Emma Jones

Design Project Assignment

Just announcedthere will be a class field trip!

Central inquiry/problem scenario:
You will need to convince your school Director and Curriculum Coordinator to take the class on a
field trip to learn about local history. What destination would you suggest, and what do you need to
consider as you plan?
This exercise will require students to properly respond to the problem scenario while considering
multiple points-of-view or angles. The angles that students will use to approach the problem include:
Math Angle: How much time do you have to take the field trip?Students will look at
the length of a school day, while including other factors (drive time, lunch break, etc.) to
determine how long they will have to visit the site they have suggested. Students will focus
on several mathematics content areas. This includes measurement (time), and algebraic
concepts.
Science Angle: How might the weather and time of year have an impact on your
decision?Students will identify how weather issues can influence their decisions. Using
the data that they have collected, they will then determine which trips suggested are the
best. Students will focus on several science content areas that include weather and
seasons.
Social Studies Angle: What will you learn by visiting the historical site?Students
will look at different points of interest around their community. Using the data that they have
collected, they will then decide on the place that they would most like to visit. Students will
focus on several social studies content areas. This includes the definition of Social
Studies, and history (value of local historical sites).
Language Arts Angle: Language Arts will serve as the primary angle throughout the entire
exercise. ELA will serve as the main source of evaluation for all subjects. All ELA within
each subject will be measured against one another, and a final decision about how to
approach the main problem scenario is made based on all of the available data.
Students will approach the problem scenario from a first-person perspective since are true
participants in the problem. The problem scenario is a real-world situation that takes place in
schools around the country. Students will experience this real world situation for many years to
come. The type of problem scenario presented is one that students may already have an
opinion about, and/or will become interested in considering it. As students begin to problemsolve in order to find a solution, they will be exposed to many details and related resources
provided by the teacher.

Emma Jones
Design Project Assignment

Timeline:
Day 1-2
1. The unit will begin with a brief letter placed on each students desk stating the
situation and problem scenario. Student letter.
2. Begin reviewing the exercise and problems through an online multimedia
presentation. The presentation will be uploaded to the class Nearpod account.
Students will understand that they will have access to the information and
requirements presented throughout the entire year if they would like to revisit it.
3. Students will receive the Math K-W-L Chart handout. After reviewing the main
problem scenario, students will use the handout to fill in the K (what do we know)
section of the handout, while discussing the math angle problem as a class. The
teacher will demonstrate what to insert into the K section by drawing a version of
the handout on the board, and filling in answers and thoughts through the
discussion.
4. Present the Math Angle to the class, and explain the objectives and requirements of
this part of the exercise, creating a clear expectation. The problem the students will
be researching in this part of the exercise is, How much time do you have to take
the field trip?
5. Review the resource items provided for the Math Angle. Some resource access may
need to be demonstrated for students. The resources will be accessed through the
online class Nearpod account. Students may use smart phones, iPads, tablets,
laptops, or desk tops to access the information and class Nearpod.
6. Students will be encouraged to take notes while reviewing and exploring the
resources.
7. Once the students have reviewed the resources, the teacher will lead a class
discussion by asking questions that will encourage students to evaluate the
information/data that they have just discovered.
8. As a class, students will complete their K section of the Math K-W-L Chart handout.
9. Students will then receive a Math Think Sheet handout. The handout will assist
students in organizing their ideas prior to creating their response. Once students
have completed this handout, the teacher will guide students in completing the W
(What we want to know) section of the Math K-W-L Chart handout.
10. Once the students have completed the Math Think Sheet handout, their ideas will be
more organized and structured so that they can find a solution to the problem
presented. The teacher will then help the students fill in the L section of the Math KW-L Chart handout by displaying the extended response questions.
11. Explain to students that they will answer the extended response questions through
the online class Nearpod account. Students will be encouraged to support their
answers with evidence that they have gathered from the provided resources.
12. Students will review the Math Grading Rubric, which will be used to grade their
extended responses. Students will have continuous access to the rubrics through
the online class Nearpod account. Review the rubric with the students prior to the
students giving their responses.

