Beruflich Dokumente
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Identify the content standard(s) that students will learn in this project (two to three per subject).
Science
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in
cells.
b. Construct an argument based on evidence to support the claim that inheritable genetic variations may
result from:
• heritable mutations caused by environmental factors (radiation, chemicals, and viruses).
Math
MGSE9-12.S.CP.4 Construct and interpret two-way frequency tables of data when two categories are
associated with each object being classified. Use the two-way table as a sample space to decide if events are
independent and to approximate conditional probabilities. For example, use collected data from a random
sample of students in your school on their favorite subject among math, science, and English. Estimate the
probability that a randomly selected student from your school will favor science given that the student is in
tenth grade. Do the same for other subjects and compare the results.
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MGSE9-12.S.CP.5 Recognize and explain the concepts of conditional probability and independence in
everyday language and everyday situations. For example, compare the chance of having lung cancer if you
are a smoker with the chance of being a smoker if you have lung cancer
English
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content
ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation. ELAGSE9-10W9: Draw evidence from literary or informational
texts to support analysis, reflection, and research.
Social Studies
SSWH10 Analyze the causes and effects of exploration and expansion into the Americas, Africa, and Asia.
Banking/ Investment
FIN-BII-8 Demonstrate an understanding of risk management basics and personal insurance coverage.
Identify key 21st century skills that students will learn in this project.
List only those skills you plan to assess.
The project will cover and assess the 4 C’s.
1 Critical Thinking and Problem Solving
2 Communication
3 Collaboration
4 Creativity and Innovation
State the essential question or problem addressed by the project. The statement should encompass all project
content and outcomes and provide a focus for student inquiry. Make sure you have posed an authentic problem
or significant question that engages students and requires core subject knowledge to solve or answer.
What are the implications of the AIDS epidemic on students, Atlanta, and the world?
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Plan the Assessment
Step 1: Define the products for the project. What will you assess?
Early in the project:
Science
The students will listen to and summarize a real-life situation about a person who passed away from the
AIDS/HIV virus. Next, the students will begin a class discussion with (the what, when and how) this
happen. Last, the students will do a simulation to act it out as applies to the real world.
Math
Students will need to create a survey on the spread and awareness of AIDS in Atlanta. They will need to
make sure that they survey enough people to have enough data to analyze.
English
Students will be assessed on their ability to conduct scholarly scientific research. Students will turn in
Works Cited pages.
Social Studies
Students will define the scope and sequence of their infectious disease's timeline project.
Banking/ Investment
Student will describe the principles of health insurance and identify types of coverage and policy types needed
for a person living with AIDS.
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Banking/ Investment
Students will identify and describe 4 types of insurances needed for a person living with AIDS.
Business Communications - students will continue to research and also begin to develop a PowerPoint
presentation.
Step 2: State the criteria for exemplary performance for each product. Make sure the products and
criteria align with the standards and outcomes for the project.
Product: Science
Math
English
Informational Research Essay
PSA, pamphlet, video
Social Studies
Banking/ Investment
4
Business Communications
Criteria: Science
Math
English
Students will be graded according to a rubric.
research_paper_STE
M.docx
Social Studies
Banking/ Investment
Business Communications
Students will be graded according to a rubric.
PowerPoint
Rubric.pdf
What do students need to know and be able to do to complete the tasks successfully? How and when
will they learn the necessary knowledge and skills? Choose one major product for the project and
analyze the tasks necessary to produce a high-quality outcome.
Project Outline
The project will begin in the social studies class. The instructor will introduce the project to the 10th
grade. Social Studies will focus on the history of infectious diseases and epidemics. The English
instructors will simultaneously begin to teach student “How to conduct research?”
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KNOWLEDGE AND SKILLS NEEDED ALREADY TAUGHT TAUGHT
HAVE BEFORE THE DURING THE
LEARNED PROJECT PROJECT
1. Math
2.Science
3. English
Research Yes
Basic Essay Writing Yes
Developing a PSA Yes
Developing a pamphlet Yes
4. Social Studies
6. Banking/ Investment
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Map the Project (2)
List the key dates and important milestones for this project.
Please see attached calendar.
List preparations necessary to deliver differentiated instruction to ESL students, special-needs students, or
students with diverse learning styles.
Student accommodations will be made according to IEP’s, 504 plans. Activities are built with student needs
in mind. Teacher will modify reading activities as needed and most activities have multiple product
opportunities for student choice.
How will you and your students reflect on and evaluate the project?
□ Class discussion.
□ Fishbowl.
□ Individual evaluations.
□ Group evaluations.
□ Other:
Adapted by You for Youth (http://y4y.ed.gov), with permission, from “Standards-Focused Project-Based
Learning.” Buck Institute for Education: www.bie.org.
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The highlighted sections indicate completion dates
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20 21 22 23 24 How to do 25 How to do 26
Research – Media Research – Media
Center-ELA (Criss) Center – ELA (CRISS)
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Introduction of project-
SS
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Narrowing topic- ELA Narrowing topic- ELA Research Packets-ELA Research Packets- ELA
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ELA -Graphic ELA -Graphic
Organizer- Allen Organizer-Allen
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AZ Day ELA -Graphic ELA -Graphic
Organizer- GM Organizer- GM
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Intro cost of AIDS- Intro cost of AIDS- B/I Essay Due –ELA- Allen Essay Due –ELA- Allen
B/I
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Research Essay - GM Research Essay - GM
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Cost Analysis - B/I Cost Analysis - B/I AZ
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ELA- Promotional ELA-Promotional
Materials-(GM) Materials-(GM)
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Spring Break Spring Break Spring Break Spring Break Spring Break
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EOC EOC EOC EOC EOC
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EOC EOC
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