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Hambleton.PBL.

6th
Title
Teacher
Content Focus:

Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem

Essential Question:

Content and Skills to be


addressed: (CCCSS,
NGSS, California

Why did the Black


Bear come to Tracy?
Hambleton
Science , History and
Math

Est. Start Date: Fall, Duration: 3- 4 weeks


2015
Grade Level: 6th
Other Subject areas
to be included: ELA
and Art
After watching a video showing a fox living on a corporate campus, students will hear
how the Fortune 500 company has decided to save the fox, along with other animals
living on the property, instead of removing them. Students will re-visit a recent
phenomenon in Tracy; the visit of a black bear.
Students will first learn about the Paleolithic People and how their ancient human
communities. They will learn about the factors which influenced early human migration
and life in early human settlements. They will then be introduced to the worlds current
ecosystems and biomes and create one of their own. Students will use knowledge of
greatest common factors to learn how to build accommodations for various animals.
They will learn the difference between renewable and nonrenewable energy resources
and create multimedia presentations to demonstrate their knowledge. Students will use
fractions, decimals, proportions, and volume to analyze household trash. They will
research the effects of excessive waste on our environment and create reports and piegraphs to share with the class. Drawings of animals living in our everyday communities
will be created and displayed. Students will show what they know in a final essay with
the writing goal be answering the driving question; how and why the black bear traveled
to Tracy.
How do humans
Driving Question
Why did the Black Bear come to
impact animal
Tracy?
habitats?

Science
ESS3.A: Natural Resources
ESS3.C: Human Impacts on Earth Systems
MS-ESS3-3: Apply scientific principles to design a method for monitoring and
minimizing a human impact on the environment
MS-ESS3-4: Construct an argument supported by evidence for how increases in the
human population and per-capita consumption of natural resources impact Earths
systems

History
6.1: Students describe what is known through archaeological studies of the early
physical and cultural development of humankind from the Paleolithic era to the
agricultural revolutions
1. Describe the hunter-gatherer societies, including the development of
tools and the use of fire.
2. Identify the locations of human communities that populated the major
regions of the world and describe how humans adapted to a variety of
environments.
3. Discuss the climatic changes and human modifications of the physical
environment that gave rise to the domestication of plants and animals and
new sources of clothing and shelter.
1

Hambleton.PBL.6th
WHST.6-8.2: Write informative/explanatory texts in History/Social Studies
W.6.10 and WHST.6-8: Write routinely overshorter times frames for a range of
discipline-specific tasks, purposes, and audiences.

Math
6. MP.1: Make sense of problems and persevere in solving them.
6. MP.2: Reason abstractly and quantitatively.
6.MP.3: Construct viable arguments and critique the reasoning of others
6.MP.4: Model with mathematics
6.MP.5: Use appropriate tools strategically
6.MP.7: Look for and make use of structure
6. MP.8: Look for and express regularity in repeated reasoning.
6. NS.4: Find the greatest common factor of two whole numbers less than or equal to 100
ad the least common multiple of two whole numbers less than or equal to 12. Use the
distributive property to express a sum of two whole numbers 1 100 with a common
factor a multiple of a sum of two whole numbers with no common factor.
3. C: Use ratio and rate reasoning to solve real-world and mathematical
problems.
6.G:
Solve real-world and mathematical problems involving area, surface area, and
volume.
1. Find the area of right triangles, other triangles, special quadrilaterals,
and polygons by composing into rectangles or decomposing into
triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.

ELA
RST.6-8.1: Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RST.6-8.7: Integrate information presented in different media or formats (visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or
issue.
RST.6-8.8: Trace and evaluate the argument and specific claims in a text, distinguishing
claims that are supported by reasons and evidence from claims that are not.
WS.6-8.1: Write arguments to support claims with clear reasons and relevant evidence.
WS.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas,
concepts and information through the selection, organization, and analysis of relevant
content.
WS.6-8.4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
WS.6-8.6: Use technology, including the internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single setting.
WS.6-8.7: Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
WS.6-8.8: Gather relevant information from multiple print & digital sources and quote
or paraphrase the data
WS.6-8.9: Draw evidence from literary or information texts to support analysis,
reflection, and research.
2

Hambleton.PBL.6th

Art
Grade 6.20: Creative Expression
Students apply artistic processes and skills, using a variety of media to communicate
meaning and intent in original works of art.
2.1: Use various observational drawing skills to depict a variety of subject
matter.

