PBL Overview

Title:

Going to the Zoo

Est. Start Date: Sept

Duration: 4 weeks
2015
Teacher:
Laurie Slatkin
Grade Level: 4th
Content Focus: Science and Math
Other subject areas to be included: Reading
Comprehension, Writing
Project Idea:
Students will learn the needs of a specific animal for survival, how that animal uses its
Summary of the senses, and how to adapt a habitat for that animal in order to give the animal the best
issue,
chance of a successful and happy life living in a zoo. Students will create a habitat
challenge,
suitable for their animal and be able to explain the components they have included.
investigation,
Students will learn what not only what meets their animals physical needs, but social
scenario, or
needs as well.
problem
Essential
How do animals use their senses
Driving
If you could design the ultimate
Question:
to guide their behavior and
Question habitat for an animal, what would
survival?
your animal need and want in
order to survive?
From Molecules to Organisms: Structures and Processes
Content and
4-LS1-2-Use a model to describe that animals receive different types of information
Skills
through their senses, process the information in their brain, and respond to the
Standards to
information in different ways.
be addressed:
(CCCSS,
4-LS1-1-Construct an argument that plants and animals have internal and external
NGSS, Calif.)
structures that function to support survival, growth, behavior, and reproduction.
ESS2.E: Biogeology-Living things affect the physical characteristics of their regions.
3-5-ETS1 Engineering Design
NGSS 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that
includes specified criteria for success and constraints on materials, time, or cost.
NGSS 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem
based on how well each is likely to meet the criteria and constraints of the problem.
NGSS ETS1.A: Defining and Delimiting Engineering Problems * Possible solutions to
a problem are limited by available materials and resources (constraints). The success of
a designed solution is determined by considering the desired features of a solution
(criteria). Different proposals for solutions can be compared on the basis of how well
each one meets the specified criteria for success or how well each takes the constraints
into account.
NGSS ETS1.C: Optimizing the Design Solution * Different solutions need to be tested
in order to determine which of them best solves the problem, given the criteria and the
constraints.
Mathematics
4.OA.A-Use the four operations with whole numbers to solve problems.
!

4.MD.1-Know relative sizes of measurement units within one system of units including
1!

km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement,
express measurements in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table.
4.MD.2-Use the four operations to solve word problems involving distances, intervals
of time, liquid volumes, masses of objects, and money, including problems involving
simple fractions or decimals, and problems that require expressing measurements given
in a larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement scale.
4.MD.3-Apply the area and perimeter formulas for rectangles in real world and
mathematical problems
4.G.1-Draw points, lines, line segments, rays, angles, (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.2- Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize
right triangles as a category, and identify right triangles.
ELA/Literacy
RL.4.2-Determine a theme of a story, drama, or poem from details in the text;
Summarize the text.
RI.4.2-Determine the main idea of a text and explain how it is supported by key
details; summarize the text
RI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text including what happened and why, based on specific information in the
text.
RI.4.7-Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it
appears.
W.4.1-Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
W.4.2-Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W.4.7-Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
W.4.8-Recall relevant information from experiences or gather relevant information
-from print and digital sources; take notes, paraphrase, and categorize information, and
provide a list of sources.
W.4.9- Draw evidence from literary or informational texts to support analysis,
!

2!

reflection, and research.

SL.4.5-Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes.
L.4.1-Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
T+A
MP.2-Reason
st
21 Century
abstractly and
Skills and
quantitatively.
MPS to be
(3-5-ETS1-1),(3-5explicitly taught ETS1-2),(3-5-ETS1-3)
and assessed
MP.4-Model with
(T+A) or that
mathematics. (3-5will be
encouraged (E) ETS1-1),(3-5-ETS1by Project work 2),(3-5-ETS1-3)
but not taught
MP.5-Use appropriate
or assessed:
tools strategically. (35-ETS1-1),(3-5-ETS12),(3-5-ETS1-3)
Group:
Culminating
Products and
Performances
Individual:

E
X

21st Century Skill-CreativityElaborate, refine, analyze, and

evaluate their own ideas in order
to improve and maximize creative
efforts.

