7th Grade Connections House Design UbD
Stage 1 – Desired Results
Established Goals
What power standards will
this unit address?
CCSS.Math.Content.7.G.B.6
Solve real-world and
mathematical problems involving
area, volume and surface area of
two- and three-dimensional
objects composed of triangles,
quadrilaterals, polygons, cubes,
and right prisms.
CCSS.Math.Content.7.G.A.1 Solve
problems involving scale
drawings of geometric figures,
including computing actual
lengths and areas from a scale
drawing and reproducing a scale
drawing at a different scale.
RST.6-8.3
Follow precisely a multistep
procedure when
carrying out experiments, taking
measurements,
or performing technical tasks.
RST.6-8.7
Integrate quantitative or technical
information
expressed in words in a text with a
version of that
information expressed visually (e.g.,
in a flowchart,
diagram, model, graph, or table).
RST.6-8.9
Compare and contrast the
information gained
from experiments, simulations,
video, or
multimedia sources with that gained
from reading
a text on the same topic.
WHST.6-8.6
Use technology, including the
Internet, to produce
and publish writing and present the
Transfer
What challenge will be required of students at the end of this unit?
Students will determine what house and materials they can afford using fate cards provided. They will design a bedroom, keeping
their budget and fate in mind.
How will they transfer their knowledge to a new situation?
Speaking/listening skills, written communication skills, teamwork skills, math skills
UNDERSTANDINGS
What specifically do you want students to understand?
Students will understand that…
-Measurements (area & perimeter) are needed in everyday life
–It is important to set a budget
-Detail needed to construct a house/work as a team
ESSENTIAL QUESTIONS
What thought-provoking questions will foster inquiry,
meaning-making, and transfer?
-How are the standard units of measurement and scale used in
everyday life?
-Why is it important to set a budget when making big
decisions?
Acquisition
What basic concepts should students understand in order to be
What discrete skills and processes should students be able to
successful on the transfer level task?
use?
Students will know….
Students will be skilled at….
-How to speak and listen when working in pairs to create a
dream bedroom.
-Using measurement to calculate area and perimeter
-Planning and budgeting
-Using scale to calculate distance/measurement
-They will use measurement skills to calculate materials for a
home.
-Students will know math concepts (area, perimeter, scale) and
building concepts (code, architect, interior designer, floor plan,
client, construction firm).
relationships
between information and ideas
clearly and
efficiently.
SL.7.1
Engage effectively in a range of
collaborative discussions (one-onone, in groups, and teacher-led) with
diverse partners on grade 7 topics,
texts, and issues, building on others’
ideas and expressing their own
clearly.
Stage 2 - Evidence
Evaluative Criteria
What criteria will be used to
evaluate attainment of the
desired result?
-Rubric
-Checklist
-Observation
-Budget Calculators
-Presentation
Summative Assessment
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?
As interior designers and architects, students will create their client’s dream bedroom using a budget. They will
use correct measurements when including items on their floor plan (furniture, etc.). They must calculate costs
and keep within their client’s budget. Students will use teamwork skills and communicate ideas successfully with
their peers.
Formative Assessment
How will we monitor student progress to ensure that they will be successful on the summative (transfer level) task?
-Jumpstarts (googledocs)
-Class discussion
-Classroom Floor Plan
-Flowerbed (Area & perimeter practice)
-Reading stations/groups
-Role play
Stage 3 – Learning Plan
Pre-Assessment
What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions?
Pre-Assessment
Jumpstarts at the start of every lesson
Class discussion
Exit slips
Learning Events
Do the learning events support students in experiencing success on the
transfer level task?
Progress Monitoring
How will we monitor student progress?
Demonstration:
Research furnishings and costs for dream bedroom
Support claims with evidence (budget)
Model how to calculate area and perimeter
Model how to take measurements & convert inches to feet
Model how to make blue prints/floor plans
-Class discussion
-Exit slips/reflections
-Student responses
-Teacher/students conversations
-Student conversations while working in pairs
-Jumpstarts on googledocs
Guided Practice:
Teachers will provide the criteria and guidelines to create a bedroom floor
plan. Teacher formatively assess as she watches groups create their own blue
print. Students provided input when creating floor plan.
Independent Practice:
Students use checklist and guidelines when working in pairs to create their
client’s dream bedroom.
Application/Transfer:
Students will use real-world examples to evaluate their floor plan. Math skills
will be applied to solve real-world budgeting and measurements/calculations.