UBD_+Understanding+by+Design

** __ Understanding by Design template, samples and procedure. __ __Click on "Manage Wiki" and go to Files to download template and samples below:__ **


 * Title |||||||| |||| Grade Level |||| ||
 * Curriculum Area |||||| |||| Time Frame |||| ||
 * Developed By |||||||||||||| ||
 * Identify Desired Results (Stage 1) ||
 * Content Standards ||
 * Understandings |||||| Essential Questions ||
 * Overarching Understanding |||| Overarching || Topical ||
 * Related Misconceptions ||
 * Knowledge (Students Will Know) |||||| Skills (Students will be able to) ||
 * Assessment Evidence Stage 2 ||
 * Performance Task Description ||
 * Goal |||||||||||| ||
 * Role |||||||||||| ||
 * Situation |||||||||||| ||
 * Product/Performance |||||||||||| ||
 * Standards |||||||||||| ||
 * Other Evidence ||
 * Learning Plan Stage 3 ||
 * Where are your students headed? Where have they been? How will you make sure the students know where they are going? |||||||||| ||
 * How will you hook your students at the beginning unit? |||||||||| ||
 * What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? |||||||||| ||
 * How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? |||||||||| ||
 * How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? |||||||||| ||
 * How will you tailor and other personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? |||||||||| ||
 * How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? |||||||||| ||
 * How will you hook your students at the beginning unit? |||||||||| ||
 * What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? |||||||||| ||
 * How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? |||||||||| ||
 * How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? |||||||||| ||
 * How will you tailor and other personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? |||||||||| ||
 * How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? |||||||||| ||

