Design Topic Virginia Studies Subject(s) Virginia Geography & Native People Grade(s) 5th Designer(s) Amber Plowman

Understanding by Design

Unit Cover Page

Unit Title: Virginia Studies Grade Levels: 5th grade

Topic/Subject Areas: Geography and Native People

Key Words: geographic regions, native people, relationship, climate, water features

Designed By: Amber Plowman Time Frame: Two weeks

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

This unit focuses on the geographic regions, various waterways, and the
relationship the Native American had with the climate and environment.
Students will learn where to locate the waterways of Virginia on a map
and be able to label the geographic regions. Student will be able to list and
describe various Native tribes and their languages. Students will know the
importance of the most recent archaeological finds of Jamestown and
Werowocomoco.

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

STAGE 1 – DESIRED RESULTS

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic Virginia Studies Subject(s) Virginia Geography & Native People Grade(s) 5th Designer(s) Amber Plowman

Unit Title: Virginia Studies

Established Goals:
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;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown; and
g) describing the lives of American Indians in Virginia today (VA SOL VS.2)

Understandings: Students will Essential Questions:

understand that…  What states border Virginia?
 Virginia has five geographic  How do the bodies of water impact
regions and is surrounded by five Virginia’s climate and
states. environment?
 The Native Americans were able to  How did the Native Americans
gather food, have shelter, and make survive off the land?
clothing because of their knowledge  What is the importance of
of the land and waterways. Jamestown and Werowocomoco?
 Archaeologist are still finding
artifacts that help us learn more
about Jamestown, Werowocomoco
and the history of Virginia.

Students will know: Students will be able to:

 The geography of Virginia and it’s  Locate and identify Virginia’s
coastal plains. important water features.
 The states that border Virginia.  Describe Virginia’s geographic
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic Virginia Studies Subject(s) Virginia Geography & Native People Grade(s) 5th Designer(s) Amber Plowman

 The bodies of water that surround regions.

and impact Virginia.  Identify three Native American
 The three language groups, language groups.
Algonquian, Siouan, and Iroquoian  Explain how Native Americans
and where they were located in acclimated to the climate and
Virginia. secured food, clothing, and shelter.
 How American Indians live today in  Explain the importance of
Virginia. Jamestown and Werowocomoco

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
 G.R.A.S.P.S: Students will be Skill Check: Students will locate
provided with the following prompt waterways and name the tribes that relied
to create a brochure: You have been on those water ways. They will give
asked by the museum director to examples of how the Native American
create a detailed brochure that will used the waterways to their advantage.
encourage the community to come
view the new “Native Americans of Quiz: Students will complete a 5-question
Virginia” Exhibit. The museum multiple choice quiz at the end of each
director asks that you briefly section of the Unit to demonstrate they
explain the relationship between comprehend the material. The material
past and present Native Americans will include knowledge of the waterways,
and their relationship with the tribes, and the important artifacts that have
physical geography of Virginia. been found in Virginia.
You need to also explain why this
information is important for Prompt: Students will be asked to research
Virginians and historians today. artifacts that have been found in the past
 MAP BANNER: Students will work ten years. They will create a cardboard
together to draw a map of Virginia bulletin with the information that
and label all of the waterways researched and present it to the school.
mentioned in the lessons. They will Classes will take turns coming to view the
draw the tribes in the proper presentations.
location and draw three
characteristics of each tribe.
Students will be assigned to teams
and what they are responsible for
drawing.
CLAY MOLDS: Students will pick a tribe
that interests them. They will use the
descriptions that they have learned to
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic Virginia Studies Subject(s) Virginia Geography & Native People Grade(s) 5th Designer(s) Amber Plowman

