PROJECT OVERVIEW page 1
|[pic] “Dream house” |
|Project planning & Overview |
|Subject/Course: |Science Math PBL |Grade Level: 8 | |
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|Content Standards and Learning Outcomes |Content Standards(1.3): |
|What content standards and learning | |
|outcomes will you cover with this unit? |Science Standards |
|What do you want students to know and be|Math Standards |
|able to do as a result of this project? | |
| |R.S.3 |
| | |
| |8.NS.1 |
| |8.C.1 |
| |8.NS.3 |
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| |Learning Outcomes (1.4) |
| |SWBAT: Use multiple measuring systems |
| |SWBAT: Convert between measuring systems using fractions |
| |SWBAT: Identify, read, and use blueprints |
| |SWBAT: Use measurement tools |
|Project Scenario |Students will use measurement, conversions, and formulas and apply scientific inquiry to problem solve in the real world. |
|Where are the concepts/skills used in |Students are placed in the role of architects, contractors, and building experts to create a house. They will need to collect need-to-knows for the content assigned. |
|the real world? What scenario/role | |
|could you put the students in to create | |
|a need-to-know for the content? | |
|(1.4, relates to 2.3) | |
|Problem Statement / Driving Question |How can we as architects and contractors design a house so that the technology we use today and those of the future will be easily integrated within the structure? |
|What is the challenge, investigation, | |
|scenario, problem, or issue? | |
|(1.4, relates to 2.6, 2.9) | |
| |Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.): |
|Reality Check! |
|Does your project cover important standards for |Does your project require core subject knowledge? |How will you utilize assessment to plan? (1.1) |How will you track student progress mastery data daily|
|state testing? | | |to do future lesson planning? (1.5) |
| |Have you considered your time frame for this project? | | |
|Does your project pose an authentic problem with | | | |
|multiple solutions? | | | |
| [pic] Project planning & Overview |
|Culminating Products & Performances |Group: |Blueprint presentation |
|What will students be expected to | | |
|produce that will allow them to | | |
|demonstrate their knowledge and skills? | | |
|(Relates to 2.1, 2.6, 2.9) | | |
| |Individual: |Journals, content assessment, learning activities |
|Project Name: |Dream House |
|Entry Event |Time lapse home construction video |
|How will you present the problem to |K/NTK about homes and home construction |
|students? | |
|Literacy Integration | |
|How will you increase rigor in the | |
|project via reading and writing? |What, when, where, why journal entries |
|(relates to 2.2, 2.6) | |
|SCAFFOLDING |
|What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills? |
|Anticipated Need to Know |Anticipated Next Step |Assignment/activity/action to address NTK |How will this scaffolded activity be |
|(2.5; relates to 2.1) |(relates to 2.2) |(relates to 2.3, 2.6, 2.9) |differentiated for individual deeper |
| | | |understanding? |
| | | |(2.3, 2.5; relates to 2.2, 2.6) |
|How to perform operations using scientific |Direct instruction – rules of scientific notation |Foldable – rules for scientific notation | |
|notation. | | | |
|Conversions |Direct instruction – converting between units |Measuring and converting real world objects – Journal |Mini workshops as needed |
| | |entry | |
|What is a blueprint |Direct instruction – show blueprints |See real life blueprints – final project make their own |Final project – present completed blueprint |
| | | |design |
|What are scale factors |Direct instruction |Converting ratios |Workshops as needed |
|Taking accurate measurements |Direct instruction – talk about margin of error |Measuring real world objects |Learning activity |
|Assessments used to gauge understanding |Final home blueprints, window assessments, journal entries, learning activities |
|(2.4; relates to 2.9) | |
| [pic] Project planning & Overview |
|Subject/Course: |SciMath |Grade Level: |8 |
| |
|Content Standards and Learning Outcomes |Content Standards(1.3): |
|What content standards and learning |For Science: |
|outcomes will you cover with this unit? |8.1.4 Describe the structure of atoms and relate the arrangement of electrons to how atoms interact with other atoms. |
|What do you want students to know and be|8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with diagrams the relationship between atoms and compounds and between atoms and |
|able to do as a result of this project? |molecules. |
| |8.1.6 Explain that elements and compounds have characteristic properties such as density, boiling points and melting points that remain unchanged regardless of sample |
| |size. |
