lesson/unit title: inventions ... - hart county schools · lesson/unit title: inventions purpose:...

Lesson/Unit Title:

Inventions

Purpose: After learning about Benjamin Franklin and his inventions, students will then investigate a problem

they have and create a design model of their invention.

Unit Duration: 2-3 days

Grade Level: Intermediate Grades (Grade 6-8, Grade 6-9, Grade 7-8)

Subject Area: Sciences (e.g., Physical Science, Chemistry, Health Science)

Audience: Everyone

Academic

Standards:

1. Science Students should understand motions and forces.

2. Science Students should develop the abilities necessary to do scientific inquiry.

3. Science Students should develop an understanding of properties and changes of properties in

matter.

4. Language Arts Students use a variety of technological and information resources (e.g.,

libraries, databases, computer networks, and video) to gather and synthesize information and

to create and communicate knowledge.

5. Language Arts Students adjust their use of spoken, written, and visual language (e.g.,

conventions, style, and vocabulary) to communicate effectively with a variety of audiences

and for different purposes.

6. Mathematics Students will acquire confidence in using mathematics meaningfully

7. Mathematics Students apply mathematical thinking and modeling to solve problems taht

arise in other disciplines, such as art, music, psychology, science, and business.

8. Mathematics Students apply mathematical thinking and modeling to solve problems that

arise in other disciplines, such as art, music, psychology, science, and business.

9. Mathematics Students acquire confidence in using mathematics meaningfully.

Thinking Process

Emphasis:

Synthesis

Analysis

Evaluation

Reasoning

Experimental Inquiry

Decision-Making

Essential Questions:

Objective: Students will investigate any current problem and create an original design model of their invention

scoring 4 or higher on the rubric.

Lesson/Unit

Summary:

This investigation will heighten students' interest in the process of invention while broadening their

knowledge of Benjamin Franklin. The following steps summarize students' interaction with this

lesson:

1. In a previous lesson the teacher introduced to Benjamin Franklin as a problem-solver and

inventor of everyday problems.

2. Students will identify a problem within their life at home or at school and begin asking

questions and researching the problem. Students will work in teams of 2-4

students. Students can communicate in class and on any Web 2.0 collaboration tool when

out of class. Their project should be saved in a common online place like Google or

Dropbox.

3. The students will plan their original invention using drawing software.

4. Students will produce a multimedia presentation of them creating a working 3-D model of

their invention and then present the video to the class. Some inventions may be something

they create at home and cannot bring it to school so the video is necessary to document their

project. Describe the potential impact of your invention.

Technology Use: Drawing software

Differentiation:

Resources:

Web Links:

Assessment: Low Range 1-2 Mid-Range 3-4 High Range 5-6

Content:

Use of Content

Scientific

content,

concepts, and

vocabulary are

either omitted

or are not used

accurately or

appropriately

Scientific

content,

concepts, and

vocabulary are

used but may

not be

appropriate or

accurate.

Scientific content,

concepts, and

vocabulary are used

accurately and

appropriately in

explanations and

analysis.

Process:

Collection of

Data

Directions are

not followed.

Observations

are limited and

data is not

accurate. Data

displays are

incomplete,

unorganized or

omitted.

Most directions

are followed.

Observations

and data are not

always complete

or accurately

recorded. Data

display lacks

some

organization and

may not be

complete.

Directions are

followed

accurately.

Observations and

data are complete

and accurately

recorded. Data is

displayed in a well-

organized manner.

Data Analysis

and

Conclusions

Analysis is

limited or not

evident.

Reasoning, if

at-tempted,

contains

significant

errors in logic.

Conclusions

are not directly

related to the

questions, are

not justified by

available data,

or are not made

at all.

Analysis is

incomplete

and/or contains

some errors in

logic.

Reasoning is

used but stated

in general terms

with limited

explanation or

justification.

Conclusions

address some of

the questions or

may be only

partially

justified by

available data.

Analysis is

complete with no

errors in logic.

Reasoning is fully

explained and

justified.

Conclusions fully

address the

questions and are

well supported by

available data.

Product Defense of Conclusions are Conclusions are

Communication

of Conclusions

conclusions is

not convincing

because it is

not always

based on

scientific

findings and it

is unorganized

and lacks a

focus. Poor use

of technology,

does not work

or many errors.

defended by a

scientific

argument based

on findings

from an

investigation.

The argument

may lack some

focus and

organization.

Good use of

technology,

some errors.

defended by a

focused and

organized scientific

argument based on

findings from an

investigation.

Excellent use of

technology with no

errors.

