Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Understanding by Design

Unit Cover Page

Unit Title: _Measurement_____________________ Grade Levels: 5th _____________

Topic/Subject Areas: Measurement_________________________________________

Key Words: Perimeter, Area, Volume, US Standard System, Metric System __

Designed By: Kelsie Weyer _________________ 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 math unit, students will learn how to measure different characteristics of measurement, such as
perimeter, area, volume, measuring systems, and units of measurement. Students will be taught how to
differentiate the appropriate problems in which to solve for the various measurement aspects as well as
how to calculate with and without diagrams. These measurement topics are essential foundations upon
which students will build many other concepts in relation to math and science, and other areas such as
architecture. By mastering these concepts, students will gain a better understanding of the world around
them.

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 _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

STAGE 1 – DESIRED RESULTS

Unit Title: Measurement (Perimeter, Area, Volume, Measurement Systems)

Established Goals: (VA SOL Fifth Grade Math) 5.8 The student will
a) find perimeter, area, and volume in standard units of measure;
b) 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;
c) identify equivalent measurements within the metric system;
d) estimate and then measure to solve problems, using U.S. Customary and metric units; and
e) choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric
units. (Mathematics, 2009)

Understandings: Students will understand that… Essential Questions:

• Perimeter, area, and volume are different types of
measurements and by knowing how to calculate these we
are able to understand different characteristics of shapes
and objects.
• Standard units of measure allow us to analyze
qualities/relationships and interpret results and data, which
can be used to further understand and compare different
objects by using a standard of comparison.
• There is some degree of error in every measurement, so
no measurement will ever be infallible, but it is important to
calculate with the highest precision possible.
• How do the concepts of perimeter, area, and volume
apply to life outside the classroom?
• How are the units of measurement related to each
other?
• Why is it important to have standard units of
measurement?
• How would the world benefit/suffer from a universal
system of measurement?
• How exact should a measurement be?

Students will know: Students will be able to:

 The definition of perimeter (distance around the outside of
an object), area (the number of square units that fill the
inside of an object), and volume (the measure of the
amount of space inside a solid 3D object).
 The relationship and differences between these areas of
measurement. Area, perimeter, and volume are all used to
identify different measurements of shapes, but are used to
describe different characteristics.
 When to solve for perimeter, area, or volume based off the
context of the question.
 How to use diagrams when solving for units of
measurement.
 The difference between US Customary (used in US) and
metric units (used in rest of the world).
 The different unit measures that are used by the separate
unit systems (meter, gram, liter vs inch/foot/yard/mile,
ounce/pound/tons, cup/pint/quart/gallon).
 The relationship between the different unit measures and
what they measure (used to measure length, weight,
mass, volume, and capacity).
 Estimate and solve for the perimeter of a polygon with the
given information.
 Estimate and solve for the area of a square, rectangle,
and triangle with the given information.
 Determine the volume of a three-dimensional object.
 Deduce necessary information from diagrams when
solving for units of measurement.
 Differentiate between US Customary and metric unit
systems.
 Select the appropriate measurement unit for different
types of measurement (length, weight, mass, liquid
volume, area, temperature).
 Identity which measurement device to use to obtain a
measurement for length, weight, mass, liquid volume,
area, and temperature.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
-GRASPS Activity: Whatever Floats Your Boat: -Students will complete a 5-question multiple
Students will create a boat out of aluminum foil choice quiz on calculating perimeter using
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__
and describe, estimate, and calculate its provide diagrams, as well as without provided
measurements to display their understanding of diagrams. (Mathematics, 2009)
perimeter, area, and units of measurement. (How
much, n.d.) -Students will complete a venn diagram
comparing and contrasting area and perimeter.
-Students will design a garden and then discuss
and calculate the perimeter of the fence they need
to build and the area of the garden so they can
provide the proper amount of soil and mulch for
the plants.

Student Self-Assessment and Reflection

- Door slap: write down one area of the subject you know down pat and another area with which
you need more help. As you leave the room, slap the post it note on the door!
- 3x summaries: summarize the topic in 10-15 words, 30-50 words, and then 75-100 words.
- Journal reflection: How did you grow as a mathematician today? Students will journal the
following prompts. 1. Describe a new strategy you learned today. 2. Tell a math word you
learned and what it means. 3. Describe a mistake you made and what you learned from it. 4.
Explain how you challenged yourself today. 5. Tell about something you notice today and how
it helped you solve a math problem. (Rutherford, 2008, p. 227)
- Learning Log: Things I learned (2), opinion of my day, someone on which I want to work
harder and what I plan to do (Rutherford, 2008, p. 226)

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. Engage students in “sort cards” as a pre-assessment to determine misconceptions and assess prior knowledge on the

standard (Rutherford, 2008. 94).

