
features in the early Virginia history and
students will use their boards to write
their answers.

1. Student Self-Assessment and Reflection

On a sheet of paper, write five to ten things you learned today using words or
pictures. Student will turn in their work after class.
2. The teacher will write three different concepts discussed in the lesson on the board.
The students will choose one to write a paragraph about using only their knowledge.
Students will turn in their work at the end of class.
3. As an exit ticket, students will write down three things they understand well and three
things they do not understand well. The following day, the teacher will address the
things that were misunderstood.

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. Have students begin with a KWL to pre-assess their knowledge of the five regions of Virginia, the rivers within
Virginia, and the different Native American facts.
2. Hook Students with a video that will give students the opportunity to get an idea of what the geography of
Virginia is like and a brief overview of its history and an idea of the neighboring states.
3. Introduce the essential questions.
4. Students will be introduced to the five regions and rivers by labeling a blank map of Virginia. They will be
given the opportunity to find and label the correct rivers and regions by using the internet or textbook
resources.
5. Students will then listen to a video that reviews the regions and rivers of Virginia.
6. Exit Ticket: On a sheet of paper, students will write down three things they have learned for the day.
7. Review the regions and rivers by asking students verbally if they can remember any from yesterday’s lesson.
8. Introduce the characteristics of the regions of Coastal Plains and Piedmont and the rivers that run through
these – York River, Pamunkey River, James River, Roanoke River
9. Students will view an interactive PowerPoint with images and descriptions of the two regions and rivers that
run through.
10. Students will have a fill-in-the-blank and matching worksheet that allows students to see the difference in the
two. The worksheet will correlate with the PowerPoint.
11. Students will revisit regions and rivers song.
12. Entrance ticket: students will write down two characteristics of the two regions studied the day before
13. Students will be introduced to the characteristics of the regions Blue Ridge Mountain, Valley & Ridges and the
rivers that run through – New River, Ronoake River, Rappahannock River, Potomac River
14. Students will continue PowerPoint with the new regions and rivers introduced with images and facts

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
15. Students will have a fill-in-the-blank and matching worksheet that allows students to see the difference in the
four discussed regions. The worksheet will correlate with the PowerPoint.
16. Students will revisit regions and river song.
17. Entrance Ticket: Students will write a down a few of the things they learned from the last two days
18. Students will be introduced to the last region, the Appalachian Plateau and the water masses Chesapeake Bay
and Lake Drummond
19. Students will continue the PowerPoint on the last region and water bodies. This includes images and
characteristics of each.
20. Students will review song
21. Students will be given a blank map of Virginia where they will be able to self-assess themselves by labeling the
regions to the best of their ability as well as name the rivers on the back of the map
22. Introduce the Native American Virginia tribes by watching a video about the history of Virginia tribes
23. Have students use internet resources to complete a Think-Pair-Share activity in which students are given
questions on five of the different tribes discussed in the video.
24. Students will present what they and their partners have come up with in their Think-Pair-Share Activity
25. Students will review the regions and rivers of Virginia by revisiting the song that was played on the first day of
the unit.
26. Students will dive deeper into the history of the Virginia Native Americans by starting with the GRASP activity
– this challenges the students to act as Meteorologists, trying to convince Native Americans to adapt their
food, shelter, and clothing to the change in climate (more detailed in stage 2)
27. Students will then spend time reviewing the regions and landforms song
28. Students will review everything that has been discussed in the last two weeks by participating in a game of
jeopardy
29. Students will be introduced to the summative assessment
30. Students will have the opportunity to write down any further questions they may have before taking the
assessment the following day.
31. Students will begin class with reviewing the regions song
32. The Teacher will review the questions that students asked on the exit tickets and address the questions as
well as any other questions they may have on the unit.
33. Students will partner up and use worksheets to quiz one another on the rivers, regions and Native Americans
34. Students will take a Summative assessment – a quiz that will test their knowledge of what they have learned in
regards to Virginia borders, regions, rivers, and Native American Tribes and languages.

