Unit Plan Template

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MAT-E INTEGRATED UNIT TEMPLATE

Name: Brian Schultheis

Semester: Spring 2015

Directions: Choose two content areas to create one detailed integrated unit plan for
a minimum 3-5 days during the semester that includes:
Element
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.

Completed

Unit Title and Description

Unit Overview: Rationale, Content, and Context
Maryland College and Career Readiness Common Core Standards
Objectives
Assessments
Community Connection
Reflection of Resources
Accommodations for All Learners
Impact Analysis
Unit Reflection and Refinement
Lesson Plans and Reflections (attached)

Students are required to videotape themselves teaching for a minimum of 30

minutes and reflect on this tape in Section X, Unit Reflection and Refinement.
Students must reflect on each lesson taught during the unit. These reflections
should be typed at the bottom of each lesson plan.
The final unit template must have all lesson plans and reflections attached.

I. Unit Title and Description

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Unit Title:
Dates Taught:
Grade Level:
# of Students:
# of Students with an Individualized
Education Plan (IEP):
# of Students that are English
Language Learners (ELLs):

Designing a Community Map

4/23/15, 4/24/15, 4/27/15, 4/28/15, 4/29/15, and 5/1/15
Fifth
26
0
0

II. Unit Overview: Rationale, Content, and Context

Please include an overview of your unit plan. This could take the form of long-range plans,
scrolling, pre-planning, mind maps, calendars, etc.
Your overview should also address these questions: Why are you teaching this unit? Why did you
integrate these content areas? How are you teaching this unit?
Since I elected to teach an integrated unit involving math and science during my first
unit, I decided to integrate math and social studies for this unit. This decision came much more
easily than my decision for the first unit because I actually already had a project in mind for the
students. The students were working within the geometry unit at the time that I would be
teaching this integrated unit. Additionally, they were in the portion of the geometry unit in which
they were learning about shapes. As such, I had come across the idea to design a community
map using different shapes to represent different landmarks. Having knowledge of this project, I
quickly made the leap to integrating social studies into this unit.
I spoke with a fifth grade teacher who teaches social studies in order to ensure that the
project would meet fifth grade standards. She assured me that the project would meet one of the
skills and processes standards. After doing a little bit of research I found that the students
learned about map elements back in the third grade, so I was able to incorporate that third grade
standard into the unit as a review of map elements.
Much like my first unit, I decided to begin the unit by focusing on the math concepts that
would be covered throughout the unit. As such, we spent the first three days learning about the
various quadrilaterals, triangles, lines, line segments, and rays. All of these geometry
components would be included in the students maps. During the third lesson, the focus would
shift to reviewing the map elements that would be included in the students maps. Starting with
the fifth lesson, the reigns were handed over to the students as they began designing their
community maps. The students worked on their community maps over the next four days as they
had to complete a rough draft, hold a conference with me before moving onto their final copy,
and then complete their final copy. Once all of the students had completed their maps, we had a
brief review of the geometry concepts and map elements covered throughout the unit before the
students completed their post-assessment.

III. Maryland College and Career Readiness Common Core Standards

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List the standards you will use during your unit plan. You need a minimum of one standard per
content area.
1. Math 5.G.3: Understand that attributes belonging to a category of two dimensional
figures also belong to all subcategories of that category. For example, all rectangles have
four right angles and squares are rectangles, so all squares have four right angles.
2. Math 5.G.4: Classify two-dimensional figures in a hierarchy based on properties.
3. Social Studies D2.Geo.1.3-5: Construct maps and other graphic representations of both
familiar and unfamiliar places.
4. Social Studies 3.0.A.1b: Construct and interpret maps using elements, such as title,
compass rose, simple grid system, scale, legend/key, date, and author.

IV. Objectives
List the objectives that connect back to your standards. These objectives should be studentcentered, measurable, and include verbs from varying levels of Blooms taxonomy.
1. We can recognize a two-dimensional shape is classified into a category and its
subcategories.
2. We can group shapes that share a single property, and then, among these shapes, group
those that share a second property, etc
3. We can construct maps by using various elements.

