2013 Buck Institute for Education

PBL-Project Overview
Name of Project: / Get Out the Map-Let’s Travel / Duration:
Subject/Course: Math, SS, Science, ELA / Teacher(s): Edinger, Dietz, Curtis, (Giffin, Longnecker) / Grade Level: 6
Other subject areas to be included, if any: / Art, music
Identifying Standards to be Assessed
Project Idea:
Summary of the issue, challenge, investigation, scenario, or problem: / Student will be engaged in a multi-disciplinary project where they will become tourist developer and create a destination campaign to persuade and inform others to visit a place of their choice on the map. Students will investigate a new place you would like to travel. They will share their research in creative ways.
Driving Question:
· Philosophical or Debatable
· Product-Oriented
· Role-Oriented / How can we as tourist developers attract people to a destination?
Guiding Questions: / Math:
How can we budget for a vacation?
How can we plot/mapping of locations on graph/map?
Science:
What is the weather and climate in different areas of the world?
How did early explorers use astronomy to find their way?
SS:
What are the geographical features of a location?
How can you use a map to navigate?
What is the history of an area?
ELA:
How can we persuade others to travel to a location?
CCSS to be taught and assessed: / Math Number Sense:
1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Compute fluently with multi-digit numbers and find common factors and multiples.
2. Fluently divide multi-digit numbers using the standard algorithm.
3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
4. Find the greatest common factor of two whole numbers less than or equal to 100 and 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 as a multiple of a sum of two whole numbers with no common factor
Apply and extend previous understandings of numbers to the system of rational numbers.
5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
7. Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.
c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
d.Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
RI6
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
WI6
2.Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 66.)
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 sitting.
7. Conduct short research projects to answer a question, drawing on several.
8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
SL
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SSCC:
6.1c. The physical environment influences human population distribution, land use, economic activities, and political
connections.
· Students will use physical, climate, and vegetation maps in combination with population density, land use, and resource distribution maps in order to discern patterns in human settlement, economic activity, and the relationship to scarcity of resources in the present-day Eastern Hemisphere.
· To understand scale, students will work with maps at a variety of scales so they can compare patterns in population density and land use, economic activity, and political connections across the present-day Eastern Hemisphere, within a region of the Eastern Hemisphere, and in a specific country. In doing so,students will examine maps of the hemisphere, three regions within the present-day EasternHemisphere, and one specific country within each region.
Additional Standards to be taught and assessed: / Science: Physical Settings - Standard 1: Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
1.1f The latitude/longitude coordinate system and our system of time are based on celestial observations.
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
2.2i Weather describes the conditions of the atmosphere at a given location for a short
period of time.
2.2j Climate is the characteristic weather that prevails from season to season and year
to year.
2.2k The uneven heating of EarthÕs surface is the cause of weather.
2.2l Air masses form when air remains nearly stationary over a large section of EarthÕs
surface and takes on the conditions of temperature and humidity from that location.
Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location.
2.2m Most local weather condition changes are caused by movement of air masses.
2.2n The movement of air masses is determined by prevailing winds and upper air currents.
2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these
boundaries.
2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually
bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States.
Identify Learning Targets and/or ”I can…” statement
Academic Vocabulary:
21st Century Competencies to be taught and assessed: / Collaboration / X / Creativity & Innovation / X
Communication (Oral Presentations) / Other
Critical Thinking
Presentation Audience:
Major Products & Performances / Group: / Travel Package: Brochure, Video, Commercial, PP, Prezi, Photostory / Class:
School:
Community:
Individual: / Teams of 4: Each member will have choice of 4 continents and distributed among the 4 (South America, Asia, Africa, and Europe). Individuals will then have a choice to pick a country within the continent to research. Each will be responsible for their own research. / Experts:
Web:
Other:
Project Overview
Entry event to launch inquiry, engage students: / Math: map of neighborhood
Travel ad, Amazing Race intro
Assessments / Formative Assessments
(During Project) / Quizzes/Tests / X / Practice Presentations
Journal/Learning Log: Travel Journal / X / Notes
Preliminary Plans/Outlines/Prototypes / Checklists
Rough Drafts: Peer Critiques / X / Concept Maps
Online Tests/Exams: Castle Learning / X / Other:
Summative Assessments
(End of Project) / Written Product(s), with rubric:
Individual Written Research Paper w/ rubric / X / Other Product(s) or Performance(s), with rubric:
Travel Package w/ rubric / X
Oral Presentation, with rubric / X / Peer Evaluation / X
Multiple Choice/Short Answer Test / Self-Evaluation / X
Essay Test / Other:
.
Resources
Needed / On-site people, facilities:
Equipment/Software:
Materials:
Community resources:
Websites:
Reflection
Methods / (Individual, Group, and/or Whole Class) / Journal/Learning Log / X / Focus Group
Whole-Class Discussion / X / Fishbowl Discussion
Survey / Other:

Project Teaching and Learning Guide
Project:
Major Product(s) and Presentation
Student needs to complete / Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments / Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members
Individual Research
Group Travel Package / è
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Project Teaching and Learning Guide(continued)
Major Product(s) and Presentation
Student needs to complete / Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments / Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members
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PROJECT CALENDAR
project: / Time Frame:
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
PROJECT WEEK ONE
PROJECT WEEK TWO
PROJECT WEEK THREE
PROJECT CALENDAR
PROJECT CALENDAR
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
PROJECT WEEK FOUR
PROJECT WEEK FIVE
PROJECT WEEK SIX