Group: Kaitlyn Haladyna, Morgan Mannix, Hailey Mason, Kelsie Morgan

Mathematics grade 5 SOL 5.17

● Describe mean, median, and mode as measures of center;
● Describe mean as fair share;
● Describe the range of a set of data as a measure of spread; and
● Determine the mean, median, mode, and range of a set of data.
Va social studies V.S. 3
The student will demonstrate an understanding of the first permanent English settlement in America by
● Explaining the reasons for English colonization;
● Describing the economic and geographic influences on the decision to settle at Jamestown;
● Describing the importance of the charters of the Virginia Company of London in establishing the
Jamestown settlement;

Design Topic: Probability and Statistics Subject(s): 5.17 A-D Grade(s): 5 Designer(s): Morgan
Mannix, Kelsie Morgan, Hailey Mason, and Kaitlyn Haladyna

STAGE 1 – DESIRED RESULTS

Unit Title: It’s All About Chance! (Probability and Statistics)

Established Goals: 5.17 The student, given a practical context, will

a) describe mean, median, and mode as measures of center;
b) describe mean as fair share;
c) describe the range of a set of data as a measure of spread, and d) determine the mean,
median, mode, and range of a set of data. (VDOE 5.17 Mathematics)

Understandings: Students will understand that… Essential Questions: (5)

(2-3)
● Mean, median, range, and mode can be
used to find a measurement of data.
● They will understand the process of
determining the mean, median, range, and
mode.
● Mean represents a fair share.
● Range describes the measurement of a
data spread.
• When should mean, median, mode, and range
be used to find a measurement of data?
• What does it mean to determine a share of
something?
• What can mean, median, mode, and range show
us from a data set?
• What is the purpose of using mean, median,
mode, and range?
• What can range show us as a measurement of a
data spread?

Students will know: (5-10) Students will be able to: (5-10)

● how to define of mean, median, and mode
● what the mean is in a number sequence
● what the median is in a number sequence
● what the mode is in a number sequence
● Measure the value of the center of data
while using mean, median, and mode as a
way to determine what the center is.
● Explain in a conclusion how mean is a
way of showing fair share.
 ● how to determine the mean, median, and
mode in a set of data
● how to find the range in a set of data
● how to organize data into a number
sequence from smallest to greatest
● Determine the range in a spread of data.
● Analyze a set of data by determining the
mean, mode, range, and median.
● Determine if a data set has a mode or if it
does not.

Design Topic: Probability and Statistics Subject(s): 5.17 A-D Grade(s): 5 Designer(s): Morgan
Mannix, Kelsie Morgan, Hailey Mason, and Kaitlyn Haladyna

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

1. GRASP: Students will be a weatherman 1. Quiz: Students will complete a

on a broadcasting channel. They will be five-question quiz about the mean,
presenting data on live television (aka to median, mode, and range.
the class with a PowerPoint) about a state
of choice. 2. Students will complete a 12 Question
2. Survey Your Friends: Students will survey Homework worksheet on solving mean,
friends on the number of siblings, age, or median, mode, and range.
amount of pets. After they survey their
classmates, they will organize the data 3. Students will create their own scenario
and determine the mean, median, and and data set that another student will
mode. complete for homework.
3. Height Wars: Students will be divided
into groups of 6, and will determine the 4. Students will color and complete a color
height in inches of each group member. by number worksheet by solving mean,
Then, they will determine the range of the median, mode, and range problems.
group height.
4. Moving Data: Each student will receive a
number card, and will stand and organize
themselves in a sequence of data to
determine the mean, median, mode, and
range.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Student Self-Assessment and Reflection

1. As an exit ticket, students will define mean, median, and mode.

2. Students self-assess the results from performance tasks by redoing incorrect answers after
being graded.
3. Students will separate into groups and use flashcards to review the definitions of the mean,
median, range, and mode and how to determine them.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 G.R.A.S.P

Design Topic: Probability and Statistics Subject(s): 5.17 A-D Grade(s): 5 Designer(s): Morgan
Mannix, Kelsie Morgan, Hailey Mason, and Kaitlyn Haladyna

Goal: You are a weather man having a huge broadcast debut! At the end of the month, live on TV, you
have to give an updated report about the mean, median, mode, and range of the temperature and weather
of any state. They must explain the meaning of the mean, median, mode, and range of the state’s
temperature and precipitation.