21st Century Skills


and MPS to be
explicitly taught and
assessed (T + A) or
that will be
encouraged (E) by
Project work but not
taught or assessed:
For this PBL, goals
selected from
p21.org: Life and
Career Skills
INITIATIVE AND
SELF-DIRECTION
and Media-LiteracyANALYZE/CREATE
MEDIA

Set goals with tangible


and intangible success
criteria
Balance tactical (shortterm and strategic
(long-term) goals
Utilize time and
manage workload
efficiently
Work Independently

Go beyond basic
mastery of skills and/or
curriculum to explore
and expand ones own
learning and
opportunities to gain
expertise
Demonstrate initiative
to advance skill levels
towards a professional
level

Culminating Products
and Performances

Group:

T+
A
X

T+A

Demonstrate commitment to
learning as a lifelong process

Reflect critically on past experiences


in order to inform future progress

Understand both how and why


media messages are constructed, and
for what purposes

Apply a fundamental understanding


of the ethical / legal issues
surrounding the access and use of
media
Understand and utilize the most
appropriate media creation tools,
characteristics and conventions

Students will work in groups to research and


create environmentally friendly biomes.
Students will work in groups to design
facilities to accommodate a variety of animals.
Students will work in groups to research and
create multi-media presentations about
renewable and nonrenewable energy resources.
Students will work in groups to calculate and
3

Class

Presentation Audience
X

School
Community

Hambleton.PBL.6th
analyze trash in their school and community.

Individ
ual

Entry Event
Launch inquiry,
engage students

Students will learn about ecosystems and the


worlds biomes. Students will learn about
natural resources, renewable and nonrenewable
energy resources. Students will create
drawings of animals commonly found in our
communities. Students will write an essay to
answer the driving question.

Experts
Web
Other

1st Entry Event


Video: Fox on Campus
Fox on
Campus.mp4

Students will watch a short video clip taken of a fox living on a large corporate campus in
Pleasanton. The medical healthcare corporation encourages animals and birds to live in
harmony with their staff of over 5000 people on over 1,000,000 square feet of asphalt,
buildings, and green belts. Corporate leaders have created programs to assist with the
habitats of animals such as the fox, Great Horned Owl, pheasants, Canadian Geese, and wild
turkeys. A brief discussion will ensue, talking about the benefits of such a collaboration
between humans and animals. EL Intervention: Show pictures of mentioned animals.
2nd Entry Event
Bear in Tracy!
https://www.youtube.com/watch?v=m77lyHz1xBM
Students will watch short video about the bear rescued in Tracy in March, 2015. They will
see and discuss how the encroachment of humans onto animal habitats has directly affected
their immediate community.
Pre-Assessment- Informational Writing Explain why you think its important for
humans and animals to learn how to co-exist in our living habitats? What ideas do you
have to encourage this co-existence?
EL Intervention: Start Word Wall: corporate, encourage, harmony, habitat,
collaboration, encroachment, community

Project Overview
4

Hambleton.PBL.6th
Outline or
Conceptual
Flow

I.

Include
assessment
points:

II.

HISTORY: (WH6.1{1-3}, WHST.6-8 and 2)


L#1: Migration Mysteries
Students provided examples of factors that influenced early human settlement and
communities.
Formative Assessment Extended responses written format
L#2: Where the People Were
Students learn about locations and populations of early human communities
Formative Assessment short answer questions map and timeline analysis
L#3: Responding to Change
Students learn how humans adapted their practices to the ecosystems
Formative Assessment short answer questions defining biomes
L#4: Adapting to New Places
Students learn how early human communities extracted, harvested, transported,
and consumed natural resources.
Summative Assessment - Migration Brochure explaining the migration of Paleolithic
people out of the African continent and their ability to adapt to a variety of
environments.
SCIENCE : (ESS3.C, MS-ESS3-3)
L#5: Organizational Hierarchy
Students will learn about populations, communities, ecosystems, and biomes
Formative Assessment short answer questions defining biomes

III.

SCIENCE & ELA (MS-ESS3-3, RST.6-8.1, RST.6-8.7, RST.6-8.8, WS.6-8.1, WS.6-8.2,


WS.6-8.4)
L#6 : Explore Worlds Biomes
Students will research and create environmentally friendly biomes
Formative Assessment Look at your original writing. What new knowledge can you
apply to your ideas?

IV.

MATH: (6.MP.1-8, 6. NS.4, 3C,)


L#7: Dont Fence Me In
Students will use common greatest factors to analyze animal movements. Students
will design and create animal facilities for animals living in their biomes
Formative Assessment Facility Design

V.

VI.

VII.

SCIENCE: (ESS3.A, MS-ESS3-4)


L#8: What are Natural Resources?
Students will learn about natural resources.
Formative Assessment Short answer questions to verify comprehension
SCIENCE: (MS-ESS3-3)
Lesson #9 What are Renewable Energy Resources?
Students will learn about renewable and nonrenewable energy resources.
Formative Assessment Short answer questions to verify comprehension
SCIENCE & ELA: (MS-ESS3-3, RST.6-8.1, RST.6-8.7, RST.6-8.8, WS.6-8.1, WS.6-8.2,
WS.6-8.4)
Lesson #10 Creating a Multimedia Presentation about Renewable and Nonrenewable
Energy Resources
Students will research and create presentations about renewable and nonrenewable
energy resources.
Formative Assessment Multi-media presentation

Hambleton.PBL.6th
VIII.

IX.

X.

