PROJECT OVERVIEW page 1



Project DESIGN: OVERVIEWpage 1Name of Project: Upgrade Your ArtifactDuration: 4 WeeksSubject/Course: Social Studies- 6th gradeTeacher(s): 6th Grade TeamGrade Level: 6thOther subject areas to be included, if any: ELA, Art, Science Significant Content (CCSS and/or others)S.S. - 6.3c Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley complex societies and civilizations adapted to and modified their environment to meet the needs of their population. Students will explore how the selected complex societies and civilizations adapted to and modified their environment to meet their basic needs of food, clothing, and shelter.6.5c A period of peace, prosperity, and cultural achievements may be indicative of a golden age.??Students will examine evidence related to the Qin, Han, and Greco-Roman (Athens and Roman Empire) civilizations and determine if these civilizations have experienced a golden age.??Students will examine how cultural achievements of these civilizations have influenced contemporary societies.ReadingRI.6.1- Cite textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text.Writing W.6.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)?a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.W.6.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W.6.6 -Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.7- Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.8- Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.9.Draw evidence from literary or informational texts to support analysis, reflection, and research.Speaking & Listening: 6SL:1. Engage effectively in a range of collaborative discussions (Collaboration Rubric)4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Visual Art Standards- 1e.- Identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works.AASL Standards:21st Century Competencies (to be taught and assessed)Collaboration: BIE Collaboration RUBRICEntry Event for Collaboration Lesson: PowerPoint LessonXCreativity and InnovationCommunication/Presentation: Communication/Presentation RUBRICPowerPoint LessonXOther: Critical ThinkingProject Summary(include student role, issue, problem or challenge, action taken, and purpose/beneficiary)After learning about ancient civilizations, students take on the role of entrepreneurs who are asked to choose an artifact from an ancient civilization that has evolved over time and still exists today. Students will need to design a new and improved version of their artifact. Students will need to collaborate with a designer and engage in research to reach their findings. Driving QuestionHow can we, as entrepreneurs, use knowledge from the past to design and create the next new model of a specific product? Entry Event Robot introduction Video clip of a child entrepreneurs on Shark Tank ProductsIndividual:Product Research Write-UpSpecific content and competencies to be assessed:SS: 6.3.c; 6.5.cRI: 6.1W: 6.2, 4, 5, 6, 7, 8SELF Reflection: CollaborationTeam:Timeline of history of artifactDesign sketch of upgrade3D-model of upgraded productSpecific content and competencies to be assessed:Public Audience(Experts, audiences, or product users students will engage with during/at end of project)Designer from SUDesigner from CascadeRetired designer- Hue PapworthSales person from Cascade6th grade teachersPrincipalResources NeededOn-site people, facilities:Equipment:Materials:Community Resources:Reflection Methods(Individual, Team, and/or Whole Class)Journal/Learning LogFocus GroupWhole-Class DiscussionFishbowl DiscussionSurveyOther: ART: Praise and PolishXNOTES:Project Design: student Learning GuideProject: Driving Question:Final Product(s) Presentations, Performances, Products and/or ServicesLearning Outcomes/Targetscontent & 21st century competencies needed by students to successfully complete productsCheckpoints/Formative Assessmentsto check for learning and ensure students are on trackInstructional Strategies for All Learnersprovided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessmentsINDIVIDUAL:Product Research Write Up-SS: 6.3.c; 6.5.c-RI: 6.1-W: 6.2, 4, 5, 7, 8SELF Reflection: CollaborationSS:RI:I can use evidence from the text to support my analysis of what the text says and inferences I make.Writing:2. I can write an informative piece which examines a topic and conveys ideas, where I;Introduce an ancient artifactOrganize facts and ideas in an appropriate structureUse precise language and vocabulary of the history of the artifact5. I can use guidance from my peers and adults to plan, revise, and edit my writing.6. I can use the internet to interact and collaborate with my peers on written projects.7. I can conduct a short product research write up, that uses several source to answer a specific.8. I can gather information from multiple sources; I can quote or paraphrase information found for my finished Product write up.8. I can provide basic bibliographic information for my sources. (NOODLE TOOLS)Collaboration:I can self-reflect and provide evidence how I collaborate effectively with my team.Self-reflection rubric at each PBL meetingProject Design: student Learning GuideProject: Driving Question:Final