| |8.1.7 Explain that chemical changes occur when substances react and form one or more different products, whose physical and chemical properties are different from those|
| |of the reactants. |
| |8.1.8 Demonstrate that in a chemical change the total numbers of each kind of atom in the product are the same as in the reactants and that the total mass of the |
| |reacting system is conserved. |
| | |
| |For Math: |
| |AI.RNE.1 Understand the hierarchy and relationships of numbers and sets of numbers within the real number system |
| |AI.RNE.2 Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the |
| |product of a nonzero rational number and an irrational number is irrational |
| |AI.DS.1 Distinguish between random and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and reduced,|
| |evaluate the characteristics of a good survey and well designed experiment, design simple experiments or investigations to collect data to answer questions of interest,|
| |and make inferences from sample results. |
| | |
| |Learning Outcomes (1.4) |
| |Students will be able to describe how valence electrons in atoms form bonds with other atoms to make compounds. Students will be able to create electron dot diagrams |
| |to help them predict how atoms with form chemical bonds with other atoms. Students will be able to understand and write chemical formulas. Students will be able to |
| |write, balance, and accurately describe the processes of chemical reactions. Students will be able to use their knowledge of chemistry to create a rocket from |
| |household items under safe, supervised, and research driven conditions. |
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|Project Scenario |Students are acting as chemists examining atoms, their chemical bonding properties, and chemical reactions. |
|Where are the concepts/skills used in | |
|the real world? What scenario/role | |
|could you put the students in to create | |
|a need-to-know for the content? | |
|(1.4, relates to 2.3) | |
|Problem Statement / Driving Question |How can we as chemists use household items to create a rocket so that we demonstrate the power of chemical reactions? |
|What is the challenge, investigation, | |
|scenario, problem, or issue? | |
|(1.4, relates to 2.6, 2.9) | |
| |Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.): |
|Reality Check! |
|Does your project cover important standards for |Does your project require core subject knowledge? |How will you utilize assessment to plan? (1.1) |How will you track student progress mastery data daily|
|state testing? |Yes | |to do future lesson planning? (1.5) |
|Yes |Have you considered your time frame for this project? | | |
| | | | |
|Does your project pose an authentic problem with | | | |
|multiple solutions?\Yes | | | |
| [pic] Project planning & Overview |
|Culminating Products & Performances |Group: |Creating a rocket |
|What will students be expected to | | |
|produce that will allow them to | | |
|demonstrate their knowledge and skills? | | |
|(Relates to 2.1, 2.6, 2.9) | | |
| |Individual: |Direct instruction notes, content checks, electron dot diagram activity, vocabulary activities, balancing chemical reactions. |
|Project Name: | |
|Entry Event |Chemical Reactions Lab |
|How will you present the problem to | |
|students? | |
|Literacy Integration | |
|How will you increase rigor in the | |
|project via reading and writing? | |
|(relates to 2.2, 2.6) | |
|SCAFFOLDING |
|What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills? |
|Anticipated Need to Know |Anticipated Next Step |Assignment/activity/action to address NTK |How will this scaffolded activity be |
|(2.5; relates to 2.1) |(relates to 2.2) |(relates to 2.3, 2.6, 2.9) |differentiated for individual deeper |
| | | |understanding? |
| | | |(2.3, 2.5; relates to 2.2, 2.6) |
|How do atoms form chemical bonds with other atoms?|Direct instruction |Note taking and lecture |Students to engage in a content assessment to |
| | | |check for understanding |
|What kinds of chemical bonds do atoms make with |Direct instruction |Note taking and lecture |Students to engage in a content assessment to |
|other atoms? | | |check for understanding |
|How do electron dot diagrams help us predict how |Draw and practice electron dot diagrams (visual |Electron dot diagram lab |Students will begin with individual atoms and |
|atoms will bond with other atoms? |activity) | |then progress to chemical reactions to show how|
| | | |valence electrons create chemical bonds |
| | | | |
| | | | |
| | | | |
| | | | |
|Assessments used to gauge understanding | |
|(2.4; relates to 2.9) | |
Adapted with permission from the Buck Institute for Education
| [pic] Project planning & Overview |
|Subject/Course: |SciMath |Grade Level: |8 |
| |
|Content Standards and Learning Outcomes |Content Standards(1.3): |
