UbD & 5E Lesson Planning Guide

LESSON
TITLE
Author
Grade Level

Barron Architects
Bianca Becker
3rd Grade Dual Language Classroom

1 - DESIRED RESULTS
ACQUISITION GOAL(S)
Students will know key facts,
terms, etc
Math
English
o
o
o
o
o

Measure
Area
Perimeter
Length
Width

Espaol

Medir
rea
Permetro
Longitud
Ancho

Technology
123D Design Software

Students will be skilled at processes pertaining

to the lesson
TEKS
3.11.A - use linear measurement tools to
estimate and measure lengths using standard
units
3.11.B - use standard units to find the perimeter
of a shape
3.11.C - use concrete and pictorial models of
square units to determine the area of twodimensional surfaces
3.14.B - solve problems that incorporate
understanding the problem, making a plan,
carrying out the plan, and evaluating the
solution for reasonableness
Technology: ISTE NETS-S
1A: Apply existing knowledge to generate new
ideas, products, or processes.
1B: Create original works as a means of
personal or group expression.
1C: Use models and simulations to explore
complex systems and issues.
2A: interact, collaborate, and publish with
peers, experts, or others employing a variety
of digital environments and media.
2D: contribute to project teams to produce
original works or solve problems.
6A: Understand and use technology systems.
6B: Select and use applications effectively and
productively.
6D: Transfer current knowledge to learning of

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UbD & 5E Lesson Planning Guide

new technologies.
Engineering: NSTA- Disciplinary Core Ideas in
Engineering,
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
Math: NCTM Standards (grades 3-5)
Measurement
o Understandsuchattributesaslength,area,
weight,volume,andsizeofangleandselectthe
appropriatetypeofunitformeasuringeach
attribute;
o Understandtheneedformeasuringwithstandard
unitsandbecomefamiliarwithstandardunitsin
thecustomaryandmetricsystems.
o Developstrategiesforestimatingtheperimeters,
areas,andvolumesofirregularshapes.

Geometry
o Buildanddrawgeometricobjects.
o Identifyandbuildathreedimensionalobject
fromtwodimensionalrepresentationsofthat
object.

Process
o Solveproblemsthatariseinmathematicsandin
othercontexts.
o Applyandadaptavarietyofappropriate
strategiestosolveproblems.
o Communicatetheirmathematicalthinking
coherentlyandclearlytopeers,teachers,and
others.
o Recognize and apply mathematics in
contexts outside of mathematics

Arts: NAEA (grades K-4)

1: Understanding and applying media,
techniques, and processes
2: Using knowledge of structures and functions
3: Choosing and evaluating a range of subject
matter, symbols, and ideas

MEANING GOAL(S)
Understandings
Students will understand big ideas and

Essential Questions
Students will keep considering

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UbD & 5E Lesson Planning Guide

core processes
Content Specific
Content Specific
How to measure and determine
area.
How to measure perimeter
How to use tools to measure and
estimate length.
How to devise and execute a plan in
order to solve a problem.
Making Connections Between
Disciplines:
Connections between visual arts
and other disciplines (NAEA-4)
Recognize and apply mathematics
in contexts outside of mathematics
(NCTM-Connections)
Transdisciplinary Abilities
Optimism- The ability to confidently
approach the problem of developing
a model that is accurate.
Flexibility and Adaptability- Being
able to persevere despite setbacks
or software issues, and generating
new solutions to problems that may
rise.
Integrative thinking- The ability to
engage in convergent and divergent
thinking as students use 3D design
software in order to develop their
creation.
Modeling: Being able to create a model

Howisareameasured?

Howisperimetermeasured?

Whattoolsareusedtomeasurelength?

Howareareaandperimeterrelated?

Other

Howcangeneratingmodelswithinaccurate
measurementsaffecttheoverallproduct?
Howarethemodelsgeneratedinthe3D
softwareaccuraterepresentationsofthereal
lifeproduct?
Howdomathematicalconceptsfoundinthe
creationof3Dmodelsrelatetononmath
concepts?

that represents something in real or

theoretical terms.
Collaboration- Students are able to work
in groups in order to create a model that
will be used as the architectural design
for the school patio/garden area.

