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Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland

Understanding by Design

Unit Cover Page

Unit Title: A Rich History Grade Levels: 5th

Topic/Subject Areas: VDOE Virginia Studies 2: A-C, G

Key Words: Physical geography, native people, and Virginia history.

Designed By: Kaitlynn Rowland 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 Study unit, the students will learn about the states that surround
Virginia, where the Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains,
Valley and Ridge, and Appalachian Plateau are located, and where the Atlantic Ocean,
Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and
Lake Drummond and the Dismal Swamp are located. The students will also be able to
name characteristics about these places and be able to say what their importance was
to early settlers. Finally, students will be able to identify and locate current state-
recognized tribes in Virginia.
In the culminating performance task, students will create a map of Virginia for
the governor to help other early settlers be able to navigate the state that they live in.
They will label all geographical features and recognized tribes in the area.

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: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland

STAGE 1 – DESIRED RESULTS

Unit Title: A Rich History

Established Goals: (VDOE Virginia Studies 2 A-C, G)


The student will demonstrate knowledge of the physical geography and native peoples, past and
present of Virginia by:
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) 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);
g) identifying and locating the current state-recognized tribes.

Understandings: Students will understand that… Essential Questions:


(Provide 3 to 5) (Provide 3 to 5)
 How would the history of Virginia change
 Landscape features effect the lifestyle of if it was different in landscape?
people especially in settlements and tribes.  Why is it important to study the tribes and
 Water was highly important to both the settlers?
settlers and tribesmen. Without a way to
contain fresh water for long periods, both
groups of people had a restricted lifestyle
that kept them near a body of freshwater.

Students will know: Students will be able to:


(Give at least 5) (List at least 5 skills)
 The definition and the characteristics of  Read maps to locate and identify markers
the following geographical features: in a map.
o Coastal Plains  Identify the location of Virginia and
o Mountains surrounding states.
o Valley  Locate the Coastal Plain (Tidewater),
o Ridge Piedmont, Blue Ridge Mountains, Valley
o River and Ridge, and Appalachian Plateau and
o Plateau identify their features.
o Bay  Locate the Atlantic Ocean, Chesapeake
 The choices settlers made based upon Bay, James River, Potomac River,
local geographic features controlled their Rappahannock River, Lake Drummond,
lifestyle, success, and culture. and Dismal Swamp and identify their
 Early societies did not have access to features.
water, food, and other basic necessities  Locate and identify current recognized
causing them to draw from the local tribes tribes.
to learn how to adapt to new location.

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
 There was competition among the tribes
and settlers for resources.
Over time Virginia may have changed culturally,
but topography wise it has remained the same and
tribes have continued to exist.

STAGE 2 – ASSESSMENT EVIDENCE


Performance Tasks: Other Evidence:
(Briefly describe 1 to 3 authentic assessments) (List 3 including MC quiz)
 Five Item Quiz on whole unit.
 G.R.A.S.P.: In the spring of 1692, the  Fill in the Blank Quiz: The students will
governor of Virginia has hired you to be given a map of Virginia with the name
make a map of the young state. To be of waterways removed. They will have to
successful you will need to map out the use the word bank provided to fill in the
various geographical features and the blank spaces.
numerous waterways that cover the state.  Location Quiz: The student will be given
The governor has also asked if we would a map of Virginia and will be asked to
mark any tribes that we come across to locate and identify seven geographical
ensure that we do not run into any features on the map.
problems.
 A New World – For two weeks, the
students will write in their journals as if
they were exploring the brand-new state
of Virginia. One week they will be writing
as if they are part of a tribe and the second
as if they are part of a settlement.
 The Importance of Water – The students
will create a short comic on the
importance of water for the settlers.

Student Self-Assessment and Reflection


(List at least 2)

 Before:
o Entry Tickets where they will be asked three short questions such as: have they ever
been to any of these locations, can they describe the location, and have they heard of
these locations.
 During:
o Shoulder Partners where they will discuss what they discuss how they think that the
history of Virginia might have been different if Virginia had different geographical
features.
 After:

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
o Self-Reflection on their performance during the unit and write down any lingering
questions that were not answered during the unit.

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. Pre-Assessment - Entry ticket with three short questions such as: have they ever been
to these locations, have they heard of these locations, and can they locate these places
on a map.
2. Hook – Aerial America: The first settlers video – A brief video about the first settlement in
Virginia on the James River. The video briefly discuss how life might have been for these
settlers and the issues that they faced in the new country and their issues with the
surrounding tribes. (https://www.smithsonianchannel.com/videos/the-first-american-
settlers/15742)
3. Introduce standards and goals – Map Showing – show the students a map of Virginia
and tell them that by the end of the lesson they will be able to identify the surround
states, geographic features, water features, and a few of the tribes in the area. The
teacher will point to these features as they are being listed out.
4. Introduce big ideas and essential questions - Think, Pair, Share. – The teacher will
ask the essential questions and the students will first think on their own, then pair up with
their shoulder partner and share their ideas.

