Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

Understanding by Design

Unit Cover Page

Unit Title:Virginia’s Physical Geography and its Native Americans___ Grade Levels: 4th
Grade___

Topic/Subject Areas:_Virginia Studies______________________________

Key Words: Surrounding, Water Features, Border, States, Native Americans, Indians

Designed By: Ashlee Dillingham Time Frame: __Two Weeks/Ten Days___

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

For this unit, our Fourth grade students will be learning about the geography of Virginia and
its Native Americans! By the completion of this unit, the students will successfully be able to
locate Virginia and its bordering states on a map, locate its main water features and
acknowledge them by name, and understand the life of early Native Americans by
elaborating on their lifestyles and ways of survival.

Key Words: Surrounding, Border, Water Features, Native Americans, States, Indians
Essential Questions:
-In what ways did American Indians adapt to changing seasons?
-Why was language important in American Indian tribes?
-What impact did the life of Native Americans have on us as students today?
-How did Virginia’s regions and water features sustain the lives of Native Americans?
-What are some differences in how we live today and how Early Native Americans lived?
-How could you differentiate one Native American tribe from another based on observing?

Unit design status: X Completed template pages – stages 1, 2, 3

X
Completed blueprint for each performance task 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 _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

STAGE 1 – DESIRED RESULTS

Unit Title: _____Virginia Studies______________

Established Goals (cite specific VA SOL):

The student will demonstrate an understanding of the relationship between physical
geography and the lives of the 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

e) describing how American Indians related to the climate and their environment to secure
food, clothing, and shelter

Understandings: Students will understand that… Essential Questions:

• The three main American indigenous
groups of Virginia utilized the different
regions and their geographic features to
survive and thrive.
-The geographic locations in which American
Indians lived can be located on maps by
distinguishing all five regions, bordering
states, and key bodies of water from early
history.
- Early Native Americans adapted to
environmental and locational changes in
order to live, just as we adapt to changing
seasons today.
• In
what way did American Indians adapt to
changing seasons?
- What are some differences in how we live
today and how Early Native Americans
lived?
-How could you differentiate one Native
American tribe from another based on
observing?
-How did Virginia’s regions and water
features sustain the lives of Native
Americans?

-American Indians spoke and lived differently
than humans today as they used raw
materials around them and communicated
through different and distinct languages, just
-What impact did the life of American Indians
have on us as students today?
-Why was language important in American
Indian tribes?

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
as there are many people around the world
who live and speak differently than us.

Students will know: Students will be able to:

• Key water features that were utilized and
considered important to the American Indians
such as the Chesapeake Bay, James River,
Potomac River, York River, Rappahannock
River, Lake Drummond, the Dismal Swamp,
and the Atlantic Ocean
-Virginia’s location and its bordering states on a several states on a map
types of maps
• The struggles the American Indians faced
concerning the Environmental factors in their -Identify each key water feature of Virginia
area and the process of obtaining appropriate by location
shelter and clothing, and sufficient food
• The differences between Indian tribes
based upon their specific languages and
customs (Iroquoian, Algonquian, Siouan):
Powhatan Indians-Algonquian language,
worshipped 2 gods, used beads, furs,
tobacco in customs
=Cherokee-Iroquoian language, Chrisitan
religion
=Monacan-Siouan language, Piedmont area
• Use research skills to create an
understanding of the American Indians’ daily
life and survival struggles
• Identify the tools American Indians utilized
to search and seek food, shelter and clothing
throughout the four seasons
• Identify Virginia’s borders and neighboring
-Identify and describe each region of Virginia
by location
• Locate different American Indian tribes
based on the main language spoken
throughout the tribe and the environment
• Utilize the various features of a map to be
able to navigate through and differentiate
Native American territories

- The geographical/topographical regions of

Virginia that correlate with the American
Indians such as the Coastal Plains,
Piedmont, Blue Ridge Mountains, Valley and
Ridge, and Appalachian Plateau areas

• The significance of the American Indians

and how their livelihoods affect life today:
Methods of obtaining food and adaptations to
seasonal patterns that are still in use today

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
GRASPS Activity: Students will create a
diorama about an American Indian group to
be put on display on a larger scale in a new
museum exhibit.
Who am I? : Students will read brief
descriptions of an American Indian and
based on their characteristics, geographic
location, and major waterways they inhabited
near; they will write the correct choice in “I
am...” format next to the Indian’s picture.
Drag and Drop: Students will be assessed
via laptops for a Drag and Drop activity
matching the key water features and
American Indians groups to the region of
Virginia.
Quiz: Students will take a quiz on the three
main Indian groups and their differences.
Quiz: Students will take a quiz on the
bordering states of Virginia.

Let’s Label! : Students will be given a blank Write About It!: Students will write a short
map of Virginia with designated regions paragraph on which Indian group they would
separated by lines. It is their job to label the live with based on what they have learned
different regions of Virginia by color and and why.
name, indicate the presence of the key water
sources, and notate the three main American
Indian groups on their maps.

Student Self-Assessment and Reflection

Students will self-assess their completed work on the Drag and Drop Assignment upon
completion.

Students will self-assess their quiz answers before returning the quizzes to the teacher. After
the quizzes are returned, students will review missed questions and use their resources to
write down and correct their errors.

Students will reflect on what they have learned about the Early American Indians and how
they lived in the differing regions of Virginia.

