Understanding by Design – Sarah Yakapovich

Essential Question:
How do the volumes of prisms, cylinders, cones, and spheres affect the size of each three-dimensional figure?

Stage 1 – Identify Desired Results

Established Common Core State Standards​:

8.G.9 - ​Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world
and mathematical problems.
● Learning Target – Can I apply the formulas to calculate the volumes of cylinders, cones, and spheres?
● Prior knowledge needed: ​7.G.6 - Solve real-world and mathematical problems involving area, volume and
surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes,

What essential questions will be considered? What understandings are desired?

Students will understand that…
● How do the volumes of prisms, cylinders, cones, ● The dimensions of a three-dimensional shape affect
and spheres affect the size of each it’s volume.
three-dimensional figure?
● When given the volume of a three-dimensional
figure, the dimensions (radius, height, length and
width) can be calculated to meet specific size
requirements.

● Volumes can be represented in different forms of

three-dimensional figures. Students can compare
the dimensions of different figures that have similar
volumes.

What key knowledge and skills will students acquire as a result of this unit?
Students will know… Students will be able to…
● How to calculate the volumes of prisms, ● Calculate the volumes of prisms, cylinders, cones
cylinders, cones and spheres. and spheres using each of the respected formulas.

● How to maximize the dimensions of ● Calculate the dimensions of prisms, cylinders, cones,
three-dimensional figures given specific and spheres when given a specific volume.
volumes.

● Find the measurements (radius, height, width or

● How three-dimensional figures whose volumes
are the same can have different measurements
and seem larger/smaller than they appear.
length) of three-dimensional figures to fit specific
size requirements of the product and shipping
containers. Students can use a variety of measuring
tools to compare the accuracy of using a technology
tool and calculating by hand.
 ● Communicate how their group chose to make the
size of the product container.

● Communicate and calculate the type, cost and

dimensions of the shipping containers needed to
send products to be sold in stores.

Sta​ge 2 – Determine Acceptable Evidence

What evidence will show that students understand?
Performance Tasks:​ (student products & performances with clear criteria used to evaluate)

● Students are able to create and design two product containers with dimensions for a given volume.
o Groups are able to choose if they want to create two different containers shaped like a cylinder, cone
or sphere. Using their understanding of volumes of prisms, cylinders, cones and spheres, groups will
create nets of the three-dimensional figures with calculated dimensions to decide the shape of their
container to be made.
o Groups will use each of the container dimensions to create a label for each to represent the company
and product that is going to be sold.
▪ Students are able to measure by hand using rulers and measuring tapes, but will be
encouraged to check their accuracy using one of the measuring apps on their phones or
computers.
o Groups will calculate the cost of how much it would cost for each product container to be made.
● Using the dimensions and net of the group’s containers, they will calculate how many containers will fit in a
shipping box given three different options of shipping methods.
o Groups will need to calculate and create diagrams/nets of how many of the product containers can be
shipped to maximize the volume of the shipping container. Three options of shipping containers will be
given to groups to help them visualize and calculate the amount of each product to be shipped.
▪ Groups will be able to practice making their nets using centimeter paper by hand, but will be
expected to make the nets that will be graded using a drawing program.
▪ Which shipping container is the best option for each type of product container?
▪ How many of each type of product containers will be shipped? How will they be packed to fit in
the shipping containers?
o Groups will also calculate the cost of shipping each product container based on the amount of product
being shipped, along with the size and weight of the shipping boxes.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence​: (tests, quizzes, prompts, work samples, observations, etc…)

● Groups will have deadlines to meet after a specific amount of time to work.
o Their work will be collected and graded after specific parts of learning:
▪ Creation of nets for the cylinder, cone and sphere containers with specific dimensions.
● Groups will decide which containers to create and label for the rest of the lesson. Each
group must have two different three-dimensional shaped container with the given
volume and dimensions.
 ▪ Calculation and creation of diagrams for the different shipping options of the product
containers.
● Details will include:
● How many of the product containers will fit in each shipping container using specific
dimensions and calculations?
● What is the best option to maximize the amount of product containers to be shipped?
● How much would it cost to ship one box of each product to be sold using current
shipping/weight prices?
o At different points of the lesson, groups will be asked to put their work on their desks for their peers
and myself to provide feedback regarding their work. Group members will be given post-it notes to
leave questions and feedback to help other groups reflect and improve on their work at the current
moment. I am hoping that students will help each other reflect on their current work and improve their
products before it is graded.

o Groups will be asked to reflect on their learning after completing tasks. A Google form will be shared
with all class members to share their thoughts how their group is working together, what they would
like to share that is working and needs to be fixed and any other ideas students can share to improve
the PBL lesson.

Stage 3 – Plan Learning Experience

Sequence of teaching and learning experiences (engage, develop and demonstrate the desired understandings)

W​ – Ensure that students understand ​WHERE​ the unit is headed, and WHY.

