Professional Documents
Culture Documents
Title:
Teacher:
Jessica Branstetter
Katie Chock
Grade Level:
8th Grade
Duration:
6 Days
Content
Focus:
Forces
Energy
Project Idea:
Summary of the
issue,
challenge,
investigation,
scenario, or
problem
Essential
Question:
Content and
Skills
Standards to
be addressed:
(CCCSS,
NGSS, Calif.,
CTE)
Driving
Question
T+A
Problem Solving
Critical Thinking
Creativity and
Innovation
st
21 Century
Skills,
Habits of
Mind to be
explicitly taught
and assessed
(T+A) or that will
be encouraged
(E) by Project
work but not
taught or
assessed:
T+A
Communication
Presentation
x
x
Presentation Audience
Group:
Culminating
Products
and
Performanc
es
Class
School
Community
Individual:
Experts
Web
Other:
Project Overview
Entry event
to launch
inquiry, engage
students:
Outline or
Entry Event:
-Video Moving windmills: The William Kamkwamba Story (NGSS MS-
Conceptual
Flow
Include
assessment
points:
2.
3.
4.
5.
Assessment
s
CTE D2.0)
a. Research: Wind turbine design (CTE 4.1, 4.5; CCSS RI.7)
b. Sketch possible designs (CTE D2.0)
Frontload: Safety (CTE 6.3)
a. Continue Research (CTE 4.1, 4.5; CCSS RI.7)
b. Begin building prototypes. (NGSS MS-ETS1-1; NGSS
Dimension 2; CTE 5.2, 6.3)
Revise and edit prototypes. (NGSS MS-ETS1-1; NGSS Dimension
2; CTE 5.2, 6.3)
a. Continue research as needed. (CTE 4.1, 4.5; CCSS RI.7)
b. Class discussion: Progress, success, failure.
Continue with emphasis on finishing a final prototype. (NGSS MSETS1-1; NGSS Dimension 2; CTE 5.2, 6.3)
a. Class discussion: Progress.
Presentations (CCCSS LS.4)
Formative
Assessments
(During Project)
Quizzes/Tests
Journaling/Learning Log
Preliminary Plans/Outlines
X
Rough Drafts
Online Tests/Exams
Summative
Assessments
(End of Project)
Other Products
Peer Evaluation
Self-Evaluation
Essay Test
Other
Resources
Needed
On-site people,
facilities
Equipment
Materials
Community
resources
Reflection
Methods
(Individual,
Group, and/or
Whole Class)
Journal/Learning Log
Focus Group
Whole-class Discussion
Fishbowl Discussion
Survey
Other
What is energy?
What are the two forms of energy?
What is force?
What are your variables?
What is your testable question?
What is the process of the engineering design?
Does the surface area of the blade affect the speed of the
turbine?
Does the number of blades affect the speed/energy of the
turbine?
Does the shape of the blade affect the speed/energy of the
turbine?
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?
Week # 1
Dates ___________________________
Monday
Tuesday
Wednesday
Entry Event:
Video: Moving
Windmills.
https://www.you
tube.com/watch
?v=arD374MFk
4w
*Stop video
intermittently
and have
students
discuss and
Frontload:
Mini lesson on
the engineering
process
Frontload:
Mini lesson on
safety and
proper usage of
materials.
Partner Work
*Research wind
turbine design
*Begin
designing
sketches
Partner Work
*Continue
researching
and sketching
possible
designs.
Thursday
Partner Work
*Continue
creation of
prototypes.
*Edit, revise,
and continue
research as
necessary.
Class
Discussion
*Whats
Friday
Partner Work
*Continue
creating. Focus
on getting
finished with the
final prototype.
Class Debrief
*Ready for
presentation?
define possible
problems.
*Class
discussion:
windmills,
electricity, wind
farms.
EL Strategies:
- Speak slowly
- Write down
key ideas and
concepts on the
front board
Intervention
Lesson focus:
Teacher to
circulate to
support
struggling
students/groups.
EL Strategies:
EL Strategies:
- Revisit
appropriate
academic
vocabulary
- Draw pictures
next to
presentation
rubric
Intervention
Lesson focus:
- Teacher to
circulate, provide
one on one
support for
struggling
students.
- Provide
students with
brief written and
oral instructions
for presentation
complete task, if
needed.
Monday
Partner Work
Place final
touches on final
Wednesday
Thursday
Friday
prototype if
necessary.
Present
*Partners come
up one at a
time to present
their final
project.
Debrief
*Which was the
most
successful?
Why?
EL Strategies:
- Have student
draw and write
captions to their
explanation
Intervention
Lesson focus:
Partner share
and sentence
stem.
Students are able
to draw concept
maps that include
important
aspects of the
project