Product(s) Presentations, Performances, Products and/or ServicesLearning Outcomes/Targetscontent & 21st century competencies needed by students to successfully complete productsCheckpoints/Formative Assessmentsto check for learning and ensure students are on trackInstructional Strategies for All Learnersprovided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments(individual and team)Project Design: student Learning GuideProject: Upgrade Your ArtifactDriving Question: How can we, as entrepreneurs, use knowledge from the past to design and create the next new model of a specific product? Final Product(s) Presentations, Performances, Products and/or ServicesLearning Outcomes/Targetscontent & 21st century competencies needed by students to successfully complete productsCheckpoints/Formative Assessmentsto check for learning and ensure students are on trackInstructional Strategies for All Learnersprovided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessmentsINDIVIDUALProduct Research Write upSS: 6.3.c; 6.5.cRI: 6.1W: 6.2, 4, 5, 7, 8I can examine Mesopotamian and Egyptian historical evidence. (SS6.3b)Whole group graphic organizer of Mesopotamia Small group graphic organizer of Egypt –complete together with their groupRough draft of news brief- peer check- switch drafts with another groupFinal broadcast- **Make rubric - used individual and peer reflectionWhole group instruction on Mesopotamia- modeling of graphic organizerSmall group research projects on Egyptian artifacts: pyramids, mummies, hieroglyphs, pharaohs, Nile, tombs Whole group instruction on Egypt- complete graphic organizer togetherWriting Workshop- How to write news briefI can conduct short research on ancient civilizations (W.6.7)I can gather information from multiple sources, assess credibility of those sources, and paraphrase information found. (W.6.8)I can cite sources when I do research. (RI. 6.1)I can write a research report on one ancient civilization (Greece or Rome). (W.6.2)I can produce clear coherent writing in which the development organization and style are appropriate for sixth grade tasks purposes and audiences. (W.6.4) *Report card standardNotes in their notebookGraphic organizer- done in stagesCheck citation pagesRough draft of research report- Use information rubricFinal research report- Use information rubricNote-taking skillsParaphrasingCitingNoodle ToolsSmall group instruction for graphic organizer needsProvide 6 charts for students to record artifacts as they researchLucy Calkins unit of study-information-5th grade Sessions 2, 3, 6, 8, 10, 13, 15, 17, 19 Project Design: student Learning GuideProject: Upgrade Your ArtifactDriving Question: How can we, as entrepreneurs, use knowledge from the past to design and create the next new model of a specific product? Final Product(s) Presentations, Performances, Products and/or ServicesLearning Outcomes/Targetscontent & 21st century competencies needed by students to successfully complete productsCheckpoints/Formative Assessmentsto check for learning and ensure students are on trackInstructional Strategies for All Learnersprovided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessmentsTEAMTimeline (group)Roles of group members: -Project Manager-Designer-Research-Technical Writer-Support SpecialistDesign of Upgraded ArtifactFinal copy of timelineWriting the Pitch(technical writer)I can conduct short research on the timeline of their artifact. (W.6.7)I can gather information from multiple sources, assess credibility of those sources, and paraphrase information found. (W.6.8)I can cite sources when I do research. (RI. 6.1)I can produce clear coherent writing in which the development, organization and style are appropriate for sixth grade tasks purposes and audiences. (W.6.4) *Report card standardChoose an artifact to upgrade-approved by teacherDocument 4-5 key elements of change for your artifactDocument evolution of the artifact with pictures/photographsRough draft of timeline-use rubric- must get approved by teacher before moving into design phaseCheck citation pagesMini-lesson on narrowing down choices to the most significant Mini-lesson on writing timeline captionsDevelop a sketch of their idea-how will you upgrade your artifact?Turn sketch into a blueprintBlueprints will be used to make a clay modelThe clay model will be used to design the product in a computer programDesigner from Cascade to talk about strategies students can use to help develop their ideasRetired engineer to support students during the design phaseArt teacher to provide mini-lesson on making blueprints and clay modelsMini-lesson on timeline program/powerpointMini-lesson on how to create a scale for your timelineSales person from CascadeMini-lesson on persuasive pitch writingMini-lesson on sloganPresentation to SharkTankPractice presentation with your bossaProject Calendar and Day-by-Day PlanDay/DatesLearning Target(s) -I Can Statement(s)Lesson / Activity / Formative AssessmentMaterials123456 7891011121314151617181920Day/DatesLearning Target(s) -I Can Statement(s)Lesson / Activity / Formative AssessmentMaterials212223242526 2728293031323334353637383940 ................
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