Understanding By Design Unit Template
Title of Unit
Subject Area (s)
Teachers
Gr
The
Foundations
of
Geometry
Tim
Math
Joy Decker, Kay Johnson, Laura Lee
Desired Results (Stage 1)
Essential Content (Subject Area) Standards
Shape, Dimension and Geometric Relationships: Geometric figures are described by the
in the plane.
National Education Technology Standards
Creativity and Innovation
(Choose 2-3 to focus on
Communication and Collaboration
Research an
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
Essen
(connected to
u
What properties are ass
Why are specific geome
What are some differen
geometric figures?
Why do we classify sha
How do geometric elem
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 st
figures
-name, draw and label
-distinguish defining ch
polygons, triangles, and
Students will know…
Students will be able to…
-compare/contrast quad
-name, draw and label
-classify quadrangles ac
Assessment Evidence (Stage 2)
Assessment of Overarching Understanding/Big Idea
The summative assessment consists of the completion of a student project which demonstrates their un
use of geometric concepts. This is demonstrated through the production of a schematic featuring an or
standards-based geometric elements.
Assessment Criteria (students will be able to… student application of Six Facets of U
-
label different geometric elements on their schematic (facet 1-explanation)
combine different geometric elements to illustrate a meaningful structure or creature (facet 2-interpreta
appreciate the geometric architecture throughout the world (facet 5-empathy)
Assessment Tool (describe type of assessment tool to be used here - post completed
Rubric for Geometric Schematic
Assessment Strategy (performance task description)
Your goal is to produce a schematic f
creature made up of standards-based
RoleStudents are researchers, interpreters, a
Convince teachers and peers of their un
Audience
how they make up structures.
SituationDisplay completed work for evaluation
-Produce a rough draft of a geometric s
Goal
Product/Performance-Use rough
draft to generate a digital ve
-Display finished product in a group se
Students must meet the criteria outlined
Standards
(Attached)
Evidence of development of supporting understandings, kn
(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 back
schematic.
Tool: Use of digital software and digital cameras.
Evidence of student application of selected National Educational Technology S
of the unit? (Note: assessment of the NETS standards should be integrated with asses
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
achievement of desired results.
1) Building Background Knowledge: Read about "Geometry In Our World" from Student Resource Book pa
2) Investigate points, rays, lines, and angles through a SMARTboard activity. Read from SRB p. 76-81 and p
p. 6.
3) Determine characteristics of polygons. Read SRB p. 82-83, sort/classify shapes as polygons or not as a wh
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"
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 15-1
8) Students will recognize and convey that shapes have a purpose for designed structures through use of a d
school
structures.
9) Students will produce a schematic featuring an original structure or creature made up of standards-based
Use “Where To…” as a tool to assess the quality and scope
of unit learning experiences.
How will you cause students to
you guide them in rehearsing, r
work?
Where are your students headed? Where have they been? How will you How will you help students to e
make sure the students know where they are going?
growing skills, knowledge, and
unit?
How will you hook students at the beginning of the unit?
How will you tailor and otherw
to optimize the engagement an
without compromising the goal
What events will help students experience and explore the big idea and How will you organize and sequ
questions in the unit? How will you equip them with needed skills and optimize the engagement and a
knowledge?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for
Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)