Embedded Files
Unit 4: How the world works
Unit 4: How the world works
February 1st - March 12th
Central Idea: People contribute to impacting the community and the world around us by inventing solutions that lead to scientific and technological advances.
Central Idea: People contribute to impacting the community and the world around us by inventing solutions that lead to scientific and technological advances.
By the end of the unit my student will:
By the end of the unit my student will:
Explain how a scientific, technological, or social invention has impacted the world currently. Students can choose to write an essay, build a model, or come up with a different creative way to communicate how the world works through the lens of their invention.
Student Agency
Student Agency
Voice: Exchange ideas with classmates and share their findings with their community.
Choice: Choose an advancement that has shaped the world; choose a format to present their research information.
Ownership: To analyze how they have been personally impacted by the invention.
Student Action
Student Action
Choose: Being more organized in the classroom and station rotation.
Act: Acknowledging the responsibility to stick to their goal.
Reflect: Holding each other accountable to reflect on their subject goals and their plans to accomplish them.
Key Concepts
Key Concepts
Causation: The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Why do some calculations produce patterns?
How can you make a shadow?
How many inventions moved society forward?
Connection: The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
How do our experiences allow us to connect to stories?
What, if any, connections exist between society then and today?
What kinds of beliefs and values encourage connections?
Perspective: The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.
Are there different ways of explaining something?
How do people decide who they want as a leader?
Why do people have different points if view on the environment?
Related Concepts
Related Concepts
Science: Weather and climate patterns, systems in the Earth
Social studies: technological changes, interdependence, reconstruction, compare and contrast regions,
Reading: folk/traditional tales, informational texts, multimodal and digital texts, poetry
Math: geometry, symmetry
Summative Assessments - Student Work
Summative Assessments - Student Work
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