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ELED 533
Goal Update #1: Document and Reflection
My Documentation Includes:
1. ELED 570 Unit Plan Think, Think, Think Sheet
2. ELED 570 Unit Plan Stage 1
3. ELED 533 Phase 1
4. Prep Notes
1. ELED 570 Unit Plan Think, Think, Think Sheet
Focusing on Big Ideas to Frame Essential Questions
1.What is my content and SOL (write it out)?
Standard USI.5a
The student will demonstrate knowledge of the factors that shaped colonial America by
a) Describing the religious and economic events and conditions that led to the
colonization of America.
b) Describing life in the New England, Mid-Atlantic, and Southern colonies,
with emphasis on how people interacted with their environment to produce
goods and services, including examples of specialization and
interdependence.
c) Describing colonial life in America from the perspectives of large landowners,
farmers, artisans, women, free African Americans, indentured servants, and
enslaved African Americans.
d) Identifying the political and economic relationships between the colonies and
Great Britain.
Bolded letters = what my unit will be on.
2. Answer one of the following questions:
So what if I never learned _____ (whats the impact of not knowing your
unit)?
If my unit on ______ were a story, what would the moral of the story be?
Think
Think
Think
If students never learned of what led to the colonization of America, then they
would not understand the true purpose of how their country serves them. The
colonization of America strived to provide individual rights, economic freedom, and
religious freedom. It is important to understand the drive and the passion of the early
settlers who accepted this life challenging endeavor of escaping their countries, migrating
to a new world, and start everything from scratch. By understanding the drive and
dedication the colonists showed as they labored for freedoms, we could maintain the
good of the United States of America as we understand the formation of our nation.
If students did not learn why people migrated to America, then they would not
understand how their country was developed and how the certain regions helped the
American economy prosper. Different regions in America provided people and their
colonies with certain resources to help them be economically successful. It is important to
understand the passion and determination the colonists had so we can still possess that
drive of creating a successful economy.
If my unit on the reasons for colonizing America and the interactions of the
settlers with their environment were a story, the moral would be to not take your freedom
for granted. Freedom was so important to the colonists that they moved away from their
own country to experience freedom and make their own choices. It is important to
understand how much this meant for them so we can continue to keep that passion and
desire going and to appreciate the freedoms we have today.
Today, people choose to live in America for the same reasons: individual rights,
economic freedom and religious freedom. Knowing these rights and freedoms enables
every citizen to live a fulfilling life. Economic freedom and prosperity can be attained in
different regions of America. As in colonial America, today regions provide Americans
with various resources and occupations. This is important as one day students will be
pursuing careers. Having an understanding of the various regions (New England, MidAtlantic, and the South) and their attributes can help guide students into career choices.
3. If this is why its important to really understand your content, look at the Essential
Question starters on pg. 120 of the UbD text. Write a question for each facet of
understanding.
Explanation: What might have happened if the New England, Mid-Atlantic, and Southern
colonies all had the same resources, geography, and climate?
Interpretation: What does the colonization of American reveal about Great Britain?
Application: How and when do we practice specialization and interdependence today?
Perspective: How would the life of a New England, Mid-Atlantic, and Southern colonist
be similar and different?
Empathy: What would it be like to walk in the shoes of a colonist migrating from
England to the New World?
Self-Knowledge: How are my ideas about economic and religious freedoms shaped by
my experiences?
4. Now choose. Which questions from the six facets of understanding do you believe are
most appropriate for framing your unit? (Typically, teachers identify 2-4 facets.) Write
the facets that youll be using.
1. Explanation: What might have happened if the New England, Mid-Atlantic, and
Southern colonies all had the same resources, geography, and climate?
2. Empathy: What would it be like to walk in the shoes of a colonist migrating from
England to the New World?
3. Perspective: How would the life of a New England, Mid-Atlantic, and Southern
colonist be similar and different?
5. Put yourself in the shoes of children in your class. Craft three or four child-like
answers you would expect the children to give for each of your questions. (Use more
paper if you need it.)
1. Explanation: What might have happened if the New England, Mid-Atlantic, and
Southern colonies all had the same resources, geography, and climate?
a. The colonies may have not interacted with each other since each colony
would have been the same. The colonies would not have traded goods and
services with each other.
b. The colonies would not have practiced interdependence. The colonies
would not have to depend on one another for resources, since they would
have had the same resources, land, and weather, as the other colonies.
c. The colonies would not have specialized in different areas of skill. They
would have all had the same jobs since they would have had the same
resources, land, and weather.
d. There would have been no variety or diversity. Every colony would have
been the same and it would have been boring.