Lesson/Unit Title:

The Problem with Obesity

LoTi Level: Level 4 Purpose: To have students demonstrate an understanding of the human body

and the effects of obesity. Students will produce a public service announcement promoting healthy lifestyles.

Unit Duration: 3-4 Weeks Grade Level: Intermediate Grades (Grade 6-8, Grade 6-9, Grade 7-8)

Subject Area: Sciences (e.g., Physical Science, Chemistry, Health Science) Audience: Everyone Academic

Standards: 1. Science Students should understand personal health. 2. Science Students should understand evidence, models, and

explanation. 3. Language Arts Students adjust their use of spoken, written, and

visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and of different purposes.

4. Language Arts Students use a variety of technological and information resources to (e.g., libraries databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

5. Mathematics Students acquire confidence in using mathematics meaningfully.

6. Mathematics Students develop an appreciation for statistical methods as powerful means for decision-making.

7. Mathematics Students evaluate arguments that are based on data analysis.

Thinking Process

Emphasis:

1. Analysis 2. Evaluation 3. Experimental Inquiry 4. Reasoning


Performance Tasks:

1. Students will demonstrate an understanding of the human body and the effects of obesity. Students will produce a public service announcement promoting healthy lifestyles.

Lesson/Unit Summary:

This investigation will allow students to perform a survey to create a public service announcement advocating healthy living. Students will investigate the interconnectivity of human body systems and the

variables that contribute to obesity to produce a product for the class. The following steps outline students' interaction with this lesson:

1. Students research using a variety of technological and information

resources to investigate the interconnectivity of the human body. Students will gather information on proper nutrition, and outline a proper diet.

2. Students will investigate the variables that contribute to obesity, and hypothesize how obesity can be avoided.

3. Students create a survey to be distributed to students and faculty outlining one's lifestyle. Students will include questions about diet, exercise, leisure activities, and activity level to derive data

for analysis. 4. Students enter their sampling data from the survey into a

spreadsheet file, analyze the data, and then display the most relevant data as a graph.

5. Students will use their research and survey data to create a public service announcement advocating healthy living.

Technology Use:

Differentiation: Resouces: Web Links:

Assessment:

Content

Use of Content • • High Range 5-6: Scientific content, concepts, and vocabulary are

used accurately and appropriately in explanations and analysis. • Mid-Range 3-4: Scientific content, concepts, and vocabulary are

used but may not be appropriate or accurate. • Low Range 1-2: Scientific content, concepts, and vocabulary are

either omitted or are not used accurately or appropriately

Process

Collection of Data

• • High Range 5-6: Directions are followed accurately. Observations

and data are complete and accurately recorded. Data is displayed in a well-organized manner.

• Mid-Range 3-4: Most directions are followed. Observations and data are not always complete or accurately recorded. Data display lacks some organization and may not be complete.

• Low Range 1-2: Directions are not followed. Observations are limited and data is not accurate. Data displays are incomplete, unorganized or omitted.

Data Analysis and Conclusions

• • High Range 5-6: Analysis is complete with no errors in logic.

Reasoning is fully explained and justified. Conclusions fully address the questions and are well supported by available data.

• Mid-Range 3-4: Analysis is incomplete and/or contains some errors in logic. Reasoning is used but stated in general terms with limited explanation or justification. Conclusions address some of the questions or may be only partially justified by available data.

• Low Range 1-2: Analysis is limited or not evident. Reasoning, if at-tempted, contains significant errors in logic. Conclusions are not directly related to the questions, are not justified by available data, or are not made at all.

Product

Communication of Conclusions: •

• High Range 5-6: Conclusions are defended by a focused and organized scientific argument based on findings from an investigation.

• Mid-Range 3-4: Conclusions are defended by a scientific argument based on findings from an investigation. The argument may lack some focus and organization.

• Low Range 1-2: Defense of conclusions is not convincing because it is not always based on scientific findings and it is unorganized and lacks a focus.

esson/Unit Title:

Where Are All the Deer?

LoTi Level: Level 4 Purpose: To understand a healthy habitat is the key to wildlife survival.

Unit Duration: 1 Day Grade Level: Elementary Grades (PreK-Grade 2, PreK-Grade 5, PreK-Grade 6, PreK-

Grade 8, Grade 3-5) Subject Area: Sciences (e.g., Physical Science, Chemistry, Health Science)

Audience: Everyone Academic

Standards: 8. Science Students should understand organisms and environments. 9. Science Students should understand the life cycles of organisms. 10. Language Arts Students adjust their use of spoken, written and visual

language (e.g., conventions, style, and vocabulary) to communicate

effectively with a variety of audiences and for different purposes. Thinking Process

Emphasis:

5. Analysis 6. Reasoning 7. Evaluation


Performance Tasks:

2. Students produce a published document that includes a graphical representation of the data collected in the deer experiment.