T+A
X

21st Century Skill-Make

X
Judgments and DecisionsInterpret information and draw
conclusions based on the best
analysis.
X
21st Century SkillX
Communication-Use
communication for a range of
purposes (e.g. to inform, instruct,
motivate, and persuade).
Presentation Audience
Students will work in pair-partners to
Class
X
design the habitat for their animal. They
will present their findings to the class
School
using a model (can be computer
generated or 3-d)
Community (if
X
possible)
Students will complete a written
Experts
X
assessment on area and perimeter.
Students will also complete a research
Web
project on their animal.
Other:
X

Project Overview
Entry event
to launch
inquiry, engage
students:

Entry Event:
Students will start with the question, Do captive animals use their five senses?
Students will watch a video of Ivan, the gorilla that lived alone in a shopping mall
(https://www.youtube.com/watch?v=OYYL2LxotA8) and then the teacher will read
aloud the book, Ivan: The Remarkable True Story of the Shopping Mall Gorilla, by
Katherine Applegate (RI.4.7-Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages and explain how the information contributes to an
understanding of the text in which it appears).
3!

Assessment Point:
Students will quick write about what senses they saw Ivan using and what his habitat
was lacking for stimulation of those senses.
Outline or
Conceptual
Flow
Include
assessment
points:

I. How could we create a more comfortable habitat for an animal in a zoo? (NGSS 3-5ETS1-1)
A. Defining and Delimiting Engineering Problems (NGSS ETS1.A)
i. Possible solutions to a problem are limited by available materials and
resources (constraints). (NGSS 3-5-ETS1-1)
II. Developing Possible Solutions (NGSS ETS1.B)
A. Research on a problem should be carried out before beginning to design a
solution. (NGSS 3-5-ETS1-2) (CCCSS RI.4.2, RI.4.3, RI.4.7, W.4.1, W.4.2, W.4.7,
W.4.8, W.4.9)
i. Take notes on the research (CCCSS RI.4.2, RI.4.7)
ii. Which materials would be the best? (NGSS 3-5-ETS1-1)
iii. Which design for the habitat would be the best? (NGSS 3-5-ETS1-1, &
NGSS 3-5-ETS1-2)
Assessment Point: Student Research - Student submit a research animal and resources
for their project.
B. Polygon Review (CCCSS 4.G.1, 4.G.2)
i. Understand that shapes can be classified by the properties of their lines and
angles.
C. Perimeter and Area (CCCSS 4.MD.2, 4.MD.3)
i. Use the four operations to solve real world problems. Apply the area and
perimeter formulas for rectangles.
Assessment Point: Written test on area and perimeter
III. Research and analyze best practices for building a comfortable habitat for a zoo
animal (NGSS 3-5-ETS1-3 & 3-5-ETS1.B)
A. Record data
Assessment Point: Student rough draft of research paper
B. Analyze research
C. Discuss class findings on sensory needs of animal (NGSS 3-5- ETS1-1, ETS1-2)
D. Draw Conclusions (CCCSS W.4.7, W.4.8)
Assessment Point: Written Report (CCCSS W.4.2, W.4.9)
IV. Students will create a 3-model of their habitat (NGSS 3-5-ETS1-3)
A. Conduct an experiment (NGSS 3-5-ETS1.C)
B. Results and Conclusion
Assessment Point: Oral Presentation (CCCSS SL.4.5, L.4.1)

Assessments

Formative
Assessments
(During Project)

Quizzes/Tests

Journaling/Learning Log

Preliminary
Plans/Outlines

4!

Rough Drafts

Online Tests/Exams
Summative
Assessments
(End of Project)

Written Product(s), with

rubric

Other Products

Oral Presentation, with

rubric

Peer Evaluation

Multiple Choice/Short
Answer Test

Self-Evaluation

Essay Test

Resources
Needed

Other

On-site people,
facilities

7/8 Science teacher, curricular science lab supplies,

Equipment

Doc camera, projector, computers/chrome books

Materials

Variety of materials to create diorama of animal habitat such

as newspaper, shoe boxes, cereal boxes, construction paper,
markers, crayons, scissors
Connection with Micke Grove Zoo personnel and/or
Department of Fish and Wildlife personnel

Community resources

Reflection
Methods

(Individual,
Group, and/or
Whole Class)

Journal/Learning Log

Focus Group

Whole-class Discussion

Fishbowl Discussion

Survey

Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)
Student needs to be able to:
Understand the connection between the brain and
the five senses.

