Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

Understanding by Design

Unit Cover Page

Unit Title: _Measurement! __________________ Grade Levels: _5_______________

Topic/Subject Areas: _Measurement_________________________________________

Key Words: _Length, Perimeter, Area, Volume, Estimation, US customary unit, metric units
____________________________________________________________

Designed By: _Brianna Gertis______________ Time Frame: _2 Weeks_____________

School District: Regent University School: Teacher Ed & IDS Dept.

Summary of Unit (including curricular context and unit goals):

This unit will be delving into measurement. The students will discover the correct way to measure and
the correct unit to measure in. They will become proficient in estimating to solve answers and be able to
recognize whether they need to compute length, perimeter, area, or volume as well as correctly compute
each one. They will also understand why measuring is important and why it is crucial to have a
standardized system of measurement.

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/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

STAGE 1 – DESIRED RESULTS

Unit Title: Measurement!

Established Goals:

Measurement
Focus: Perimeter, Area, Volume, and Equivalent Measures
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.

Understandings: Students will understand that… Essential Questions:

 Measurement of perimeter, area, and volume
describes the characteristics of objects.
 Having standard units of measurement allows
people to interpret data, and that the US Customary
measurements and metric units are used in the real
world.
 How do you use measurement in your own life?
 Why are there standardized units of
measurement?
 Why do we need to understand how to measure?

Students will know: Students will be able to:

 The difference between the concepts of area,
perimeter, and volume and what unit they are
measured in.
 When to use perimeter, when to use area, and
when to use volume as a form of measurement.
 That estimation sometimes provides accurate
results of measurement.
 That there are metric units to measure liquid volume
like liters and milliliters, and there are the US
customary measurements to measure liquid volume
such as cups and pints.
 Determine the perimeter, area, and volume of a
polygon whether given a diagram or not.
 Select the correct unit of measure.
 Estimate area and perimeter of different polygons.
 Read a metric ruler as accurately as possible to
determine length.
 Know and recall the formulas for measuring
perimeter, area, and volume of different polygons.

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

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
 G.R.A.S.P. Activity: Students will create a three-  Quiz- Students will take formative five-question
dimensional house and lawn out of graph paper quiz on deciphering whether it is appropriate to
displaying their knowledge about length, perimeter, choose length, perimeter, area, or volume as a
area, and volume as well as allowing them to use form of measurement in certain situations.
their creativity. They must estimate their houses
they are building first by creating a diagram, figure  Quiz- Students will take quiz where they must
out what unit they need to measure in (it will be remember the formulas for the areas of different
inches), then build it. If they create a pool they polygons.
must give the liquid volume of the water they need
for their pool.  Homework- Students will find the liquid volume of
different examples.
 Students will act as painters and determine the
area of the room they are painting. Starting with
measuring the length of each wall to find out the
area of the walls. Then, using a formula “x buckets
of paint=x feet2” they will find out how many
buckets of paint are necessary.

Student Self-Assessment and Reflection

 Students will partake in Think-Pair-Share for each new topic (length, perimeter, area, and volume) to determine
what each can be used for in real life (Rutherford, 2008 p.112).

 Students will create a Three-Column Chart with the formulas that they know and the ones they are having trouble
remembering (Rutherford, 2008 p.113).

 Checking for Understanding with Slates- Questions are on the front board and students solve to get the answer on
the dry-erase board. They hold up their answers and if they are confused or do not know the formula they can put
a question mark and I can go over it with class so that no one is singled out for being confused (Rutherford, 2008
p.156).