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

Stage 3 – Plan Learning Experiences and Instruction

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

Monday Tuesday Wednesday Thursday

1. 2. 3. 4. 5
1. Have students begin
with a KWL to pre-assess 1. Students will be 1. Review the regions 1. Entrance ticket:
their knowledge of the five introduced to the and rivers by asking students will write
regions of Virginia, the five regions and students verbally if down two
rivers within Virginia, and rivers by labeling they can remember characteristics of
the different Native a blank map of any from the two regions
American languages. Virginia. They will yesterday’s lesson. studied the day
be given the before
2. Hook Students with a opportunity to 2. Introduce the
video that will give find and label the characteristics of 2. Students will be
students the correct rivers and the regions of introduced to the
opportunity to get an regions by using Coastal Plains and characteristics of
idea of what the the internet or Piedmont and the the regions Blue
geography of Virginia textbook rivers that run Ridge Mountain,
is like and a brief resources. through these – Valley & Ridges and
overview of its history York River, the rivers that run
and an idea of the 2. Students will then Pamunkey River, through – New
neighboring states. listen to a video James River, River, Roanoke
that reviews the Roanoke River River,
3. Introduce the regions and rivers Rappahannock
essential questions. of Virginia. 4. Students will view River, Potomac
an interactive River
4. Introduce the PowerPoint with
summative 3. Exit Ticket: On a images and
assessment. sheet of paper, descriptions of the 3. Students will
students will write two regions and continue PowerPoint
down three things rivers that run with the new regions
they have learned through. and rivers
for the day. introduced with
5. Students will have a images and facts
fill-in-the-blank and
matching worksheet 4. Students will have a
that allows students fill-in-the-blank and
to see the difference matching worksheet
in the two. The that allows students
worksheet will to see the difference
correlate with the in the four
PowerPoint. discussed regions.
The worksheet will
correlate with the
6. Students will revisit PowerPoint.
regions and rivers 5. Students will revisit
song. regions and river
song.

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
6. 7. 8. 9. 1

1. Students will review 1. Introduce the 1. Students will review the 1. Students will review
song Native American regions and rivers of Virginia everything that has
Virginia tribes by by revisiting the song that been discussed in
2. Students will be given watching a video was played on the first day the last two weeks
a blank map of about the history of the unit. by participating in a
Virginia where they of Virginia tribes game of jeopardy
will be able to assess 2. Students will dive
themselves by 2. Have students deeper into the
labeling the regions to use internet history of the 2. Exit Ticket: Students
the best of their ability resources to Virginia Native will have the
as well as name the complete a Think- Americans by opportunity to write
rivers on the back of Pair-Share starting with the down any further
the map (non-graded) activity in which GRASP activity – questions they may
students are this challenges the have before taking
3. The students will have given questions students to act as the assessment the
the opportunity to on five of the Meteorologists, following day.
color the map and find different tribes trying to convince
which areas they need discussed in the Native Americans to
to study more of fro video. adapt their food,
the summative shelter, and clothing
assessment. to the change in
3. Students will climate (more
present what they detailed in stage 2)
and their partners
have come up
with in their 3. Students will then spend
Think-Pair-Share time reviewing the regions
Activity and landforms song

4. Students will
review the
regions and rivers
of Virginia by
revisiting the
song that was
played on the first
day of the unit.

11. 12. 13. 14. 1

16. 17. 18. 19. 2

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
GRASP Meteorologist Activity Rubric

3 2 1 Pts.
Students demonstrate Students demonstrate Students
they understand the they understand a fair demonstrate they do
Content physical geography and amount of the physical not understand the
native peoples, past and geography and native physical
present, of Virginia by peoples, past and geographical and
providing excellent and present, of Virginia by native peoples past,
noteworthy information providing somewhat present, of Virginia.
on Native American accurate information on They provide little
food, shelter and Native American food, information on
clothing according to shelter and clothing Native American
the climate. according to the climate. food, shelter and
clothing, showing
they do not
understand the
climate in that time.
Students spoke clearly, Students didn’t speak Students did not
made eye contact with clearly. Spoke either too speak clearly or
Presentation their audience, and soft or too loud. make eye contact
presented self- However, they made eye with their audience
confidence in their contact with their and showed little
meteorologist report. audience and showed confidence in their
some self-confidence in meteorologist report.
their meteorologist
report.
All members of the All members of the Not all members of
group worked equally group worked on the the group worked on
Group on the project. project but there was an the project. Only one
Teamwork unequal amount of work or some members
done by each member. worked on the
Some members worked projects.
more than others.
Total

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

Understanding by Design

Unit Cover Page

Exploring Measurements
Unit Title: ________________________________ Grade Levels: _________________
5th

Geometry Measurements
Topic/Subject Areas: _____________________________________________________

Perimeter, Area, Volume, Metric Units

Key Words: ____________________________________________________________

Ivory Ysquierdo
Designed By: _____________________________ 2 Weeks
Time Frame: __________________

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

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

In this unit, Students will be introduced to geometric measurement terms

which include Volume, Area, Volume and Equivalent Measurements.
Throughout this unit, they will be given the opportunity to discover their
significance in the real world by being given visuals and explanations of
each formula. Each student will have the opportunity to learn and
understand the difference between each formula as well as know the
metric units used for our volume section. In the end, students will be
given an opportunity to demonstrate their understanding by taking a 10
question quiz on the material.