Student needs to be able to:

Find the perimeter of a variety of polygons.

Student needs to be able to:

Collect information on a specific animal and its
need using a variety of sources

Student needs to be able to:

Find the area of a variety of polygons.

Student needs to be able to:

Write a research paper on their findings.

Student needs to be able to:

Present their project, both orally and visually.

5!

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)
Teacher asks questions to recall facts, make
observations, or demonstrate understanding:
How can you find the perimeter of a polygon?
What is the mathematical formula for finding the
perimeter of a polygon? How can you find the area
of a polygon? What is the mathematical formula
for finding the area of a polygon? What are the
five senses that animals use? What are the
environmental needs of an animal?
Teacher asks questions to apply or relate:
How do the changes make the habitat more
comfortable with their habitat? How do the
animals senses affect its living environment?
Which senses most affect an animal in a zoo?

Teacher asks questions to summarize, analyze,

organize, or evaluate:
What are the needs of your animal? Does the
perimeter of the habitat influence the area? Can
two perimeters be different in a habitat but the area
be the same? Can two habitats have the same area,
but different perimeters?
Teacher asks questions to predict, design, or
create:
What are some changes in the animals habitat that
could make it more comfortable? What are the
senses that can best be protected in their habitat?

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?

6!

Daily PBL Plans

EL Support:
Variety of visual
resources available of zoo
animals. Strategic
partnering.

Writing Pre-Assessment:
Journal quick write:
What senses did Ivan
use? What was he
missing?

Show Video:
Ivan, the gorilla that
lived alone in a
shopping mall
(https://www.youtube.co
m/watch?v=OYYL2Lxot
A8)

Entry Event:
Teacher reads, Ivan: The
Remarkable True Story of
the Shopping Mall
Gorilla, by Katherine
Applegate.

Tuesday
Pre-Assessment
Feedback:
Students will set a math
learning goal for this
PBL.

A Trip to the Zoo

Monday
Pre-Assess:
Written, compilation of
exit tickets for area and
perimeter, 5 questions,
source, EngageNY

Ongoing Daily: Teacher

will read aloud The One
and Only Ivan by
Katherine Applegate as a
class.

Week 1
Wednesday
Front Load:
Review of regular shaped
polygons, perimeter.
Investigation:
Students will look for and
record polygons found in
nature. Students will
relate the shapes to
different types of animals.
EL Strategies:
Create a co-constructed
chart with needed
vocabulary for area and
perimeter. Also, begin a
co-constructed chart with
polygon attributes.
Intervention:
If needed, reteach in
small group mini lesson
on the attributes of a
polygon.

Intervention:
Pictures and chart of
animals encountered at the
zoo.

EL Strategies:
Front load animals with
pictures and names of
those at the zoo. Create a
mind map of what they
might find at a zoo.

Friday
Investigation:
Students will visit the
Micke Grove Zoo in Lodi.
They will examine the
habitats of the zoo animals,
take notes of positive and
negative attributes of the
habitats, and begin to
explore possible solutions.

Dates_______________________________
Thursday
Investigation:
Students will gain an
understanding of the
sense of touch and how it
helps describe the world
around them.
Source for materials:
http://www.siemensscienc
eday.com/activities/touch
y_subject.cfm
Students will work in
pairs to organize
materials according to
texture while blindfolded.
Students will record in
their journal their
findings and how an
animal in an artificial
habitat may benefit from
a variety of textures.
EL Strategies:
Front load vocabulary for
the investigate and
support with structured
partnerships.
Intervention:
Extension: Students
explain the range and
limitation of their sense
of touch. Students will
brainstorm other
examples of the
importance of touch.