2. Empathy: What would it be like to walk in the shoes of a colonist migrating from
England to the New World?
a. As a person from England, I may have been facing religious persecution.
(Students could relate this to a separatist, Puritans, or Quakers). I may
have not been able to freely practice what I believe in. I would have
wanted to move to a place where I was accepted and allowed to believe in
what I want to believe in. It would be so scary to move away from my
country and migrate to a New World where I have never been. It would be
scary to start from scratch once I arrived at the New World. But, as
someone facing religious persecution, I would have felt passionate about
moving. I would have had a drive to migrate to the New World so I can
practice my religion freely. It would feel great to practice your faith
without interference.
b. As a person from England, I may have been in a debtor prison. This would
have caused me to feel unhappy and miserable in England. I may have
are demonstrating? For each EQ, use the sentence starter If children can answer this
question, they understand that Including the word that helps you unpack the
understanding instead of writing a fact. Each Essential Question will have its own
Essential Understanding; there is a 1:1 correspondence between EQs and EUs.
1. What might have happened if the New England, Mid-Atlantic, and Southern
colonies all had the same resources, geography, and climate? (Explanation)
a. If children can answer this question, they understand that different
resources, geography, and climate between regions result in specialization
and interdependence.
2. Empathy: What would it be like to walk in the shoes of a colonist migrating from
England to the New World?
a. If children can answer this question, they understand that the colonists
experienced a mixture of emotions when coming over to the New World,
but the passion the colonists possessed for religious and economic
freedom overcame everything, which led to the colonization of America.
3. Perspective: How would the life of a New England, Mid-Atlantic, and Southern
colonist be similar and different?
a. If children can answer this question, they understand that a persons life is
affected by their environment and experiences.
2. ELED 570 Unit Plan Stage 1
Stage 1 Identify Desired Results
Established Goals:
Standard USI.5a
The student will demonstrate knowledge of the factors that shaped colonial America by
e) Describing the religious and economic events and conditions that led to the
colonization of America.
f) Describing life in the New England, Mid-Atlantic, and Southern colonies, with
emphasis on how people interacted with their environment to produce goods and
services, including examples of specialization and interdependence.
g) Describing colonial life in America from the perspectives of large landowners, farmers,
artisans, women, free African Americans, indentured servants, and enslaved African
Americans.
h) Identifying the political and economic relationships between the colonies and Great
Britain.
What essential questions will be considered?
4. What might have happened if the New England, Mid-Atlantic, and Southern colonies all
had the same resources, geography, and climate? (Explanation)
5. What would it be like to walk in the shoes of a colonist migrating from England to the
New World? (Empathy)
6. How would the life of a New England, Mid-Atlantic, and Southern colonist be similar
and different? (Perspective)
What key knowledge and skills will students acquire as a result of this unit?
Students will know
a)
Colonies in America were established for
religious and economic reasons.
o Great Britain established the colonies
in America to gain a profit.
o Migrating to a new world seemed a
hopeful choice for many of these
people, as it did for English leaders
who saw colonies as a way to solve
the problems of the growing numbers
of displaced and poor people.
England was looking at the settlement
of colonies as a way of fulfilling its
desire to sell more goods and
resources to other countries than it
bought. If colonies could send raw
materials, such as lumber, from the
abundance of natural resources
available in the colonies, then
Key Terms:
Region- an area that shares common
characteristics. Regions can be physical regions;
land formations and climate; human traits that
make up a region such as language, religion, or
political boundaries.
Natural Resources- something found in nature
that people can use. It cannot be made by man.
Capital Resources- goods produced and used to
make other goods and services. Machines, tools,
and buildings that are used to produce goods and
services.
Human Resources- people working to produce
goods and provide services.
Climate- weather in an area over a long period of
time.
Geography- study of earth and how people use it.
Specialization-Focusing on one or a few
products.
Interdependence- Two or more people depending
on each other for goods and services.
New England Colony
Massachusetts, New Hampshire, Rhode
Island, Connecticut
Resources:
o Natural resources: timber, fish,
deep harbors
o Human resources: skilled
craftsmen, shopkeepers,
shipbuilders
o Capital resources: tools, buildings
Geography: Appalachian Mountains,
Boston harbor, hilly terrain, rocky soil,
jagged coastline
Climate: Moderate summers, cold winters
Specialization: Fishing, shipbuilding,
naval supplies, metal tools and equipment
Examples of Interdependence: The New
England colonies depended on the
Southern colonies for crops such as
tobacco, rice, cotton, and indigo, and for
forest products such as lumber, tar, and
pitch. They depended on the Mid-Atlantic
colonies for livestock and grains.