Role: Weatherman

Audience: Viewers behind the TV

Situation: You are responsible for showing a range of data over the past month of the state you have
chosen. You must have at least 20 days of data shown across the past month of the temperature/weather
there. The data must be in Fahrenheit and accurate to the state you chose. You will present the mean,
median, mode, and range to the viewers behind the TV on the weatherboard that you created.

Product/Performance/Purpose: You must create a PowerPoint (weatherboard) that shows the data, the
mean, median, mode, and range. This PowerPoint will be creative and presentable on live TV. You will
be presenting the PowerPoint to the class as a weatherman just as you would on a live broadcasting
channel.

Standards and criteria for success: The PowerPoint and presentation should be organized, fun, and
educational. The data must be accurate and the sequence of numbers must be in order. The
weatherboard described above will be the PowerPoint that you have created.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Name_________________
Date__________________
Probability and Statistics

Design Topic: Probability and Statistics Subject(s): 5.17 A-D Grade(s): 5 Designer(s): Morgan
Mannix, Kelsie Morgan, Hailey Mason, and Kaitlyn Haladyna

1. Mean is used to show what about a data set?

a. the difference between two numbers

b. the fair share
c. the middle point
d. the most frequent number

2. Johnny has a sequence of numbers that show how many points his team has scored in 15
basketball games; what should he use to determine the most frequent number of points scored?

a. Mean
b. Range
c. Mode
d. Median

3. Which of the following represents the median and range of the following set of data:
345, 255, 307, 298, 372, 332, 357

a. Median: 345 Range: 298

b. Median: 298 Range: 345
c. Median: 117 Range: 332
d. Median: 332 Range: 117

4. In this set of data; 13, 27, 35, 18, 10, 21, 18, 25, which two numbers will determine the range of
the data?

a. 13 and 25
b. 21 and 10
c. 10 and 35
d. 27 and 18

5. Below is a chart that shows the scores on math test in three different classes; what class has the
highest mean? Round to the nearest tenth.

Mrs. 75 95 97 87 88 64 76 98 100 78 75 80
Branch

Mr. Duncan 80 99 78 68 92 95 77 82 87 80 66 91

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Mrs. Field 100 76 98 74 79 80 84 98 55 82 79 68

a. Mrs. Field
b. Mr. Duncan and Mrs. Field
c. Mrs. Branch
d. Mr. Duncan

Design Topic: Colonization and Conflict Subject(s): Virginia Studies Grade(s): 4th Designer(s):
Morgan Mannix, Kelsie Morgan, Hailey Mason,Kaitlyn Haladyna

STAGE 1 – DESIRED RESULTS

Unit Title: The settlement of Jamestown

Established Goals: VS.3 The student will demonstrate an understanding of the first
permanent English settlement in America by

a) explaining the reasons for English colonization;

b) describing the economic and geographic influences on the decision to settle at

Jamestown;

c) describing the importance of the charters of the Virginia Company of London in

establishing the Jamestown settlement; (VDOE Virginia Studies VS.3).