V. Assessments
List the assessments you will use in your unit. These assessments must connect back to your unit
standards and objectives. You must have a pre-assessment that assesses prior knowledge and a
post-assessment that assesses mastery of the objectives. You should have multiple formative
assessments throughout your unit and at least one summative assessment at the end of your unit.
Standard/Objective being
Assessed
5.G.3, 5.G.4
5.G.3, 5.G.4
3.0.A.1b
5.G.3, 5.G.4, D2.Geo.1.3-5,
3.0.A.1b
5.G.3, 5.G.4

Assessment
Socrative Quiz
Exit Ticket
Map Elements Recording
Sheet

Pre- or PostFormative or Summative

Pre-Test
Formative
Formative

Community Map Project

Summative

Socrative Quiz

Post-Test / Summative

VI. Community Connection

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Describe how your unit connects to the community. Question to consider: How are you
communicating with parents/caregivers, the school, and the larger community? Examples include
inviting parents in for a visitation, having a community member as a guest speaker, filming a
video that is then broadcast to the school, etc.
The students would be completing this project in time for the final products to be hung in
the hallway for display before Rockland was holding a gallery walk with all of the teachers. In
this way, the students would be able to showcase their ability to meet the standards to the rest of
the teachers at the school.

VII. Reflection of Resources

List the specific materials and equipment you use for each lesson, including textbooks,
technology, and guest speakers. Attach copies of printed materials to be used with the students.
After teaching, reflect on whether you would use these resources with students again. To earn
full credit, students must have a minimum of five (5) resources cited in APA format.
Resource (in APA citation)

Why did you use this

resource (rationale)?

BrainPop (2015). Parallel and

Perpendicular Lines [Video
File]. Retrieved from
https://www.brainpop.com/math/
geometryandmeasurement/parall
elandperpendicularlines/

I used this resource in order

to appeal to the students
who learn best visually.

BrainPop (2015). Types of Triangles

[Video File]. Retrieved from
https://www.brainpop.com/math/
geometryandmeasurement/types
oftriangles/

I used this resource in order

to appeal to the students
who learn best visually.

Quadrilateral Quest: Do you know their

properties (n.d.). Retrieved from
http://teams.lacoe.edu/document
ation/classrooms/amy/geometry/
34/activities/quad_quest/quad_que
st.html

I used this resource in order

to provide the students with
an engaged way to review
the different quadrilaterals.
I believed this activity
would be more engaging
considering the use of

Would you use this

resource again
(reflection)?
I would use this
resource again. It
contains valuable
information, is easy
for the students to
understand, and keeps
the students engaged.
I would use this
resource again. It
contains valuable
information, is easy
for the students to
understand, and keeps
the students engaged.
I would definitely use
this resource again.
The students received
hands-on learning in
order to learn the
attributes of the
various quadrilaterals.

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Recognize Perpendicular and Parallel

Lines (2014). Retrieved from
https://campus.mangahigh.com/e
n-us/px/667/0/0

Type of Triangles (2014). Retrieved

from
https://campus.mangahigh.com/e
n-us/px/319/0/0

technology.
I used this resource as a
means of hands-on learning
for the students, in which
they would learn about the
different types of lines.
This was more engaging
than having the students
complete a paper activity

I used this resource as a

means of hands-on learning
for the students, in which
they would learn about the
different types of triangles.
This activity was more
engaging than having the
students complete a paper
activity.

I would use this

resource again. It was
a very valuable tool. I
especially liked the
fact that the students
could complete it over
and over and receive
different questions
each time. Student
engagement was
outstanding while
interacting with this
activity.
I would use this
resource again. It was
a very valuable tool. I
especially liked the
fact that the students
could complete it over
and over and receive
different questions
each time. Student
engagement was
outstanding while
interacting with this
activity.

VIII. Accommodations for All Learners

List the strategies and activities you will use to meet the needs of all students. This includes
students with disabilities, ELLs, and the multiple learning styles within your classroom.
Disability/Learning Style

What accommodation did you

use?

Was this accommodation

effective? Why or why not?

n/a
I could not fill out the preceding chart because I taught this unit to a group of students
that are above grade level. In the fifth grade at Rockland Woods, the students are grouped
together in classes based upon their ability. Since the students in this class were above grade

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level, there were not any students with disabilities or who were ELLs. However, I used a variety
of instructional approaches in order to appeal to all types of learners. The unit involved some
lecture, videos, and a great deal of hands-on learning. I also implemented some technology into
the instruction in order to appeal to those students who like using it. I would say that my
instructional approach using multiple means was highly effective based upon the data from the
post-test. I honestly do not think I would change anything about this lesson unless I was
teaching it to students who needed some type of accommodation. The unit involved various
learning approaches that met the needs of all students learning styles.