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) 8

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

STAGE 1 – DESIRED RESULTS

Unit Title: _Exploring Measurements__________________

Established Goals: (VDOE Math SOL 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, and 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)
- visually, shapes can look alike but - How is volume different from area?
through identifying the units of - Why is perimeter different from
measurements, we can see how area?
different they are in either - In what ways have we used
perimeter, area, or volume. perimeter, area and volume in our
- Using the formulas given, they will everyday lives?
be able to identify and analyze - Why is it important to understand
objects that are both inside and the different U.S. Customary and
outside classroom setting. metric units?
- Measurement is an important
component in our everyday lives.

Students will know: Students will be able to:

- What the U.S. Customary and metric
units are.
- Define the following terms:
- Perimeter – the continuous line
that forms a boundary
- Area – the measurement of a
surface of a shape
- Volume – the amount of space
an object occupies
- Equivalent Measures – having
the same measurements
- There is a difference and distinctions
in perimeter, volume and area by
viewing characteristics.
- • Identify if a given situation is asking for
the volume, area, or perimeter based off
of observation.
- identify whether given measurements
are equivalent in the metric system.
- identify which U.S. Customary and
metric unit is being used for a given
situation.
- Find objects outside of class and predict
which unit of measurement would most
accurately apply to finding the
measurement of different objects.
- Use technology to calculate simply math
when working with geometry formulas

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
- How and when to apply perimeter,
area, and volume formulas in a given
situation.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:
- Students will display their understanding
of the differentiations among perimeter,
area, and volume by creating a scenario
using the GRASP activity.
- Activity: Students will act as math
teachers creating fun games to play, trying
to teach fourth graders the concepts
volume, area and perimeter. They are to
describe the instructions of the game(s)
and describe how they are going to teach
effectively teach the students how to learn
about area, perimeter and volume.
Other Evidence:
- Students will take a 5 question quiz on
important concepts and terms needed to
know for this unit.
- Students will draw 5 shapes and indicate
example of each volume, area and
perimeter.
- Students will use a Venn-Diagram to
compare and contrast the similarities and
differences of area and perimeter.

Student Self-Assessment and Reflection

1. On a sheet of paper, write five to ten things you learned today using words, picture or
writing formulas. Turn into the teacher after class.
2. Have students use a Frayer Model for important terms or terms that are most
obviously most difficult for them to comprehend.
3. Students will write in a journal entry with all thing things they have learned today
along with questions they may still have after the lesson and activities have been
done. In the end of class, students will have the opportunity to ask their unanswered
questions and talk about the different things they learned for the day.

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)

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
35. Have students begin with a KWL to pre-assess their knowledge of what they know of perimeter, area, volume
and the metric unit system.
36. Hook students with a game - having a large square container of water having students in three teams to try to
guess how many liters of water the container contains, the perimeter of the container and the area of the
container. Each group will write answer on the board and we will see who gets the closest answers.
37. Introduce the essential questions.
38. Students will be introduced to the term perimeter.
39. Students will then be given a sheet of the formulas discussed in the unit.
40. Ask questions of when you can use perimeter in everyday life.
41. Students will fill out Frayer Model for Perimeter.
42. Students will then be introduced to summative assessment
43. The teacher will then allow student to come to the board to practice measuring different large, simple shapes
on the board.
44. Students will then be given a sheet of other simple shapes that challenges them to use the formula. They will
turn this in the end of class as an exit ticket.
45. Introduce the term area.
46. Students will pull out formula sheet and locate the area formula.
47. Students will fill out Frayer model for Area.
48. Open discussion of what we learned the day before - perimeter. Discuss how area is different from perimeter
49. Teacher will use area formula to show students how to find the area of simple shapes.
50. Students will have an opportunity to complete a worksheet with both perimeter and area problems, working in
groups If class behavior is solid. They will turn this in at the end of the class.
51. Entrance ticket: Students will complete a Venn Diagram that compares and contrast area and perimeter.
52. Students and teacher will go over together in class and discuss any misunderstandings.
53. Students will use today to review what they know about area and perimeter by playing interactive games on
the internet. First with the teacher leading the games then allowing students to go to computer lab or utilizing
laptops
54. Students are given a five question worksheet with problems of perimeter, area, and volume. Students and
teacher will go over in class.
55. Hook Students with a video that helps students remember the different units in the metric system.
56. Introduce the metric system
57. Students will be given a sheet with all the basic metric units.
58. Students will be shown the difference between each by viewing an interactive PowerPoint that helps students
the metric system to everyday life.
59. Student will be given a hands-on activity, working in groups, trying to match small pieces of paper with the
metric units to pictures of objects.
60. Introduce Volume with visuals and explanation.
61. Students will be show how to use volume formula.
62. Students will be given an opportunity to demonstrate their understanding of volume by completing a
worksheet with volume, perimeter and area.
63. Exit ticket: Students are asked to write down each formula learned by memory to the best of their ability.
64. Student are taken to computer lab to do more interactive games that utilize volume and the metric system for
the first half of class.
65. Students will then be challenged to create their own assessment by viewing shapes and labeling the volume,
area and volume.
66. Exit Ticket: Students will journal all the things they have learned In the past week and a half and their favorite
part of math this week.
67. Entrance ticket: Students will write down any questions they may have concerning area, volume, perimeter
and the metric system.
68. Students will demonstrate their knowledge of the unit by doing the GRASP activity – students will act as a
math teacher, trying to teach students volume, area and perimeter through a game. Students will have the
opportunity to use resources in classroom. They will work on these for the remainder of the class.
69. Students will finish their projects for the first few minutes of the class. They will then take turns preforming for
the class their games.
70. The teacher will then review with students, allowing them to ask question about any part of the unit to prepare
for summative assessment the following day.
71. Students will have time to review with a partner
72. Students will take a Summative assessment – a quiz that will test their knowledge of Perimeter, Area, Volume,
the metric System