Understandings: Students will understand that… Essential Questions: (5)

(2-3)
● the reasons for English colonization are
exploration, new riches, and to explore
the northwest passage
● The purpose of settling in Jamestown had
geographical and economic reasons.
Allowing access to the mainland and that
the land could be easily defended, are
geographical reasons for settlement. It
was economically chosen for its crop
production and for growing plantations.
Students will know: (5-10)
● England and other European countries
were in competition to increase their
wealth and expand their empires to
America.
● Why did England establish a colony in
America?
● What were some of the positive aspects as
to why the settlers decided to build at the
location of Jamestown?
● Why was it important for England to
establish a Charter during the building up
of Jamestown?
● What physical features did the settlers
benefit from at Jamestown?
● What did the Charter do in regards to the
development of Jamestown?
Students will be able to: (5-10)
● Explain the reason(s) for English
colonization
● Use information about Jamestown to
determine why geography influenced the
settlement

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 ● Jamestown was the first permanent ● Explain what the economic impacts were
English settlement in North America and that led to the Jamestown settlement
an economic venture that was founded in ● Define the Virginia Company of London
charters
1607. ● Explain how the Virginia Company of
● Due to its location and physical London Charters helped establish the
characteristics, Jamestown was chosen to Jamestown settlement
settle in.
● The natural resources in Jamestown were
believed to benefit England's wealth.
● Charters allowing settlements in North
America were granted by the King of
England.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

1. GRASP: Students in groups of three will
be asked to write a total of three detailed
journal entries as if they were distant
relative of a settler journeying to
Jamestown. Each Journal entry will focus
on a main event: one being the reason the
settler is going to Jamestown, two, the
arrival and hardships encountered, and
finally three, an update on life after living
in Jamestown for a few weeks.
2. Podcast: Students will be placed in two
roles, one as the interviewer and one as
the guest. The interviewer will ask
questions to the guest (aka the settler)
about why they chose Jamestown to settle
in. The various benefits and challenges
that came with this decision.
1. Quiz: Students will take a five-question
quiz on the overall settlement of
Jamestown.
2. The 5 Ws and 1 H: The students will use
a who, what, where, when, why and how
chart to evaluate the King's decision to
grant charters allowing settlements in
North America.
3. Image Spotlight: Students will be given
a worksheet with a collage of different
geographical pictures and will be
instructed to circle those that apply to
Jamestown.

3. Shark Tank: Students will create an

invention that reflects the natural
resources that were in and around
Jamestown that benefited England's
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 wealth. They will present their inventions
to the class after it is completed.

Student Self-Assessment and Reflection

1. 3-2-1-: Students will reflect on the Jamestown settlement and write three things they learned,
two things they found interesting, and one question they still have.

2. KWL Chart: Prior to the lesson, the teacher will guide students through a KWL chart. The
students will share things they know about the Jamestwon settlement and what they want to
know. Then at the end as a class they will come back together and share what they learned to
complete the chart.

3. Journal Entry: In their social studies notebooks, students will write a journal entry where
they take on the role of a settler. Based on what they learned they will write about how they
think they would feel at that time, concerns they had, exciting things that happened, and
anything else they think would be important to a settler during that time period.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 G.R.A.S.P

Goal: You are a distant relative of an English settler reading their journal describing their long and
treacherous journey to Jamestown. Each group will present the journal entries to a group of historians
(their classmates). There were many hardships and victories both mental and physical, each journal entry
should be well detailed.

Role: Distant relative of an english settler

Audience: A group of historians

Situation: A distant relative is asked to read the journal of an English settler that came to Jamestown
long ago to a group of historians. The journal will consist of the positive and negative aspects
encountered by the English settler.

Product/Preference/Purpose: Each group of students will create three journal entries. The first entry
should describe the reason the English settler is on route to Jamestown. The second entry should
describe their arrival at Jamestown and their plan to build. Last but not least, the final entry will
essentially be an update on life for the English settler as they have been living in Jamestown for a few
weeks. Each group is required to address the geographical and economical influences as well as the
Virginia Company of London Charters.

Standards and Criteria for Success: To succeed on this assignment the students should include a wide
arrange of information regarding all of the points learned in class. The journal entries should be detailed
and filled with a plethora of emotion.