|What content standards and learning |Science |
|outcomes will you cover with this unit? |8.1.1 Explain that all matter is composed of particular arrangements of atoms and that there are approximately one hundred types of atoms (i.e., elements). |
|What do you want students to know and be| |
|able to do as a result of this project? |8.1.2 Understand that elements are organized on the periodic table based on atomic number. |
| | |
| |8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of substances. |
| | |
| |Math |
| |8.DSP.4: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event |
| |occurs. Understand and use appropriate terminology to describe independent, dependent, complementary, and mutually exclusive events. |
| | |
| |8.DSP.5: Represent sample spaces and find probabilities of compound events (independent and dependent) using methods, such as organized lists, tables, and tree |
| |diagrams. |
| | |
| |8.DSP.6: For events with a large number of outcomes, understand the use of the multiplication counting principle. Develop the multiplication counting principle and |
| |apply it to situations with a large number of outcomes |
| | |
| |AI.DS.1: Distinguish between random and non-random sampling methods, identify possible sources of bias in sampling, describe how such bias can be controlled and |
| |reduced, evaluate the characteristics of a good survey and well designed experiment, design simple experiments or investigations to collect data to answer questions of |
| |interest, and make inferences from sample results. |
| | |
| |Learning Outcomes (1.4) |
| |Students construct an argument in favor of or against the use of advanced weaponry in warfare. Students will describe the elementary composition of the selected weapon|
| |using the periodic table. Students will provide a background description of the technological development of the weapon, and the time period/war in which it was used. |
| |Students will support their arguments with data, graphs, and statistical data in the form of tables and graphs. Students will discuss possible bias in the data and |
| |make inferences from their results. |
|Project Scenario |Students are in the role of a war and weapons analysts to research and argue in favor/against a weapon by examining its components (elements) and its impact in history.|
|Where are the concepts/skills used in | |
|the real world? What scenario/role | |
|could you put the students in to create | |
|a need-to-know for the content? | |
|(1.4, relates to 2.3) | |
|Problem Statement / Driving Question |Is fighting ever justified? |
|What is the challenge, investigation, | |
|scenario, problem, or issue? | |
|(1.4, relates to 2.6, 2.9) | |
| |Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.): |
|Reality Check! |
|Does your project cover important standards for |Does your project require core subject knowledge? |How will you utilize assessment to plan? (1.1) |How will you track student progress mastery data daily|
|state testing? | | |to do future lesson planning? (1.5) |
| |Have you considered your time frame for this project? | | |
|Does your project pose an authentic problem with | | | |
|multiple solutions? | | | |
| [pic] Project planning & Overview |
|Culminating Products & Performances |Group: |Debate Presentations |
|What will students be expected to | | |
|produce that will allow them to | | |
|demonstrate their knowledge and skills? | | |
|(Relates to 2.1, 2.6, 2.9) | | |
| |Individual: |Content assignments, CRA |
|Project Name: |War Games |
|Entry Event |“War Games” movie and movie guide |
|How will you present the problem to | |
|students? | |
|Literacy Integration | |
|How will you increase rigor in the | |
|project via reading and writing? | |
|(relates to 2.2, 2.6) | |
|SCAFFOLDING |
|What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills? |
|Anticipated Need to Know |Anticipated Next Step |Assignment/activity/action to address NTK |How will this scaffolded activity be |
|(2.5; relates to 2.1) |(relates to 2.2) |(relates to 2.3, 2.6, 2.9) |differentiated for individual deeper |
| | | |understanding? |
| | | |(2.3, 2.5; relates to 2.2, 2.6) |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Assessments used to gauge understanding | |
|(2.4; relates to 2.9) | |
Adapted with permission from the Buck Institute for Education
| [pic] Project planning & Overview |
|Subject/Course: |SciMath |Grade Level: |8 |
| |
| |
| |
| |
| |
| |
| |
|Content Standards and Learning Outcomes |Content Standards(1.3): |
|What content standards and learning |8.3.1 Explain that reproduction is essential for the continuation of every species and is the |
|outcomes will you cover with this unit? |mechanism by which all organisms transmit genetic information. |
|What do you want students to know and be| |
