Download 6th Leadership Unit Plan - The Tennessee STEM Innovation Network

Innovation Academy
Unit Plan Template
Unit: 1: Leadership
/
/
+
E
Culture,
Economics,
Geography,
Government,
History
Embedded
Inquirey
Technology and
Engineering
Grade Level
Unit
Overview
O
u
t
Informational
Text, Writing
ELA Teacher
Math Teacher
Science Teacher
The Number
System
Social Studie Teacher
6th Grade
Unit Length
2 Weeks
LEADERSHIP is a project-based unit that culminates in two projects, both of which require students to
utilize standards-based skills from four academic areas: Science, Math, Reading Language Arts, and Social
Studies. The unit can be adapted to pacing requirements: it can be completed as a whole or split into
two parts.
The first project, which includes the last two days of the first week, and half a day the following week, is
Ship the Chip. Ship the Chip is a standards-based project. The goal of the project is to have students
apply skills they have learned in standards-based classroom instruction to research, design, and build a
small shipping package capable of protecting fragile cargo. Career links include engineering, packaging,
shipping, and public relations. The project requires students to use the Engineering Design Process, the
Number System, writing to communicate learning, recognition of technologies used in antiquity,
recognition of leadership skills, and to demonstrate an awareness of cultural perceptions.
The second project requires students to create an electronic poster using Glogster, which is an online
digital poster creator. The project is standards-based and takes place on the last day-and-a-half of the
second week of the project. This project will require students to use the following standards-based skills
from the four curricular areas: reflect upon their leadership skills, solve real world problems with rational
numbers, distinguish and communicate the unintended consequences of the Internet, recognize how any
technological development can have a widespread influence, and appropriately present their findings.
The project concludes with a classroom presentation by each group in which they describe their findings.
Unit
Essential
Question(s)
What are the tools and procedures needed to test a prototype?
What is the Engineering Design Process and how do you use it?
What are evidences of successfully applying the Engineering Design Process?
What are the intended benefits of your packaging design?
What are the unintended consequences of your packaging design?
What technologies or tools can you implement to meet your needs within this project?
How does examining technologies Ancient Egyptians used to meet their needs help your thought process
towards building a successful package?
What is our cultural perception of the USPS?
How might other cultures’ perceptions of their national postal service differ from ours?
How do I calculate the total cost of creating a package to ship a chip? How can I make my package less
expensive?
What are the characteristics of a good digital leader?
How can you digitally communicate with others?
What skills are needed to give a successful presentation?
Culminating
Events
Project 1: Ship the Chip. This project will take place on the last two days of the first week of the unit and
the third day of the second week. Three classroom days will precede the project. Standards-based
instruction should be emphasized in preparation for this project. Students will be expected to utilize the
following skills in completing the project:
 Science skills: use of the engineering design process, selecting appropriate tools, model
building and testing, distinguishing between intended and unintended consequences.
 Math skills: use addition, subtraction, multiplication and division of multi-digit rational
numbers to calculate the cost of producing the package to ship the chip.
 ELA skills – Internet research techniques, determining the credibility of a source
 Social Studies skills: recognizing technology as any tool developed to meet our needs,
understanding that cultural perceptions can change based one’s place in the world
The project requires students to research, design, build, test and rebuild a small shipping package to
protect a potato chip (or other fragile cargo) that will be sent through the mail. The project also requires
students to research packaging and shipping, document their design process, present their final product
and complete a reflective writing.
Grouping – Students will be assigned to groups of four at the beginning of the project. Since the project
is trans-disciplinary, one student from each group will receive special instructions from each content
area. This student is responsible for carrying the instructions back to the group and communicating the
instructions.
Project 2: Glogster This will be a 1 ½ day project. One day will be spent planning and creating a digital
poster, Glogster. The remaining half-day will be used for presenting the Glogsters to the class. Before
students begin creating their presentation, they will watch “Junk Sculpture Presentation” (see resource
folder) to demonstrate incorrect presentation skills, such as failing to make eye contact and using poor
voice quality. The teacher will hold a class discussion to point out the mistakes that were made in the
video. Teachers will reiterate the main three skills that students must remember during an oral
presentation: maintain good eye contact, speak clearly, and speak loudly enough for everyone to hear.
Students will be given time for practicing before the presentations.