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

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

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. I will hook the students by having them line up and take a certain number of steps. They will all end up at different
places and I will explain the importance of having standard measurements.
2. We will discuss goals(SOL) and what they will be able to do at the end, and final project with a PowerPoint.
3. Pre-assessment- Ask students what they know about measuring. (Solids, liquids, units, metric, etc. Teacher will lead
discussion with questions such as “What about liquids, are we able to measure those? Does anyone bake, how do you
measure the ingredients? Etc.)
4. Information- They will be shown a PPT explaining the metric system and the US customary system in depth and will
have a note packet to study and refer to, and be shown pictures of objects in the PowerPoint while deciding what form
of US customary measurement they would use for each (inches, feet, etc.).
5. Activity- They have their ruler and several objects and be asked to find measurement of each in inches, then in
centimeters.
6. They will be given paper and they can walk around the room with a ruler or tape measurer and they will measure
objects around the room in inches or feet and centimeters or millimeters. They also must draw each object they
measure. 15 objects.
7. Worksheet-TSW measure different lines in inches and centimeters. This will be their formative assessment.
8. Information-TTW provide PPT explaining perimeter and area in depth for polygons and circles, students will take notes
in their packet they received earlier.
9. TSW Think-Pair-Share different ways they can use perimeter and area in real life (Rutherford, 2008 p. 112).
10. Practice-students will be given many cut out shapes, with rulers, that they will find the perimeter of with their shoulder
partner, they will compare with other groups realizing that there will always be human error in measurement when their
measurements are slightly off. They will then work with those groups to determine the area of each shape. TTW go
over answers and discuss human error.
11. Performance task activity- Students will act as painters and determine the area of the room they are painting. Starting
with measuring the length of each wall to find out the area of the walls. Then, using a formula “x buckets of paint=x
feet2” they will find out how many buckets of paint are necessary.
12. Checking for Understanding with Slates- Questions about perimeter and area are on the front board and students solve
to get the answer on the dry-erase board. They hold up their answers and if they are confused or do not know the
formula they can put a question mark and I can go over it with class so that no one is singled out for being confused
(Rutherford, 2008 p.156).
13. Quiz- Students will take quiz where they must remember the formulas for the areas of different polygons and use them
to calculate the perimeter and areas of different examples.
14. Information- TTW show them PowerPoint about volume and liquid volume while they take notes, these notes will
finalize their packet that they will study from.
15. Students will be given blocks that they will work with their partner to form how they wish. Once they create something,
they will have to find the volume of it.
16. Students will practice with liquid volume by splitting into small groups, each with an empty cup, a cup of water, and a
scale. They will have to find volume of water.
17. Students will create a Three-Column Chart with the formulas for perimeter, area, volume, and liquid volume that they
know and the ones they are having trouble remembering (Rutherford, 2008 p.113).
18. Homework- Students will find the liquid volume of different examples.
19. Quiz- Students will take formative five-question quiz on deciphering whether it is appropriate to choose length,
perimeter, area, or volume as a form of measurement in certain situations.
20. TTW do a quick review on measurements.
21. Final Assessment- Students will take quiz assessment on whether it is appropriate to choose length, perimeter, area,
or volume as a form of measurement in certain situations. They will then have to compute each measurement through
several examples. They must use estimation to answer some questions.
22. GRASP Activity-Students will create a three-dimensional house and lawn out of graph paper displaying their
knowledge about length, perimeter, area, and volume as well as allowing them to use their creativity. They must
estimate their houses they are building first by creating a diagram, figure out what unit they are to measure in (it will be
inches), then build it. If they create a pool they must give the liquid volume of the water they need for their pool.

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

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

Stage 3 – Plan Learning Experiences and Instruction

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

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

1.Hook 3.Pre-Assessment 6. Classroom hunt 8.PPT-Information on 11.Performance Task

2.PPT-goals/introduce final 4.PPT-Information on 7. Worksheet perimeter and area Activity
measuring 9.Think-Pair-Share 12.Check for Understanding
5. Activity 10.Practice with perimeter
and area, address any
questions
6. 7. 8. 9. 10.