|able to do as a result of this project? |8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual |
| |reproduction. |
| | |
| |8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by |
| |chromosomes. |
| | |
| |8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes and |
| |chromosomes. |
| | |
| |8.3.5 Identify and describe the difference between inherited traits and the physical and |
| |behavioral traits that are acquired or learned. |
| | |
| |8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities |
| |and differences. Use the data collected to organize the organisms into groups and |
| |predict their relatedness. |
| | |
| |8.3.7 Recognize and explain that small genetic differences between parents and offspring can |
| |accumulate in successive generations so that descendants may be different from their |
| |ancestors. |
| | |
| |8.3.8 Examine traits of individuals within a population of organisms that may give them an |
| |advantage in survival and reproduction in given environments or when the environments |
| |change. |
| | |
| |8.3.9 Describe the effect of environmental changes on populations of organisms when their |
| |adaptive characteristics put them at a disadvantage for survival. Describe how |
| |extinction of a species can ultimately result from a disadvantage. |
| | |
| |8.3.10 Recognize and describe how new varieties of organisms have come about from |
| |selective breeding. |
| | |
| |Math Standards |
| |8.DSP.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantitative variables. Describe |
| |patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. |
| |8.DSP.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, |
| |informally fit a straight line, and describe the model fit by judging the closeness of the data points to the line. |
| |8.DSP.3: Write and use equations that model linear relationships to make predictions, including interpolation and extrapolation, in real-world situations involving |
| |bivariate measurement data; interpret the slope and y-intercept. |
| |8.DSP.4: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event |
| |occurs. Understand and use appropriate terminology to describe independent, dependent, complementary, and mutually exclusive events. |
| |8.DSP.5: Represent sample spaces and find probabilities of compound events (independent and dependent) using methods, such as organized lists, tables, and tree |
| |diagrams. |
| |8.DSP.6: For events with a large number of outcomes, understand the use of the multiplication counting principle. Develop the multiplication counting principle and |
| |apply it to situations with a large number of outcomes. |
| | |
| |Learning Outcomes (1.4) |
| |8.DSP.1 |
| |Students will interpret and construct gene expression scatter plots |
| |8.DSP.2 |
| |Students will create best-fit-lines in their scatter plots |
| |8.DSP.3 |
| |Students will write a linear equation based on the best-fit-lines |
| |8.DSP.4 |
| |Students will demonstrate simple and compound probability when examining crime scene evidence of finger prints |
| |8.DSP.5 |
| |Students will create a model of the DNA evidence found at the crime scene and use their models to make predictions |
| |8.DSP.6 |
| |Apply the counting principle for large probability ratios about DNA and genetics |
|Project Scenario |Students are actively engaged in the role of a forensic detective as their use evidence to solve a crime. |
|Where are the concepts/skills used in | |
|the real world? What scenario/role | |
|could you put the students in to create | |
|a need-to-know for the content? | |
|(1.4, relates to 2.3) | |
|Problem Statement / Driving Question |How can we as forensic detectives use forensic evidence and analyze evidence so that we can solve a crime here at Lake Ridge NT Middle School? |
|What is the challenge, investigation, | |
|scenario, problem, or issue? | |
|(1.4, relates to 2.6, 2.9) | |
| |Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.): |
|Reality Check! |
|Does your project cover important standards for |Does your project require core subject knowledge? |How will you utilize assessment to plan? (1.1) |How will you track student progress mastery data daily|
|state testing? | | |to do future lesson planning? (1.5) |
| |Have you considered your time frame for this project? | | |
|Does your project pose an authentic problem with | | | |
|multiple solutions? | | | |
| [pic] Project planning & Overview |
|Culminating Products & Performances |Group: |Crime Scene Analysis and Provide Crime Report with evidence based prediction of who the criminal is |
|What will students be expected to | | |
|produce that will allow them to | | |
|demonstrate their knowledge and skills? | | |
|(Relates to 2.1, 2.6, 2.9) | | |
| |Individual: |Learning Module activities, content checks, journals, unit assessments |