Being a responsible Digital Leader is the main focus of the second project. In order to be successful,
students will incorporate the following skills into completing and presenting their Glogsters:
 Science skills: identifying benefits and unintended consequences of technology
 Math skills-solving real-world problems with rational numbers
 ELA skills – Presentation Skills
 Social Studies skills: identify the effects of technology on a society
Grouping- Students will be paired with a student that was not in their previous group. Pairs will consist of
a girl and a boy; otherwise, the pairs will be random and not based on ability. Students will work
together to create a digital poster depicting the characteristics of a digital leader. A presentation of the
Glogsters will be completed at the end of the project. Students will be expected to speak clearly, make
eye-contact with the audience, and have correct information.
Common
Assessment
STEM Project Rubric
Advanced
Math
Components
Evaluating
Expressions
20%
Science
Components:
The Engineering
Design Process
30%
Social Studies
Component
Cultural Perception
of the USPS
20%
Proficient
Project Title: Ship the Chip
Student Name: _______________
Date: _______________________
Needs Improvement
Total cost of the final
product is calculated
with no more than 1
mathematical error.
Total cost of the final
product is calculated with
no more than 2-3
mathematical errors.
Total cost of the final product is
calculated with 4 or more
mathematical errors.
Finishes project on time.
Provides complete
documentation (15/15
steps) of three cycles of
the EDP. Design has at
least one functioning
door to allow repeated
access to chip.
Finishes project on time.
Provides complete
documentation for 12/15
steps of three cycles of the
EDP. Design has at least
one functioning door to
allow access to chip.
Finishes the project on time. Provides
complete documentation for 10/15
steps of three cycles of the EDP.
Design has at least one door to allow
one-time access to the chip.
Answer 5
contemplation questions
displaying a
comprehensive
understanding of our
cultural perception of
the USPS in comparison
to other countries’
cultural expectations in
nations with less
developed
infrastructure, if Ship the
Chip is an adequate
assessment of the USPS,
and recognition of
alternative ways to send
and receive mail.
Answer 4
contemplation questions
displaying a
comprehensive
understanding of our
cultural perception of the
USPS in comparison to
other countries’ cultural
expectations in nations
with less developed
infrastructure, if Ship the
Chip is an adequate
assessment of the USPS,
and recognition of
alternative ways to send
and receive mail.
Answer 3
contemplation questions displaying a
comprehensive understanding of our
cultural perception of the USPS in
comparison to other countries’
cultural expectations in nations with
less developed infrastructure, if Ship
the Chip is an adequate assessment of
the USPS, and recognition of
alternative ways to send and receive
mail.
9-10 questions are
answered correctly with
details
7-8 questions are
answered correctly with
details
<7 questions are answered correctly
with details
Complete URL is listed
for 9-10 questions. (If
someone types the URL
into the address bar, it
will take he/she directly
to the answer that is
written on the paper.)
Complete URL is listed for
7-8 questions. (If
someone types the URL
into the address bar, it
will take he/she directly
to the answer that is
written on the paper.)
Complete URL is listed for <7
questions. (If someone types the URL
into the address bar, it will take
he/she directly to the answer that is
written on the paper.)
ELA Component
United State Postal
Service Research
Using more than
one internet source
to answer a
question
15%
ELA Component
United State Postal
Service Research
CITING SOURCES
15%
STEM Project Rubric
Advanced
Math
Components
Evaluating
Expressions
20%
Science
Components:
The Engineering
Design Process
30%
Social Studies
Component
Outcomes of
technological
advancements in
Ancient Egypt
20%
Proficient
Project Title: Glogster
Student Name: _______________
Date: _______________________
Needs Improvement
Calculated technological
growth correctly on 5 of
the computers.
Calculated technological
growth correctly on 4 of
the computers.
Calculated technological growth
correctly on 3 or less of the
computers.
Creates a list of at least 10
unintended consequences
of the internet and
represents 4 on Glogster
and discusses 3 during
presentation.
Creates a list of at least 8
unintended consequences
of the internet and puts 3
on Glogster and discusses 2
during presentation.
Creates a list of at least 7
unintended consequences of the
internet and puts 2 on Glogster
and discusses 2 during
presentation.
