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Understanding by Design
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:
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
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.
Consider the WHERETO elements. You must include enough instruction for 20 lessons.
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.
Key Words: Perimeter, area, volume, converting metric and U.S. Customary 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.
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.
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
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
Consider the WHERETO elements. You must include enough instruction for 20 lessons.
www.sps186.org/downloads/basic/368865/MetricMonster.pdf.