Name ________________
Date _______________
English Settlement: The Basics quiz

Design Topic: Colonization and Conflict Subject(s): Virginia Studies Grade(s): 4th Designer(s):
Morgan Mannix, Kelsie Morgan, Hailey Mason,Kaitlyn Haladyna

1. What was one of the reasons for English colonization?

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 a. They wanted gold and silver
b. They wanted animals
c. To find more people
d. To leave English rule

2. What year was Jamestown founded?

a. 1638
b. 1539
c. 1517
d. 1607

3. Which of the following was a reason the settlers chose Jamestown?

a. Depth was good for ships to dock
b. Area was plentiful
c. Jamestown was pretty
d. The Settlers were tired of traveling

4. What was the King's role in the North American settlement?

a. He wanted to help expand the population of England.
b. Granting charters to Virginia Company of London
c. He was threatened with war by other nations.
d. both a and b

5. Which of the following was true about Jamestown?

a. It was a narrow peninsula
b. Could easily be defended
c. Suitable for a colony
d. All of the above

Rubric: Let’s Talk About Weather

Design Topic: Probability and Statistics Subject(s): 5.17 A-D Grade(s): 5 Designer(s): Morgan
Mannix, Kelsie Morgan, Hailey Mason, and Kaitlyn Haladyna

5 4 3 2 1

Presentatio The student had The student had The student The student The student had 10

10
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 n excellent eye good eye contact had acceptable had little to no no eye contact
contact and rarely and looked only a eye contact and eye contact with the audience
looked at their few times at the looked at the and spoke and did not make
PowerPoint. They PowerPoint to PowerPoint to from the a PowerPoint.
spoke well to the read the data. guide the PowerPoint.
class and presented They spoke well presentation. The data was
the data clearly. to the class and The data was not stated
presented the data spoken in a fair clearly.
well. tone.

Content The content is The content is The content is The content is The content was 10
relevant and shows relevant but does somewhat not relevant missing thus
the student knows not show the relevant but and shows no showing no
how to determine student knows does not show understanding evidence of how
the mean, median, how to determine that the student of how to to determine the
mode, and range. the mean, median, knows how to determine the mean, median,
mode, and range. determine the mean, median, mode, and range.
mean, median, mode, and
mode, and range.
range.

Creativity The Powerpoint The Powerpoint The The The student 10

was made very was well made PowerPoint PowerPoint provided no
well and had and had some was decently was poorly PowerPoint.
appealing images/colors. made and had made and had
images/colors. The student little to no no
The student provided some images/color. images/color.
provided images to images to The student The student
represent what represent what provided little provided no
they were they were to no images to images to
presenting. presenting. represent what represent what
they were they were
presenting. presenting.

Data Data was correct Data was correct Data was Data was Data was 10
and provided and relevant to the somewhat correct, but incorrect and
evidence to the PowerPoint correct and had no provided no
PowerPoint aligns with the relevance to evidence to the
PowerPoint the PowerPoint PowerPoint

Mechanics Little to no Some grammar Decent amount A lot of Poor grammar

grammar mistakes mistakes and the of grammar grammar and the data was
and the data was data was mistakes and mistakes and incorrectly
organized organized the data was the data was organized.
excellently. correctly. organized well. poorly
organized.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Total Score /50

Rubric: English Settler Journal

Design Topic: Colonization and Conflict Subject(s): Virginia Studies Grade(s): 4th Designer(s):
Morgan Mannix, Kelsie Morgan, Hailey Mason,Kaitlyn Haladyna

5 4 3 2 1

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Cooperation According to peer According According to According to According to 10
review all to peer peer review peer review all peer review
members fully review all all members members poorly all members
collaborated with members partly collaborated with did not all
the group to collaborated collaborated the group and collaborate
create all three with the with the shared marginal within the
journal entries by group to group to ideas and content group and
sharing ideas, and create part create less for two or less provided no
contributed to of the than a couple journal entries. efficient
composing each journal ideas for the ideas and
entry. entries by journal content for
sharing a entries. the three
few ideas, journal
and entries.
composed
some of the
entries.

