PROJECT OVERVIEW Page 1 s8

“Dream house”
Project planning & Overview
Subject/Course: / Science Math PBL / Grade Level: 8
Content Standards and Learning Outcomes
What 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 Standards
R.S.3 / 8.NS.1
8.C.1
8.NS.3
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
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) / 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 Question
What 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)
Project planning & Overview
Culminating Products & Performances
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) / Group: / Blueprint presentation
Individual: / Journals, content assessment, learning activities
Project Name: / Dream House
Entry Event
How will you present the problem to students? / Time lapse home construction video
K/NTK about homes and home construction
Literacy Integration
How 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
Project planning & Overview
Subject/Course: / SciMath / Grade Level: / 8
Content Standards and Learning Outcomes
What 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):
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 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.
Project Scenario
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) / Students are acting as chemists examining atoms, their chemical bonding properties, and chemical reactions.
Problem Statement / Driving Question
What is the challenge, investigation, scenario, problem, or issue?
(1.4, relates to 2.6, 2.9) / How can we as chemists use household items to create a rocket so that we demonstrate the power of chemical reactions?
Community Partnerships (Role? Thought partner, pose authentic problem, assess, etc.):
Reality Check!
Does your project cover important standards for state testing?
Yes
Does your project pose an authentic problem with multiple solutions?\Yes / Does your project require core subject knowledge?
Yes
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)
Project planning & Overview
Culminating Products & Performances
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) / Group: / Creating a rocket
Individual: / Direct instruction notes, content checks, electron dot diagram activity, vocabulary activities, balancing chemical reactions.
Project Name:
Entry Event
How will you present the problem to students? / Chemical Reactions Lab
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
(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 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

Project planning & Overview
Subject/Course: / SciMath / Grade Level: / 8
Content Standards and Learning Outcomes
What 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
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).
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 forwhich the compound event occurs. Understand and use appropriate terminology to describe independent, dependent, complementary, andmutually exclusive events.
8.DSP.5: Represent sample spaces and find probabilities of compound events (independent and dependent) using methods, such asorganized 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 multiplicationcounting 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
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) / 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.
Problem Statement / Driving Question
What is the challenge, investigation, scenario, problem, or issue?
(1.4, relates to 2.6, 2.9) / Is fighting ever justified?
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)
Project planning & Overview
Culminating Products & Performances
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) / Group: / Debate Presentations
Individual: / Content assignments, CRA
Project Name: / War Games
Entry Event
How will you present the problem to students? / “War Games” movie and movie guide
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
(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)
Assessments used to gauge understanding
(2.4; relates to 2.9)

Adapted with permission from the Buck Institute for Education