|Project Name: |Who Done It? |
|Entry Event |“Homicide Hunter” |
|How will you present the problem to | |
|students? | |
|Literacy Integration | |
|How will you increase rigor in the | |
|project via reading and writing? | |
|(relates to 2.2, 2.6) | |
|SCAFFOLDING |
|What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills? |
|Anticipated Need to Know |Anticipated Next Step |Assignment/activity/action to address NTK |How will this scaffolded activity be |
|(2.5; relates to 2.1) |(relates to 2.2) |(relates to 2.3, 2.6, 2.9) |differentiated for individual deeper |
| | | |understanding? |
| | | |(2.3, 2.5; relates to 2.2, 2.6) |
|IN MA CC 8.DSP.1: What is a genetic expression |Learn what a scatterplot is and how to make one |Direct instruction notes, scatterplot pencil/paper |Students will apply these concepts to construct|
|scatterplot and how do we construct one? | |activities |a genetic expression scatterplot |
|IN MA CC 8.DSP.2: What is a best fit line and why |Learn how to construct a best-fit-line from a |Best-fit-line pencil/paper activities, quiz |Students will construct best-fit-lines based on|
|are they important? |scatterplot. K/NTK why are best fit lines important? | |their own scatterplots and write linear |
| | | |equations based on these lines |
|IN MA CC 8.DSP.3: How do we write linear equations|Write a linear equation of best fit line |Linear Equation exercises, bellringers, slope and |Students will write linear equations based on |
|based on best fit lines? | |y-intercept |their best fit lines identifying slope and |
| | | |y-intercept |
|IN MA CC 8.DSP.4: How do we find simple |Examine probability with a rolling cube, deck of |How To Foldable of Simple and Compound Probabilities |Students will examine finger print probability |
|probability? How do we find compound probability?|cards, coins | |and DNA analysis of probability of traits |
|IN MA CC 8.DSP.5: How do we use data to model |Students will explain their predictions about the |Students will state their claims and then provide |This will be a part of the students’ final |
|predictions? |crime based on their research. |fact-based evidence |project |
|What is Meiosis I & 2? |Complete a poster illustrating the process of Meiosis |Meiosis 1 & 2 Poster |Meets all assignment requirements |
| |1 & 2 | | |
|How are traits passed from parents to offspring? |In groups, students will complete a trait lab in which|Punnett Squares Lab |Meets all assignment requirements |
| |they use punnett squares to determine dominant and | | |
| |recessive traits | | |
|Why do physical traits vary from person to person?|Create a podcast summarizing the principles of |Inheritance podcast |Meets all assignment requirements |
| |understanding inheritance | | |
|What is DNA and how does it work? |Understand the structure and function of DNA |DNA poster |Meets all assignment requirements |
|What, how, and when were Earth’s major |Research major extinctions in Earth’s past |Extinctions powerpoint |Meets all assignment requirements |
|extinctions? | | | |
|What does the Earth’s geological time line look |Research and illustrate Earth’s geological time line |Earth’s Geological time line |Meets all assignment requirements |
|like? | | | |
|Assessments used to gauge understanding | |
|(2.4; relates to 2.9) | |
Adapted with permission from the Buck Institute for Education
| [pic] Project planning & Overview |
|Subject/Course: |SciMath |Grade Level: |8 |
| |
|Content Standards and Learning Outcomes |Content Standards(1.3): |
|What content standards and learning |Science Standards |
|outcomes will you cover with this unit? |SCI 8.2.1: Recognize and demonstrate how the sun’s energy drives convection in the atmosphere and in bodies of water, which results in ocean currents and weather |
|What do you want students to know and be|patterns |
|able to do as a result of this project? |SCI 8.2.2: Describe and model how water moves through the Earth’s crust, atmosphere, and oceans in a cyclic way as a liquid, vapor, or solid |
| |SCI 8.2.4: Describe the physical and chemical composition of the atmosphere at different elevations |
| |SCI 8.2.5: Describe the conditions that cause Indiana weather and weather-related events such as tornadoes, lake effect snow, blizzards, thunderstorms, and flooding |
| | |
| |Math Standards |
| |8.NS.2- Use rational approximations of irrational numbers to compare the size of irrational numbers, plot them approximately on a number line, and estimate the value of|
| |expressions involving irrational numbers. |
| |8.AF.3 - Understand that a function assigns to each x-value (independent variable) exactly one y-value (dependent variable), and that the graph of a function is the set|
| |of ordered pairs (x,y). |
| |8.AF.4 - Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or|