IX. Impact Analysis

Using student data from your pre- and post-assessments, analyze the student achievement from
this unit. Answer the following questions: How many students met the standard on the preassessment? How many students met the standard on the post-assessment?
The SLO portion of this unit focused solely on the math component of the unit. The
students were assessed on their ability to meet the social studies standards using the community
maps they developed. Based upon the pre-assessment data, 24 students were able to meet the
math standards included in this unit. Sincere there were ten questions on the pre-assessment, the
students were required to correctly answer seven of those questions in order to meet the standard.
The two students who were not able to meet the standard were able to answer six questions
correctly on the pre-assessment. There were five students who were able to correctly answer all
ten questions on the pre-assessment. There were ten students who were able to correctly answer
nine questions on the pre-assessment. There were seven students who were able to correctly
answer eight questions on the pre-assessment. Finally, there were two students who were just
able to meet the standard by correctly answering seven questions on the pre-assessment.
At the end of the unit, a post-assessment was given that included the same questions as
the pre-assessment. The students were not given the correct answers after the pre-assessment in
order to ensure they simply did not memorize the answers. All 26 students were able to meet the
standards. Out of the 26 students, 21 of them were able to correctly answer all 10 questions on
the post-assessment. For those five students who did not correctly answer all 10 questions on the
post-assessment, all five of them only missed one question.

X. Reflection and Refinement

Describe how you would change your unit to increase student achievement.
Based on the results of your impact analysis, select at least two (2) questions to elaborate on:
I was amazed with the students achievement on the post-assessment. The students really
tested me in my ability to achieve my SLO with this integrated unit because 24 out of the 26
students had already met the standards during the pre-assessment. Knowing that the students
scored so well, and having confidence in my abilities as a teacher, I decided to set an SLO which
would require 100% of the class to meet the standards by the end of the unit. In addition, I set a
goal that 90% of the class would be able to score 90% or better on the post-assessment. I was

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able to achieve my overall goal of having all 26 students meet the standards by the end of the
unit. Additionally, the entire class was able to score 90% or better on the post-assessment, which
met my goal of having 90% of the class score 90% or better on the post-assessment.
Because of the outstanding results my students were able to achieve, I am inclined to say
that I would not change anything about the unit if I was teaching it with another group that was
equally as talented. Even if I was working with a group of students that may be on the same
level as these students, I do not believe I would change any of the activities I used throughout the
lesson. I believe the activities that I used throughout the lesson were engaging and appealed to
all types of learners. The biggest adjustment I would make to this unit if I was working with a
group of students who were on or below grade level would be that I would implement more
guided practice in small groups. I did not have to utilize a great deal of small group instruction
with this class because of their abilities. However, if I was working with a class that needed
more support, I would have the students complete the online activities as a small group so that I
could provide support and make note of any areas of confusion.
1. What did your impact analysis tell you about how your students learn?
As with my first integrated unit, my impact analysis provided evidence that students learn
most effectively when they receive a hands-on approach to their learning and are activity
engaged in their learning. This unit consisted of very little lecture from me. Most of the
lecturing I did was to explain the directions of the activities to the students. This unit
allowed the students to tap into their creative senses in order to help them achieve the
standards.
2. What did your impact analysis tell you about the success of the strategies you used?
Once again, my impact analysis reinforced my belief that I have a solid grasp on the
strategies that work most effectively with my students. Students nowadays love using
technology, so having the laptops available to me was a huge bonus because student
engagement was outstanding throughout the unit. By utilizing the online tools, the
students were learning while having fun, so they did not even realize that they were
learning. This type of approach is so much more effective than the old lecture-style
approach from when I was in school. This is evidenced by the outstanding performance
they were able to achieve in meeting the standards.
3. How useful were the assessments in terms of student learning?
4. What resources and/or personnel might assist you in improving student achievement?
5. How will you differentiate instruction so that all students achieve?
6. How will you differentiate instruction for students who easily achieved the standard and
need to move forward?
7. Question of your own choice.
You must also reflect on your teaching from your videotaped lesson.
I wrote my reflection on the videotaped lesson on the lesson plan for that lesson. It can
be found by going to the lesson plan entitled Designing a Community Map Lesson 5, Part 1.