2. Capture the interest of students by playing the perimeter and area song

(https://www.youtube.com/watch?v=qU8aWpRd6Qw).

3. Introduce standards and goals in a whole group setting by having students repeat back the “I CAN” statements as “By

the end of this unit, I will be able to...”.

4. Introduce big ideas and essential questions by asking students to “think-pair-share” their answers to these questions at

the beginning of the unit (Rutherford, p. 99).

5. Introduce the final project, Whatever Floats Your Boat by giving a brief overview of the assignment (How, n.d.).

6. Present definition of perimeter and explore various real world examples, led by teacher with student contributions.

7. Have students complete Frayer Model for perimeter individually or with a partner. Paste in their math notebook when

completed (Rutherford, 2008, p. 17-18).

8. Conduct mini lesson on calculating perimeter with and without diagrams. Model and guide students through example

problems and then have students complete practice problems on their own.

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__
9. Students will design and calculate the perimeters of their dream zoo. Their zoo will be filled with various animal exhibits

and will be graphed out on a piece of graph paper.

10. Students will complete “mystery perimeters” worksheet to practice solving for unknown sides of a shape when given

information about the perimeter.

11. Students will complete “door slap” reflection to self-evaluate their understanding of perimeter.

12. Present definition of area and volume. Differentiate proper situations in which to use area, volume, and perimeter.

13. Initiate class discussion and lead whole group in creating a 3 way venn diagram for comparing area, volume,

perimeter. Have students copy into their math notebooks.

14. Conduct mini-lesson on calculating area and volume. Model and guide students through practice problems and then

have students practice on their own.

15. Have students create and analyze perimeter, area, and volume of lego creations. Students will journal drawings of their

creations and write out their calculations in their math notebooks.

16. Students will be separated in groups of 2-3. Each group will receive 4 dice and graph paper. Each student will roll the

die labeled “area rectangle”, “area triangle”, “volume prism”, “volume prism” “perimeter rectangle”, “perimeter triangle”

first. Depending on which one is rolled, the student will roll 2 or 3 other dice (with number labels) to determine the

dimensions of their shape. Then the student will graph and calculate the designated measurement. The other students

will self-check and determine if the answer is correct.

17. Students will reflect on their new knowledge with the “3x summaries” to self-evaluate.

18. Introduce the US Customary and metric systems and corresponding units of measurements by creating an anchor

chart led by whole class discussion.

19. Conduct mini-lesson on units of measurement and appropriate situations to use each one. Teacher will model and

guide students through the different tools that correspond to each unit of measurement, as well as what they measure.

20. Assign and discuss final product (Whatever Floats Your Boat) and discuss rubric as a whole class. Ask class for any

student questions that need to be clarified.

21. Create stations around the classroom for students to practice measuring with different measurement tools and

corresponding units of measurement. Have them journal their discoveries in their math notebook.

22. Students will reflect on the lesson by completing their “learning log” in their math notebook.

23. Students will conduct and turn in their authentic summative assessment (Whatever Floats Your Boat)

24. Students will complete a formal summative multiple choice test on this unit.

25. Students will complete their journal reflection (as listed in stage 2) on what they have discovered as a mathematician

this unit in their math notebook.

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
-Pre-assessment -perimeter -perimeter mini -mystery perimeters -definition of area
-Hook definition and lesson worksheet and volume
-introduce examples -dream zoo -door slap self- -Venn diagram
standards -perimeter Frayer reflection
-introduce essential Model
questions
-introduce
summative
assessment
6. 7. 8. 9. 10.
-calculating area -area, volume, -units of -measurement -conduct and
and volume mini perimeter dice measurement stations collect summative
lesson game anchor chart -learning log self- assessment
-lego creations -3x summaries -units of reflection -formal unit test
self-reflection measurement mini- -unit journal
lesson reflection
-assign summative
assessment
11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______
Understanding by Design

Unit Cover Page

Unit Title: _Native American Life Styles in Virginia__ Grade Levels: 5th _________

Topic/Subject Areas: Virginia Native Americans______________________________

Key Words: Algonquian, Siouan, Iroquoian, artifacts, Indian, Christopher Columbus,

climate, environment, resources, culture, Werowocomoco, Jamestown, state-recognized
tribe__

Designed By: Kelsie Weyer _________________ 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 Virginia history unit, students will learn about the three major Native American language groups
(Algonquian, Siouan, Iroquoian) that inhabited this state before Colonists arrived. Students will study
the different regions these tribes lived in, and how their life style was impacted by the climate,
environment, and available resources. This unit will present students with information to combat
common misconceptions about Native Americans and their culture, so they can address these
stereotypes in American society.

