Download Understanding By Design Unit Template

Understanding By Design Unit Template
Title of Unit
Subject Area (s)
Teachers
Grade
The
Foundations
of
Geometry
Time F
Math
Joy Decker, Kay Johnson, Laura Leerss
Desired Results (Stage 1)
Essential Content (Subject Area) Standards
Shape, Dimension and Geometric Relationships: Geometric figures are described by their a
in the plane.
National Education Technology Standards
Creativity and Innovation
(Choose 2-3 to focus on)
Communication and Collaboration
Research and I
Critical Thinking, Problem-Solving and Decision-Making
Understandings
Overarching Understanding (“Big Idea”)
Real world and geometric structures are composed of shapes and spaces
with specific properties.
Supporting Understandings
Shapes are defined by their properties.
Polygons result from straight, closed, non-intersecting lines.
Shapes have a purpose for designed structures.
Digital Citizenship
Te
Essenti
(connected to ove
unde
What properties are associ
Why are specific geometric
What are some different w
geometric figures?
Why do we classify shapes
How do geometric element
around us?
Knowledge
Skills
-vocabulary associated with geometry: vertex, line, ray, line segment,
polygon, irregular polygon, parallel, perpendicular, convex, concave,
obtuse, acute, right, quadrilateral, quadrangle etc.
-properties and names of polygons
-properties of angles, parallel lines and line segments
- use a compass and straig
figures
-name, draw and label ang
-distinguish defining charac
polygons, triangles, and qu
Students will know…
Students will be able to…
-compare/contrast quadran
-name, draw and label rays
-classify quadrangles accor
Assessment Evidence (Stage 2)
Assessment of Overarching Understanding/Big Idea
The summative assessment consists of the completion of a student project which demonstrates their under
use of geometric concepts. This is demonstrated through the production of a schematic featuring an origin
standards-based geometric elements.
Assessment Criteria (students will be able to… student application of Six Facets of Unde
-
label different geometric elements on their schematic (facet 1-explanation)
combine different geometric elements to illustrate a meaningful structure or creature (facet 2-interpretation
appreciate the geometric architecture throughout the world (facet 5-empathy)
Assessment Tool (describe type of assessment tool to be used here - post completed too
Rubric for Geometric Schematic
Assessment Strategy (performance task description)
Your goal is to produce a schematic featu
creature made up of standards-based ge
RoleStudents are researchers, interpreters, and d
Convince teachers and peers of their under
Audience
how they make up structures.
SituationDisplay completed work for evaluation.
-Produce a rough draft of a geometric schem
Goal
Product/Performance-Use rough
draft to generate a digital versio
-Display finished product in a group setting
Students must meet the criteria outlined in
Standards
(Attached)
Evidence of development of supporting understandings, kno
(identify assessment criteria, strategies and tools for each)
Students will understand that shapes are defined by their properties.
Strategy:Investigate the relationship between elements of geometry.
Tool: Successful completion of "Definition Match" Study Link 1.6
Students will understand that polygons result from straight, closed, non-intersecting lines.
Strategy: Sort shapes into polygons/non-polygons and compare properties of all shapes.
Tool: Math Journal p. 10
Students will identify how orientation of lines within space dictates specific polygons.
Strategy: Students will complete a chart of labeled polygons with number of sides and illustration.
Tool: "Geometry Polygons" page.
Studects will recognize and convey that shapes have a purpose for designed structures.
Strategy: Identify with a digital camera shapes that support school structures. Then use that backgro
schematic.
Tool: Use of digital software and digital cameras.
Evidence of student application of selected National Educational Technology Sta
of the unit? (Note: assessment of the NETS standards should be integrated with assessm
knowledge and skills and embedded within unit learning activities)
Learning Experiences (Stage 3)
Consider the questions in the boxes below as you design learning experiences th
achievement of desired results.
1) Building Background Knowledge: Read about "Geometry In Our World" from Student Resource Book page 7
2) Investigate points, rays, lines, and angles through a SMARTboard activity. Read from SRB p. 76-81 and prac
p. 6.
3) Determine characteristics of polygons. Read SRB p. 82-83, sort/classify shapes as polygons or not as a whole
check for
understanding.
4) Classify quadrangles based on their specific properties. Study Link 1.4
5) Classify all polygons and geometric elements based on their specific properties using "Definition Match" Stud
6) Students will complete a chart of labeled polygons with number of sides and illustration.
7) Students will learn how to construct circles using a compass. Successful completion of journal pages 15-17.
8) Students will recognize and convey that shapes have a purpose for designed structures through use of a digita
school
structures.
9) Students will produce a schematic featuring an original structure or creature made up of standards-based geo
Use “Where To…” as a tool to assess the quality and scope
of unit learning experiences.
How will you cause students to ref
you guide them in rehearsing, revis
work?
Where are your students headed? Where have they been? How will you How will you help students to exhi
make sure the students know where they are going?
growing skills, knowledge, and und
unit?
How will you hook students at the beginning of the unit?
How will you tailor and otherwise p
to optimize the engagement and ef
without compromising the goals of
What events will help students experience and explore the big idea and How will you organize and sequenc
questions in the unit? How will you equip them with needed skills and optimize the engagement and achi
knowledge?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development
ISBN # 0-87120-313-8 (ppk)