This activity allows students to investigate the factors that are necessary for wildlife sustainment. Students will be engaged in an activity that will highlight the necessity of resources. The following steps outline students interation with this lesson: 6. 7. Students are introduced to the factors that are necessary for wildlife

survival: food, water, shelter, and space. 8. Students participate in the deer activity: Students count off in two’s. All the “one’s” go to one area: all “two’s"

go to another area. Two parallel lines on the ground or floor four to six meters apart mark the barriers for the "one's" and "two's."

The one’s line up behind one line; the two's line up behind the other line. The one’s become “deer”. The deer need to find food, water, and shelter in order to survive. When a deer is looking for food, it should clamp its hands over its stomach. When it is looking for water, it puts its hands over its mouth. When it is looking for shelter, it holds its hands together over its head.

The two’s represent the food, water, and shelter components of the habitat. Each student gets to choose, at the beginning of each round, which component he or she will be during that round. The students depict which component they are, in the same

way the deer show what they are looking for; that is, hands on stomach for food, etc.

The line of deer and the line of habitat should turn around so that their backs are facing each other before they pick their desired habitat component (e.g., food, water, shelter).

The game starts with all players lined up on their respective lines (deer on one side; habitat components on the other side)–and with their backs to the students at the other line. Ask all of the students to make their signs–each deer deciding what it is looking for; each habitat component deciding what it is. Give the students a few moments to get their hands in place–over stomachs, mouths, or over their heads.

When the students are ready, count: “One. . .Two. . .Three.” At the

count of three, each deer and each habitat component turn to face the opposite group, continuing to hold their signs clearly. When deer see the habitat component they need, they are to run to it. Each deer must hold the sign of what it is looking for until getting to the habitat component person with the same sign. Each deer that reaches its necessary habitat component takes the “food,” “water,” or “shelter” back to the deer side of the line to become a deer. This is to represent the deer successfully meeting its needs, and successfully reproducing as a result. Any deer that fails to find its food, water, or shelter dies and becomes part of the habitat. Note: If no deer needs a particular habitat component during a round, the

habitat component just stays in the habitat. The habitat person can, however, change which component it is from round to

round.

Have one student keep track of the deer count at the beginning of each round. Continue the game for approximately 15 rounds. At the end of the 15 rounds, have students complete their field data. You can play additional rounds of 15 by intentionally removing some of the students each round, which would represent habitat destruction by man.

9.

10. After the deer activity, students will choose one animal of interest, and research via the internet the habitat and habits of their animal.

Students will investigate the factors that are necessary for their survial.

11. Students will produce a published report including: a thorough description of their animal of choice and its habitat reaction to deer experiment graphical representation of the data from the deer experiment suggestions as to how to preserve natural habitats

12.

13. Students present their findings to the class via a multimedia presentation.

Technology Use:


Assessment:

Content

Use of Content • • High Range 5-6: Scientific content, concepts, and vocabulary are used

accurately and appropriately in explanations and analysis. • Mid-Range 3-4: Scientific content, concepts, and vocabulary are used but

may not be appropriate or accurate. • Low Range 1-2: Scientific content, concepts, and vocabulary are either

omitted or are not used accurately or appropriately

Process

Collection of Data

• • High Range 5-6: Directions are followed accurately. Observations and

data are complete and accurately recorded. Data is displayed in a well-organized manner.


• Low Range 1-2: Directions are not followed. Observations are limited and

data is not accurate. Data displays are incomplete, unorganized or omitted.


• • High Range 5-6: Analysis is complete with no errors in logic. Reasoning is

fully explained and justified. Conclusions fully address the questions and are well supported by available data.



Product

Communication of Conclusions: • • High Range 5-6: Conclusions are defended by a focused and organized

scientific argument based on findings from an investigation. • Mid-Range 3-4: Conclusions are defended by a scientific argument based

on findings from an investigation. The argument may lack some focus and organization.

• Low Range 1-2: Defense of conclusions is not convincing because it is not

always based on scientific findings and it is unorganized and lacks a focus.