Teach vocabulary skill building activities, content, and / or activity skills VDOE Virginia
Studies 2 A&B

5. Introduce new vocabulary through direct instruction with assistance of a PowerPoint


where the word will be at the top of the slides, characteristics will make up a bulk of the
slide, and then have a secondary slide to show the students the location of the feature in
Virginia and a close-up photo of the feature.
6. Virginia Booklet part 1– each student will make a booklet about what they are currently
learning. The first page will be a map of Virginia and the surrounding states. The children
will label each state. The second page will be a map of Virginia where they can fill in the
blanks for the geographic features. The following pages will be about Virginia’s Coastal
Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian
Plateau. They will list the characteristics of these features on their respective pages.
7. Direct instruction on the importance of these geographic features currently and how they
were even more important to the early settlers.
8. Jigsaw Activity – Students will start in groups and become experts on life for the settlers
or tribes near a geographic feature through the help of books. One student will leave the
group and join another and share what they have learned.
9. Location Quiz – The students will be given a map of Virginia and will be asked to locate
and identify the seven geographic features learned during this unit on the map.

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
10. Shoulder Partner self-assessment: the students will pair up with their shoulder partner
and discuss how they think that the history of Virginia might have been different if Virginia
had different geographical features.

Teach vocabulary skill building activities, content, and / or activity skills VDOE Virginia
Studies 2 C &G

11. Introduce new vocabulary through direct instruction with assistance of a PowerPoint
where the word will be at the top of the slides, characteristics will make up a bulk of the
slide, and then have a secondary slide to show the students the location of the water
feature in Virginia and a close-up photo of the feature.
12. Virginia Booklet part 2 – The students will label the water features on the second page
and then go the next available page in the book and begin making pages about the
Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp. They will list their
features on their respective pages.
13. Fill in the Blank Quiz – the students will be given a map of Virginia with the names of
waterways removed. They will have to use the word bank provided to fill in the blank
spaces.
14. Think Aloud Activity – Have the students come to a circle and have a discussion as to
why they think these water features were important to the early settlers and tribes. Ask
them how they think these settlers would have done if they were away from the water
and see if they can recall how the settlers build their forts near water and supple land.
15. The Important of Water – the students will create a short comic on the importance of
water for the settlers during class.
16. A New World Homework – For two weeks, the students will write in their journals from
here on out as if they were exploring the new state of Virginia as either a settler or a
tribesman.
17. Introduce final product (performance task) the students will be introduced to the GRASP
assignment.
18. Assign the final product (performance task) the students will be assigned the GRASP
assignment and given the date of when it is due.
19. Summative Assessment - Students will complete the GRASPS Activity where they
design a map for the governor of Virginia where they will identify and label geographic
features, water features, and tribes.
20. Exit Tickets – Self-Reflection on their performance during the unit and write down any
lingering questions that were not answered during the unit.

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland

Stage 3 – Plan Learning Experiences and Instruction

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

Monday Tuesday Wednesday Thursday Friday

 Entry  Map  Direct  Direct  Location


Ticket (1) Showin instruction Instructio Quiz (9)
 Hook (2) g (3) (5) n (7)  Shoulder
 Think  Virginia  Jigsaw Partner
Pair Booklet Activity Self-
Share part 1 (6) (8) Assessmen
(4) t (10)
 Direct  Fill in  The  Introduce  Summative
Instructio the Importanc GRASP Assessmen
n (11) Blank e of Water (17) t (19)
 Virginia Quiz (15)  Assign  Exit Ticket
Booklet (13)  A New GRASP (20)
part 2  Think World (18)
(12) Aloud homework
Activity (16)
(14)
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) 6


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
Map of Virginia Rubric

Student Name: ___________________________ Score: ___________ /20

Assignment: The goal of the student is to make a detailed map for the governor of Virginia that will be

used by early explorers and town building. To have the governor accept their map it will need to be

neatly labeled, accurate, and be decorated appropriately. Somewhere on the map there should be a

properly labeled legend that will help identify symbols and a compass rose. A minimum of three

different colors should be used to distinguish between the tribes, water, and environmental types.