Mechanics Little to no Some Decent A lot of grammar Poor 10

grammar grammar amount of mistakes.. grammar.
mistakes. mistakes. grammar
mistakes.

Evidence/Content Students Students Students Students Students 10

presented presented presented presented little presented a
proficient knowledge intermediate understanding of novice
knowledge of the understanding the Jamestown understandin
exemplifying Jamestown of the settlement and g of the
mastery level of settlement Jamestown included few of Jamestown
understanding the exemplifyin settlement the required Settlement
content around g partial while project content while
the Jamestown mastery including the along with little avoiding to
settlement to level of required to no supportive include the
compose their understandi content with elements. required
journal entries ng to few content
while including compose supportive within the
all project their journal elements journal
requirements with entries and regarding the entries.
supportive the required journal
elements. content entries.
while
including
some
supportive
elements.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Timeliness The Students The The Students The Students The Students 10
project was Students project was project was project was
received on time. project was received two received three received four
received one days late. days late. or more days
day late. late.

Creativity Students wrote Students Students' Students' journal Students 10

emotional journal included journal entries entries were failed to
entries that some consisted of vague and lacked express the
showed how the emotions in few emotions creative story raw
settlers felt during their journal and creative elements to emotions of
their time of entries that story elements enhance the the settler
settlement while showed how to enhance writing. and included
incorporating the settlers their writing. few to none
creative story felt during creative
elements. their time of story
settlement; elements.
including
some
creative
story
elements.

Total Score /5
0

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Morgan Mannix, Grade-Level: 4th Lesson Date:

Hailey Mason, Kelsie Morgan, Kaitlyn 10/6/2022
Haladyna

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Title of Lesson: The Settlement of Cooperating Teacher: N/A
Jamestown

Core Components
Subject, Content Area, or Topic
Virginia Studies
Student Population
21 students; 3 with IEPs
Learning Objectives
The student will… explain the reasons why England was determined to colonize.
The student will… be able to recognize the benefits for England when settling on American soil.
The student will… be able to list what the English settlers desired to find in America.
Virginia Standard(s) of Learning (SOL)
VS.3 The student will demonstrate an understanding of the first permanent English
settlement in America by
a) explaining the reasons for English colonization;

Materials/Resources
● Activities pamphlet
● Half sheet’s of paper
● Treasure Map
● SMARTboard
● Sheets of paper
● Pencils/pens
● Index cards
● Exit ticket sheet
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
✔ Summarizing & Note Taking 34%
✔ Reinforcing Efforts & Providing Recognition as 29%
✔ Homework & Practice 28%
✔ Nonlinguistic Representations 27%
✔ Cooperative Learning 23%
✔ Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
✔ Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
✔ Practice by Doing 75%

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 ✔ Discussion 50%
✔ Demonstration 30%
Audio Visual 20%
Reading 10%
✔ Lecture 05%

Safety Considerations
TSW remain seated throughout entire instruction. TSW ask to get up or leave the room, unless other
wise instructed by the teacher. TSW keep the floor safe and free from bookbags.

Time
Process Components
(min.)
10 *Anticipatory Set
min.
TTW tell students that today they are going to become English explorers!
TTW ask the student three questions before they begin their treasure hunt.
Question’s:
★ What do you hope to find?
★ What do you want to discover in your new land?
★ Why are you traveling?
TTW will guide the students as they travel throughout the class.

Once the activity is completed TTW explain to the students if their motivations for
voyaging were similar to those that motivated the English settlers.