Social/Political
o Villages and churches were
centers of life.
o Religious reformers- a person
devoted to bringing about change;
and separatists
o Civic life: town meetingstownspeople gathered and men
with property voted on laws.
Mid-Atlantic Colony
New York, New Jersey, Delaware,
Pennsylvania
Resources:
o Natural resources: rich farmlands,
rivers
o Human resources: unskilled and
skilled workers, fishermen
o Capital resources: tools, buildings
Geography: Appalachian Mountains,
coastal lowlands, harbors, and bays
Climate: Mild winters and moderate
climate, wide and deep rivers
Specialization: Livestock, grains, fish
Examples of Interdependence: The MidAtlantic colonies traded with the
Southern and New England colonies to
get the products they did not produce.
The Mid-Atlantic colonies depended on
the Southern colonies for tobacco, rice,
cotton, indigo, and forest products. They
traded with the New England colonies for
metal tools and equipment.
Social/Political
o Villages and cities, varied and
diverse lifestyles, diverse
religions
o Civic life: market towns- places
for trade in the Mid-Atlantic
colonies
Southern Colony
Virginia, Maryland, North Carolina,
South Carolina, Georgia
Resources:
o Natural resources: fertile
References
Colonial america: William Penn was born. (n.d.). Retrieved from
http://www.americaslibrary.gov
Colonization. (2015). Retrieved from http://www.vocabulary.com
Debtors in Georgia. (2014). Retrieved from http://www.ushistory.org
History and social science standard of learning: Curriculum framework. (2008).
Retrieved from http://www.doe.virginia.gov
Indentured servants. (2014). Retrieved from http://www.ushistory.org
Life at Jamestown. (2007). Retrieved from http://www.historyisfun.org
Mayflower and the Mayflower Compact. (2015). Retrieved from http://www.plimoth.org
Religion and the founding of the American republic: America as a religious refuge: The
seventeenth century, part 1. (n.d.). Retrieved from http://www.loc.gov
Talbot. (2013, November 9). Early colonies vocab. Retrieved from http://mrtalbot.com
Todorov, K. (n.d.). Glossary of social studies terms and vocabulary. Retrieved from
http://www.aaps.k12.mi.us
United States. National Park Service. (2015, May 24). The Virginia company of London.
Retrieved May 28, 2015 from http://www.nps.gov
U.S. history to 1865. (2014). Retrieved from http://www.solpass.org
Mathematical Communication
Students will use the language of mathematics, including specialized
vocabulary and symbols, to express mathematical ideas precisely.
Representing, discussing, reading, writing, and listening to
mathematics will help students to clarify their thinking and deepen
their understanding of the mathematics being studied.
Mathematical Connections
Students will relate concepts and procedures from different topics in
mathematics to one another and see mathematics as an integrated
field of study. Through the application of content and process skills,
students will make connections between different areas of
mathematics and between mathematics and other disciplines,
especially science. Science and mathematics teachers and curriculum
writers are encouraged to develop mathematics and science curricula
that reinforce each other.
Mathematical Representations
Students
will
represent
and
describe
mathematical
ideas,
generalizations, and relationships with a variety of methods. Students
will understand that representations of mathematical ideas are an
essential part of learning, doing, and communicating mathematics.
Students
should
move
easily
among
different
representations graphical,
numerical,
algebraic,
verbal,
and
physical and recognize that representation is both a process and a
product.
Do what are t
behaviors/proc
able to do thro
K1: Vocabulary:
What students will measure:
Polygon- A closed geometric
figure with at least three straightline segments that do not cross.
(Kid-friendly definition)
(All of the edges are segments,
every vertex is the endpoint of
two sides, and no two sides cross
each other. Polygons are
classified according to the
number of sides they have, which
equals the number or vertices.)
Perimeter- measures the
distance around a polygon.
Measured in units.
Area- The number of iterations of
a two-dimensional unit needed to
cover a surface.
K2: Students will measure
perimeter and area using:
Units- A quantity used as a
standard of measurement. Used
for perimeter. (cm, m, in, ft)
Square units- The unit of
measure for area. (Square cm,
square m, square in, square ft,
and improvised units)
Area model- A model for math
problems where the length and
width are configured using
multiplication to figure out the
size of an area.
Additive area- Finding areas of
straight-lined figures by
decomposing them into nonoverlapping rectangles and
adding the areas of the nonoverlapping parts.
K3: Tools: graph paper, tiles
K4: Symbols: the symbol for
square units.
4. Prep Notes
5. Chapter 16: Building Measurement Concepts & Measurement Content
Learning Progressions
6.