Lesson/Unit Title:

Save the Wetlands

LoTi Level: Level 4 Purpose: To discover the unique characteristics of the wetlands and to produce a

persuasive letter to either the EPA or a government official. Unit Duration: 3 Weeks

Grade Level: Elementary Grades (PreK-Grade 2, PreK-Grade 5, PreK-Grade 6, PreK-Grade 8, Grade 3-5)


Standards: 11. Language Arts Students adjust their use of spoken, written, and

visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different

purposes. 12. Language Arts Students use a variety of technological and

information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

13. Social Studies Students should understand how human actions modify the physical environment.

14. Science Students should understand systems, order, and organization.

15. Science Students should understand characteristics of organisms. Thinking Process

Emphasis:

8. Reasoning 9. Decision-Making 10. Evaluation 11. Analysis


Performance Tasks:

3. Students will identify the unique characteristics of the wetlands and to produce a persuasive letter to either the EPA or a government official.


This activity will engage students in an in depth analysis of the wetlands via multiple source search. Students will determine which environmental issue they believe to be important, and write a persuasive letter to either the EPA or a government official. The following steps outline students' interaction with this lesson: 14. 15. Students research via teacher-selected web sites information on

wetlands and conservation. 16. Field Trip is taken to Wetlands, so that students may explore the

wetland environment. Note: If field trip is not possible, students

may watch a video in class about wetland environment and characteristics.

17. Students are broken into groups of four. 18. Students engage in a discussion of the problems the wetlands face

(e.g., pollution, construction, flood prevention) and choose one problem for further analysis.

19. Students research via the internet and other sources information about their specific problem.

20. Students take information discovered and produce a published letter either to the EPA or a government official, expressing the need to take action to preserve the wetlands.

21. Student groups share their findings with the class via a multimedia presentation.

Technology Use:

Differentiation: Resouces:

Web Links: Assessment:

Content





Process

Collection of Data

• • High Range 5-6: Directions are followed accurately. Observations and

data are complete and accurately recorded. Data is displayed in a well-organized manner.

• Mid-Range 3-4: Most directions are followed. Observations and data are

not always complete or accurately recorded. Data display lacks some organization and may not be complete.







Product

Communication of Conclusions: • • High Range 5-6: Conclusions are defended by a focused and organized



• Low Range 1-2: Defense of conclusions is not convincing because it is not always based on scientific findings and it is unorganized and lacks a focus.

Lesson/Unit Title:

Weathering and Erosion

LoTi Level: Level 4 Purpose: To teach students about weathering, erosion, and preventative methods to

reduce erosion. Unit Duration: 1 Week

Grade Level: Elementary Grades (PreK-Grade 2, PreK-Grade 5, PreK-Grade 6, PreK-Grade 8, Grade 3-5)


Standards: 16. Language Arts Students adjust their use of spoken, written, and

visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different

purposes. 17. Language Arts Students use a variety of technological and

information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

18. Science Students should understand properties of objects and materials.

19. Science Students should understand systems, order, and organization.

20. Science Students should understand changes in environments. Thinking Process

Emphasis:

12. Reasoning 13. Decision-Making 14. Evaluation 15. Analysis


Performance Tasks:

4. Students will learn about weathering, erosion, and preventative methods to reduce erosion.


This activity will engage students in an investigation using real-world problems and near-by examples of erosion and weathering. Students will determine what erosion prevention steps should be taken, and present their findings via a multimedia presentation. The following steps outline students' interaction with this lesson: 22. 23. Students are introduced to erosion using lollipops. The friction and

moisture that wears away the lollipop is similar to erosion/weathering. 24. Students in pairs/groups will explore school grounds in search of

problem areas. 25. Students assist in taking digital pictures of the problem area. Students

print out these pictures, as well as an image of erosion they found via the internet.

26. Students will produce a published document including:

definitions of "erosion" and "weathering" one-paged description of their findings proposal for reducing erosion in schoolyard 27.

28. Students complete their summary via a multimedia presentation including the digital images from the internet search and the schoolyard.

29. Students vote on the best solutions, place the data into a spreadsheet file, and produce a graph.

Technology Use:


Assessment:

Content





Process

Collection of Data

•

• High Range 5-6: Directions are followed accurately. Observations and data are complete and accurately recorded. Data is displayed in a well-organized manner.








Product

Communication of Conclusions:

• • High Range 5-6: Conclusions are defended by a focused and organized



• Low Range 1-2: Defense of conclusions is not convincing because it is not always based on scientific findings and it is unorganized and lacks a

focus.

Lesson/Unit Title:

Game Time

LoTi Level: Level 4 Purpose: Design a game of chance where all outcomes are equally likely. Include

playing instructions and scoring criteria. (Determine and graph the likelihood of all possible outcomes) Final products will be evaluated based on student generated criteria.