Identify 6 outcomes of the
Ancient Egyptian’s
technologically advanced
boats and agricultural
proficiency. These
outcomes should be
related to Ancient Egypt’s
culture of building
astonishing monuments,
pyramids, temples, etc.
and their economic
successes that allowed for
such building
accomplishments.
Identify 4 outcomes of the
Ancient Egyptian’s
technologically advanced
boats and agricultural
proficiency. These
outcomes should be
related to Ancient Egypt’s
culture of building
astonishing monuments,
pyramids, temples, etc. and
their economic successes
that allowed for such
building accomplishments.
Identify 3 outcomes of the
Ancient Egyptian’s
technologically advanced boats
and agricultural proficiency.
These outcomes should be
related to Ancient Egypt’s
culture of building astonishing
monuments, pyramids, temples,
etc. and their economic
successes that allowed for such
building accomplishments.
keeps eye contact with
audience most of
the time; only glances at
notes or slides
makes infrequent eye
contact; reads notes
or slides most of the time
does not look at audience;
reads notes or
slides
ELA Component
Presentation SkillsEye Contact
15%
ELA Component
Voice Quality
15%
Unit
Objectives
speaks clearly; not too
quickly or slowly
speaks clearly most of
the time; sometimes
too quickly or slowly
mumbles or speaks too quickly
or slowly
I can use the engineering design process.
I can select tools and procedures for building and evaluating a prototype.
I can identify the steps of the engineering design process.
I can identify benefits and unintended consequences.
I can identify design constraints.
I can use the scientific method.
I can identify the steps of the scientific method.
I can use rational numbers to solve a real world problem.
I can use good voice quality and make eye contact while giving a presentation.
I can recognize a given leader’s impact on world history.
I can recognize a given technological advancement’s impact on a particular society.
Strands (main ideas taught in unit)
ELA
Math
Reading Informational Text, Writing, Speaking and Listening
The Number System
Science
Embedded Technology and Engineering
Social
Studies
Culture, Economics, Geography, Government, History
Vocabulary
ELA





Credibility- being believable or worthy of trust
Source- the person, text, etc. that supplies information
Imagery- the use of words in order to form metal images in the mind of the reader
Cyberbully- a person who intentionally harms someone’s character online
Climax- the turning point of the plot
Math
STEM Math IA
 Integer-the set of whole numbers and their opposites
 Absolute Value -the distance a number is from zero on a number line.
 Positive -numbers greater than zero.
 Negative -numbers less than zero.
 Additive Inverse- one of a pair of numbers whose sum is zero; the additive inverse of -5 is +5
STEM Math IB
 Product -the answer to a multiplication problem
 Quotient -the answer to a division problem
 Greatest Common Divisor - the largest integer that divides without remainder into a set of integers
 Greatest Common Factor - greatest common divisor: the largest integer that divides without
remainder into a set of integers
 Least Common Multiple - the lowest quantity that is a multiple of two or more given quantities (e.g.,
12 is the lowest common multiple of 2, 3, and 4).
Science





criteria – a standard
design constraint – a design requirement
protocol – a detailed plan for doing something
prototype - a model that can be tested
bias – error caused by favoring one outcome over another
Social
Studies





archeologist—a studier of prehistory based on artifacts, monuments, and inscriptions
hieroglyphics—pictographic scripts used particularly by Ancient Egyptians
ancient—very distant past or no longer in existence
polytheism—belief in multiple gods
caste —hierarchical system of dividing a given society
Key Questions
ELA
What are the steps of
efficiently searching the
Internet for information?
Math
How do I calculate the
cost of the final
product?
Science
What are the tools and
procedures needed to
test a prototype?
How can you determine
the amount of credibility
a source provides?
How do the changes I
make impact the final
cost?
What is the technique for
citing an Internet source?
How can I use rational
numbers to describe the
growth of technology?
What is the
Engineering Design
Process and how do
you use it?
What are the
characteristics of a Digital
Leader?
What are evidences of
successfully applying
the Engineering Design
Process?
What are the intended
benefits of your
packaging design?
What are the
unintended
consequences of your
packaging design?
What is the scientific
method and how do
we use it?
Social Studies
What leadership skills
are evident in the
building of the Great
Pyramid?
What technologies did
the Ancient Egyptians
develop and what needs
did they meet?
What are the key
components of Ancient
Egyptian culture,
economics, government,
geography, and
accomplishments?
