project overview page 1images.pcmac.org/sisfiles/schools/in/lakeridgeschools... · web viewlearn...

“ D R E A M H O U S E ”

P R O J E C T P L A N N I N G & O V E R V I E W

Subject/Course: Science Math PBL Grade Level: 8

Content Standards and Learning OutcomesWhat content standards and learning outcomes will you cover with this unit? What do you want students to know and be able to do as a result of this project?

Content Standards(1.3): Science Standards Math StandardsR.S.3 8.NS.1

8.C.18.NS.3

Learning Outcomes (1.4)SWBAT: Use multiple measuring systemsSWBAT: Convert between measuring systems using fractionsSWBAT: Identify, read, and use blueprintsSWBAT: Use measurement tools

Project ScenarioWhere 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)

Students will use measurement, conversions, and formulas and apply scientific inquiry to problem solve in the real world.

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.

Problem Statement / Driving QuestionWhat is the challenge, investigation, scenario, problem, or issue?(1.4, relates to 2.6, 2.9)

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?

Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.):

Reality Check!

Does your project cover important standards for state testing?

Does your project pose an authentic problem with multiple solutions?

Does your project require core subject knowledge?

Have you considered your time frame for this project?

How will you utilize assessment to plan? (1.1)

How will you track student progress mastery data daily to do future lesson

planning? (1.5)


Culminating Products & PerformancesWhat will students be expected to produce that will allow them to demonstrate their knowledge and skills?(Relates to 2.1, 2.6, 2.9)

Group: Blueprint presentation

Individual: Journals, content assessment, learning activities

Project Name: Dream House

Entry EventHow will you present the problem to students?

Time lapse home construction videoK/NTK about homes and home construction

Literacy IntegrationHow will you increase rigor in the project via reading and writing?(relates to 2.2, 2.6)

What, when, where, why journal entries

SCAFFOLDING What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills?

Anticipated Need to Know(2.5; relates to 2.1)

Anticipated Next Step (relates to 2.2)

Assignment/activity/action to address NTK

(relates to 2.3, 2.6, 2.9)

How will this scaffolded activity be differentiated for

individual deeper understanding?

(2.3, 2.5; relates to 2.2, 2.6)How to perform operations using scientific notation.

Direct instruction – rules of scientific notation

Foldable – rules for scientific notation

Conversions Direct instruction – converting between units

Measuring and converting real world objects – Journal entry

Mini workshops as needed

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

(2.4; relates to 2.9)

Final home blueprints, window assessments, journal entries, learning activities


Subject/Course: SciMath Grade Level: 8


Content Standards(1.3): For Science:8.1.4 Describe the structure of atoms and relate the arrangement of electrons to how atoms interact with other atoms. 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 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 systemAI.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 irrationalAI.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.


Students are acting as chemists examining atoms, their chemical bonding properties, and chemical reactions.


How can we as chemists use household items to create a rocket so that we demonstrate the power of chemical reactions?


Reality Check!


Yes

Does your project pose an authentic problem with multiple solutions?\Yes


YesHave you considered your time frame for this

project?

How will you utilize assessment to plan? (1.1) How will you track student progress mastery data daily to do future lesson planning? (1.5)



Group: Creating a rocket

Individual: Direct instruction notes, content checks, electron dot diagram activity, vocabulary activities, balancing chemical reactions.

Project Name:


Chemical Reactions Lab


S C A F F O L D I N G What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills?



Assignment/activity/action to address NTK (relates to 2.3, 2.6, 2.9)

How will this scaffolded activity be 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 other atoms?

Direct instruction Note taking and lecture Students to engage in a content assessment to check for understanding

How do electron dot diagrams help us predict how atoms will bond with other atoms?

Draw and practice electron dot diagrams (visual activity)

Electron dot diagram lab Students will begin with individual atoms and 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


Content Standards(1.3):Science8.1.1 Explain that all matter is composed of particular arrangements of atoms and that there are approximately one hundred types of atoms (i.e., elements).

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.

Math8.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.


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.


Is fighting ever justified?


Reality Check!







planning? (1.5)



Group: Debate Presentations

Individual: Content assignments, CRA

Project Name: War Games


“War Games” movie and movie guide






(relates to 2.3, 2.6, 2.9)



(2.3, 2.5; relates to 2.2, 2.6)


(2.4; relates to 2.9)Adapted with permission from the Buck Institute for Education




Content Standards(1.3):8.3.1 Explain that reproduction is essential for the continuation of every species and is the mechanism by which all organisms transmit genetic information.

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 Standards8.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

o Students will interpret and construct gene expression scatter plots 8.DSP.2

o Students will create best-fit-lines in their scatter plots 8.DSP.3

o Students will write a linear equation based on the best-fit-lines 8.DSP.4

o Students will demonstrate simple and compound probability when examining crime scene evidence of finger prints

8.DSP.5 o Students will create a model of the DNA evidence found at the crime scene and use their

models to make predictions 8.DSP.6

o Apply the counting principle for large probability ratios about DNA and genetics


Students are actively engaged in the role of a forensic detective as their use evidence to solve a crime.


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?


Reality Check!







planning? (1.5)



Group: Crime Scene Analysis and Provide Crime Report with evidence based prediction of who the criminal is

Individual: Learning Module activities, content checks, journals, unit assessments

Project Name: Who Done It?


“Homicide Hunter”






(relates to 2.3, 2.6, 2.9)



(2.3, 2.5; relates to 2.2, 2.6)IN MA CC 8.DSP.1: What is a genetic expression scatterplot and how do we construct one?

Learn what a scatterplot is and how to make one

Direct instruction notes, scatterplot pencil/paper activities

Students will apply these concepts to construct a genetic expression scatterplot

IN MA CC 8.DSP.2: What is a best fit line and why are they important?