D1: Students w
representation
variety of mate
tiles)
D2: Students w
a variety of po
measures of th
perimeter of ea
D3: Students w
count the num
needed to cove
determine the
D4: Students w
problems that
perimeter.
D5: Students w
operations of m
addition.
Quotes
Measurement involves a comparison of an
attribute of an item or situation with a unit that has
the same attribute ( Van de Walle, p. 312).
Notes
On my pre-assessment in class, I agreed with the
fact that measurement involves comparison.
When you measure something, you compare an
attribute of an item that has the same attribute.
Attributes are used in geometry and
measurement. In geometry, you classify shapes
by attributes.
Estimation of measures and the development of Estimation is used in a variety of math strands.
benchmarks for frequently used units of measure You can estimate the amount of almost anything.
help students increase their familiarity with units, You can estimate when adding, subtracting,
preventing errors, and aiding in the meaningful use dividing, and multiplying. You can estimate when
of measurement (Van de Walle, p. 312).
measuring while cooking and you can estimate
the time it will take to drive somewhere.
Measurement is one of the most useful math
From gigabytes that measure amounts of
content strands because it is an important
information, to font size on computers, to miles
component in everything from occupational tasks per gallon, to recipes for a meal, people are
to life skills for the mathematically literate citizen surrounded daily with measurement concepts that
(Van de Walle, p. 312).
apply to a variety of real-world contexts and
applications. People use measurement in realworld contexts that also connect to other math
concepts. For example, if you measure a brick to
see if will fit in a slot when you build a house,
you are measuring a rectangular prism, which
relates to geometry.
Understanding the role of the decimal point as
Students need to know the role of the decimal
indicating the units position is a powerful concept point in order to understand metric conversions.
for making metric conversions (Van de Walle, p. As students grasp the structure of decimal
319).
notation, develop the metric system with all seven
paces: three prefixes for smaller units (deci, centi,
milli) and three for larger units (deka, hector,
kilo). Its important to remember to avoid
mechanical rules such as to change centimeters
to meters, move the decimal point two places to
the left.
The use of a benchmark to make an estimate
It is important for students to know fractional
promotes multiplicative reasoning. The width of
parts of units when measuring. Students can use
the building is about one-fourth of the length of a fractional units to be more precise when
football field perhaps 25 yards (Van de Walle, p. measuring. This is a great way to connect
319)
fractions and measurement. Benchmarks are also
helpful while teaching and working with variety
of math strands. Benchmarks help with
estimating and they also promote multiplicative
reasoning. Students who have practiced using
benchmarks in class are better estimators.
The pattern between surface area and volume is When students learn about perimeter and area it is
Reflection
This document demonstrates my progress toward meeting my goal because it
shows the steps I have taken to create two unit plans by using backward design. I
amusing backward design to create a fifth grade social studies unit and I am using
backward design to create a third grade math unit. The Think, Think, Think Sheet is a
document that has helped me create the significance to my social studies unit. It helped
me craft my big ideas and my essential questions. I also created my essential
understandings in this document by answering my essential questions for my unit.
The ELED 570 unit plan stage 1 demonstrates the second step I took to create my
social studies unit, using backward design. I identified the SOL standard, essential
questions, and essential understandings. I then researched and compiled all of the
essential knowledge that students would need to know in the unit. Lastly, I identified the
essential skills that students will need to be able to do throughout this unit. This
document follows backward design because I am identifying the results, before I am
creating the scope and sequence of tasks that the students complete.
The ELED 533 unit plan phase 1 demonstrates backward design for creating a third
grade math unit on perimeter and area. I identified the SOLs, common core standards,
unwrapped the standards, and then created learning objectives, which follows the
structure of backwards design. My math unit is a math connections unit that links at least
two math concepts. In this unit, students will understand that operations of multiplication
and addition can be used to determine the measurement of a polygon. This unit also links
geometry with measurements, since students will have to measure different polygons.
I collect prep notes from ELED 533 as a way to take note of any math connections I
see while reading. The compilation of prep notes is a way of documenting any math
connections between concepts that I see. This will help me towards my goal of coming up
with ways to connect math concepts.
I have learned that my overall goal needs to be a graduate level goal. I have also
realized that my documentation toward my goal needs to reflect my progress toward
mastery. By creating a goal where I wanted to achieve backward design, while also
coming up with ways to connect math concepts, I feel that I can document my progress to
reach mastery. I originally just had a goal of creating a unit plan using backward design,
but in order to challenge myself and go a little further, I decided to also include ways to
make mathematical connections.