Emma Jones
Design Project Assignment

13. Once the rubric has been reviewed, the students will be instructed to go online to the
class Nearpod account to answer the questions. Explain to the students that they will
be given 30 minutes to answer the questions.
14. To further evaluate the students responses, they will be asked a series of questions
that will review the content in an engaging, and simple way. The questions will be
explored as a class.
Day 2-3
1. Begin by reviewing the previously completed Math Angle exercise and problems
through the online multimedia presentation.
2. Students will then be introduced to the Science Angle of the exercise. The
problem that students will be attempting to solve in this area of the exercise is,
How might the weather and time of year have an impact on your decision?
3. Students will now receive the Science K-W-L Chart handout. After reviewing the
main problem scenario, students will use the handout to fill in the K (what do we
know) section of the handout, while discussing the science angle problem as a
class. The teacher will demonstrate what to insert into the K section by drawing
a version of the handout on the board, and filling in answers and thoughts
through the discussion.
4. Explain the objectives and requirements of this part of the exercise, creating a
clear expectation. Review the resource items provided for the Science Angle.
5. Students will be encouraged to take notes while reviewing and exploring the
resources.
6. Once the students have reviewed the resources, the teacher will lead a class
discussion by asking questions that will encourage students to evaluate the
information/data that they have just discovered.
7. As a class, students will complete their K section of the Science K-W-L Chart
handout.
8. Students will then receive a Science Think Sheet handout. The handout will
assist students in organizing their ideas prior to creating their response. Once
students have completed this handout, the teacher will guide students in
completing the W (What we want to know) section of the Science K-W-L Chart
handout.
9. Once the students have completed the Science Think Sheet handout, their ideas
will be more organized and structured so that they can find a solution to the
problem presented. The teacher will then help the students fill in the L section of
the Science K-W-L Chart handout by displaying the extended response
questions.
10. Explain to students that they will answer the extended response questions
through the online class Nearpod account as they have done previously.
Students will be encouraged to support their answers with evidence that they
have gathered from the provided resources.
11. Students will review the Science Grading Rubric, which will be used to grade
their extended responses. Students will have continuous access to the rubrics
through the online class Nearpod account. Review the rubric with the students
prior to the students giving their responses.

Emma Jones
Design Project Assignment

12. Once the rubric has been reviewed, the students will be instructed to go online to
the class Nearpod account to answer the questions. Again, explain to the
students that they will be given 30 minutes to answer the questions.
13. To further evaluate the students responses, they will be asked a series of
questions that will review the content in an engaging, and simple way. The
questions will be explored as a class.
Day 3-4
1. Begin by reviewing the previously completed Science Angle exercise and
problems through the online multimedia presentation.
2. Students will then be introduced to the Social Studies Angle of the exercise. The
problem that students will be attempting to solve in this area of the exercise is,
What will you learn by visiting the historical site?
3. Students will now receive the Social Studies K-W-L Chart handout. After
reviewing the main problem scenario, students will use the handout to fill in the
K (what do we know) section of the handout, while discussing the science angle
problem as a class. The teacher will demonstrate what to insert into the K
section by drawing a version of the handout on the board, and filling in answers
and thoughts through the discussion.
4. Explain the objectives and requirements of this part of the exercise, creating a
clear expectation. Review the resource items provided for the Social Studies
Angle.
5. Students will be encouraged to take notes while reviewing and exploring the
resources.
6. Once the students have reviewed the resources, the teacher will lead a class
discussion by asking questions that will encourage students to evaluate the
information/data that they have just discovered.
7. As a class, students will complete their K section of the Social Studies K-W-L
Chart handout.
8. Students will then receive a Social Studies Think Sheet handout. The handout
will assist students in organizing their ideas prior to creating their response. Once
students have completed this handout, the teacher will guide students in
completing the W (What we want to know) section of the Social Studies K-W-L
Chart handout.
9. Once the students have completed the Social Studies Think Sheet handout, their
ideas will be more organized and structured so that they can find a solution to the
problem presented. The teacher will then help the students fill in the L section of
the Social Studies K-W-L Chart handout by displaying the extended response
questions.
10. Explain to students that they will answer the extended response questions
through the online class Nearpod account as they have done previously.
Students will be encouraged to support their answers with evidence that they
have gathered from the provided resources.
11. Students will review the Social Studies Grading Rubric, which will be used to
grade their extended responses. Students will have continuous access to the

