Académique Documents
Professionnel Documents
Culture Documents
6th
Title
Teacher
Content Focus:
Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem
Essential Question:
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.
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
Class
Presentation Audience
X
School
Community
Hambleton.PBL.6th
analyze trash in their school and community.
Individ
ual
Entry Event
Launch inquiry,
engage students
Experts
Web
Other
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.
III.
IV.
V.
VI.
VII.
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)
Other Products
Peer Evaluation
Multiple Choice/Short
Answer Test
Self-Evaluation
Essay Test
Resources
Needed
X
X
Other
On-site people,
facilities
Classroom laptops.
Equipment
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
Lessons 1 4:
o
Students should know about:
Lessons 5-6
o
Students should know about:
Environments
o
Students should be able to:
Lesson 11
o
Students should know about:
Lessons 8-10
o
Students should know about:
Natural resources
Environments
Natural resources
Hambleton.PBL.6th
Lesson 13
o
Students should be able to draw basic shapes
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?