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

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

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

Peer Reviewed Content Reviewed Field Tested Validated Anchored

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______

STAGE 1 – DESIRED RESULTS

Unit Title: Native Americans

Established Goals: (VA SOL Virginia Studies) VS.2 The student will demonstrate knowledge of the physical geography
and native peoples, past and present, of Virginia by
d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes. (History, 2008)

Understandings: Students will understand that… Essential Questions:

• Native Americans established unique cultures in Virginia, • How are the three major Native American language
which still continue today, although they have all changed groups of Virginia different from each other? Why don’t
over time. It is important to acknowledge the distinctions they share the same culture?
between each tribe group, rather than diminishing their • How does environment and climate affect lifestyle? Which
accomplishments by lumping them together into one season would have been the hardest to survive? Why?
stereotyped culture. • Which is a more appropriate title, “Native American” or
• Native Americans inhabited Virginia long before colonists “Indian”? Why?
arrived, and they adapted to their environment and climate • How have Native Americans and their cultures been
to survive. This information is essential because it directly affected by and adapted to Western culture?
combats the common misconceptions that white settlers
were the first people to inhabit America.
• We learn about Native Americans through their continued
traditions and archeological discoveries, which is
important to know the origin of the information we have
gathered on these different tribes and that history is an
everyday discovery in which they can participate.

Students will know: Students will be able to:

• The names three major American Indian language groups
that inhabited Virginia are a) Algonquian b) Siouan c)
Iroquois.
• The location of these three major language groups were
the Tidewater region (Algonquian), Piedmont region
(Siouan), and Southwestern/Southern Virginia (Iroquoian).
• The origin of the title “Indians” is through the misconception
that Christopher Columbus landed in the Indies.
• The climate and environment of different regions of Virginia
and how this affected the lifestyle of the Native American
language groups (seasons provided variety of vegetation,
woodlands provided trees for resources).
• The unique lifestyles and cultures of the different tribes
(animal skin for clothing, shelter made from available
materials, such as wood).
• The importance of archeological finds, such as pottery and
arrow heads in continued discoveries of Native American
cultures.
• Properly pronounce tribe names, such as Werowocomoco,
Algonquian, Sioux, and Iroquois.
• Locate the three major Native American language groups
on a map of Virginia.
• Locate and identify the current state-recognized tribes on
the Virginia map.
• Draw conclusions about lifestyle based off map reading
skills and prior Virginia geography knowledge.
• Analyze how environmental factors and climate affect
lifestyle.
• Describe the information archeologists can deduce from
finding artifacts of Native American tribes.
• Describe historical events, in relation to Native Americans,
from multiple viewpoints.
• Discuss the current lifestyle and culture of the Native
American tribes still living in Virginia.

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:
-GRASPS Activity: Students will create a display
and artifacts to present information about their
own Native American tribe, including the tribe’s
name, location, lifestyle, food sources, and other
resources.
-Students will practice grinding corn to
demonstrate how Native Americans utilized the
natural resources available to them. (R., 2012)
Other Evidence:
-Students will complete a five question multiple
choice quiz on Virginia Native American tribes.
-Students will create a graphic organizer (pie
chart) displaying the food resources each tribe
hunted, gathered, and grew. (J., 2013)

Student Self-Assessment and Reflection

- Color coded: have red, yellow, and green color chips (held together by a ring) on the students’
desk. The student will show the color that corresponds to their understanding of the topic
being covered in class.
- Three column chart: What I know, What I don’t know, what I wish I knew (Rutherford, 2008,
p. 113)
- 3, 2, 1: students will summarize key points into this structure: 3 important facts I learned
today, 2 questions I have about what we discussed today, 1 fact I will share with someone at
home tonight. (Rutherford, 2008, p. 114)
- What stuck with you: students will write down something from that lesson that stuck with
them.

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______

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. Present students with “facts and folklore” pre-assessment and the topic of Native Americans. Have students discuss

what they think is fact and fiction based on their answers. Assess students’ prior knowledge and misconceptions

regarding this standard (Rutherford, 2008, p. 109).

2. Hook students by playing Native American music and have students create stories in their table groups using Native

American props (moccasins, wood, leather, feathers, teepee).

3. Introduce standards and goals in a whole group setting by having students repeat back the “I CAN” statements as “By

the end of this unit, I will be able to...”.

4. Introduce big ideas and essential questions by asking students to “think-pair-share” their answers to these questions at

the beginning of the unit.