Daily PBL Plans

A Trip to the Zoo

Intervention:
Review and support of
the formulas for
perimeter and area.

EL Strategies:
Continued vocabulary
support by using pictures
and partnering.

Monday
Tuesday
Assess:
Create/Investigation:
Summative assessment on Students will create a
regular polygons
mock human habitat
including specific
layout using Room 409
attributes, either angles or and the 400 building
sides.
activity space. Students
will measure both the
perimeter and area of
each and compare their
findings. Students will
find how many students
can fit in a given habitat
while still remaining
comfortable. Students
will complete a quick
write in their journal
about how they felt when
their habitat became
over crowded.
Investigation:
Students will watch a
video of the Singapore
Zoo to observe their
animal habitats taking
special note of any human
evidence. Students will
work in pairs to complete
a Venn Diagram
comparing the Micke
Grove habitats and the
Singapore Zoos.
Source for materials:
https://www.youtube.com
/watch?v=btrUj_TMCcY
Students will select their
animal of choice from the
Micke Grove Zoo to
research.
EL Strategies:
Strategic partnering.
Intervention:
Teacher support in small
groups using visuals from
Fridays field trip.

Week 2

EL Strategies:
Organizer and direct
teacher support. Guided
terms for researching on
the internet or in books.

Friday
Research:
Research continues with a
new focus of sound and the
animal in study. Students
will determine the
sensitivity of their animal
to noise. Using a diagram,
they will determine an
approximate perimeter that
their animal would not be
startled or distressed by
normal human voices.

Dates_______________________________

Source for materials:

http://www.siemensscien
ceday.com/activities/lets_
hear_it_for_the_ears.cfm

Wednesday
Thursday
Research:
Investigation:
Students will begin their
Lets Hear it for the
research project about
Ears Students will gain
their animal. They will
an understanding of the
begin to complete a
sense of hearing.
graphic organizer for
Students will then relate
their project. Students
this to the effect of noise
will begin with basic facts close to an animals
about their animal
habitat at a zoo. They
(natural location, size,
will also relate the sense
diet)
of sound to the shape,
size, and location of their
animals ears.
EL Strategies:
Organizer and direct
teacher support. Guided
terms for researching on
the internet or in books.

Intervention:
Direct support to include
a cloze organizer for their
research. Small group
support with their
research on the basic
facts.

EL Strategies:
Intervention:
Front load vocabulary,
Direct support to include a
support with pictures of
cloze organizer for their
animals ears.
research. Small group
support with their research
Intervention:
on the basic facts.
Extension-Students can
create a sound map on the
playground using a loud
noise such as a yell.
Students will determine
the distance at which the
yell is no longer heard. A
perimeter can be set up to
show the sound map.

Daily PBL Plans

Intervention:
Small group support as
needed in order to recall
the perimeter and
calculate the area.

EL Strategies:
Strategic partnering, coconstructed print with
pictures reviewing the
enrichment activities.

Students will calculate

the area of Ivans mall
habitat based on the
dimensions given in the
film.

Tuesday
Investigation:
Students will rewatch the
video of Ivan, the gorilla
that lived alone in a
shopping mall.
(https://www.youtube.co
m/watch?v=OYYL2Lxot
A8) Upon completion of
the video, students will
create a list of enrichment
that humans tried to help
Ivan with. Students will
brainstorm habitat ideas
to help Ivan.

A Trip to the Zoo

Monday
Investigation
Fifth Sense: Students will
explore the five senses by
performing a variety of
activities. Students will
understand that the brain
uses many sources of
information to understand
and react to the
surroundings.
Source for materials:
http://www.siemensscien
ceday.com/activities/fifth
_sense.cfm
EL Strategies:
Co-construct a chart
identifying and labeling
the five senses for a
human. Post in class for
future reference.
Intervention:
Extension: Students will
test reaction times over a
series of trials. Working
in pairs, student A will
hold a ruler just over the
hand of student B.
Student B will attempt to
catch the ruler when
dropped. Students will
record their findings in
their journals.