MATH: (6.G)
L#11: A Tour of Your Trash
Students use ratios, proportions, and volume to calculate amounts of class and
household trash.
Formative Assessment Mini-research paper and pie-graph
SCIENCE & ELA: (MS-ESS3-3, RST.6-8.1, RST.6-8.7, RST.6-8.8, WS.6-8.1, WS.6-8.2,
WS.6-8.4)
L#12: Show What You Know!
Students reflect on previous lessons to write essay and answer the driving question.
Summative Assessment Final Essay
ART: (Grade 6.20,2.1)
L#13: Draw an Animal
Students draw animals related to previous lessons.
Formative Assessment Animal drawing

Assessment
s

Formative
Assessments
(During Project)

Quizzes/Tests

Journaling/Learning Log

Preliminary Plans/Outlines

Rough Drafts

Online Tests/Exams
Summative
Assessments
(End of Project)

Written Product(s), with


rubric

Other Products

Oral Presentation, with


rubric

Peer Evaluation

Multiple Choice/Short
Answer Test

Self-Evaluation

Essay Test

Resources
Needed

X
X

Other

On-site people,
facilities
Classroom laptops.

Equipment

Small animals or insects. Class and household trash. Construction


Paper. Colored pencils.

Materials
Community resources

Journal/Learning Log

Focus Group

Hambleton.PBL.6th
Reflection
Methods

(Individual, Group,
and/or Whole
Class)

Whole-class Discussion
Survey

Fishbowl Discussion
Other

Project Teaching and Learning Guide


Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)

Lessons 1 4:
o
Students should know about:

Physical features of 7 continents and


locations and size of Atlantic & Pacific
Oceans

Migration of people to American West

California Indian nations that inhabited


the state over time
o
Students should be able to:

Read a map (use a legend)

Complete a Venn diagram


Lesson 7
o
Students should know about:

greatest common factors


o
Students should be able to:

Use measuring instruments

Create and use data charts

Lessons 5-6
o
Students should know about:

ecosystems and biomes

Environments
o
Students should be able to:

utilize computer for research

Paraphrase and cite textual evidence.

Demonstrate basic keyboarding skills

Lesson 11
o
Students should know about:

Fractions, decimals, and percent

Ratios and proportions

Area and volume


o
Students should be able to:

Use presentation software such as


PowerPoint

utilize computer for research

Paraphrase and cite textual evidence.

Demonstrate basic keyboarding skills

Create and use data charts

Lessons 8-10
o
Students should know about:

Natural resources

Renewable and nonrenewable energy


o
Students should be able to:

Use presentation software such as


PowerPoint

utilize computer for research

Paraphrase and cite textual evidence.

Demonstrate basic keyboarding skills


Lessons 12
o
Students should know about:

Physical features of 7 continents and


locations and size of Atlantic & Pacific
Oceans

Migration of people to American West

California Indian nations that inhabited


the state over time

ecosystems and biomes

Environments

Natural resources

Renewable and nonrenewable energy


o
Students should be able to:

Use presentation software such as


PowerPoint

utilize computer for research

Demonstrate basic keyboarding skills.

Paraphrase and cite textual evidence.


Demonstrate basic keyboarding skills

Hambleton.PBL.6th

Construct viable arguments (written & visual)

Lesson 13
o
Students should be able to draw basic shapes

Questions to be Provided by the Project Teacher


(to successfully complete culminating products and to do well on summative assessments)

Teacher asks questions to summarize, analyze, organize,


or evaluate:

Teacher asks questions to predict, design, or create:

How are the reasons you or your family moved to a new


place the same or different as the Paleolithic People?
What do you think are some reasons that the Pleistocene
climate could have affected the human migration and
settlement?
How do graphs display information differently than data
tables?
What are the similarities between populations,
communities, ecosystems, and biomes?
What are the differences between renewable and
nonrenewable energy resources?

Teacher asks questions to recall facts, make observations,


or demonstrate understanding:

How would you design an animal facility to accurately and


humanely house specific animals?
Can you see a possible solution to controlling animals in
animal facilities?
How would you use the greatest common factor to solve
two-dimensional spatial problems?
How would you design an environmentally friendly biome
to house both humans and animals?
How would you teach others the advantages and
disadvantages of renewable and nonrenewable energy
resources?
How would you design a three-dimensional pie graph that
represents each ingredient found in your birdseed?
Can you see a possible solution to our landfill problems?

Teacher asks questions to apply or relate:

What can you recall about what influences caused humans


to migrate?
What did you observe about the settlement of people over
the Paleolithic period?
In what ways did human migration change over time
during the Paleolithic period?
What did you observe about the patterns in the animals
movements?
In what ways are the animals natural habitats connected to
their housing facility?
What do you think are some reasons that it took so long for
humans to get to the Americas?
What are Natural Resources?
What is the formula for finding any portion, two-

Can you apply what you know about area and greatest
common factors to this real-world problem?
How do you make sure the facility is designed correctly?
Where would you locate information about biomes?
How would you collect data about animal movement?
How would you illustrate a design for an animal facility?

Hambleton.PBL.6th
dimensional or three-dimensional, of a container?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?