Learn how to construct a best-fit-line from a scatterplot. K/NTK why are best fit lines important?

Best-fit-line pencil/paper activities, quiz

Students will construct best-fit-lines based on their own scatterplots and write linear equations based on these lines

IN MA CC 8.DSP.3: How do we write linear equations based on best fit lines?

Write a linear equation of best fit line

Linear Equation exercises, bellringers, slope and y-intercept

Students will write linear equations based on their best fit lines identifying slope and y-intercept

IN MA CC 8.DSP.4: How do we find simple probability? How do we find compound probability?

Examine probability with a rolling cube, deck of cards, coins

How To Foldable of Simple and Compound Probabilities

Students will examine finger print probability and DNA analysis of probability of traits

IN MA CC 8.DSP.5: How do we use data to model predictions?

Students will explain their predictions about the crime based on their research.

Students will state their claims and then provide fact-based evidence

This will be a part of the students’ final project

What is Meiosis I & 2? Complete a poster illustrating the process of Meiosis 1 & 2

Meiosis 1 & 2 Poster Meets all assignment requirements

How are traits passed from parents to offspring?

In groups, students will complete a trait lab in which they use punnett squares to determine dominant and recessive traits

Punnett Squares Lab Meets all assignment requirements

Why do physical traits vary from person to person?

Create a podcast summarizing the principles of understanding inheritance

Inheritance podcast Meets all assignment requirements

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 extinctions?

Research major extinctions in Earth’s past

Extinctions powerpoint Meets all assignment requirements

What does the Earth’s geological time line look like?

Research and illustrate Earth’s geological time line

Earth’s Geological time line Meets all assignment requirements






Content Standards(1.3):Science Standards

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 patterns

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.1o 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

o 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.2o 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. 1o Students will create temperature and wind speed scatter plots and examine the relationships

between negative and positive correlations


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 of exponents, exponent rules, slope, graphing linear functions, writing and solving linear equations, and describing the relationships between tables, graph, and equations.

Students are placed in the role of meteorologists for ESPN to create a weather forecast to help football fans prepare for the big game!


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 conditions on game day?


Reality Check!







planning? (1.5)



Group: iMovie Weather Forecast


Project Name: Weather Forecast


Video by PBS: “The Storm that Drowned a City” (Hurricane Katrina 2005)






(relates to 2.3, 2.6, 2.9)



(2.3, 2.5; relates to 2.2, 2.6)IN MA CC 8.AF.3: What is an x & y function and how do they work?

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 examine relationships between atmospheric pressure, precipitation, and temperature

IN MA CC 8.AF.4, 6, 7: How to create linear graphs?

Creating linear graphs, using the linear equation y=mx + b, from function tables with x and y values

Bellringers, Workshops, Graphing Exercises

Students will use these skills to create graphs. They will use the graphs to make accurate, researched based weather predictions

IN MA CC 8.DSP1-3 How to examine graph relationships?

Create scatterplots Bellringers, Workshops, Graphing Exercises

Students will use these skills to create graphs. They will use the graphs to make accurate, researched based weather predictions

How does the Sun’s energyInfluence weather and ocean currents?

How do ocean currents effect weather patterns?

What causes Indiana weather phenomeneon?

Research convection

Research ocean currents and their effects on weather patterns in a learning module?

Research Indiana weather and geographical location

Vocabulary and Research Activity – Atmospheric Poster and convection, radiation, and conduction prezi

Ocean Current Learning Module

Examine Indiana annual weather conditions

AST/UNIT ASSESSMENT

Ocean Current Learning Module

AST/UNIT ASSESSMENT


(2.4; relates to 2.9)

Adapted with permission from the Buck Institute for Education




Content Standards(1.3):

Project Science: 8.2.6- Identify, explain, and discuss some effects human activities have on the biosphere, such as

air, soil, light, noise, and water pollution. 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.4o Students will express Green Energy Output rates as squares and square roots

8.C.1 o Create a table demonstrating a cost break down of Green Energy rehab

8.AF.1 & 8.AF.5: o 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 QuestionWhat is the challenge, investigation, scenario, problem, or issue?

Driving Question: How can we advocate for positive changeProblem 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 in a decade?

(1.4, relates to 2.6, 2.9) Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.):

Reality Check!







planning? (1.5)



Group: Clean Energy PSA, Google Presentation of Green City Make Over Proposal


Project Name: Green City Makeover


Al Gore’s “An Inconvenient Truth” movie with study guide






(relates to 2.3, 2.6, 2.9)



(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 respective squares

Squares Chart, Quiz Students will apply this learning to larger 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 temperatures and CO2 levels? How to create a graph of CO2 levels and glacial melt? How to create a graph of CO2 levels over the last 200 years?

Learn the linear equation, y = mx+b, sketch graphs by hand comparing two quantities as a rate using y=mx+b, create a graph in google spreadsheet by entering research based data into a table

Bellringers, workshops, technology workshops, foldable, quiz

Students will create graphs of global temperatures, CO2

levels, and glacial melt. Students will also create graphs of their specific city’s CO2 levels over time. Students 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 and lakes have been changed over the course of 100 years.

Inconvenient Truth Video Activity Students will create a power point describing how we can use less natural resources to decrease the impact on the ozone layer, and to reduce chance of global warming.

8.2.7. What are ways that we can develop alternative energy sources?

Direct instruction, research of solar power, wind power, hydro power.

PSA video, Green city project Students show in a video and in their 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 extinct by human processes.

Direct Instruction, research on extinct species

Brain pop video on Population growth

Students will make a chart on how the number of species to become extinct is proportional with the increase in human population.



project overview page 1images.pcmac.org/sisfiles/schools/in/lakeridgeschools... · web viewlearn...

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