Recent Changes

Monday, July 6

  1. page 7th Grade edited ... Learning Plan Using authentic examples (maybe I can track down someone who actually lives off…
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    Learning Plan
    Using authentic examples (maybe I can track down someone who actually lives off the grid), students will explore the reasons why people choose to live off the grid, how they shrug off their reliance on public utilities and other resources, and what they need to create a gridless lifestyle. We will discuss the advantages and disadvantages to living this way, in both a philosophical and financial context. Following our exploration, students will attempt to incorporate some elements of the gridless lifestyle into their daily lives, at minimum decreasing their reliance, even slightly, on the grid. Using what they’ve learned, as well as what they have come to believe about living off the grid, students will design individual residences (use the Tiny Houses article/video from NYT) and communities that exemplify the gridless lifestyle. In delving into this topic, students will gain an understanding of what humans gain from living in the modern world, as well as what they lose.
    THE OUTERNET – NO CHILD LEFT INSIDE
    Essential Questions
    What are the effects of movement on the brain and body?
    What is physical fitness, how do I get it and keep it?
    What factors have influenced today’s health issues?
    How can we avoid/minimize a health crisis in the future?
    What is the personal, community, and global impact of distancing ourselves from our natural environment?
    What knowledge of the natural world is essential for the postmodern citizen?
    How can I strengthen my connection to the environment?
    What is a community garden, how can I start one, and what will it achieve?
    Students Will Know
    • The importance of physical activity and fitness as well as the effects of inactivity on the brain and body
    • The causes and economic impact of our current health crisis and what can be done to stave it off for the future
    • What has contributed to the developed world’s distance from nature and how this affects us individually and globally
    • Critical information for understanding and protecting the natural world
    • How they can strengthen their personal connection to the outdoors
    • How to start a community garden and what it has done in other communities
    Students Will be Able To
    • Explore the nature of physical activity and how it affects the brain and body processes
    • Analyze causes for the current health crisis
    • Predict solutions for how to minimize/prevent a future health crisis
    • Discuss the impact of development on human activity
    • Survive and protect the natural world
    • Enjoy and explore the outdoors in ways that are personally meaningful
    • Research, plan, design, and create a community garden
    Content Standards
    Health and Physical Educations:
    • All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.
    • All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.
    • All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
    Language Arts:
    • All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
    • All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
    • All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
    Social Studies:
    • All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.
    • All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
    Technlogical Literacy:
    • All students will use computer applications to gather and organize information and to solve problems.
    • All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society, and the environment.
    Career Education and Consumer, Family and Life Skills
    • All students will demonstrate critical life skills in order to be functional members of society.
    Performance Tasks
    • Activity log, analysis and timeline
    • Class discussion and forum posts
    • Socratic circle
    • Personal Manifesto
    • Survival skill handbook
    • Community Garden plan, design, implementation
    Learning Plan
    In conjunction with knowledge students already have about the health, earth, life, and physical sciences, we will explore the impact of nature on humans with regard to the historical, current, and future indivudals and societies. Students will track their physical activity as well as log their physical and emotional states during these activities. We will explore the various outdoor skills needed to survive and students will create a handbook that reflects survival skills for a variety of locations. In addition to discussing the impact on individuals that development has had, we will explore ways to incorporate the natural world into our daily lives. Finally, we will look at community gardens, the role they have played in modern day, and how we can create one in Sparta.

    Society and People
    Identify specific societal issues in a variety of ways and demonstrate critical thinking skills through analyzing statistics, literature, news, etc.
    (view changes)
    4:58 am
  2. page 7th Grade edited ... Newspaper Website Spark Management Stage 1 – Desired Results The Fame Game Essential Qu…
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    Newspaper
    Website
    Spark Management
    Stage 1 – Desired Results
    The Fame Game
    Essential Questions:
    • How do people go from being unknown to famous?
    • What is the difference between fame and stardom?
    -What are the advantages and disadvantages to fame, and how has it changed in recent years?
    • What kinds of opportunities are there to promote new talent?
    • How do managers earn money?
    ...
    • Calculate a percentage
    • Select the best person for a given job
    -Extrapolate the effects of fame on an individual
    -Use specific examples of the positive and negative effects of fame