Entry (See, Think, Wonder) and Exit tickets (Quick Write about what the student learned or
still needs help with from the unit.) will be presented to each student at the beginning and
end of the unit.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
Differentiation Cooperative Strategies Instructional Strategies

1. Pre-Assessment: Students will complete a K-W-L Chart in order to gather information on what they know
about Virginia, to which the teacher will provide a picture of the state via the SmartBoard.
2. Hook: The students will complete a See Think Wonder with a picture of a map without labeling
3. Introduce Lesson Key Words and Essential Questions: An instructional lesson will be conducted in which the
teacher introduces key vocabulary terms of the unit for students to record in their Social Studies notebooks.
The teacher will also introduce the unit’s essential questions for children to ponder over.
4. Assessment/Homework: Students will take a brief quiz on what they learned about Virginia’s regions and
bordering states.

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
5. Instructional Lesson on the regions of Virginia and its features.
6. Let’s Label!: Students will be given a blank map of Virginia with designated regions separated by lines for
students to label and color as a group.
7. Instructional lesson on the water features of Virginia.
8. Group Label: Students will add to their Let’s Label! Color maps the water features discussed in class.
9. Homework: Review and take home Let’s Label! Sheets for studying and practice for assessment the next day.
10. Quiz Assessment: Students will be given a blank map to label Virginia’s separate regions, surrounding states,
and key water features. For struggling/lower level students, maps will be labeled with locations (I.e. rivers will
be drawn and word bank will be present) but students will have to label the rest of the assessment map.
11. Feather Activity: the students will be given a feather with the name of an American Indian tribe on it. Amongst the
room there will be three areas of the classroom labeled by location, and TTW call out the name of the Indian tribe and
the students with that tribe will go to the correct location based on prior knowledge of American Indians and where
they inhabited. Once each student chooses an area, TTW review correct choices and students will be given the
opportunity to explain why they believe their location corresponds with the American tribe on their feather.
12. Instructional Lesson on Virginia’s Native Americans by location
13. Who Am I?: Students will be paired to read brief descriptions of an American Indian and decide which group it belongs to
based on location and major water features they live around.
14. Homework/Assessment: Students will complete Drag and Drop Activity to locate American Indian groups in Virginia.
15. Instructional Lesson on Virginia Native American language groups and characteristics.
16. Write About It!: Students will write a paragraph about which Indian group they would live with based on what was
learned and why. (For average learners or lower learners, Sentence Strips may be displayed on the SmartBoard)
17. Homework: Review lesson notes and Drag and Drop Activity for a quiz the next class.
18. Quiz: Students will take a quiz on the three main Indian groups and their differences
19. GRASPS Activity: Students will begin to create their own diorama about an American Indian group to be put on display in
a history museum. (Students will be able to choose which group to create a diorama for and utilize given resources)
20. Review: Students will review what they began with in their dioramas using their lesson notes and finish the final portions of
their projects.
21. Lesson/Assessment Strategy: The teacher will instruct students to participate in a Gallery Walk around the classroom to
view their peer’s work and to self-assess on their projects. The teacher will assess student comprehension after viewing each
project.
22. Field Trip to Colonial Williamsburg.
23. Assessment: Exit Ticket-The students will write a brief paragraph/Quick Write about what they learned from the field trip.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 10 lessons.

Monday Tuesday Wednesday Thursday Friday

1. Pre-Assessment: 2.Introduce Lesson Key 3. - Instructional Lesson on 4. Instructional lesson on 5. - Quiz Assessment:
Students will Words and Essential the regions of Virginia and the water features of Students will be given a
complete a K-W-L Questions: An instructional its features. Virginia. blank map to label Virginia’s
Chart in order to lesson will be conducted in separate regions,
gather information which the teacher Let’s Label!: Students will Group Label: Students will surrounding states, and key
on what they know introduces key vocabulary be given a blank map of add to their Let’s Label! water features. For
about Virginia, to terms of the unit for Virginia with designated Color maps the water struggling/lower level
which the teacher students to record in their regions separated by lines features discussed in class. students, maps will be
will provide a Social Studies notebooks. for students to label and labeled with locations (I.e.
picture of the state The teacher will also color as a group. Homework: Review and rivers will be drawn and
via the SmartBoard. introduce the unit’s take home Let’s Label! word bank will be present)
essential questions for Sheets for studying and but students will have to
2. Hook: The students children to ponder over. practice for assessment the label the rest of the
will complete a See 3. Assessment/Homework: next day. assessment map.
Think Wonder with Students will take a
a picture of a map brief quiz on what they
without labeling learned about Virginia’s
regions and bordering
states.
24. Feather Activity: 7. - Instructional Lesson on 8. - Quiz: Students will take a 9. Review: Students will 25. 10. - Lesson/Assessment
Students will be given a Virginia Native American language quiz on the three main Indian review what they began with in Strategy: The teacher will
feather with an groups and characteristics. groups and their differences their dioramas using their instruct students to
American Indian tribe lesson notes and finish the final participate in a Gallery
-Write About It!: Students will -GRASPS Activity: Students portions of their projects. Walk around the
for them to choose an
write a paragraph about which will begin to create their own classroom to view their
area in the room by Indian group they would live with diorama about an American peer’s work and to self-
location and explain based on what was learned and why. Indian group to be put on assess on their projects.
why they chose the display in a history museum. The teacher will assess
area. -Homework: Review lesson notes student comprehension
and Drag and Drop Activity for a after viewing each project.
quiz the next class.
- Instructional Lesson on -Field Trip to Colonial
Virginia’s Native Americans by Williamsburg
location

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

Design Topic _________ Subject(s) _______________ Grade(s) _______ Designer(s) _________
Who Am I?: Students will read -Exit Ticket: Quick Write
brief descriptions of an about what the student
American Indian and decide learned from the field trip
which group it belongs to based
on location and major water
features they live around.

Homework/Assessment:
Students will complete Drag
and Drop Activity to locate
American Indian groups in
Virginia.

Rubric:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7