**See __SAMPLE__ below:** Content Standards || MA.B.1.3.1 ** The student uses concrete and graphic models to derive formulas for finding perimeter, area, surface area, circumference, and volume of two- and three-dimensional shapes, including rectangular solids and cylinder. **NEW STANDARDS MA.6.G.4.1** Understand the concept of pi, know common estimates of pi (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles. |||| * How can angle measures be estimated? || * What kind of tiles will cover a flat surface?  || || |||||| * Determine what shapes can be used to cover the plane. || || ||
 * Title |||||||| **Shapes and Designs** |||| Grade Level |||| **6th** ||
 * Curriculum Area |||||| MJ Mathematics I |||| Time Frame |||| 3 weeks ||
 * Developed By |||||||||||||| 6th grade curriculum team ||
 * Identify Desired Results (Stage 1)
 * ** CURRENT STANDARDS
 * MA.B.1.3.2** The student uses concrete and graphic models to derive formulas for finding rate, distance, time, and angle measures.
 * MA.C.1.3.1**  The student understands the basic properties of, and relationships pertaining to, regular and irregular geometric shapes in two and three dimensions.
 * MA.C.2.3.2 ** The student predicts and verifies patterns involving tessellations (a covering of a plane with congruent copies of the same pattern with no holes and overlaps, like floor tiles).
 * MA.C.3.3.1 ** The student represents and applies geometric properties and relationships to solve real-world and mathematical problems.
 * MA.6.G.4.2** Find the perimeters and areas of composite two-dimensional figures, including non-rectangular figures (such as semicircles) using various strategies.
 * MA.6.G.4.3** Determine a missing dimension of a plane figure or prism, given its area or volume and some of the dimensions, or determine the area or volume given the dimensions.
 * MA.6.A.3.1** Write and evaluate mathematical expressions that correspond to given situations.  ||
 * Understandings |||||| Essential Questions ||
 * Overarching Understanding |||| Overarching || Topical ||
 * * The patterns and regularities in the relationship among sides and angles of basic polygons determine the polygon’s possible shape and use.
 * Several useful labeling schemes are frequently used in mathematics. Flexibility needs to be developed in “reading” shapes and in using labeling schemes as a way to makes ideas about figures clear.
 * Several useful labeling schemes are frequently used in mathematics. Flexibility needs to be developed in “reading” shapes and in using labeling schemes as a way to makes ideas about figures clear.
 * How much accuracy is needed?
 * Why is it important to find accurate angle measures?
 * What patterns can be found in the angle measures of regular figures? Of non-regular
 * figures? Do these patterns apply to other figures.
 * What geometric characteristic lets them fit together?
 * What are the simplest geometric shapes and figures? How do these simple figures work together to make more complex shapes?
 * Related Misconceptions ||
 * * Students may have difficulty with formulas.
 * Students have trouble estimating angles.
 * Students may confuse the names of certain polygons.
 * Students have difficulty with complementary and supplementary angles.
 * Students read protractors incorrectly, and have difficulty with angle measurements larger than 180 degrees.
 * Knowledge (Students Will Know) |||||| Skills (Students will be able to) ||
 * * Key terms (e.g., angle, degree, hexagon, octagon, parallelogram, pentagon, polygon, quadrilateral, rectangle, regular polygon, right angle, side, square, symmetry, triangle vertex).
 * What changes and what remains constant as triangles, squares, rectangles, and parallelograms are rotated and flipped.
 * Describe the structural applications in which polygons of various shapes appear.
 * <span style="font-family: Calibri; mso-bidi-font-family: Arial; msobidifontfamily: Arial; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman';">Explain the property of the triangle that makes it useful as a stable structure.
 * Develop a variety of strategies for solving problems involving polygons.
 * Assessment Evidence Stage 2 ||
 * Performance Task Description ||
 * Goal |||||||||||| Student understands properties of polygons and recognizes polygonal shapes in and out of the classroom. Student also is able to determine the measurement of angles using reference to a right angle and other benchmark angles. ||
 * Role |||||||||||| Students will identify polygons around the classroom and sort them into groups based on certain characteristics such as vertices and sides. ||
 * Situation |||||||||||| Students will be given a couple of polygons and will have to determine which polygons can be used to tile a surface and which can’t be used to tile a surface. After students finish their tessellation, they must write a one-page paper of why certain polygons tessellate and other polygons don’t. Students should begin to notice that the sides of the polygon must match and that the interior angles of a polygon must fit exactly around a point in a plane. ||
 * Product/Performance |||||||||||| Demonstrates an understanding of all terms in Shapes and Designs as well as a deeper understanding of polygons. ||
 * Standards |||||||||||| Meets the standards listed above. ||
 * Other Evidence: Unit test, Notebook Check, and Exam View Test ||
 * Learning Plan Stage 3 ||
 * Where are your students headed? Where have they been? How will you make sure the students know where they are going? |||||||||| * Students are headed toward studying properties of 3-D cube figures and finding area and perimeter of 2-D figures.
 * Students have been developing mathematical reasoning by analyzing integers and data.
 * Students will be assessed by quizzes and test from Exam View and by a Unit Project.
 * Students have been developing mathematical reasoning by analyzing integers and data.
 * Students will be assessed by quizzes and test from Exam View and by a Unit Project.
 * How will you hook your students at the beginning unit? |||||||||| * Students will be asked to brainstorm about the shapes that they see in everyday life and the properties they have. Once students have brainstormed, explain that there are important and interesting reasons for using certain shapes in art and architecture. ||
 * What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? |||||||||| * Students can begin collecting drawings, photos, and magazine clippings of shapes being used in the world around them.
 * Encourage students to keep a journal of their conjectures about their finding from day to day. ||
 * How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? |||||||||| * Give students some time in class for recording their new information about the characteristics of certain shapes.
 * Invite artist, architects, engineers, or others who work with shapes and designs to speak to the class. ||
 * How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? |||||||||| * Through work that they will place in their portfolio, which will not be limited to just test, quizzes, and daily classwork. ||
 * How will you tailor and other personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? ||||||||||
 * Working with students on an individual basis – especially those who are struggling – during class time.
 * For those who are displaying advanced knowledge or need more of a challenge, the “Additional Practice” worksheets for each investigation will be helpful.
 * How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? |||||||||| * The organization and sequence was designed to start the student with the basics and build on their skill knowledge so that they will feel comfortable during their learning process. The advanced skills are at the end when they should have confidence in the basic skills. ||