    Content Standards:
    Social Studies:
    ...
    • Demonstrate the development of a personal style and voice in writing
    • Use relevant graphics in writing
    Stage 2 – Assessment Evidence
    Performance Tasks:
    • Client portfolio with narrative bio and photo
    ...
    • What a market segment is
    • How and by what the stock market is influenced

    Students Will Be Able To:
    • Read a stock report
    ...
    • Use a variety of strategies to organize writing
    • Use relevant graphics in writing
    Stage 2 – Assessment Evidence
    Performance Tasks:
    • Trend analysis – can refer to Cool Hunting lesson for this
    (view changes)
    4:30 am
  3. page 6th Grade edited ... ~Organize a response that develops insight into literature by exploring personal reactions, co…
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    ~Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples
    Civics
    ...
    social life
    ~Understands the historical perspective
    Stage 2 – Assessment Evidence Performance Tasks:
    ...
    explain why food allergies are on the rise
    create presentation to other grade levels with information discovered within the allergy unit. Older grades will also be asked to participate in data gathering.
    Mental Fitness
    Essential Questions:
    • What is mental fitness?
    • Am I mentally fit?
    • How can I improve my mental fitness?
    • How do I learn?
    • What are mnemonics and how can they help me?
    Students Will Know:
    • How the brain accumulates knowledge
    • How they learn
    • What mnemonics are and how/when to use them
    • What it means to be mentally fit
    • How to improve their own mental fitness
    Students Will Be Able To:
    • Solve logic problems, brain teasers, lateral thinking puzzles, analogies, and other brain games
    • Use a variety of mnemonic devices to help retain information
    • Use a variety of techniques to improve mental fitness
    • Practice and analyze the impact of learning in different styles
    • Differentiate effective from ineffective instruction
    • Formulate learning activities for others based on their learning styles
    • Create effective self-tests and self-practice exercises
    Content Standards:
    Science:
    • Communicate experimental findings to others
    • Recognize that the results of scientific investigations are seldom exact and that replication is often necessary
    • Recognize that curiosity, skepticism, open-mindedness, and honesty are attributes of scientists
    Social Studies:
    • Analyze how events are related over time
    • Use critical thinking to interpret events, recognize bias, pov and content
    • Analyze data in order to see persons and events in context
    • Examine current issues, events, or themes and relate them to past events
    • Formulate questions based on information needs
    • Summarize information in written, graphic and oral forms
    Math:
    • Pose and solve problems, describe these situations mathematically, formulate appropriate mathematical questions, and use a variety of strategies to find solutions
    • Communicate mathematical ideas in oral and written form to a variety of audiences
    • Connect school math to daily life
    • Evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize how those solutions can be applied
    • Use multiple representations
    Language Arts:
    • Write for different purposes and audiences
    • Gather, select and organize information appropriate to a topic, task, and audience
    • Use a variety of strategies to organize writing
    • Use relevant graphics in writing
    Stage 2 – Assessment Evidence
    Performance Tasks:
    • Lesson plan
    • Cartoon image of learning in preferred and nonpreferred styles
    • Autobiography of a learner
    • Analogies
    • Oral demonstration of mnemonic success
    • Flow chart
    • Rant
    • Resume of a part of the brain
    • Personal experience narrative of mnemonic application
    Stage 3 – Learning Plan
    Students will first investigate the impact of memory on learning, how people learn, and what their own learning style is. They will create visual and written representations of how they learn. They will complete a variety of brain bafflers and compile data for how long it took them to complete the puzzles. Then, they will learn a variety of mnemonic devices and practice improving their memories. They will apply at least one of these devices personally or academically and write a narrative of how it worked. They will then demonstrate using a mnemonic device.
    Next, students will create a lesson plan for a given topic that incorporates learning activities for a variety of learning styles. They will write an autobiography of themselves as a learner through time, including their predictions for their future learning.