| |nonlinear, has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function that has been verbally described. |
| |8.DSP.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantitative variables. Describe |
| |patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association |
| |8.DSP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest linear association, |
| |informally fit a straight line, and describe the model fit by judging the closeness of the data points to the line. |
| |8.DSP.3 - Write and use equations that model linear relationships to make predictions, including interpolation and extrapolation, in real-world situations involving |
| |bivariate measurement data; interpret the slope and y-intercept |
| | |
| |Learning Outcomes (1.4) |
| |Science |
| |Our students need to know… |
| |…that the sun’s energy drives convection in the atmosphere and water which results in ocean currents and weather patterns, how the water cycle works, how ocean currents|
| |affect weather patterns, how to describe the physical and chemical composition of the atmosphere at different elevations, conditions that cause Indiana weather, how to |
| |work with mathematical exponents, exponent rules, slope, slope-intercept form, writing and solving linear equations, graphing linear function, and the relationships |
| |between tables, graphs, and equations. |
| |Math |
| |8.NS.1 |
| |Students will examine atmospheric pressures in weather systems and pressure at different elevations on Earth in terms of millibars that will be expressed in very large |
| |numbers. |
| |8.AF.3 and 8.DSP.3 |
| |Students will create data tables of temperature and precipitation and analyze the data within as a function with x and y values |
| |8.AF.4 and 8.DSP.2 |
| |Students will analyze the functional relationship between temperature and precipitation by creating a graph. Students will write a linear equation in the form of |
| |y=mx+b based on their data. Students will make weather predictions based on the mathematical data. |
| |8.DSP. 1 |
| |Students will create temperature and wind speed scatter plots and examine the relationships between negative and positive correlations |
|Project Scenario |Students will learn how to read weather forecasts and make predictions based on their knowledge of atmosphere, water cycle, and weather. Students will apply learning |
|Where are the concepts/skills used in |of exponents, exponent rules, slope, graphing linear functions, writing and solving linear equations, and describing the relationships between tables, graph, and |
|the real world? What scenario/role |equations. |
|could you put the students in to create | |
|a need-to-know for the content? |Students are placed in the role of meteorologists for ESPN to create a weather forecast to help football fans prepare for the big game! |
|(1.4, relates to 2.3) | |
|Problem Statement / Driving Question |Problem Statement: How can we as meteorologists make accurate, data based, and evidence supported weather predictions so that NFL fans are prepared for the weather |
|What is the challenge, investigation, |conditions on game day? |
|scenario, problem, or issue? | |
|(1.4, relates to 2.6, 2.9) | |
| |Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.): |
|Reality Check! |
|Does your project cover important standards for |Does your project require core subject knowledge? |How will you utilize assessment to plan? (1.1) |How will you track student progress mastery data daily|
|state testing? | | |to do future lesson planning? (1.5) |
| |Have you considered your time frame for this project? | | |
|Does your project pose an authentic problem with | | | |
|multiple solutions? | | | |
| [pic] Project planning & Overview |
|Culminating Products & Performances |Group: |iMovie Weather Forecast |
|What will students be expected to | | |
|produce that will allow them to | | |
|demonstrate their knowledge and skills? | | |
|(Relates to 2.1, 2.6, 2.9) | | |
| |Individual: |Learning Module activities, content checks, journals, unit assessments |
|Project Name: |Weather Forecast |
|Entry Event |Video by PBS: “The Storm that Drowned a City” (Hurricane Katrina 2005) |
|How will you present the problem to | |
|students? | |
|Literacy Integration | |
|How will you increase rigor in the | |
|project via reading and writing? | |
|(relates to 2.2, 2.6) | |
|SCAFFOLDING |
|What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills? |
|Anticipated Need to Know |Anticipated Next Step |Assignment/activity/action to address NTK |How will this scaffolded activity be |
|(2.5; relates to 2.1) |(relates to 2.2) |(relates to 2.3, 2.6, 2.9) |differentiated for individual deeper |
| | | |understanding? |
| | | |(2.3, 2.5; relates to 2.2, 2.6) |
