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Understanding By Design Backwards Design Process

Use this design template to construct your UbD lesson plan. Be sure that you include enough
detail that the lesson is easily understood by an outside reader, such as your instructor.
Use the checklist on the last page to ensure that you have included the necessary details in your
lesson planning.
5th Grade Volume of a Right Rectangular Prism
Stage 1 Desired Results
Content Standard(s):

22.) Relate volume to the operations of multiplication and addition, and solve real-world
and mathematical problems involving volume. [5-MD5]
Understanding (s)/goals
Essential Question(s):
Students will understand that:

What is Volume?
Volume is the amount of space an

Why do we need to know the volume of


object occupies
an object?
The length is how long the sides

Why is it important to understand the


are, the width is how wide the
volume of an object?
shape is, and the height is how tall
How do you find the volume of a
the shape is.
rectangular prism?
Volume is the found by multiplying
What is length, height, and width?
the length x width x height in a
rectangular prism
Student objectives (outcomes):
Students will be able to:

Define volume

Describe the components of the Volume formula and what each one means.

Find the volume of a rectangular prism


Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence:

The teacher will play a video

Teacher will observe the students as they


https://www.youtube.com/watch?
are working with a partner to answer
v=E8tuMaDxgJM about volume to
questions.
introduce the concept to the class.

The teacher will assess understanding


through grading the worksheet.

The students will be given a worksheet


that will work as a group using the Elmo
for the students to find the volume of
rectangular prisms.

The students will use the IPad/ Laptops,


while with a partner, to work on the
volume worksheet on-line.

ELL /special needs students will be given


an aide or calculator to work the
worksheet.

Stage 3 Learning Plan


Learning Activities:
Begin with asking the students what volume is.
Discuss the answer with the class that volume is the amount of space an object occupies.
Show the students what a rectangular prism is

Ask the students what length, width, and height is.


Give the definition of each: The length is how long the sides are, the width is how wide the
shape is, and the height is how tall the shape is.
Write the formula for finding the Volume on the board: V=L x w x h
Write an example on the board and label each side
Demonstrate how to plug the numbers in the formula.
Pass out the work sheet to the class
Work each problem together as a group using the Elmo.
After finishing the worksheet, pair the students together and assign them an IPad/ laptop
to use
Give the directions on the worksheet
When finished the students will submit the worksheet in.
The students will work hands on activity to measure the volume of the rectangular prism.
The teacher will pass out a measuring cup, rectangular prism, and ruler to each table.
The students will measure each side of the rectangular prism and then pour water into the
prism to measure the volume.

My Checklist based on UbD Design Standards


Yes

Have I included the appropriate standards?


Does my rationale include what the unit is about and what the
standards will do?
Are my Enduring Understandings important and appropriate?
Do my Essential Questions match the Enduring Understandings?
Are the Essential Questions open-ended?
Are the Essential Questions really intriguing as written? Is this the
kind of question a real kid or adult would be interested in?
Does my knowledge section identify the important facts and concepts
needed to uncover the Enduring Understandings?
Do the assessments demand higher-level thinking?
Does the Performance Task assess for student grasp of the Enduring
Understandings?

. Is the Performance Task authentic?


Did I include an appropriate rubric(s)?

. Are all 3 stages aligned? (Enduring Understandings, Essential


Questions, Knowledge, Skills, Assessment, and Learning Activities)

. Is there enough assessment evidence?

. Does the unit include student self-assessment and/or reflection?

. Is there sufficient variety, choice differentiation?

. Do the Learning Activities have enough detail?

. Are the Learning Activities likely to be effective and engaging?

. Are all the Learning Activities necessary?

. Have I listed enough resources?

0. Is there enough information/detail in this UbD unit for someone else


to make sense of it and adapt it for themselves?

No