    (view changes)
    4:23 am
  4. page 7th Grade edited ... • Use a variety of strategies to organize writing • Use relevant graphics in writing Stage …
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    • Use a variety of strategies to organize writing
    • Use relevant graphics in writing
    Stage 2 – Assessment Evidence
    Performance Tasks:
    • Individual food journal
    ...
    Students will choose or be assigned a food and trace its evolution, availability, consumption, and environmental/cultural/social impact. Using this data, as well as their own experiences and secondary sources, students will draft a research paper. This paper will include various graphic representations such as graphs and timelines. Students will take the information they compiled and transform their research paper into an oral presentation. The audience for the oral presentation will write a reaction paper to the information they heard in the presentation.
    The second phase of this unit will ask students to predict how the food they eat impacts their overall health. For this part, students will maintain a food journal, take food surveys and meet with or listen to interviews with food professionals, preparers, and buyers. They will use this information to create a public service advertisement that either persuades or dissuades others to consume a certain food that was prominent from their food journals.
    Mental Fitness
    Stage 1 – Desired Results
    Essential Questions:
    • What is mental fitness?
    • Am I mentally fit?
    • How can I improve my mental fitness?
    • How do I learn?
    • What are mnemonics and how can they help me?
    Students Will Know:
    • How the brain accumulates knowledge
    • How they learn
    • What mnemonics are and how/when to use them
    • What it means to be mentally fit
    • How to improve their own mental fitness
    Students Will Be Able To:
    • Solve logic problems, brain teasers, lateral thinking puzzles, analogies, and other brain games
    • Use a variety of mnemonic devices to help retain information
    • Use a variety of techniques to improve mental fitness
    • Practice and analyze the impact of learning in different styles
    • Differentiate effective from ineffective instruction
    • Formulate learning activities for others based on their learning styles
    • Create effective self-tests and self-practice exercises
    Content Standards:
    Science:
    • Communicate experimental findings to others
    • Recognize that the results of scientific investigations are seldom exact and that replication is often necessary
    • Recognize that curiosity, skepticism, open-mindedness, and honesty are attributes of scientists
    Social Studies:
    • Analyze how events are related over time
    • Use critical thinking to interpret events, recognize bias, pov and content
    • Analyze data in order to see persons and events in context
    • Examine current issues, events, or themes and relate them to past events
    • Formulate questions based on information needs
    • Summarize information in written, graphic and oral forms
    Math:
    • Pose and solve problems, describe these situations mathematically, formulate appropriate mathematical questions, and use a variety of strategies to find solutions
    • Communicate mathematical ideas in oral and written form to a variety of audiences
    • Connect school math to daily life
    • Evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize how those solutions can be applied
    • Use multiple representations
    Language Arts:
    • Write for different purposes and audiences
    • Gather, select and organize information appropriate to a topic, task, and audience
    • Use a variety of strategies to organize writing
    • Use relevant graphics in writing
    Stage 2 – Assessment Evidence
    Performance Tasks:
    • Lesson plan
    • Cartoon image of learning in preferred and nonpreferred styles
    • Autobiography of a learner
    • Analogies
    • Oral demonstration of mnemonic success
    • Flow chart
    • Rant
    • Resume of a part of the brain
    • Personal experience narrative of mnemonic application
    Stage 3 – Learning Plan
    Students will first investigate the impact of memory on learning, how people learn, and what their own learning style is. They will create visual and written representations of how they learn. They will complete a variety of brain bafflers and compile data for how long it took them to complete the puzzles. Then, they will learn a variety of mnemonic devices and practice improving their memories. They will apply at least one of these devices personally or academically and write a narrative of how it worked. They will then demonstrate using a mnemonic device.
    Next, students will create a lesson plan for a given topic that incorporates learning activities for a variety of learning styles. They will write an autobiography of themselves as a learner through time, including their predictions for their future learning.