|IN MA CC 8.AF.3: What is an x & y function and how|How to build function tables |Function Tables – for every input x there is an output y|Students will use the x and y relationship to |
|do they work? | | |examine relationships between atmospheric |
| | | |pressure, precipitation, and temperature |
|IN MA CC 8.AF.4, 6, 7: How to create linear |Creating linear graphs, using the linear equation y=mx|Bellringers, Workshops, Graphing Exercises |Students will use these skills to create |
|graphs? |+ b, from function tables with x and y values | |graphs. They will use the graphs to make |
| | | |accurate, researched based weather predictions |
|IN MA CC 8.DSP1-3 How to examine graph |Create scatterplots |Bellringers, Workshops, Graphing Exercises |Students will use these skills to create |
|relationships? | | |graphs. They will use the graphs to make |
| | | |accurate, researched based weather predictions |
| | |Vocabulary and Research Activity – Atmospheric Poster |AST/UNIT ASSESSMENT |
|How does the Sun’s energy |Research convection |and convection, radiation, and conduction prezi | |
|Influence weather and ocean currents? | | | |
| | |Ocean Current Learning Module | |
| | | | |
|How do ocean currents effect weather patterns? | | |Ocean Current Learning Module |
| |Research ocean currents and their effects on weather | | |
| |patterns in a learning module? |Examine Indiana annual weather conditions | |
|What causes Indiana weather phenomeneon? | | |AST/UNIT ASSESSMENT |
| |Research Indiana weather and geographical location | | |
| | | | |
| | | | |
|Assessments used to gauge understanding | |
|(2.4; relates to 2.9) | |
| | |
| | |
| | |
Adapted with permission from the Buck Institute for Education
| [pic] Project planning & Overview |
|Subject/Course: |SciMath |Grade Level: |8 |
| |
|Content Standards and Learning Outcomes |Content Standards(1.3): |
|What content standards and learning | |
|outcomes will you cover with this unit? |Project Science: |
|What do you want students to know and be|8.2.6- Identify, explain, and discuss some effects human activities have on the biosphere, such as air, soil, light, noise, and water pollution. |
|able to do as a result of this project? |8.2.7- Recognize that some of Earth’s resources are finite and describe how recycling, reducing, consumption, and the development of alternatives can reduce the rate of|
| |their depletion. |
| |8.2.8- Explain that human activities, beginning with the earliest herding and agricultural activities, have drastically changed the environment and have affected the |
| |capacity of the environment to support new species. Explain current efforts to reduce and eliminate these impacts and encourage sustainability. |
| | |
| |Project Math: |
| |8.C.1 - Solve real-world problems with rational numbers by using multiple operations. |
| |8.NS.1 - Give examples of rational and irrational numbers and explain the difference between them. Understand that every number has a decimal expansion; for rational |
| |numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that repeats into a rational number. |
| |8.NS.3 - Given a numeric expression with common rational number bases and integer exponents, apply the properties of exponents to generate equivalent expressions |
| |8.NS.4 - Use square root symbols to represent solutions to equations of the form x^2 = p, where p is a positive rational number. |
| |8.AF.1 - Solve linear equations with rational number coefficients fluently, including equations whose solutions require expanding expressions using the distributive |
| |property and collecting like terms. Represent real-world problems using linear equations and inequalities in one variable and solve such problems. |
| |8.AF.5 - Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Describe |
| |similarities and differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and equations. |
| | |
| | |
| |Learning Outcomes (1.4) |
| | |
| |8.2.7 –Students will be able to explain the relationship between resource availability and human population growth. |
| |8.2.7- Students will illustrate with pictures/graphs how daily activities have impacted the environment over time. |
| |8.2.6- The students will be able to describe how we can protect the quality of our air, land, and water through the use of alternative energy sources. |
| |8.2.8- The students will explain ways that we as a civilization can reduce the dependency on natural resources that impact the survival of both humans and other |
| |species. |
| | |
| |8.NS.4 |
| |Students will express Green Energy Output rates as squares and square roots |
| |8.C.1 |
| |Create a table demonstrating a cost break down of Green Energy rehab |
| |8.AF.1 & 8.AF.5: |
| |Students will examine CO2 levels vs. global temperatures. Students will create graphs based on their research and show their linear equation y = mx + b. Students will|
