Lesson/Unit Title: Inventions ... - Hart County Schools · Lesson/Unit Title: Inventions Purpose:...
Transcript of 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
Essential Questions:
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
Essential Questions:
Performance Tasks:
2. Students produce a published document that includes a graphical representation of the data collected in the deer experiment.
Lesson/Unit Summary:
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:
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.
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)
Subject Area: Sciences (e.g., Physical Science, Chemistry, Health Science) Audience: Everyone Academic
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
Essential Questions:
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.
Lesson/Unit Summary:
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
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.
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)
Subject Area: Sciences (e.g., Physical Science, Chemistry, Health Science) Audience: Everyone Academic
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
Essential Questions:
Performance Tasks:
4. Students will learn about weathering, erosion, and preventative methods to reduce erosion.
Lesson/Unit Summary:
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:
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.
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
Essential Questions:
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.
Lesson/Unit Summary:
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.