OUTSTANDING ACCEPTABLE NEEDS MORE


(5 – 4) (3 – 2) WORK (1 – 0)
ACCURACY The map is accurate The map has a few The map has little to
throughout the errors, but is more no accuracy
entire state with than half correct. throughout the
___/5 little to no error. There was at least 3 state. There was at
There was at 6 – 4 – 2 correctly labeled least 1 correctly
correctly labeled environmental labeled
environmental landmarks, 5 – 3 environmental
landmarks, 8 – 6 correctly labeled landmark, 2 – 1
correctly labeled water features, and correctly labeled
water features, and 4 2 – 1 correctly water features, and
– 3 correctly labeled labeled tribes. none of the tribes
tribes. were labeled.
CREATIVITY The map uses at a The map uses at a The map uses at a
minimum of three minimum of two minimum of one
different colors to different colors to color to distinguish
____/5 distinguish between distinguish between between the tribes,
the tribes, water the tribes, water water features, and
features, and features, and environmental
environmental types. environmental types. There is little
There is creativity in types. There is some creativity and more
the design and use of creativity, but a lot blank space than
blank space. of blank space still use of color or
on the map. design on the map.

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
LABELING The map is well The map is semi The map lacks
organized, clear, and organized, fairly organizations, is not
neatly labeled. The clear, and the clearly labeled,
____/5 legend the student handwriting is and/or the
has created is easy to acceptable. The handwriting is not
follow and accurately legend the student legible enough to
labeled. has created is a little follow. The legend
difficult to follow the student has
and/or has minor created is hard to
errors. follow and/or has
multiple errors.

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland

Unit Cover Page

Unit Title: Inch by Inch Grade Levels: 5th

Topic/Subject Areas: VDOE Math SOL 5.8

Key Words: Perimeter, area, volume, converting metric and U.S. Customary units.

Designed By: Kaitlynn Rowland 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, the students will be able to 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. They will also be able to identify equivalent
measurements within the metric system and choose an appropriate unit of measure for
a given situation involving measurement using U.S. Customary and metric units.

In the culminating performance task, students will create a landscape for new
homeowners who would like to redo their yard. However, they have a list of
requirements that need to be met and to have satisfied customers, the students must
meet these needs.

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) 9


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland

STAGE 1 – DESIRED RESULTS

Unit Title: Inch by Inch

Established Goals: (VDOE Math SOL 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
c) volume is appropriate for a given situation;
d) identify equivalent measurements within the metric system;
e) estimate and then measure to solve problems, using U.S. Customary and metric units; and
f) 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)
• How do we know which unit of measure
• Different units of measurement correlate is appropriate for a given situation?
with finding perimeter, area, and volume. • Why do we have different units of
• There is an appropriate situation for measurement?
finding perimeter, area, and volume. • How would life be different if we did not
• They can convert between U.S. Customary have different units of measurement?
and Metric units.

Students will know: Students will be able to:


(Give at least 5) (List at least 5 skills)
• There are different units of measurement • Find perimeter, area, and volume in
among perimeter, area, and volume. standard units of measure. (SOL 5.8a).
• The U.S. Customary and the metric • Differentiate among perimeter, area, and
system measure the same properties, but volume, and identify which unit is
with different units. appropriate for the given situation.
• There are practical situations where they • Identify equivalent measurements within
will need to use area, perimeter, and the metric system.
volume. • Solve problems using both U.S.
• There are practical situations where they Customary units and metric units.
will need to convert between metric units • Convert from U.S. Customary units to
and U.S. Customary units. metric and vice versa.
• What situation to use perimeter, area, and
volume in.

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:
(Briefly describe 1 to 3 authentic assessments) (List 3 including MC quiz)

 G.R.A.S.P.: Your goal is to design a  Five Item Quiz on whole unit.


landscape that will fulfil the wishes of the  Conversion Test: The students will be
homeowners that have hired you. They given a ten-question test where they will
have three specific requests: a pool, a be asked to convert between metric units
porch, and three boxes for gardening. To and U.S. Customary units.
ensure that you give them the right cost of  Perimeter, Area, Volume Test: The
everything and that you’ll get the right students will be given a test where they
supplies, you’ll need to find the area, will be asked to find either the perimeter,
perimeter, and volume of the objects as area, or the volume for the shape that is
needed. provided.
 3-2-1 Countdown: On a piece of paper,
the students will write three things that
they learned, two things that surprised
them, and one thing that they need to
work on. Then, they will share with their
shoulder partner.
 Shape and Formula Booklet: The students
will create a booklet out of construction
paper that will include a series of shapes
with the formula needed to find perimeter,
area, and volume.