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 11

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 12

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday
73. 1. Have students begin
with a KWL to pre-
assess their knowledge
of what they know of
perimeter, area, volume
and the metric unit
system.
74. Hook students with a
game - having a large
square container of
water having students in
three teams to try to
guess how many liters of
water the container
contains, the perimeter
of the container and the
area of the container.
Each group will write
answer on the board and
we will see who gets the
closest answers.
75. Introduce the essential
questions.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Stage 3 – Plan Learning Experiences and Instruction
Tuesday
76. 2. Students will be
introduced to the term
perimeter.
77. Students will then be
given a sheet of the
formulas discussed in
the unit.
78. Ask questions of when
you can use perimeter in
everyday life.
79. Students will fill out
Frayer Model for
Perimeter.
80. Students will then be
introduced to summative
assessment
81. The teacher will then
allow student to come to
the board to practice
measuring different
large, simple shapes on
the board.
82. Students will then be
given a sheet of other
simple shapes that
challenges them to use
the formula. They will
turn this in the end of
class as an exit ticket.
Wednesday
83. 3. Introduce the term 89. 4. Entrance ticket:
area.
84. Students will pull out
formula sheet and locate
the area formula.
85. Students will fill out 90. Students and teacher
Frayer model for Area.
86. Open discussion of what
we learned the day
before - perimeter. 91. Students will use today
Discuss how area is
different from perimeter
87. Teacher will use area
formula to show
students how to find the
area of simple shapes.
88. Students will have an
opportunity to complete
a worksheet with both
perimeter and area
problems, working in
groups If class behavior
is solid. They will turn
this in at the end of the
class.
Thursday Friday
92. 5. Students are given a
Students will complete a five question worksheet
Venn Diagram that with problems of
compares and contrast perimeter, area, and
area and perimeter. volume. Students and
teacher will go over in
will go over together in class.
class and discuss any 93. Hook Students with a
misunderstandings. video that helps
students remember the
to review what they different units in the
know about area and metric system.
perimeter by playing 94. Introduce the metric
interactive games on the system
internet. First with the 95. Students will be given a
teacher leading the sheet with all the basic
games then allowing metric units.
students to go to 96. Students will be shown
computer lab or utilizing the difference between
laptops each by viewing an
interactive PowerPoint
that helps students the
metric system to
everyday life.
Student will be given a
hands-on activity, working in
groups, trying to match
small pieces of paper with
the metric units to pictures
of objects
13
Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
97. 6. Introduce Volume with
visuals and explanation.
98. Students will be show
how to use volume
formula.
99. Students will be given an
opportunity to
demonstrate their
understanding of volume
by completing a
worksheet with volume,
perimeter and area.
100. Exit ticket: Students are
asked to write down
each formula learned by
memory to the best of
their ability.
101. 7. Student are taken to 104. 8. Entrance ticket:
computer lab to do more
interactive games that
utilize volume and the
metric system for the
first half of class.
102. Students will then be 105. Students will
challenged to create
their own assessment by
viewing shapes and
labeling the volume, area
and volume.
103. Exit Ticket: Students will
journal all the things
they have learned In the
past week and a half and
their favorite part of
math this week.
106. 9. Students will finish
Students will write down
any questions they may
have concerning area,
volume, perimeter and
the metric system.
107. The teacher will then
demonstrate their
knowledge of the unit by
doing the GRASP
activity – students will
act as a math teacher,
trying to teach students
volume, area and
perimeter through a
game. Students will have
the opportunity to use
resources in classroom.
They will work on these
for the remainder of the
class.
their projects for the first
few minutes of the class.
They will then take turns
preforming for the class
their games.
review with students,
allowing them to ask
question about any part
of the unit to prepare for
summative assessment
the following day.
108. 10. Students will have
time to review with a
partner
109. Students will take a
Summative assessment
– a quiz that will test
their knowledge of
Perimeter, Area, Volume,
the metric System

11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

(Copy and Paste Your Rubric on the last page)

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