PROJECT OVERVIEW page 1



| Project DESIGN: OVERVIEW page 1 |

|Name of Project: Recreational Multi-Purpose Space Design |Duration: 8-10 weeks |

|Subject/Course: ELA & Math |Teacher(s): DiCosimo, Kelley, Scott |Grade Level: 6 |

|Significant Content |MATH COMMON CORE: |

|(CCSS and/or others) |RP.6.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. |

| |RP.6. 3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number |

| |line diagrams, or equations. |

| |SP.6. 1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. |

| |SP.6. 2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. |

| |SP.6. 3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its |

| |values vary with a single number. |

| |SP.6. 5. Summarize numerical data sets in relation to their context |

| |ELA Common Core: |

| |RI.6. 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

| |RI.6. 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic |

| |or issue. |

| |RI6. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. |

| |W.6. 1. Write arguments to support claims with clear reasons and relevant evidence. |

| |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. |

| |W.6. 9.Draw evidence from literary or informational texts to support analysis, reflection, and research. |

| |SL.6. 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, |

| |building on others’ ideas and expressing their own clearly. |

| |SL6. 3.Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |

| |SL6. 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. |

|21st Century Competencies |Collaboration |X |Creativity and Innovation | |

|(to be taught and assessed) | | | | |

| |Communication |X |Other: | |

| |Critical Thinking | | | |

|Project Summary |Students will research, design and propose a multi-purpose green space to be built on the Pine Grove campus. Students will be required to survey the school community, |

|(include student role, issue, problem |including all grade 5-7 students in our 4 elementary schools and Pine Grove East. They will use their data to come to an informed decision about which project would work |

|or challenge, action taken, and |best. Students will research cost, environmental impact, and accessibility. Models will be designed and built. Proposals, including budget, will be presented to parents|

|purpose/beneficiary) |and public audience/community members in a science fair setting. Audience members will vote on the most suitable proposal, which will be presented at a board meeting. |

|Driving Question |How can we design an outdoor recreational space that would best suit the needs of current and future 6-8 students and the surrounding community on the Pine Grove campus? |

|Entry Event |Guest speaker from Orenda Springs to explain what he’s done on his property, how high school students are involved with it, and the purpose of his program |

|Products |Individual: |Specific content and competencies to be assessed: |

| |-Research on other school outdoor environment | |

| |-Preliminary Design of space, written proposal, oral presentation of ideas | |

| |Team: |Specific content and competencies to be assessed: |

| |-Creation of a thorough survey informed by the individual research | |

| |-write a proposal | |

| |-present proposals and models at a “science” fair | |

| Project DESIGN: OVERVIEW page 2 |

|Public Audience |King & King, board of education, buildings and grounds (John Young), representatives from businesses including Atlas Fence, Cranks, Skyzone, Black Mamba, Home Depot, Wiley |

|(Experts, audiences, or product |Lumber, 84 Lumber, Dow Lumber, Country Max, landscaping, parks and recreation, ESM administration, CTE program teachers and students (particularly carpentry), Orenda Springs |

|users students will engage with |owner |

|during/at end of project) | |

| |

|Resources Needed |On-site people, facilities: |

| |Equipment: |

| |Materials: |

| |Community Resources: |

| |

|Reflection Methods |Journal/Learning Log | |Focus Group | |

|(Individual, Team, and/or Whole | | | | |

|Class) | | | | |

| |Whole-Class Discussion | |Fishbowl Discussion | |

| |Survey | |Other: | |

|Notes: |

a

|Project Design: student Learning Guide |

|Project: Recreational Multi-Purpose Space Design |

|Driving Question: How can we design an outdoor recreational space that would best suit the needs of current and future 6-8 students and the surrounding |

|community on the Pine Grove campus? |

| |

|Final Product(s) |Learning Outcomes/Targets |Checkpoints/Formative Assessments |Instructional Strategies for All Learners |

|Presentations, Performances,|content & 21st century competencies |to check for learning and ensure |provided by teacher, other staff, experts; includes |

|Products and/or Services |needed by students to successfully |students are on track |scaffolds, materials, lessons aligned to learning outcomes |

| |complete products | |and formative assessments |

|(individual and team) |M6.RP.A.1 I can use what I know about ratios to describe the|Model/planning of model | |

| |relationship between two quantities. | | |

| |M6.RP.A.3.D I can use what I know about ratios to convert |Model/planning of model | |

| |units of measurement. | | |

| |M6.RP.A.3.D I can change units of measurement correctly when| | |

| |multiplying or dividing quantities. |Model/planning of model | |

| |RI.6.1 I can refer to the text to support my thoughts and | | |

| |draw | | |

| |inferences about a piece of informational text. | | |

| |RI.6.7 I can better understand a topic or issue by thinking | | |

| |about how it has been presented | | |

| |in different media or formats. | | |

| |W.6.1 I can write arguments and use clear reasons and |Argumentative/informational writing | |

| |relevant evidence to support my claims. | | |

| |W.6.1.A I can introduce my argument and organize the reasons| | |

| |and evidence clearly. | | |

| |W.6.1.B I can support my claims with clear reasons and |Reflective journaling | |

| |relevant evidence. | | |

| |W.6.1.B I can support my claims using appropriate sources | | |

| |and show that I understand the topic. | | |

| |W.6.1.C I can use wording that clearly explains the | | |

| |relationships between my claims and reasons. | | |

| |W.6.1.D I can establish and maintain a formal style in | | |

| |presenting my written arguments. | | |

| |W.6.1.E I can write a conclusion that follows from the | | |

| |arguments I presented. | | |

| |SL.6.1 I can effectively participate in different types of |Summary of resources | |

| |discussions and with | | |

| |different people about 6th grade topics, | | |

| |texts and issues. | | |

| |SL.6.1.A I can come to discussions prepared to share my | | |

| |ideas because I have read or studied | | |

| |the required material. | | |

| |SL.6.1.B I can follow rules, set goals, meet deadlines and | | |

| |carry out my assigned role | | |

| |in shared discussions with peers. | | |

| |6.SP.B.5.A I can summarize data by stating the number of |Statistical questioning/ Survey | |

| |observations. | | |

| |6.SP.B.5.B I can summarize data by describing the |Survey/ Graph and Analysis of Results | |

| |characteristics of what is being investigated, including how| | |

| |it was measured. | | |

| |6.SP.B.5.D I can summarize data by explaining how the |Graph and analysis of data | |

| |distribution of the data on a | | |

| |graph relates to the choice of measures | | |

| |of center and variability. | | |

|(individual and team) |6.SP.A.2 I can understand that a set of data collected to | | |

| |answer a statistical question has a | | |

| |distribution that can be described by its center, spread and| | |

| |overall shape when plotted on a graph. | | |

| |6.SP.A.3 I can understand that a set of numerical data has a| | |

| |measure of center (median and/or mean) that summarizes all | | |

| |of its values with a single number. | | |

| |6.SP.B.5.C I can summarize data by giving numerical measures| | |

| |of center and variability. | | |

| |6.SP.B.5.C I can summarize data by describing the overall | | |

| |pattern of the data and noticing unusual deviations from the| | |

| |overall pattern. | | |

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