Week 3

Intervention:
Small group support as
needed with aide.
Structured writing frame
for report.

EL Strategies:
Ready access to all
previous supports
including co-constructed
print.

Friday
Research:
Students will complete
their rough draft, peer edit,
teacher edit and
conference, and begin their
final draft.

Dates_______________________________

Intervention:
Small group and one-onone teacher support as
needed.

EL Strategies:
Ready access to all
previous supports
including co-constructed
print.

Wednesday
Thursday
Investigation:
Research:
Students will watch a
Students will continue
video of Ivan in his
research on their zoo
habitat at the Atlanta Zoo. animal and complete their
Students will complete a
graphic organizer.
compare and contrast
Students with complete
organizer about the two
organizers will begin the
videos.
writing process for their
report.
Students will calculate
possible perimeters for
the zoos 1.5 acre gorilla
exhibit (65,340 ft sq)
EL Strategies:
Vocabulary support and
co-constructed print of
the compare and contrast
organizer.
Intervention:
Small group support to
calculate possible
perimeters.

Daily PBL Plans

EL Strategies:
Strategic partnering.
Models of completed
projects made readily
available as examples.

Journal: Students will

relate what they use in
their environment and
why.

Tuesday
Create:
Working in pairs, they
will create a shoebox
habitat or a poster of their
animals new
environment. Students
should use only supplies
they already have.

A Trip to the Zoo

Monday
Research:
Students will complete
their research paper on
their zoo animal.
Assessment:
Completed research
paper.
EL Strategies:
Ready access to all
previous supports
including co-constructed
print.
Intervention:
Small group support as
needed with aide.
Structured writing frame
for report.
Intervention:
One-on-one support for
creating the habitat.

Week 4

Intervention:
Graphic organizer for peer
assessment.

EL Strategies:
Graphic organizer for peer
assessment.

Friday
Assess:
Students will present their
habitats. Students will self
assess and teacher will
assess using a rubric. If
available, Micke Grove
Zoo personal will
comment. Students will be
able to state what changes
they made to their animals
habitat and how those
changes will enhance the
animals life at the zoo.

Dates_______________________________

Intervention:
Small group setting,
additional time, aide or
teacher may read the
problem if needed.

Wednesday
Thursday
Create:
Assess:
Students continue to work End of module
on visual for presentation. assessment for perimeter
When visual is complete, and area.
students will use
notecards to create notes
for presentation. Students EL Strategies:
will practice presenting to Front load vocabulary
peers.
that may confuse EL
students on curricular
assessment.
EL Strategies:
Small group presentation
to teacher or aide.
Additional practice
presenting as time allows.
Intervention:
Small group presentation
to teacher or aide.
Additional practice
presenting as time allows.

PBL Overview Fractions

Title:

Fraction Frenzy!

Est. Start Date: Sept

Durati
on: 15
days

Teacher:

Laurie Slatkin

Grade Level: Algebra

Content Focus:

Fractions

Project Idea:

This is an intervention unit to help Algebra 1 students develop their understanding of

fractions in order to solve basic and complex equations and expressions. Students need a
strong background in fractions as they will need to understand how to add, subtract,
multiply, and divide them.

Students will go back to the basics to recall what a fraction is and how to manipulate them.
Students will undergo Fraction Frenzy with hands on activities and an interactive
notebook to develop a firm understanding. They will create their own set of fraction strips
and use them as a concrete example of a unit. Students will move to semi-abstract
representations with drawings, then move onto abstract functions. Through the unit,
students may use and or all of the strategies to support their understanding.
Driving Question: What is a fraction?
Content and
Skills
Standards to be
address:
(CCCSS)