| |look at green energy output as a rate and create a graph demonstrating a decrease in CO2 emissions as a result of their green city make over. |
| | |
| | |
| | |
| | |
| | |
|S | |
|Problem Statement / Driving Question |Driving Question: How can we advocate for positive change |
|What is the challenge, investigation, |Problem Statement: How can we as environmentalists give a current United States city a “green make-over” so that it reduces the city’s carbon footprint by 25% or more |
|scenario, problem, or issue? |in a decade? |
|(1.4, relates to 2.6, 2.9) | |
| |Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.): |
|Reality Check! |
|Does your project cover important standards for |Does your project require core subject knowledge? |How will you utilize assessment to plan? (1.1) |How will you track student progress mastery data daily|
|state testing? | | |to do future lesson planning? (1.5) |
| |Have you considered your time frame for this project? | | |
|Does your project pose an authentic problem with | | | |
|multiple solutions? | | | |
| [pic] Project planning & Overview |
|Culminating Products & Performances |Group: |Clean Energy PSA, Google Presentation of Green City Make Over Proposal |
|What will students be expected to | | |
|produce that will allow them to | | |
|demonstrate their knowledge and skills? | | |
|(Relates to 2.1, 2.6, 2.9) | | |
| |Individual: |Learning Module activities, content checks, journals, unit assessments |
|Project Name: |Green City Makeover |
|Entry Event |Al Gore’s “An Inconvenient Truth” movie with study guide |
|How will you present the problem to | |
|students? | |
|Literacy Integration | |
|How will you increase rigor in the | |
|project via reading and writing? | |
|(relates to 2.2, 2.6) | |
|SCAFFOLDING |
|What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills? |
|Anticipated Need to Know |Anticipated Next Step |Assignment/activity/action to address NTK |How will this scaffolded activity be |
|(2.5; relates to 2.1) |(relates to 2.2) |(relates to 2.3, 2.6, 2.9) |differentiated for individual deeper |
| | | |understanding? |
| | | |(2.3, 2.5; relates to 2.2, 2.6) |
|IN MA CC 8.NS.1: What is a rational number? |Direct Instruction: Rational vs. Irrational # |Notes, Foldable | |
|IN MA 8.NS.4: How to “square” a number? |Make a chart of whole numbers 1-10 and their |Squares Chart, Quiz |Students will apply this learning to larger |
| |respective squares | |numbers as they calculate green energy output |
|IN MA 8.C.1: How to create a data table? |Utilize a google spread sheet to create a data table. |Technology workshop |Students will use the mathematical functions |
| | | |within google spreadsheet to create an accurate|
| | | |budget for their green city make over |
|IN MA 8.AF.1 & 5: How to create a graph of global |Learn the linear equation, y = mx+b, sketch graphs by |Bellringers, workshops, technology workshops, foldable, |Students will create graphs of global |
|temperatures and CO2 levels? How to create a |hand comparing two quantities as a rate using y=mx+b, |quiz |temperatures, CO2 levels, and glacial melt. |
|graph of CO2 levels and glacial melt? How to |create a graph in google spreadsheet by entering | |Students will also create graphs of their |
|create a graph of CO2 levels over the last 200 |research based data into a table | |specific city’s CO2 levels over time. Students|
|years? | | |will also create a graph of how their green |
| | | |energy make over will reduce their city’s |
| | | |carbon footprint over time. |
|8.2.6. What human actions affect the environment?|Students will view videos of how the glaciers, rivers |Inconvenient Truth Video Activity |Students will create a power point describing |
| |and lakes have been changed over the course of 100 | |how we can use less natural resources to |
| |years. | |decrease the impact on the ozone layer, and to |
| | | |reduce chance of global warming. |
|8.2.7. What are ways that we can develop |Direct instruction, research of solar power, wind |PSA video, Green city project |Students show in a video and in their power |
|alternative energy sources? |power, hydro power. | |point how alternative energy sources can be |
| | | |cost effective and are more reliable than coal,|
| | | |gas, and oil. |
|8.2.8. How are species becoming reduced or |Direct Instruction, research on extinct species |Brain pop video on Population growth |Students will make a chart on how the number of|
|extinct by human processes. | | |species to become extinct is proportional with |
| | | |the increase in human population. |
|Assessments used to gauge understanding | |
|(2.4; relates to 2.9) | |
Adapted with permission from the Buck Institute for Education
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