1min *State the Objectives (grade-level terms)

I can… state why England sent settlers to America (Jamestown).
I can… describe what Jamestown had that helped England in the trade market.
I can… list what England hoped to find in America.
20min *Instructional Input, Modeling, or Procedures
TTW present the SOL content VS.3a through an activities pamphlet containing a story
written by an english settler on the first page in which they will use to draw an illustration
on the back page.
Procedure:
TTW pass out one pamphlet to each student and ask each student to take out three different
colored writing utensils: highlighter, colored pencil, colorful pens, etc.
TTW then instruct the students as she reads the story to highlight what they think are the
answers to the following questions. (The answers for each question should be highlighted a
different color to help keep students organized).
TTW read the following questions prior to reading the story . . .
★ What were the two items England hoped to find in America?
★ Why did the settlers go to America?
★ What did the settlers find valuable to use in the trade market?
TSW be reminded that the questions are displayed at the top of the pamphlet above the
story.
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 TSW pay attention and follow along while remaining quiet as the teacher reads the story.
TTW give the students a few minutes after reading the story to go back and highlight areas
of information.
TTW then go through what the students should have highlighted and explain the answers to
each question.
TSW be encouraged to ask questions about the answers for further explanation and details.
TTW instruct the students to turn to the next page of the pamphlet in which they will draw
illustrations of the answers to each question.
Modeling:
TTW display one example of an illustration on the board that was pre-made for the students
to look at.
5min *Check for Understanding
TTW assign students into groups of three to share their illustrations with eachother.
TSW discuss and share one illustration of thier choosing. After, they will pick from their
group their favorite one to share with the class.
TTW walk around to monitor and listen for discussion and engaging with the groups by
potentially asking:
★ What were the two items England hoped to find in America?
★ Why did the settlers go to America?
★ What did the settlers find valuable to use in the trade market?
10min *Guided Practice
TTW have sentences presented on the SMARTboard with blanks in them. At the bottom of
the board there will be a word bank. These sentences will include questions like,
“Jamestown was founded 1607 as an _______ venture.”
TSW raise their hand and be called on. they will then go to the board and move the correct
word to the correct space.
TTW go over each answer the students have chosen. After all blanks are answered the
teacher will go over all questions again.
10min *Independent Practice
TSW take out a a piece of paper and create a graphic organizer that represents the main
reasons for english colonization in Jamestowns and America. The graphic organizer will be
a concept map with the title Reasons for English Colonization in the center circle.
TSW will make as many concepts in the given time.
TTW collect the papers after students have finished.
10min Assessment
Exit Ticket:
TTW assess the students by writing a one paragraph summary on the question of their
choosing from the given list below:
★ What were the economic reasons to settle in Jamestown?
★ Why do you think Jamestown was chosen as a place of settlement?
★ What did the settlers find valuable to use in Jamestown?

5min *Closure (not clean-up)

TTW assign students homework that includes creation of ten flashcards.

TSW use the flashcards throughout the entire Jamestown unit to look back on and study.

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 TTW collect the cards and grade them to ensure correct information is written.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,

multi-cultural).

Advanced Learners: Instead of a one paragraph assessment the advance learners will compose a
two-three paragraph reflection on one of the given questions.

Struggling Learners: For the independent practice, students will be given a graphic organizer that
has sentence starters included on the page.

Learning Styles:
Visual- they are highlighting important information in the pamphlet
Verbal- discussing within their groups and sharing with the class
Kinetic- treasure hunt activity and SMART board activity
Classroom Management Strategies (To ensure a positive learning environment). (None of us have
taken Classroom Management yet).
In order to keep the class appropriately managed the teacher will have a “stoplight” sign posted on
the wall in the classroom. An arrow will be moved by the teacher to point towards red, green, and
yellow. Red meaning no talking, yellow meaning allowing whispers, and green meaning a talking
zone. TTW always remind students what zone it is during the different parts of the lesson.
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).
N/A

*Denotes Madeline Hunter lesson plan elements.

N/A N/A N/A

Candidate Signature Cooperating Teacher Date
Signature

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