3.NF.A.1-Understand a fraction 1/b as the quantity formed by 1 part when a whole is

partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of
size 1/b.
3.NF.A.3-Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
4.NF.A.1-Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using
visual fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to recognize and
generate equivalent fractions.
4.NF.A.2-Compare two fractions with different numerators and different denominators,
e.g., by creating common denominators or numerators, or by comparing to a benchmark
fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer
to the same whole. Record the results of comparisons with symbols >, =, or <, and justify
the conclusions, e.g., by using a visual fraction model.
4.NF.B.3-Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
CCSS.MATH.CONTENT.4.NF.B.4
4.NF.B.4-Apply and extend previous understandings of multiplication to multiply a fraction
by a whole number.
5.NF.A.1-Add and subtract fractions with unlike denominators (including mixed numbers)
by replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 =
8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
5.NF.B.3-Interpret a fraction as division of the numerator by the denominator (a/b = a b).
Solve word problems involving division of whole numbers leading to answers in the form
of fractions or mixed numbers, e.g., by using visual fraction models or equations to
represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting
that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4
people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of
rice equally by weight, how many pounds of rice should each person get? Between what
two whole numbers does your answer lie?

5.NF.B.4-Apply and extend previous understandings of multiplication to multiply a fraction

or whole number by a fraction.
5.NF.B.7Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.
Mathematical Practice
Standards
21st Century MP 2-Reason abstractly and
Skills and
quantitatively.
MPS to be
MP 3- Construct viable
explicitly
arguments and critique the
taught and
reasoning of others.
assessed
MP 4-Model with mathematics.
(T+A) or that MP 5- Use appropriate tools
will be
strategically.
encouraged
MP 6- Attend to precision
(E) by
MP 7-Look for and make use of
project work
structure.
but not taught
MP 8-Look for and express
or assessed:
regularity in repeated reasoning.

T+A

21st Century Skills

T+A

Numerical Literacy

Critical Thinking and

Problem Solving

X
X
X
X
X

Culminating
Products and
Performances

Group:

Peers will play and score the

Fraction game on a rubric.

Individual:

Students will create a game

using equivalent fractions
and multiplication or
division of fractions.

Class
School
Community
Experts
Web

Presentation Audience
X

Other:

Project Overview
Entry Event to Watch the video Attention Getter to Fractions
launch inquiry, https://www.youtube.com/watch?v=pTbCbMOmVFc
engage
students:
Assessment: Pre-assess understanding of fraction concepts: What is a fraction?
Conceptual
Flow

Fractions
I. A fraction has a part/whole relationship with a unit.
A. Nearly anything can compromise a unit
B. Understand that a unit can be split into equal parts or groups
i. Fractions are equal parts of a whole.
ii. Fractions can be part of a group or set.
II. Fractions can be compared by reasoning about their size.
A. Fractions are equivalent if they are the same size when they refer to the same unit.
i. Visual models can be used to find equivalent fractions.
B. Fractions are equivalent if they occupy the same point on a number line.
C. Fractions with different denominators can be compared by finding equivalent
denominators.
III. Fractions can be joined together or separated by addition or subtraction.
A. Like parts can be joined together to make a unit.
i. Unlike part can be joined together by using equivalent parts.
C. Like parts can be separated by removing some from the unit.
i. Unlike parts can be separated by creating equivalent fractions.
IV. Understand that fractions can be multiplied by whole numbers and fractions.
A. Multiplying a fraction by a whole number results in a smaller number.
i. The result is a fractional part of the whole.
B. Multiplying a fraction by a fraction results in a smaller fraction.
i. The result is a part of a part.
V. Understand that fractions are division, some units divided by units.
A. Understand that division of fractions is the equivalent of how many fit into.
i. How many groups of ____ are in ____?
B. Denominators must be made like in order to divide.
i. The quotient will be the quotient of the numerators.
C. Mixed numbers must be changed to an improper fraction in order to divide.
D. Division of fractions is creating equal parts of a fraction.
Assessment: Post test understand of fraction concepts. What is a fraction?
Performance Task: Create a fraction game

Assessments

Formative
Assessments
(During Project)

Quizzes/Tests

Journal/Learning Log

Preliminary
Plans/Outlines
Rough Drafts
Online Test/Exams
Summative
Assessments
(End of Project)

Written Product(s), with

rubric
Oral Presentation, with
rubric
Multiple Choice/Short
Answer Test

Other Products
Peer Evaluation

Self-Evaluation

Essay Test
Resources
Needed

Reflection
Methods

On-Site People,
facilities
Equipment
Materials
Community
Resources
(Individual, Group,
and/or Whole
Class)

