Unit Plan Introduction and MA Frameworks

(1) Complete Part I of the Unit Plan(below)

Select the Massachusetts Frameworks that will be the basis for your Unit Plan. The Unit Plan is the benchmark assignment for the course, and will be revised and added to throughout this course.

Slightly different formats are acceptable as long as they contain substantially the same information.

See example in Google Classroom:  cfwcpg4  join code; also in Student Work Examples

The Unit plan will be posted and shared with your classmates through Google Classroom.

Frameworks to be included:

• Science and Technology/Engineering

• ELA

• Math, and

• Digital Literacy Frameworks- See http://www.doe.mass.edu/frameworks/current.html

Submit to Google Classroom with this assignment,

Save in your Google Drive STEM unit folder

Attach to the beginning of your Classroom as per the example Classroom

These documents may be revised during the course as your unit develops.

PBL Ideas: 

 Search for "PBL (yoursubject)  Projects (Your Grade)"

• Example: Teachers Pay Teachers PBL Math Projects Grade 6 https://www.teacherspayteachers.com/Browse/Search:math%20pbl%20projects%20sixth%20grade

• PBL Works https://my.pblworks.org/projects

• Pinterest(https://www.pinterest.com/teachers/) has lots of good PBL STEM ideas, particularily for primary grades.

• Pinterest Tutorial: https://youtu.be/QVWDeIfYOK4

What topics are you currently doing?

(1) Choose a science/engineering  framework that will be the basis for your unit

(2) Choose a real-life or literature-based problem that relates to the science  standard

(2) Choose a design technology principle that relates to the problem

(3) Choose a math standard that relates to the design technology

Example 1( Grade 3):

• ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.

Clarification Statements(math)

• • 1. Examples of weather data could include temperature, amount and type of precipitation (e.g., rain, snow), wind direction, and wind speed.

    2. Graphical displays should focus on pictographs and bar graphs.

    3. Tech/Eng: Design, build, and test weather instruments

Submit Part I to  Google Classroom

These documents may be revised during the course as your unit develops.

See past student work and examples under Documents, Forms, and Examples.

Example 2: Grade 6 Math

• Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

Examples:

• (1) Pendulum frequency as a function of pendulum length 

• (2)  Boat Cargo capacity as a function of displacement volume

For another example, a Grade 4 project on transformations of energy could be titled "Playground Physics" and could investigate energy and motion as experienced in the schoolyard:

For another example, a Grade 3 unit on weather could include creating weather maps, looking at climate change, building weather instruments, graphing temperature and rainfall, learning cloud types, etc.- each of these would be an activity as part of answering a larger question about weather and climate.

Example

Course Name: STEM Education for the 21st Century Grade(s): Second Grade 

Core Content Area: Literature and Engineering 

Part I- General Expectations 

1. Project  Summary: After reading Cinderella, students will be challenged to create a carriage that will bring “Cinderella” to the ball before time is out. This lesson will cover literature through the reading of Cinderella, measurement of the road to the ball, time and engineering of a carriage. 

2. Essential Driving Question or Design Goal: 

             What carriage design will bring Cinderella to the ball the fastest?   

3. Voice and Choice:  

Each group of students will have access to the same materials but will choose to use the materials differently depending on how they chose to engineer their carriage.  

4. Student Learning Outcomes-Technology/Engineering Skills 

Students will use the engineering design process to design, build, and test  a carriage using a variety of items.  Students will test its performance, and evaluate and share the results. Using both their own results and those of other student groups, they will then revise their design, going through a minimum of two design cycles. 

5. Student Work Products/ Deliverables: 

Using Ipads, students will create a video in which they document their design, building, testing, and revision process, and reflect on the results. 

6. Targeted Massachusetts Science and Engineering Frameworks: 

2.ETS.1.3 Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.* Clarification Statements: Data can include observations and be either qualitative or quantitative; Examples can include how different objects insulate cold water or how different types of grocery bags perform. 

7.Targeted Massachusetts ELA Frameworks(Include at least one Critical Thinking statement from Frameworks) 

RL.2.2Retell stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 

8.Targeted Mathematics Frameworks: 

2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 

2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 

9 .Assessment(s): Using your Driving Question or Design Goal, what sort of baseline, formative, and summative assessments are you going to use to both reinforce and measure student learning? 

The formative assessment will be the design plan that the team sketches out. The design plan will be submitted to the teacher and the students will orally explain their plan and why they think it will work best. Once the teacher says that the plan is good the students will build their model, test, and re-design. The summative assessment will be the submission of the final product that successfully brings the Cinderella doll 20 feet in a straight line while a student pulls it. 

10. Addressing the needs of Moderately Disabled, Gifted, and English Language Learners: How will you make sure that the content, materials and instruction will be differentiated to meet the needs of the aforementioned population of students? Make sure you address this in regards to delivery, tasks, and work product.  

The Cinderella text will be read orally as a whole class. Students will Moderate Disabilities will read the text at a lower level in a small group. Students who are Gifted will read Cinderella at a higher level and independently. English Language Learners (ELL) will read the Cinderella graphic novel with assistance by the ELL teacher. Each group of students is being exposed to the same content (story) but at their own level. Once it is time to work in groups the students will be grouped in fours with mixed ability levels. All students will have access to the same materials.  

11. Give specific examples from your unit how students will collaborate and communicate, use critical thinking and express creativity. 

Students will work in groups to design and redesign their carriage using the engineering process. Students must work collaboratively to have a successful outcome.