What makes Ramses II
such a significant
historical figure?
How was the Ancient
Egyptian caste system
organized and who were
the leaders?
In what ways do the
Scientific Method and
the Engineering Design
Process differ?
Hook for
Unit
Watch this video, which is from the vantage point of a package traveling from point “a” to point “b”.
There is a camera attached to the outside of a package so the students are able to see what the journey
of a package is like. After the video, the class will openly discuss what their Ship the Chip package will
require to be successful. This video will also serve as a gauge for their testing stage, as they will be
prompted to put their package through more vigorous tests than what they see in the video.
Literature /
Informative
Text
Component
Informational Text:
“Why STEM Education Important”
“STEM” – Infographic – Edutopia
Dr. Fancis Eberie, a STEM leader and author of “Why STEM Education is Important”, writes about the
importance and need for quality STEM education reform. She speaks of the deficiencies in math and
science that the US experiences on a global scale. The STEM infographic will give more statistics to
support the need for STEM education.
Since the “T” in STEM stands for technology, students will gain the understanding that it is extremely
important to use technology wisely.
Writing
Closure
Materials
Needed for
Culminating
Event
Students will read an interview that was recorded on Twitter. Kevin Curwick, 18, is fighting back against
cyberbullies with a Twitter account he uses to compliment his classmates. He is a good example of a
digital leader. In this activity, students use an interview with Kevin, as an example, to write an article
about a digital leader. Students will create the characters evolved along with the positive qualities of that
leader. They will be expected to encompass the skills that have been taught throughout the unit,
including the collaboration skills they have learned. The article will be assessed using the “Digital
Leadership Article Rubric.” This will serve as a formative assessment.
“Junk Sculpture Presentation”- See Resource Folder
“Why STEM Education Important” – See Resource Folder
“STEM” – Infographic – Edutopia – See Resource Folder
Ship the Chip
One chip per group
Paper
Cardboard
Glue
Tape
String
Cotton balls
Plastic wrap
Toothpicks
Popsicle sticks
Foil
Markers
Ship the Chip and Math (See Resource Folder)
How the USPS Works (See Resource Folder)
Engineering Design Process (See Resource Folder)
Ship the Chip Instructions (See Resource Folder)
Materials for Differentiated Instruction-Remediation:
Calculator
How the USPS Works Cube (See Resource Folder)
Materials for Differentiated Instruction-Enrichment:
Students will design a shipping container to ship 20 chips. Students will compare and contrast their 1chip container to their 20-chip container.
Glogster
MacBook Air for each group
Glogster Account
Materials for Differentiated Instruction-Remediation:
Calculators
Glogster is adaptable to each student through choices
Notes for presentation
Cubing
Materials for Differentiated Instruction-Enrichment:
Math Problem: Compare to fastest super computer
Glogster is adaptable to each student through choices
Standards: Common Core Standards, Tennessee State Standards
ELA
Common
Core
Standards.
Math
Common
Core
Standards.
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
W.6.6 Use technology, including the Internet, to produce and publish writing
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing
the inquiry when appropriate.
W.6.8 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.6.4 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
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
STEM Math IA
7.NS.1.d. Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.2.c. Apply properties of operations as strategies to multiply and divide rational numbers.
7.NS.3. Solve real-world and mathematical problems involving the four operations with rational
numbers.
STEM Math IB
6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation.
6.NS.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. For example, express 36 + 8 as 4 (9 + 2).
Science
Tennessee
State
Standards.
Social
Studies
Tennessee
State
Standards.
GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs.
GLE 0607.T/E.2 Know that the engineering design process involves an ongoing series of events that
incorporate design constraints, model building, testing, evaluating, modifying, and retesting.
GLE 0607.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.
SPI 0607.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.
SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully
applied.
SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new
technology.
6.1.spi.1 Recognize the basic components of culture (i.e., language, common values, traditions,
government, art, literature, lifestyles).
6.1.spi.7. Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life
(i.e., legal, religious, and culture).
6.2.spi.1. Recognize an example of a barter economy.
6.2.spi.4. Recognize the importance of economic systems in the development of early civilizations around
rivers (i.e., Tigris and Euphrates, Huang He, Nile, Indus).
6.3.spi.3. Identify the location of early civilizations on a map (i.e. Mesopotamian, Egyptian, Ancient
Chinese, Indian.).
