Understanding by Design (UbD) Lesson Plan 1 Classroom Teacher: __Lisa Kahue___________ Grade (K-12)/Developmental Level: _______ 5th___________ Date

Lesson Will e Ta!"ht: _____April 17, 2014____ Lesson #!$%ect &rea: _________Math__________ Lesson Topic: _____Introduction: Volume_________ 'reservice Teacher: _Charlette ncomienda________ Stage 1- Desired Results Established Goals/Big Ideas (In lude)!
"hat are the big #i ture on e#ts$ on e#tual an hors$ and onne tions% - &nal()e and identi*( the vol!me o* rectan"!lar prisms +ith di**erent len"ths, +idths, and hei"hts-

&o''on &ore Standards! Math: 5.MD.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Understandings!
Students (ill understand that)** ! ! .ol!me is the meas!re o* the amo!nt o* space inside o* a solid *i"!reTo *ind the vol!me o* an o$%ect, (o! need to m!ltiple the len"th, the +idth, and the hei"ht o* the o$%ect-

Essential +uestions!
"hat ,uestions highlight the big ideas% ! ! ! "hat is -olu'e% .o( an sol-ing the -olu'e o/ an ob0e t hel# us in real li/e% .o( do (e get the -olu'e o/ an ob0e t%

&ontent 1 ,uisition (2b0e ti-es)!

Student (ill 3no()* ! ! the -o ab ter's! -olu'e$ (idth$ height$ length* .o( to /ind the -olu'e o/ an ob0e t*

S3ill 1 ,uisition (2b0e ti-es)!

Student (ill be able to) ! ! ! ! /0plain ho+ to *ind the vol!me o* an o$%ect&nal()e a 1D rectan"!lar prism and determine its len"th, +idth, and hei"ht2se the *orm!la *or vol!me to *ind the vol!me o* di**erent rectan"!lar prismsChec3 their vol!me ans+er $( co!ntin" the c!$es o* the rectan"!lar prism-

Per/or'an e 5as3s!
! !

Stage 4- 1ssess'ent E-iden e 2ther E-iden e!

"hat other things an students do to sho( (hat they 3no(% ! 1ns(er ,uestions #osed by tea her/ lass'ates*

"hat tas3s (ill students be able to do to de'onstrate understanding% Students (ill /ind the length$ (idth$ and height o/ di//erent si6ed re tangular #ris'* Students (ill then /ind the -olu'e o/ di//erent si6ed re tangular #ris's

Sel/-1ssess'ents!
"hat (ays an students he 3 understandings to set /uture goals% ! #t!dents +ill $e a$le to sel*-assess $( as3in" their teacher and/or classmates 4!estions a$o!t vol!me- 5* the( do not !nderstand, a +a( *or them to sel*-assess is to raise their hand and e0plain +hat the( do not !nderstand- This +a(, others +ill $e a$le to e0plain the concept in a +a( that the( ma( !nderstand-

Re/le tions!
"hat did you identi/y during sel/-e-aluation%

Stage 7 Learning Plan

Learning 1 ti-ities!
"hat (ill the students do during the lesson so that they a hie-e the stated goals% .o( (ill you guide the students% "hat resour es are needed% 5ntrod!ction - 6ave st!dents $rin" o!t their conversion chart- 7What is vol!me89 'ose 4!estion and see i* st!dents 3no+ +hat vol!me is- 'resent the vol!me e4!ation- 'rovide an e0ample- 7Let:s pretend that (o! are "oin" to have a pool $!ilt in (o!r $ac3(ard- The architect, the person +ho is "oin" to create (o!r pool needs to *i"!re o!t ho+ m!ch +ater the( +ill need *ill (o!r pool- 5n other +ords, the( need to *ind the vol!me o* (o!r pool- &nd ho+ +ill the( do that8 The( +ill need to *ind the len"th, +idth, and the hei"ht o* (o!r pool-9 Can an(one else thin3 o* a sit!ation +here the( +ill need to 3no+ ho+ to *ind the vol!me o* an o$%ect in real li*e8 - 'resent a rectan"!lar prism made o!t o* !ni*i0 c!$es- &s a class, *ind the vol!me o* the shape- ;irst identi*( the len"th, the +idth, and the hei"ht- <nce +e have identi*ied the vol!me $( !sin" the *orm!la, +e:ll chec3 o!r +or3 $( deconstr!ctin" the rectan"!lar prism to see i* the amo!nt o* c!$es that +e have match o!r ans+er- (=epeat this one more time +ith another rectan"!lar prism) During - #t!dents +ill +or3 in pairs- /ach st!dent +ill $e "iven one o* the *o!r rectan"!lar prisms- With their partner, the( +ill *ind the vol!me o* their "iven prism- When <T6 st!dents have *o!nd the vol!me *or their prism, the( +ill come to me, ret!rn their prism, and 5 +ill iss!e them another prism Closing - Students will come together as a class. - We will go over the volume for each shape. (If time permits, students will be able to present one of the shapes and explain how they solved for the volume) =eso!rces !sed in lesson: - "ni#i$ cu%es, rectan&ular prisms made out o# &rid paper

&c3no+led"ed: ________________________________________ Date: ___________ Grade (i* applica$le): _________

(Co!rse instr!ctor, !niversit( s!pervisor, and/or cooperatin" teacher)