Unit Duration: Two weeks Grade Level: Intermediate Grades (Grade 6-8, Grade 6-9, Grade 7-8)

Subject Area: Mathematics (e.g., Geometry, Algebra, Statistics) Audience: Students Academic

Standards: 21. 6 - Interpret probabilities as ratios, percents, and decimals. 22. 6 - Recognize, describe, extend, and create patterns

involving whole numbers, rational numbers, and integers.( Descriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions: Finite and infinite sequences: Generating sequences by using calculators to repeatedly apply a formula )

23. 6 - Determine probabilities of compound events. 24. 6 - Calculate the expected value of a probability-based

game, given the probabilities and payoffs of the various outcomes, and determine whether the game is fair.

25. 6 - Probability 26. 6 - Patterns

Thinking Process

Emphasis:

16. Evaluation 17. Synthesis 18. Analysis 19. Knowledge 20. Application 21. Comprehension 22. Investigation


What determines the likelihood of winning of different games, and what elements can be added to create a game where all participants have an equal likelihood of winning?

Performance Tasks:

5. Students will create a game where all outcomes are equally likely. The game will include playing instructions, scoring criteria, table of possible outcomes, and self assessment.


Instruct student in calculating the probability of outcomes, determining fairness of an event, and graphing possible outcomes. Allow students ample time to master skills. Students will visit the library of virtual manipulatives to practice playing games of chance. Teacher will then direct a class activity in which teams of students will play Deal or No Deal. Following each turn, oppossing teams will calculate the probability of winning the largest amount of money available.

Share with students the "Essential Question." Allow ample time to brainstorm ideas and to discuss and develop the student assessment rubric. Students will then work in small groups to develop a game of chance. Students will write the rules for the games they develop. Students will then test the game for fairness and graph all possible outcomes. Finally, all games will be played and evaluted by the students based on a student generated rubric.

Technology Use:

Students will use a variety of web sites to familiarize themselves with games of chance.

http://www.nbc.com/Deal_or_No_Deal/game/ Description: This link is an interactive version of the TV show where participants have an opportunity to choose a suitcase containing an amount between .01 and 1,000,000 At regular intervals the bank offers to “buy” their suitcase for a specific amount and they have to decide whether to continue opening new suitcases. http://illuminations.nctm.org/LessonDetail.aspx?ID=L248 Description: In this lesson, students practice decision-making skills leading to a better understanding of choice versus chance and building the foundation of mathematical probability. This lesson is adapted from an article by Dan Brutlag, "Choice and Chance in Life: The Game of SKUNK," which appeared in Mathematics Teaching in the Middle School, Vol. 1, No. 1 (April 1994), pp. 28-33.

Differentiation: One way of differentiating would be to create roles for the students (e.g., Designer - designs game boards, Writer - writes directions, & Presenter - presents end project for evaluation). However, care would need to be taken to make sure that all students actually play a role in designing the game itself and in creating the graph of possible outcomes. Another way of creating a differentiated project for students who had limited mathematical skills would be to give a focus to the game strategy (e.g., rolling dice, drawing a colored card, using a spinner) In these situations the data gathering sheet for equality of opportunity could be designed as a class. The culminating activity lends itself to the students individual strengths.

Resouces: Resource Description websites, construction paper, art supplies, writing supplies, cubes, color sticker disks, markers, rulers

Text book Spinners

Web Links: Assessment: Teacher Created Project Rubric

http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1295481&

27. Making A Game : Game Time

CATEGORY 4 3 2 1

Accuracy of Content

All charts, tables and/or graphs made for the game are correct.

All but one of the charts, tables and/or graphs made for the game are correct.

All but two of the charts, tables and/or graphs made for the game are correct.

Several charts, tables and/or graphs made for the game are not accurate.

Knowledge Gained

All students in group could easily and correctly state several facts about the topic used for the game without looking at the game.

All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.

Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.

Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.

Rules Rules were written clearly enough that all could easily participate.

Rules were written, but one part of the game needed slightly more explanation.

Rules were written, but people had some difficulty figuring out the game.

The rules were not written.

Creativity The group put a lot of thought into making the game interesting and fun to play as shown by creative

The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or

The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.

Little thought was put into making the game interesting or fun.



questions, game pieces and/or game board.

interesting characters.

Cooperative work

The group worked well together with all members contributing significant amounts of quality work.

The group generally worked well together with all members contributing some quality work.

The group worked fairly well together with all members contributing some work.

The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

Attractiveness

Contrasting colors and at least 3 original graphics were used to give the cards and gameboard visual appeal.

Contrasting colors and at least 1 original graphic were used to give the cards and gameboard visual appeal.

Contrasting colors and "borrowed" graphics were used to give the cards and gameboard visual appeal.

Little or no color or fewer than 3 graphics were included.

lesson/unit title: inventions ... - hart county schools · lesson/unit title: inventions purpose:...

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