create a Native American tribe: including

the type of homes, the food, and
transportation used.
1. Student Self-Assessment and Reflection
Self -Assess the G.R.A.S.P.S by using the rubric and peer review.
2. Self-Assess and reflect on the prompt. Share answers with the class and give
opinions on others’ thoughts and opinions before displaying to the school.
3. Self-Assess and reflect on the clay molds. They will write anonymously what
they think and the comments will be given to the students. Guidelines will be
presented on how the students should respond.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
1. A picture of Native Americans planting and fishing are displayed on the board.
When students come in the class they will have two minutes to write down what
they think the picture represents. They will then predict what we will be learning
about (Hook).
2. Student will complete a “What I Know, What I Don’t Know, What I Wish I Knew”
chart about Virginia and Native Americans (Rutherford, 2015, p. 113).
3. The teacher will introduce the goals and standards on the smartboard.
4. The teacher will have the big ideas and essential questions on cards. The teacher
will hand out the cards to the students and call on them to read their cards for a brief
discussion.
5. The teacher will introduce the G.R.A.S.P.S project to the class and tell the class by
the end of the two weeks, they will have the knowledge to complete the project.
6. The teacher explains learning goal #1: Identifying Virginia’s bordering states,
geographic regions, and waterways.
7. The students will be given a KWL chart (Rutherford, 2015, p. 113). The teacher will
have questions on the board asking what the students already know about the
waterways and geographic regions. Teacher will tell the students to keep the chart
for reference * The activity will differentiate by having students write down what they already
know and the teacher will be able to evaluate who is more advanced and who will need extra
guidance like a word bank.
8. The teacher will show a power point. The slides will include maps showing
Virginia’s surrounding states and Virginia’s waterways and geographic regions.
After the discussion, the teacher will have the students finish filling out their KWL
chart and then “Think-Pair-Share” (Rutherford, 2015, p. 112).
9. The teacher will have students fill out a map of Virginia. A list of geographic
regions and waterways will be provided. Students will color each region a different
color and label the waterways. Students will assess each other’s work and discuss.
Students will then complete a 5-question quiz.
10. The teacher explains learning goal #2: Identify the three Native American language
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4
Design Topic Virginia Studies Subject(s) Virginia Geography & Native People Grade(s) 5th Designer(s) Amber Plowman

groups. Describe how each tribe secured food, clothing, and shelter.
11. The teacher will implement “Lectures with Discussion Partners”(Rutherford, 2015,
p. 67). The students can choose their partner. The teacher will lecture about the three
Native American language groups. *The activity will differentiate by giving students time to
process before moving on.
12. Students will work together to draw a map of Virginia and label all of the
waterways mentioned in the lessons. They will draw the tribes in the proper location
and draw three characteristics of each tribe. *refer to Stage 2 Map Banner.
13. The students will complete the Clay Molds performance task. *refer to Stage 2
Performance Task. Students will Students self-assess and reflect on the clay molds.
They will write anonymously what they think and the comments will be given to the
students. Guidelines will be presented on how the students should respond.
14. The teacher explains learning goal #3:Describe archaeologists’ recent findings at
Jamestown and Werowocomoco. Explain the lives of Native Americans in Virginia
today.
15. Students will be asked to research artifacts that have been found in the past ten
years. * refer to Stage 2 Prompt. Students self-assess and reflect on the prompt. Share
answers with the class and give opinions on others’ thoughts and opinions before
displaying to the school.
16. The teacher will the use “Jigsaw Method” for explaining the lives of Native
Americans in Virginia,(Rutherford, 2015, p. 242) . Students will be able to choose a
Native American group to research. *This activity differentiates by using student choice.
17. Have the students bring in a personal item. Tell them to pick an item that they think
would be a good artifact for someone to study in 100 years. What would they want
people to learn from their objects? This will be a whole class discussion. *This
activity will assess the students’ knowledge of the importance of artifacts.
18. The teacher will assign the final project G.R.A.S.P.S to the class.*refer to Stage 2
Performance Tasks.
19. Students will self -assess the G.R.A.S.P.S and peer review.
20. Field Trip to Jamestown.