Other

Projector, paper cutter, computer

Composition books or spiral notebooks, scissors, construction paper,
markers, baggies, dice
Journal/Learning Log
Whole-Class Discussion
Survey

X
X

Focus Group
Fishbowl
Discussion
Other

Project Teaching and Learning Guide

Knowledge and Skill Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)
Student needs to be able to:
Identify what a unit is and relate it to fractions
Add and subtract fractions with both like and unlike denominators
Multiply and divide fractions with both like and unlike denominators
Explain why multiplying a fraction by a fraction will result in a product smaller than the given number
Teacher asks questions to recall facts, make
observations, or demonstrate understanding:
What is a fraction? What is a unit? How do you add
like denominator fractions? How do you subtract
them? How did you make a unit? A half? A quarter?
Teacher asks questions to apply or relate:
Is there another way to make _____? What other
fractions can equal_____?

Teacher asks questions to summarize, analyze,

organize, or evaluate:
How many quarters can fit into one half? What can
you swap one half for? How do you know that
fraction is equivalent? What does it mean to say a
fraction is equivalent?
Teacher asks questions to predict, design, or
create:
What would happen if we added one more piece?
How do you know that the fraction will be
equivalent?

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?

Daily PBL Plans/Intervention

Defragging Fractions!

Monday
Tuesday
Pre-Assess:
Lesson:
Written- What is a
Define: What is a unit?
fraction?
One or more things that
can be split into equal
Group brainstorm: What is groups or smaller pieces
a fraction? Create class
poster.
Fractions are based on
equal parts of a unit
Entry Event:
Watch the video Attention The number counting
Getter to Fractions
The total
https://www.youtube.com/
watch?v=pTbCbMOmVFc
Pass out supplies

Fractional Part Activity

*Students collect
information about the class
and create the unit from the
class.
Co-construct unit chart

15 Day Plan
Wednesday
Lesson:
Front load vocab:
Equivalent
Simplest form
Review unit
*Students record in journal
Give examples of unit,
draw, and write the
fraction
Class sort activity-Is is a
unit?

Thursday
Lesson:
Create Fraction kits
Begin with a unit, then
halves, quarters, etc.

Friday
Lesson:
Warm up: Students draw
and label fraction strips on
white boards.

Dates_______________________________

Students follow teacher.

Students fold and label
each fraction as they create
it. Students record each
fraction in their journal by
drawing it and labeling.
Students write an equation
and a word sentence to
match their entry and
describe how they made it.

Students show
equivalencies using their
strips for a variety of
fractions. Begin with one
half and use like
denominators. Students
should then draw the
equivalent fractions in their
journal, write it in a
sentence, and record an
equation that matches.
= 2/4
Students show
equivalencies using pieces.
What two pieces fit onto
?

Students use fraction kits

to show comparison.
Students record in journals
with drawings, words, and
equations:
2/3 > 1/2

Monday
Lesson:
Warm Up:
Fraction comparison
Students work in pairs to
build unit fractions, first
with like denominators,
then unlike. Students create
a poster to show proof.
Students show swapping
of equivalent pieces to
prove.
Addition of fractions:
Students use their fraction
pieces to add like
denominator fractions.
Students record in their
journal. Students move to
unlike denominators, using
swapping to add.

Tuesday
Lesson:
Warm up:
+ + ____ = 1 unit
Is there more than one
possibility?
Play Fringo until a
student has built a
complete unit. Student
must prove their unit.
Mystery Rectangle to find
equivalent. Create
rectangles with various
fractions leaving one
section blank for the
students to determine the
fractal part. Students may
swap for equivalents.
Students record in their
journals with drawings,
words, and equations

Wednesday
Lesson:
Warm up:
Mystery rectangle
Students will use like
pieces of their fraction kits
to subtract fractions.
Students record each step
with drawings and
expressions in their
journals.
Students will then subtract
fractions with unlike
denominators using
swapping out of pieces to
find equivalent fractions.