5. Introduce the final project, Create Your Own Native American Tribe, by giving a brief overview of the assignment. Allow

group to ask questions.

6. Teach a mini-lesson on the Algonquian language tribes. Discuss and have students take notes using graphic concept

map on food sources, shelter, culture, tribes, location, and other resources. Instruct students to hole punch this

worksheet and place it in their social science binder.

7. To explore the lifestyle of the Algonquians, students will go outside and grind dried corn.

8. Students will complete a RAFT activity for writing to a pen pal describing their life in an Algonquian language tribe.

9. Divide students in groups of 4-5. Each group will be assigned an artifact discovered from Jamestown. Each group will

have to answer the following questions: What is the artifact? What is the artifact made of? How do you think it was

used? Who do you think used it? What does the artifact tell us about life in Jamestown?

10. Students will complete the “3, 2, 1” self-assessment to reflect on their new knowledge of this tribe (Rutherford, 2008, p.

114).

11. Teach a mini-lesson on the Siouan language tribes. Discuss and have students take notes using graphic concept map

on food sources, shelter, culture, tribes, location, and other resources. Instruct students to hole punch this worksheet

and place it in their social science binder.

12. Students will create their own Siouan beaded necklaces. They will paint their own beads copper and then write a short

story describing themselves in the life of a Siouan wearing the beads, focusing on their status in the tribe.

13. Students will complete a graphic organize “feats and failures” for Christopher Columbus. They will then write a short

essay discussing whether he was a hero or villain. This can be completed individually or with a partner.

14. Students will complete the “what stuck with you” self-assessment to reflect on their learning.

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______
15. Assign and discuss final product (Create Your Own Native American Tribe) and rubric

16. Teach a mini-lesson on the Iroquoian language tribes. Discuss and have students take notes using graphic concept

map on food sources, shelter, culture, tribes, location, and other resources. Instruct students to hole punch this

worksheet and place it in their social science binder.

17. Have students explore the lifestyle of the Iroquois by creating their own miniature shelters from collecting bark, sticks,

and wood from outside and using playdoh/clay as well. This demonstrates the resourcefulness of Native Americans in

using the available resources.

18. Students will complete a graphic organizer (pie chart divided 3 ways) for each of the three language groups to analyze

and compare the food they each hunted, gathered, and grew.

19. Self-reflection will be assessed by the students completing a “3x summaries” reflection on the Iroquois language group.

20. Class time will be provided to work on authentic summative assessment (Create Your Own Native American Tribe).

21. Students will complete a multiple choice formal summative assessment on this unit of Native Americans.

22. Students will complete a journal reflection on the three different Virginia Native American language groups in their

social studies notebook. Included in their journal reflection will be a KWL chart (Rutherford, 2008, p. 113).

23. Students will finish turn in their authentic summative assessment (Create Your Own Native American Tribe).

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______

Stage 3 – Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
-Pre-assessment -Algonquian mini -RAFT pen pal -Siouan mini -Columbus feats
-Hook lesson -artifact discovery lesson and failures
-Introduce -grind corn questions -bead necklaces -what stuck with you
standards -3, 2, 1 reflection reflection
-Introduce essential
questions
-introduce authentic
assessment
6. 7. 8. 9. 10.
-Iroquois mini -pie chart food -Create your own -formal MC test -Conduct and collect
lesson sources Native American -journal reflection Summative
-miniature shelters -3x summaries tribe Assessment
reflection

11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______

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

Design Topic _Math__ Subject(s) _Measurement__ Grade(s) 5th___ Designer(s) _Kelsie Weyer__

Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______

References

History and Social Science Standards of Learning for Virginia Public Schools. (2008, January).

Retrieved September 14, 2017, from

http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_

virginia_studies.pdf

How Much Weight Can Your Boat Float? (n.d.). Retrieved September 14, 2017, from

https://www.sciencebuddies.org/science-fair-projects/project-ideas/Aero_p020/aerodynamics-

hydrodynamics/how-much-weight-can-your-boat-float#procedure

J. (2013, June 8). Games of the Eastern Woodlands. Retrieved September 14, 2017, from

http://outnumbered20to1.blogspot.com/

Mathematics Standards of Learning for Virginia Public Schools. (2009, February). Retrieved September

14, 2017, from http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2009.pdf

R., D. (2012, September 28). Native American Corn Grinding Activity. Retrieved September 14, 2017,

from http://www.fifthinthemiddle.com/2012/09/native-american-corn-grinding-

activity.html?m=1

Rutherford, P. (2008). Instruction for all students (2nd ed.). Alexandria, VA: Just ASK.

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