Unit: 1: Leadership

ELA Teacher

Math Teacher

Science Teacher

Social Studie Teacher

Eddr

//+

Out

Culture, Eco-nomics, Geog-raphy, Govern-ment, History

The Number SystemEmbedded InquireyTechnology and En-gineering

Informational Text, Writing

Grade Level 6th Grade Unit Length 2 WeeksUnit Overview

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?

Innovation AcademyUnit Plan Template

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

Unit Objectives

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.

STEM Project Rubric Project Title: Ship the ChipStudent Name: _______________Date: _______________________

Advanced Proficient Needs ImprovementMathComponents

Evaluating Expressions

20%

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.

Science Components:

The Engineering Design Process

30%

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.

Social StudiesComponent

Cultural Perception of the USPS

20%

Answer 5contemplation 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 4contemplation 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 3contemplation 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.

ELA Component

United State Postal Service Research

Using more than one internet source

to answer a question

15%

9-10 questions are answered correctly with

details

7-8 questions are answered correctly with

details

<7 questions are answered correctly with details

ELA Component

United State Postal Service Research

CITING SOURCES

15%

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.)

STEM Project Rubric Project Title: GlogsterStudent Name: _______________Date: _______________________

Advanced Proficient Needs ImprovementMathComponents

Evaluating Expressions

20%

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.

Science Components:

The Engineering Design Process

30%

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.

Social StudiesComponent

Outcomes of technological advancements in Ancient Egypt

20%

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.

ELA Component

Presentation Skills-Eye Contact

15%

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

Voice Quality

15%

speaks clearly; not too quickly or slowly

speaks clearly most of the time; sometimestoo quickly or slowly

mumbles or speaks too quickly or slowly

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 Reading Informational Text, Writing, Speaking and Listening

Math The Number System

Science Embedded Technology and Engineering

Social Studies

Culture, Economics, Geography, Government, History

VocabularyELA 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 +5STEM 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 Math Science Social StudiesWhat are the steps of efficiently searching the Internet for information?

How can you determine the amount of credibility a source provides?

What is the technique for citing an Internet source?

What are the characteristics of a Digital Leader?

How do I calculate the cost of the final product?

How do the changes I make impact the final cost?

How can I use rational numbers to describe the growth of technology?

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 is the scientific method and how do we use it?

In what ways do the Scientific Method and the Engineering Design Process differ?

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?

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 – EdutopiaDr. 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

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.

Materials Needed for Culminating

Event

“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 groupPaperCardboardGlueTapeStringCotton ballsPlastic wrapToothpicksPopsicle sticksFoilMarkersShip 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:CalculatorHow 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 1-chip container to their 20-chip container.

Glogster

MacBook Air for each groupGlogster Account

Materials for Differentiated Instruction-Remediation:CalculatorsGlogster is adaptable to each student through choicesNotes for presentationCubing

Materials for Differentiated Instruction-Enrichment:Math Problem: Compare to fastest super computerGlogster is adaptable to each student through choices

Standards: Common Core Standards, Tennessee State Standards

ELACommon 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 writingW.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 pronunciationSL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

MathCommon Core Standards.

STEM Math IA7.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 IB6.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).

ScienceTennessee 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 thatincorporate 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 successfullyapplied.SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.

Social Studies

Tennessee State Standards.

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 19:05 - 9:10 Group assignments and Room assignments are announced in homeroom9:10 - 9:15 Members find their group and room9:15 - 9:25 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.

9:25 - 9:45 One group member from each group attends one academic session for instructions9:45 - 11:10 Return to groups and do RESEARCH11:10 - 11:40 Lunch11:40 - 12:00 Brainstorm for solutions (document ideas)12:00 - 1:00 Design (document designs)1:00 - 1:50 ‘Buy’ materials, build, test, redesign, rebuild, document all steps on the EDP sheet

Day 29:05 - 11:10 Test, rebuild, document on the EDP sheet11:10 - 11:40 Lunch11:40 - 12:00 Peer Review12:00 - 12:20 Group Review (prep project and documentation for turn in)12:20 - 1:50 Reflection

Day 3 (First half day is the conclusion of Ship the Chip)

9:05 – 10:00 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.

10:00 – 11:10 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.

11:10 – 11:40 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 TopicsScience – 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 ConsiderationsThe 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 Finish creating Glogster, plan and produce presentation, practice presentation11:10 – 11:40 Lunch11:40 – 12:50 Presentations12:50 - 1:50 Unit Writing Closure

Appendix A-Ship the Chip Description