Design Topic - Math - Subject(s) - Measurement - Grade(s) 5th - Designer(s) - Kelsie Weyer - Understanding by Design
Design Topic - Math - Subject(s) - Measurement - Grade(s) 5th - Designer(s) - Kelsie Weyer - Understanding by Design
Design Topic - Math - Subject(s) - Measurement - Grade(s) 5th - Designer(s) - Kelsie Weyer - Understanding by Design
Understanding by Design
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)
1. Engage students in “sort cards” as a pre-assessment to determine misconceptions and assess prior knowledge on the
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
4. Introduce big ideas and essential questions by asking students to “think-pair-share” their answers to these questions at
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
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.
10. Students will complete “mystery perimeters” worksheet to practice solving for unknown sides of a shape when given
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,
14. Conduct mini-lesson on calculating area and volume. Model and guide students through practice problems and then
15. Have students create and analyze perimeter, area, and volume of lego creations. Students will journal drawings of their
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
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
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
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
Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______
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.
Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______
Understanding by Design
Unit Title: _Native American Life Styles in Virginia__ Grade Levels: 5th _________
Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______
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)
Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______
- 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.
Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______
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
2. Hook students by playing Native American music and have students create stories in their table groups using Native
3. Introduce standards and goals in a whole group setting by having students repeat back the “I CAN” statements as “By
4. Introduce big ideas and essential questions by asking students to “think-pair-share” their answers to these questions at
5. Introduce the final project, Create Your Own Native American Tribe, by giving a brief overview of the assignment. Allow
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
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
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.
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
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
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).
Design Topic __Native Americans_______ Subject(s) _Social Science______ Grade(s) __5th_____ Designer(s) Kelsie Weyer______
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
Design Topic __Native Americans_______ Subject(s) _Social Science______ 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).
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
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.