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

Design Topic Virginia Studies Subject(s) Virginia Geography & Native People Grade(s) 5th Designer(s) Amber Plowman
Consider the WHERETO elements. You must include enough instruction for 10 lessons.
Monday
1.
1.A picture of Native
Americans planting and fishing
are displayed on the board.
When students come in the
class they will have two
minutes to write down what
they think the picture
represents. They will then
predict what we will be
learning about (Hook).
2.Student will complete a
“What I Know, What I Don’t
Know, What I Wish I Knew”
chart about Virginia and
Native Americans (Rutherford,
2015, p. 113).
3.The teacher will introduce
the goals and standards on the
smartboard.
6.
14.The teacher explains
learning goal #3:Describe
archaeologists’ recent findings
at Jamestown and
Werowocomoco. Explain the
lives of Native Americans in
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Stage 3 – Plan Learning Experiences and Instruction
Tuesday
2.
4.The teacher will have the big
ideas and essential questions
on cards. The teacher will hand
out the cards to the students
and call on them to read their
cards for a brief discussion.
5.The teacher will introduce
the G.R.A.S.P.S project to the
class and tell the class by the
end of the two weeks, they will
have the knowledge to
complete the project.
6.The teacher explains learning
goal #1: Identifying Virginia’s
bordering states, geographic
regions, and waterways.
7. The students will be given a
KWL chart (Rutherford, 2015,
p. 113). The teacher will have
questions on the board asking
what the students already
know about the waterways
and geographic regions.
Teacher will tell the students to
keep the chart for reference
7.
16.The teacher will the use
“Jigsaw Method” for
explaining the lives of Native
Americans in Virginia,
(Rutherford, 2015, p. 242) .
Students will be able to choose
Wednesday
3.
8.The teacher will show a
power point. The slides will
include maps showing
Virginia’s surrounding states
and Virginia’s waterways and
geographic regions. After the
discussion, the teacher will
have the students finish filling
out their KWL chart and then
“Think-Pair-Share”
(Rutherford, 2015, p. 112).
9.The teacher will have
students fill out a map of
Virginia. A list of geographic
regions and waterways will be
provided. Students will color
each region a different color
and label the waterways.
Students will assess each
other’s work and discuss.
Students will then complete a
5-question quiz.
8.
17.Have the students bring in a
personal item. Tell them to
pick an item that they think
would be a good artifact for
someone to study in 100 years.
What would they want people
Thursday Friday
4. 5.
10. The teacher explains 13.The students will complete
learning goal #2: Identify the the Clay Molds performance
three Native American task. *refer to Stage 2
language groups. Describe Performance Task. Students
how each tribe secured food, will Students self-assess and
clothing, and shelter. reflect on the clay molds. They
11.The teacher will implement will write anonymously what
“Lectures with Discussion they think and the comments
Partners”(Rutherford, 2015, p. will be given to the students.
67). The students can choose Guidelines will be presented
their partner. The teacher will on how the students should
lecture about the three Native respond.
American language groups.
12.Students will work together
to draw a map of Virginia and
label all of the waterways
mentioned in the lessons. They
will draw the tribes in the
proper location and draw
three characteristics of each
tribe.
9. 10.
19. Students will self -assess 20.Field Trip to Jamestown.
the G.R.A.S.P.S and peer
review.
Design Topic Virginia Studies Subject(s) Virginia Geography & Native People Grade(s) 5th Designer(s) Amber Plowman
Virginia today.
15. Students will be asked to
research artifacts that have
been found in the past ten
years. * refer to Stage 2
Prompt. Students self-assess
and reflect on the prompt.
Share answers with the class
and give opinions on others’
thoughts and opinions before
displaying to the school.
a Native American group to
research.
to learn from their objects?
This will be a whole class
discussion. *This activity will
assess the students’ knowledge
of the importance of artifacts.
18. The teacher will assign the
final project G.R.A.S.P.S to the
class.*refer to Stage 2
Performance Tasks.

References:

Rutherford, P. (2015). Instruction for all students. Alexandria, VA: Just ASK.

Student Name: Class Period:

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

Design Topic Virginia Studies Subject(s) Virginia Geography & Native People Grade(s) 5th Designer(s) Amber Plowman

Rubric: G.R.A.S.P.S Virginia Studies

Task Description: Each student will create a brochure briefly explaining the relationship between past and present Native Americans and their
relationship with the physical geography of Virginia. You need to also explain why this information is important for Virginians and historians
today.
Category Excellent
Knowledge& The brochure briefly explaining the
Understanding relationship between past and present
Native Americans and their relationship
20% with the physical geography of Virginia.
There is information that explains why
this information is important for
Virginians and historians today.
Standards& The student uses correct spelling,
Criteria grammar, and punctuation.
The brochure contains information
20% about three important waterways ;
information about Algonquin, Iroquoian,
and Siouan tribes; the tribes’ location
and how the climate and environment
impacted their way of life, one example
of new artifacts found by archaeologists
that give insight to the Native
Americans’ way of life, and two facts
about today’s Native Americans’ way of
life
Visual Aids & The brochure contains four pictures
Design related to the information in the
brochure
10%
Competent
The brochure somewhat explains the
relationship between past and present Native
Americans and their relationship with the
physical geography of Virginia. Descriptions
are not clearly defined and examples are vague.
The student does not elaborate on why this
information is important for Virginians and
historians today.
The majority of the brochure has proper
spelling, grammar, and punctuation. There are
only a few errors. Missing one to two
waterways. The brochure contains vague
information about the Algonquin, Iroquoian,
and Siouan tribes and how the climate and
environment impacted their way of life. The
brochure has an example of an artifact but does
not clearly state the importance to
archaeologists and Native American history.
Contains at least one fact about today’s Native
Americans’ way of life.
The brochure contain 1-2 pictures related to the
information in the brochure.
Needs Work
The brochure does not clearly explain the
relationship between past and present Native
Americans and their relationship with the
physical geography of Virginia. There isn’t
information that explains why this information is
important for Virginians and historians today.
The student has many spelling, grammar, and
punctuation errors. The brochure contains one or
less important waterways. Information does not
contain the Algonquin, Iroquoian, and Siouan
tribes, their location, and the way the
environment and climate impacted their way of
life. There is not an example of new artifacts
found by archaeologist. Information does not
contain two facts about today’s Native
Americans’ way of life.
The brochure does not contain any visual aids.

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