13.Quiz 16. Liquid Activity 20. Review 22. GRASP 22. GRASP
14.PPT-Information on 17. Three-Column Chart 21. Final Assessment
volume 18.Homework
15. Block activity 19. Formative Quiz

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/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

Area and Perimeter City

Project: Create a house and a lawn and use your knowledge of perimeter, area, and volume to record the dimensions of each using the correct formulas.
Add different characteristics to make it unique (windows, doors, pools, gardens, etc.) and record the dimensions of each as well. If there is a pool provide
the liquid volume of the amount of water you will need to fill it.

% 3 2 1
Excellent Okay Needs Work

Knowledge 50% I demonstrated my knowledge of
perimeter, area, and volume by
using the correct formulas to
compute each. This includes
knowing which measurement to
use when as well.
I used some of the correct
formulas to calculate the aspects
of my project or I mixed up the
type of measurement that some
were supposed to be.
I did not use the correct
formulas or any formulas for my
project.

Calculations 30% I correctly computed the
perimeter, area, and volume of
my house, lawn, and any other
calculations necessary.
I correctly computed some of the
aspects of my house however
some were incorrect.
Most of my calculations of
perimeter, area, and volume for
the different aspects of my
house were wrong or I did not
do them.

Creativity 20% My project demonstrates My project shows some effort My project looks like it was
creativity through hard work and put forth but not much. thrown together at the last
effort. minute, with little to no effort
present.

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

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

Understanding by Design

Unit Cover Page

Unit Title: __Virginia Studies________________ Grade Levels: _5_______________

Topic/Subject Areas: _Geography_________________________________________

Key Words: Virginia, Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge,
Appalachian Plateau, Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock
River, Lake Drummond and the Dismal Swamp, the Algonquian, the Siouan, the Iroquoian, map, water, region, tribe

Designed By: _Brianna Gertis______________ Time Frame: _2 Weeks_____________

School District: Regent University School: Teacher Ed & IDS Dept.

Summary of Unit (including curricular context and unit goals):

This unit will be focused on the geography of Virginia and its bordering states. We will discover the
five regions of Virginia and what makes them unique as well as the bodies of water that are in Virginia
and how each helped to develop the geography and culture of Virginia. We will then delve into the rich
history and geography of the tribes that once inhibited Virginia and study what made them unique.

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) 7

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

STAGE 1 – DESIRED RESULTS

Unit Title: Virginia Studies

Established Goals:
Virginia: The Physical Geography and Native Peoples
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);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a
map of Virginia.

Understandings: Students will understand that… Essential Questions:

 A map is a physical representation of
geographic information and that they can
describe geographical sites.
 Virginia is made up of five geographical
regions that each have distinguishing
characteristics.
 How does physical geography effect people,
places, and regions?
 How did the water features of Virginia
influence its development?
 How does geography stimulate cultural
diffusion?

Students will know: Students will be able to:

 The standard ways that maps show  Draw correct conclusions about a
information; colors, symbols, lines, etc. geographical area by looking at a map.
 Where Virginia is on a map and which states  Locate places on maps and globes from
border it. memory.
 The geographical regions of Virginia, like the  Use scales and cardinal directions.
Virginia’s Coastal Plain (Tidewater),  Describe the geography of Virginia and find
Piedmont, Blue Ridge Mountains, Valley and Virginia on a map.
Ridge, and Appalachian Plateau, and how  Analyze and interpret maps and explain
that relates to Virginia’s history. relationships between land forms and water.
 The water features within Virginia, like the
Atlantic Ocean, Chesapeake Bay, James
River, York River, Potomac River,
Rappahannock River, and Lake Drummond
and the Dismal Swamp, and how they aided
the development of Virginia.
 The ancient tribes of Virginia, like the
Algonquian, the Siouan, and the Iroquoian.