Thursday
Lesson:
Warm up:
Use fraction kit to show
7/8-1/4
Continue subtraction of
fractions using unlike
denominators. Students
should swap out answers
for simplified fraction if
possible. Students should
record in journal.
Review unit, addition, and
subtraction. Play Fringo
if time allows.

Friday
Lesson:
Warm up:
Addition or subtraction
problem with unlike
denominators and
simplification.

Review standard
multiplication. Relate to
fractions by using strips to
prove. Students record in
journals with drawing and
equation. Students should
be exposed to several
examples.

Create co-constructed
poster of the words used
for multiplication.
Students record in journals.

Monday
Lesson:
Warm Up:
Review of multiplication
Continue with examples of
fraction multiplication
including multiplying a
whole number by a
fraction. Students should
prove each equation with a
drawing and record in their
journals.
Introduce division with a
standard division fact. Use
drawings to show.
Transfer that to fractions so
students see that it relates.
How many ____ fit into a
specific fraction. Show
with fraction strip to prove
that divided by is 2.
There are two pieces in
. Relate it back to two
pieces fit into .
Follow with several
examples. Students use
their fraction kits, and must
record in their journals
using drawing, words, and
an equation.

Continue with examples of

dividing fractions.

Tuesday
Lesson:
Warm up:
Division problem

Wednesday
Lesson:
Review worksheet with
multiplication and division.

If time allows, students

may continue to work on
their final performance
task.

Teacher will choose

student to present their
answers and prove.
Students will agree or
disagree with proof.

Students will complete

worksheet independently
then review as a class.

Students should continue

to use their journal to
record. As students come
to an understanding, they
may begin to work on their
final performance task of
creating a game.
Teacher should pull any
students still struggling to
give one-on-one support.

Thursday
Lesson:
Warm up:
Multiplication and division
problem.
Review of unit for post
unit test.
Review journal, ask for
examples.
Students create problems
for peers to solve. Peers
must prove their answer
with drawings and words.

Friday
Lesson:
Post Unit assessment

Students present games to

peers for review. Allow
students to play game in
order to evaluate. Students
complete rubric on game.

Laurie Slatkin
MIAA 360
May 21, 2015
Project Based Learning and Intervention Units Reflection
This assignment was both fun and frustrating. I have done PBLs before but never planned out to this
extent. While thinking of a project that reached both science and math standards, I bounced from idea to idea. I
knew I wanted to plan it for a 4th grade class so I could use it when I loop down next year. At first, I played
with the idea of Earth Science. An idea kept circulating in my mind. Habitats.
At first I thought to have the students research an animal, relate it somehow to math, and go from there.
Then, connections started. The students could research an animal, a zoo animal. The students could relate their
research to how zoo animals senses are not always considered. A new habitat based on their research could be
proposed. What would make an animals life more comfortable? More fulfilled?
As the idea took root, more connections were made. We could take a field trip to a zoo, a local zoo! A
little teacher research was done with a weekend visit to Micke Grove in Lodi. Upon visiting the zoo, I found
several areas that 4th grade students could see to improve. What changes might they see? Are the habitats big
enough (area!)? Do the habitats offer enough sensory details for a captive animal? And finally, I made a real
world connection with the hope that a zoo official could be available on the day of presentations.
Now that I had a project, the planning began. I feel that the unit is well planned and I am very excited to
start it! Finding resources was somewhat tricky as the NGSS standard of animals receiving information through
their senses and then responding to that information is new. I foresee this plan continuing evolve. I cant wait
to try.
Working on the intervention unit was also tricky for me. I knew I needed to use the 8th grade/Algebra
band. Again, I toyed with many ideas. I finally decided to play to my strength and use a unit that I had just
completed with my 5th grade class. I was able to use a variety of sources to confirm that fractions would be a
necessary part of Algebra. Once I had that, I began to roll.

What helped me in this process was using something I was familiar with. I am comfortable teaching
fractions. I could see myself tweaking and adding to this as an intervention unit. That, in the end, made this
process even more valuable to me.