6.4.spi.4. Recognize the roles assigned to individuals in various societies (i.e., caste systems, feudal
systems, city-state systems, class systems).
6.5.spi.3. Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese,
Native American, Medieval, and Renaissance).
6.5.spi.4. Recognize the forms of early world writing (i.e., cuneiform and Egyptian/Native American
Hieroglyphics).
6.5.spi.5. Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of
farming, advances in weaponry, written language, and printing.
Project Days 1 - 4
SHIP THE CHIP
Goal – Research, design and construct a protective container for shipping a potato chip. The scenario is:
You are a team of manufacturing engineers given the challenge of designing the smallest, lightest package of all
the engineering teams in your classroom that will protect a single potato chip shipped through the mail from a
remote location to your school. Everyone will be given access to same materials, but have you have to track your
production cost based on the materials you use.
Sample Agenda for Ship the Chip
Day 1
9:05 - 9:10
9:10 - 9:15
9:15 - 9:25
9:25 - 9:45
9:45 - 11:10
11:10 - 11:40
11:40 - 12:00
12:00 - 1:00
1:00 - 1:50
Group assignments and Room assignments are announced in homeroom
Members find their group and room
Teacher explains overall project
Teachers explain process: Each member has a job as a representative for one academic subject. Students choose
a job and move to ELA, Sci, Math or SS for instruction specific to that area. They will bring the information back to
the group.
One group member from each group attends one academic session for instructions
Return to groups and do RESEARCH
Lunch
Brainstorm for solutions (document ideas)
Design (document designs)
‘Buy’ materials, build, test, redesign, rebuild, document all steps on the EDP sheet
Day 2
9:05 - 11:10
11:10 - 11:40
11:40 - 12:00
12:00 - 12:20
12:20 - 1:50
Test, rebuild, document on the EDP sheet
Lunch
Peer Review
Group Review (prep project and documentation for turn in)
Reflection
Day 3 (First half day is the conclusion of Ship the Chip)
9:05 – 10:00
10:00 – 11:10
11:10 – 11:40
Open packages and review results – record details about the condition of the package and the condition of the
chip. Come up with three possible design improvements.
Choose one improvement and rebuild the prototype. Test it and record results. Write one paragraph describing
how you used the engineering design process on this final day of Ship the Chip. This ends Ship the Chip. At 11:45
this same day Glogster begins.
Lunch (or other natural buffer between Ship the Chip and Glogster)
Project Days 3 (last half) and 4
Glogster
Goal – research assigned topics, build a Glogster and present findings to your peers and teacher.
Assigned Topics
Science – What were three original intended benefits of the Internet and what are ten unintended consequences. Make
a list. Include only one benefit and two unintended consequences on the glogster. (Compare this to the social studies
assignment.)
Math – Compare the computing speeds of five modern devices to the speed of the original computer built by Steve
Wozniak and Steve Jobs. Compute a ratio, so that each result is expressed as a number: 4 times faster or 30 times
faster. Use your iPad, an iPhone 5, a MacBook Air and two other devices of your choice.
ELA – Practice your presentation skills to make sure you use good eye contact, a clear speaking voice, and that you speak
loud enough for everyone to hear.
Social Studies – Identify the intended benefits of cargo ship technology in ancient Egypt and the unintended
consequences of this technology. (Compare this to the science assignment.)
Set Up and Considerations
The technology gap is rapidly growing between the digital natives and digital immigrants. Everyone can think a family
member that is not comfortable with technology. What are some complications that have evolved and how can they be
solved? What are the expectations of our behavior online? How does that relate to leadership skills? How can we grow
to be responsible leaders on or offline? How do you know if online information is valid? The projects will facilitate
students to recognize others’ and their own leadership skills and abilities.
Sample Agenda for Glogster
Day 1 (half day)
11:45 – 12:00 Show presentation video. Hold a class discussion on the proper ways of orally presenting information to
a group.
12:00 - 1:50 Plan, research, and begin creating the Glogster
Day 2 (full day)
9:05 – 11:10
11:10 – 11:40
11:40 – 12:50
12:50 - 1:50
Finish creating Glogster, plan and produce presentation, practice presentation
Lunch
Presentations
Unit Writing Closure
Appendix A-Ship the Chip Description