Student Self-Assessment and Reflection


(List at least 2)

 Before:
o Entry ticket where they write down any questions, concerns, or comments they might
have on the subject.
 During:
o Check for understanding where they will be asked if they have an understanding of
various aspects of perimeter, area, volume, the metric system, and U.S. Customary
units. They can rate their understanding by a scale of: no / a little / somewhat / yes /
unsure.
 After:
o Exit tickets where they receive their entry tickets again and see if they can answer any
of the questions that they had at the beginning of the unit.

STAGE 3 – LEARNING PLAN


Summary of Learning Activities:
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 11
Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Pre-Assessment - Entry ticket where they write down any questions, concerns, or
comments they might have on the subject.
2. Hook – How to Find area and Perimeter video -
https://www.youtube.com/watch?v=rSVMrPu0__U & Metric System Conversion video -
https://www.youtube.com/watch?v=djTNUp4XIRo
3. Introduce standards and goals – verbally telling the students the goals that the teacher
is expecting from the class.
4. Introduce big ideas and essential questions - Think, Pair, Share. – The teacher will
ask the essential questions and the students will first think on their own, then pair up with
their shoulder partner and share their ideas. Have them write down their thoughts and
turn them in.

Teach vocabulary skill building activities, content, and / or activity skills Perimeter &
Area & Volume

5. Introduce new vocabulary through direct instruction with assistance of a PowerPoint


where either perimeter, area, or volume will be at the top of the slide and how you would
find them below. There will be examples on a second slide and real-life application as
well.
6. Around the house – homework sheet on common house hold objects and how you would
measure them. For example, if we want to know how much water the kitchen sink would
hold or figuring out how much carpet you would need for a room.
7. Shape and Formula booklet – the students will create a booklet out of construction paper
that will include a serious of shapes and below them the formula to find their perimeter,
area, and volume.
8. 3-2-1 Countdown – on a piece of paper, the students will write down three things that
they learned, two things that surprised them, and one thing that they need to work on.
They will share with their shoulder partner and turn them in as well.
9. Direct instruction on anything that the students might be having difficulties with in
response to the student’s 3-2-1 countdown responses.
10. Perimeter, Area, and Volume Test: The students will be given a ten-item test where they
will be asked to find either the perimeter, area, or volume for the shape that is provided.

Teach vocabulary skill building activities, content, and / or activity skills Metric and
U.S. Customary Units

11. Introduce new vocabulary through direct instruction with assistance of a PowerPoint
where either Metric system or U.S. Customary Units will be at the top with a description
below. The conversion units will be included and taught to the students through the
PowerPoint as well.
12. Conversion Homework – the students will be given a homework sheet on converting
between metric units (10 questions) and converting between U.S. Customary Units (10
questions)
13. Metric Monster by Mary Carr – The students create a monster out of construction paper
by picking a measurement for each body part from a list and then cutting the correct

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
length out of the construction paper. They will list all of their measurements in a grid and
have to name their monster.
14. Conversion Test – the students will be given a ten-question test where they will be asked
to convert between metric (5 questions) and U.S customary units (5 questions).
15. Check for understanding – the students will be given a short self-assessment where they
can rate their understanding on various aspects of perimeter, area, volume, the metric
system and U.S. customary units. They can rate their understanding by a scale of: no/ a
little/ somewhat/ yes/ or unsure.
16. Five Item Quiz on the whole unit.
17. Introduce the final product (performance task) – the students will be introducted to the
GRASP assignment.
18. Assign the final product (performance task) the students will be assigned the GRASP
assignment and given the date of when it is due.
19. Summative Assessment - Students will complete the GRASPS Activity where they design
a yard for new homeowners and meet their list of requirements.
20. Exit Tickets – where they receive their entry tickets again and see if they can answer any
of the questions that they had at the beginning of the unit.

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland

Stage 3 – Plan Learning Experiences and Instruction

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

Monday Tuesday Wednesday Thursday Friday

 Entry  Setting  Direct  Shape  Direct


Ticket (1) Goals (3) instruction (5) and Instruction
 Hook (2)  Think Pair  Around the formula (9)
Share (4) house (6) booklet (7)  Perimeter,
 3-2-1 area, and
countdown volume quiz
(8) (10)
 Direct  Metric  Check for  Introduce  Summative
Instruction Monster understanding GRASP Assessment
(11) (13) (15) (17) (19)
 Conversion  Conversion  Five Item  Assign  Exit Ticket
homework quiz (14) Quiz (16) GRASP (20)
(12) (18)
11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

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


Design Topic: n/a Subject(s): Virginia Studies & Math Grade: 5th Designer: Kaitlynn Rowland
Resources

Carr, Mary. “Metric Monster.” Teachers Pay Teachers, 2012,

www.sps186.org/downloads/basic/368865/MetricMonster.pdf.

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

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