Visual-Reasoning Abilities
Mental rotation- Students will
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UbD & 5E Lesson Planning Guide

rapidly and accurately rotate a
three-dimensional figure of their
design in the software.
Spatial perception- Students ability
to determine spatial relationships
with respect to the orientation of
the design they create using the 3D
software.
Spatial visualization- Students will
be able to do multi-step
manipulations of spatially presented
information within the 123D
software. They will be able to
analyze the relationship between
different spatial representations, in
order to create a model that can
accurately represent the data
provided.

TRANSFER GOAL(S)
Students will be able to independently use their learning to apply their learning
from this lesson to future experiences

What strategiescanbeusedtoestimatetheperimeters,areas,andvolumesofirregularshapes(NCTM)
Howtoidentifyandbuildathreedimensionalobjectfromtwodimensionalrepresentationsofthatobject
(NCTM).
Solveproblemsthatariseinmathematicsandinothercontexts(NCTM).
Applyandadaptavarietyofappropriatestrategiestosolveproblems(NCTM).
Communicatetheirmathematicalthinkingcoherentlyandclearlytopeers,teachers,andothers(NCTM).
Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at
different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity
affect a systems structure or performance (NSTA).
How to develop possible solutions to solve engineering problems (NSTA).

2 - EVIDENCE
EVALUATIVE
CRITERIA

Accurate
Design
Informative
Connections
to
Transdisciplin
ary Abilities

Students will show their learning by

Performance Task(s):

3D design artifact- Students will create 3D designs

that have the accurate measurements and scale in
order to be used as part of a model to represent
the new patio/garden area being developed at the
school.

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UbD & 5E Lesson Planning Guide

Informative
Connections
to VisualReasoning
Abilities
Reflective
Awareness of
Process

Active
Participation

Project execution- Students will be able to use

transdisciplinary abilities such as collaboration and
modeling in order to develop a design that can be
incorporated into the schools patio/garden area.
Use of 123D Design Software- Students visualreasoning abilities such as spatial perception and
visualization in order to determine spatial
relationships with respect to the orientation of the
design they create using the 3D software, and the
ability to do multi-step manipulations of spatially
presented information within the 123D software.
Reflective Blog Post on KidBlog- Students will
explain and interpret the process of using the
123D Design software to create a 3D artifact, and
embed photos or video of their design and/or their
work on the software. They will also explain why
they think that their design is the best choice for
the school patio/garden.

Other Evidence:

Classroom Observation- Teacher will evaluate

students processes as they engage and collaborate
in hands-on design, digital design using 3D
fabrication software, and the manipulation of
materials to ensure accuracy and scale of
completed artifact.
Classroom Discussion- Students will explain:
o Does the artifact you created fit the
measurements outlined?
o How did you manipulate the objects in the
software in order to fit the scale provided to
you?
o What made you develop this design?

3 5E INSTRUCTIONAL PLAN
Instructional Activities

Materials

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E EVALUAT
ATE ELABOR EXPLAIN EXPLORE ENGAGE

UbD & 5E Lesson Planning Guide

Project Challenge
o Show PowerPoint to students and
discuss:
Students will be informed that
Complete in small groups:
o Students develop their designs using
123D Design software.
Students designs must meet the
Discussion:
o Does your design fit the provided scale?
o How do the shapes you selected to
create your design use the provided
Students
will effectively?
use the iPad to take pictures
space
and/or record videos of them using the
software to create their designs.
Students will develop other ways to alter their
Answers to discussion questions listed
above
Completed artifacts
Reflective Blog Post using KidBlog-

Resource or Inspiration
(include title, page #, or URL)
Buck Institute for Education
Project-Based Learning
http://www.bie.org/tools/online_resources/pbl-online

123D Design
http://www.123dapp.com/design

3rd Grade Math TEKS

Projector
Barron Architects
Power Point
Sketching paper
123D Design Software
Computer

Completed Artifacts

iPad
123D Design Software

Completed Artifact
Personal Blog
entry with images
and/or video of

Brief Description
This site was created to
support the conception,
planning, implementation
and assessment of
engaging, standardsfocused projects. It is an
online repository of
resources, publications,
and information about
Project-Based Learning.
This website offers free
versions of 3D design
software and editing tools
to users. Users are able to
tinker and create objects
that can be printed on a
personal printer or
through the listed
provider.
Grade level standards
listed according to

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UbD & 5E Lesson Planning Guide

http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a
.html#111.5

content area. This site

lists the knowledge and
skills students in the 3rd
grade must be able to
master.

Page 7 - Created by Dr. Shaunna Smith, sfs36@txstate.edu ; Adapted from Understanding by Design by
McTighe & Wiggins