Emma Jones
Design Project Assignment

rubrics through the online class Nearpod account. Review the rubric with the
students prior to the students giving their responses.
12. Once the rubric has been reviewed, the students will be instructed to go online to
the class Nearpod account to answer the questions. Again, explain to the
students that they will be given 30 minutes to answer the questions.
13. To further evaluate the students responses, they will be asked a series of
questions that will review the content in an engaging, and simple way. The
questions will be explored as a class.
Day 4-5
1. Begin by reviewing the previously completed Social Studies Angle exercise and
problems through the online multimedia presentation.
2. Students will then be introduced to the Language Arts Angle of the exercise. This
area of the exercise requires the students to take all that they have learned and
use the information to give a final response to the main problem in writing.
3. Present the activity to students using the online multimedia presentation.
Students will be given a prompt, which is centered around the problem scenario
that they have been reviewing. The prompt will require students to use their K-WL Charts, notes, and Think Sheets to complete the writing assignment.
4. The teacher will explain the objectives and requirements of this part of the
exercise, creating a clear expectation. Review the resource items provided for all
areas of the exercise.
5. Students will review the Language Arts Grading Rubric, which will be used to
grade their written response.
6. Once the rubric has been reviewed, the students will be instructed to begin their
written response on a separate sheet of paper.
Day 5- Day 7
1. Review with the students all previous areas and activities within the exercise.
2. Using the online multimedia presentation, students will be introduced to the final
task of this exercise.
3. Review the Group Project-Grading Rubric with the students prior to them starting.
4. Students will begin working in groups, taking on the role of a team of teachers, to
create a multimedia presentation that they will present to the school Director and
Curriculum Coordinator. Explain to the students that the presentation should
include visuals to enhance their presentation and how why their suggestion will
be such a great opportunity for students to learn about their community. Students
will upload their final presentations to the class Nearpod account.

Emma Jones
Design Project Assignment

Each section of this unit (the angles) will require extended responses from the students. The
students will be provided with specific questions relating to the exercise that will require students to
give an appropriate written response. Students will access the questions, and then answer the
questions through the online class Nearpod account. Each angle in the exercise will have a set of
extended response questions. The final evaluation will be on their group presentation, which will be
created and then presented to the school Director and Curriculum Coordinator. The presentation
must convince them to approve the class field trip that they have suggested.
A teacher created grading rubric for the extended responses and group project will be provided to the
students and reviewed before students begin responding. All rubrics are accessible to the students
through the online class Nearpod account. Below are the different areas within the exercise where
students will be evaluated.

MATH OBJECTIVES:

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Reflection on the design of your learning experience to share the
thinking behind your design decisions with others

The extended responses for the math scenario will be graded using the Math
Grading Rubric. The rubric is divided into four sections:
1. Math Content (What do you want students to bring to the table based on
previous lessons?)
2. Writing Focus (Was it clear what point the students were trying to make?)
3. Use of Evidence (Did the students back up their position with evidence,
quotes, statistics, and facts?)
4. Language and Conventions (Did students limit mistakes and respond in
a thorough and professional manner?)
Math Grading Rubric

Emma Jones
Design Project Assignment

SCIENCE OBJECTIVES:

Asking questions and

defining problems
Constructing
explanations and
designing solutions

Engaging in argument
from evidence
Obtaining, evaluating,
and communicating
information

The extended responses for the science scenario will be graded using the
Science Grading Rubric. The rubric is divided into four sections:
1. Science Content (What do you want students to bring to the table
based on previous lessons?)
2. Writing Focus (Was it clear what point the students were trying to
make?)
3. Use of Evidence (Did the students back up their position with
evidence, quotes, statistics, and facts?)
4. Language and Conventions (Did students limit mistakes and respond
in a thorough and professional manner?)
Science Grading Rubric

SOCIAL STUDIES OBJECTIVES:

Time, continuity, and

change
People, places, and
environments
Individual development
and identity
Civic ideals and
practices
Culture and cultural
diversity

Individuals, groups,
and institutions
Power, authority, and
governance
Production, distribution,
and consumption
Science, technology,
and society
Global connections

The extended responses for the social studies scenario will be graded using
the Social Studies Grading Rubric. The rubric is divided into four sections:
1. Social Studies Content (What do you want students to bring to the
table based on previous lessons?)
2. Writing Focus (Was it clear what point the students were trying to
make?)
(continued)

Emma Jones
Design Project Assignment

3. Use of Evidence (Did the students back up their position with

evidence, quotes, statistics, and facts?)
4. Language and Conventions (Did students limit mistakes and respond
in a thorough and professional manner?)
Social Studies Grading Rubric

LANGUAGE ARTS OBJECTIVES:

Show the ability to

comprehend
informative texts and
resources
Explain their position
and overall reasoning
Support their positions
with evidence from
their research

Articulate clear
opinions (at elementary
level)
Form compelling
arguments
Demonstrate speaking
and listening skills

The extended responses for the language arts scenario will be graded using
the Language Arts Grading Rubric. The rubric is divided into four sections:
1. Logical Approach (Did students use a reasonable strategy to deal
with the main problem?)
2. Writing Focus (Was it clear what point the students were trying to
make?)
3. Use of Evidence (Did the students back up their position with
evidence, quotes, statistics, and facts?)
4. Language and Conventions (Did students limit mistakes and respond
in a thorough and professional manner?)
Language Arts Grading Rubric

Emma Jones
Design Project Assignment

GROUP PROJECTPRESENTATION OBJECTIVES:

Critical thinking
Researching
Creativity
Planning
Communication
Collaboration
Leadership
Technological
ability

Social awareness
Scientific literacy

Entrepreneurialism

Self-direction
Internet / Media
literacy
Data analysis
Personal
expression

Patience /
Perseverance
Listening
Healthy
skepticism
Imagination
Flexibility /
Adaptation

The extended responses for the language arts scenario will be graded using the
Language Arts Grading Rubric. The rubric is divided into four sections:
1. Thoroughness (Did the students follow directions and complete all of the
steps?)
2. Evidence (Did the students use evidence (facts, quotes, key details) to
support their problem?)
3. Strategy (Did the students use a sound approach in completing the
exercise?)
4. Teamwork (Did everyone in the group participate and work well together?)
Group Project-Presentation Grading Rubric

Reflection:
I chose this topic because after talking to my colleagues I realized that one of the
biggest challenges that we are facing right now, is the need for more engaging activities
and field trips that our school-aged children are truly interested in. I knew that no matter
what problem I chose, I wanted to integrate technology, as well as several other subject
areas. I hope the learners gain an understanding of how important it is to have
knowledge of your local community, as well as the skills to present a final project to an
expert. While creating the lesson I learned that I had placed inquiry throughout the
entire lesson. I feel that having inquiry throughout the entire lesson is great because it
encourages the students to keep asking questions. One of the only problems I feel that
may arise is one in which students do not choose an appropriate place to visit.
However, if the teacher is guiding and monitoring the process of this lesson, this type of
problem should be caught right away, and the student should be redirected.