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

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks: Other Evidence:
 G.R.A.S.P. Activity: Students are to  Quiz- Five Question formative quiz about
pretend they are a founder of Virginia and the basic geography of Virginia.
they are writing a letter about their
journey through Virginia to a family  Homework- Label rivers, provide small
member. This will show their knowledge description about why each river was
about the important landmarks in Virginia important.
and the bordering states.
 Homework- Label each American Indian
 Students will make a model of Virginia in tribe and describe what makes them
small groups with craft supplies provided, unique.
with the option to bring craft supplies
from home as well. They will demonstrate
their knowledge of the unit by adding the
important rivers and regions labeled.

Student Self-Assessment and Reflection

 Students will complete a 3-2-1 sheet representing 3 things that really interested them, 2 things
that they would like to know more about, and 1 idea that they will write a short paragraph
about tonight for homework based on the geography of Virginia (Rutherford, 2008 p.114).

 Facts and Folklore- Students will be given a multitude of statements about the geography of
Virginia, some true and some false, and will have to decipher which ones are true and which
ones are not based on what they learned throughout the lesson (Rutherford, 2008 p.109).

 Students will fill in the labels on a Virginian map of rivers, tribes, and regions before they
leave class after the lesson as a self-assessment to them to see what they know and a formative
assessment for the teacher to see who retained the material.

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

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis
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. I will hook the students by finding our location on google earth!

2. TTW Discuss goals of the unit and introduce final project.
3. Pre-assessment Think-Pair-Share about their knowledge of Virginia (geography, tribes, bodies of water,
regions)
4. TTW present a map to the classroom, we will find Virginia and discover its bordering states.
5. Homework-TSW receive blank map of US and must color in Virginia and label it, along with its bordering
states.
6. TTW provide PPT about five regions of Virginia and discuss them in depth.
7. TSW work in groups to create poster of five regions of Virginia with one fact about each.
8. TTW provide PPT of water features in Virginia and explain why each is important to the growth and
development of Virginia.
9. Formative assessment-Label rivers, provide small description about why each river was important.
10. Performance Activity-Students will make a model of Virginia in small groups with craft supplies provided,
with the option to bring craft supplies from home as well. They will demonstrate their knowledge of the
unit by adding the important rivers and regions labeled.
11. Quiz- Five Question formative quiz about the basic geography of Virginia.
12. TSW break into groups and research tribes (details in my lesson plan that we turned in last week).
13. TTW provide PPT on tribes as review for material students did not find.
14. Formative assessment by choosing students to discuss what we learned the day before-recap as a group
information about tribes
15. Homework- Label each American Indian tribe and describe what makes them unique.
16. Facts and Folklore- Students will be given a multitude of statements about the geography of Virginia,
some true and some false, and will have to decipher which ones are true and which ones are not based on
what they learned throughout the lesson (Rutherford, 2008 p.109). Students will discuss in small groups to
come up with a consensus then we will discuss as a class.
17. Homework-Students will complete a 3-2-1 sheet representing 3 things that really interested them, 2 things
that they would like to know more about, and 1 idea that they will write a short paragraph about tonight for
homework based on the geography of Virginia (Rutherford, 2008 p.114).
18. Activity-Students will fill in the labels and color on a Virginian map of rivers, tribes, and regions as a self-
assessment to them to see what they know and a formative assessment for the teacher to see who
retained the material.
19. Teacher will review any material that the students are still confused about as proven by their previous
activity.
20. GRASP Activity

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

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

Stage 3 – Plan Learning Experiences and Instruction

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

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

11. 12. 13. 14. 15.

1.Hook 6.PPT 7.Poster 8.PPT 10. Performance Activity

2.Goals 9.Formative Assessment 11.Quiz
3.Preassessment
4.Map
5.Homework

16. 17. 18. 19. 20.

12. Research 14. Formative assessment 16. Facts and folklore 18.Activity 20.GRASP
13.PPT 15.Homework 17. Homework 19.Review
20.Start Grasp

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

Design Topic Math/History Subject(s) Measurement/Geography Grade(s) 5 Designer(s) Brianna Gertis

References:
Rutherford, Paula. Instruction for All Students. Just ASK, 2008.

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