Our learning targets (student friendly goals) and essential questions are posted for students to see what is being
expected for the day or lesson.
Students will be investigating and reflecting on the question of “How do the volumes of prisms, cylinders, cones, and
spheres affect the size of each three-dimensional figure?”. Students will be working in groups of 3-4 to answer how
volumes of three-dimensional figures can be used to create specific types of containers. Directions will be given to
groups before they are given a volume to work with so everyone is focused on what they need to be working on. The
directions will also be posted on each document they are given in case they forget any of the key pieces of the lesson.

H​ – ​HOOK​ students in the beginning and HOLD their attention throughout.

I would like to show a few short videos about how containers are created for products and how they are shipped to
stores for sale. I hope to show some videos from companies like Amazon, Coca-Cola or Target to show the importance
of container sizes for shipping. I would like to present this to students through EdPuzzle for students to ask questions
regarding any of the video clips before they start working with their groups. I would also like to use the questions that
students present as check points for groups to see if they are answering these questions as they are working.
Groups will be able choose the volume measurement that they will be working with regarding the product
containers they will be creating, designing, labeling and packing. Groups have the ability to choose the color,
dimensions, and label that will be on their product containers. They will be using measuring technology to make sure
they are accurate with calculations and a drawing program to create the net of each product container along with the
label.

E ​– ​EQUIP​ students will necessary experiences, tools, knowledge, and know-how to meet performance goals.

As each group completes the task for each part of the lesson, they will be presented with a “Memo” through Google
Classroom from their boss explaining what the expectations are to be accomplished by each group. In order to move
onto the next part of the lesson, groups need to make sure they have met the required aspects before turning in their
product to be graded. Within each of the part of the lesson, groups will be asked to answer and reflect on questions
that ask what they had to research/learn to complete this part of the lesson and how their group was working
together. If groups have not met the expectations of the “memo” the work turned in will be given back to a group to
reflect on and fix before moving onto the next part of the lesson.
Students will be presented with some ideas of apps or programs that they can use to help them meet the answers of
“how do the volumes of prisms, cylinders, cones, and spheres affect the size of each three-dimensional figure?”.
Groups will be encouraged to share ideas in a Google Doc with each other referring to different methods to test
measurements or create nets and label apps to be used.

R​ – Provide students with numerous opportunities to ​RETHINK​ big ideas, ​REFLECT​ on progress, and ​REVISE​ their work.

Groups will be given a variety of opportunities to reflect on their work. Student and teacher feedback will be given
through a gallery walk and individual group feedback from their “boss”/teacher to move on to the next part of the
lesson by turning in their part to be graded when meeting the expectation of the “memo”. If groups have not met their
“memo” expectations groups will have opportunities to revise their work to improve their understanding of volumes of
three-dimensional figures. After groups have shared what was adjusted and improved from the feedback they got, they
may turn in their work to be a final grade.

E ​– Build in opportunities for students to ​EVALUATE​ progress and self-assess.

It is very important for groups to have time to reflect on their work and also each member to reflect too. My goal is to
provide groups to reflect on their work after each portion of the lesson is completed along with a short Google form for
members to complete every few days. I hope to use the individual student reflections to help guide groups to improve
their work as a whole and possible help groups work through any issues they may have. When I read through each
group’s information, I would like to use this to help groups improve their product as a whole and to not have the same
challenges in the next part of the lesson that they may have had in the current part.

T​ – Be ​TAILORED​ to reflect individual talents, interests, styles, and needs.

This PBL lesson was designed with all types of students in mind. Students have a variety of strengths in art,
technology, building, organization, communication and many other ways. I wanted this group activity to allow each
student to share at least one of their strengths to help their group accomplish designing and calculating the dimensions
and cost of two product containers. The more chances that students have to share and show their strengths the larger
the learning experience each student can take away from this PBL lesson.
As students work in small groups, I will be able to help provide extra support for students or groups that need it. It is
important that each student has a way to be equal member of their group, and providing a variety of chances for
student collaboration will encourage that.

O​ – Be ​ORGANIZED​ to optimize deep understanding as opposed to superficial coverage.

Memos, calendars, reflection forms for groups will be shared with them through Google Classroom. It is an easy way
to present each group with the specific expectations of the PBL lesson. As groups progress through their work, I can
send different documents to groups/students to complete. I would also like to give students the option to share
different apps and programs with their peers through a class document where titles and links can be shared. Students
are great at finding a variety of apps that are better than the ones I found. I hope to provide groups with a way to share
with each other with a common end product in mind.
Groups will be encouraged to create a short presentation showing their product prototypes, nets, shipping package
decisions and the costs of the individual product container and shipping. Groups will be able to share with their peers
what they created and decided based on their experiences. My hope is that students will see a variety of product
containers that can be shipped in different ways that could cost the same or cheaper than their own.
Wiggins, G., & McTighe, J. (2006). Understanding by Design (2​nd​ ed.). New Jersey: Pearson.