    OFF THE GRID
    Essential Questions
    (view changes)
    4:22 am
  5. page 7th Grade edited ... Stage 3 – Learning Plan Students will play two parts: talent manager and hiring manager. For …
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    Stage 3 – Learning Plan
    Students will play two parts: talent manager and hiring manager. For the first part, students will create a fictional client, including background and other information. They will then “market” this client for potential jobs. This is when they will alternate playing the role of manager and customer. Students will introduce their clients to the rest of the class in a version of a status meeting. Students will brainstorm and create promotional opportunities that take their creative talent client from unknown to working or even famous. For each “job” that a client is hired for, the manager will have to calculate his/her cut. A competition for the highest earning manager will be included. Students will negotiate contract details by writing business letters, and they will also present graphs or charts that illustrate their income from jobs and management fees. Finally, students will create a mock schedule for their client.
    TREASURE HUNTERS
    Essential Questions
    What do people treasure and why?
    How and why has what we value changed over time?
    Where can we find treasures of the past and present?
    What may we treasure in the future and why?
    What is the value of today’s treasures?
    Where can I find treasure?
    Students Will Know
    • The factors that have influenced what individuals and societies have valued throughout history and in the present day
    • What they value on an individual level now, as well as what they may value in the future
    • What their community should value and how to move in that direction
    • The financial and relative value of a variety of treasures
    • Where to find treasure
    Students Will Be Able To
    • Discuss the meaning of relative value
    • Compare what various societies treasure now with the past
    • Analyze the factors that influence what a society and person value
    • Identify various geographical regions and the treasures they contain
    • Predict what cultures may value in the future based on various factors
    • Decide what they value as an individual, as well as what their community and society should value and why
    • Behave in a way that aims to increase their access to what they value on an individual level
    • Construct a plan for finding treasure
    • Critique masterpieces in a variety of genres (art, music, dance, theater, textiles, jewelry, fashion, food, architecture, etc.)
    Content Standards
    Visual and Performing Arts:
    • All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art.
    • All students will develop, apply and reflect upon knowledge of the process of critique.
    • All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society.
    Language Arts:
    • All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
    • All students will listen actively to information from a variety of sources in a variety of situations.
    • All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.
    Mathematics:
    • All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.
    • All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.
    • All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.
    Social Studies:
    • All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future.
    • All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future.
    • All students will acquire an understanding of key economic principles.
    • All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.
    Technological Literacy:
    • All students will use computer applications to gather and organize information and to solve problems.
    • All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society, and the environment.
    Performance Tasks
    • One red paper clip activity, analysis and presentation
    • What I Value Video
    • Analysis and evidence of personal and cultural values
    • Treasure plan
    • Treasure map
    • Community plan (town committees?)
    • Masterpiece crtiique
    Learning Plan
    Using what they have learned about ancient civilizations, as well as what contemporary society values, students will explore the nature of value, both real and relative. We will conduct the one red paper clip activity to explore the nature of relative value, and students will present their experiences as well as analyze the value of what their peers traded. We will look at our own lives to find evidence of what we value, and then look at our community and our society to uncover what they value. Once we realize that what we say we value as a society is incongruous with what the evidence shows, we will design plans for increasing personal access to valuable treasures. We will look at how different cultures value different things based on history, geography and other factors. We will use scientific, historical, economic, and cultural data to attempt to predict what may be valuable in the future. We will look at treasures throughout history and attempt to assign real value to them, using methods of critique that are both subjective and objective. Finally, each student will choose one thing they value and construct a plan for finding and keeping their treasure.

    Question Authority: Media Literacy
    Stage 1 – Desired Results
    (view changes)
    4:20 am
  6. page 7th Grade edited ... Students will first investigate the impact of memory on learning, how people learn, and what t…
    ...
    Students will first investigate the impact of memory on learning, how people learn, and what their own learning style is. They will create visual and written representations of how they learn. They will complete a variety of brain bafflers and compile data for how long it took them to complete the puzzles. Then, they will learn a variety of mnemonic devices and practice improving their memories. They will apply at least one of these devices personally or academically and write a narrative of how it worked. They will then demonstrate using a mnemonic device.
    Next, students will create a lesson plan for a given topic that incorporates learning activities for a variety of learning styles. They will write an autobiography of themselves as a learner through time, including their predictions for their future learning.
    OFF THE GRID
    Essential Questions
    What does it mean to be off the grid?
    What is the appeal of living off the grid, who does it and why?
    What skills and knowledge do I need to be off the grid?
    What are the risks and rewards of living off the grid?
    How can I incorporate some of the advantages of being off the grid into my life?
    Students Will Know
    • What living off the grid requires
    • The appeal of living off the grid, as well as the challenges
    • What inspires people to live off the grid
    • The value of living in closer proximity to nature in its purest state
    • What humans gain from living in communities and what they lose
    Students Will Be Able To
    • Outline the major points of being off the grid
    • Debate the pros and cons of being off the grid
    • Tag online resources to help incorporate elements of the gridless lifestyle
    • Quantify the fiscal impact of being off the grid in an individual and larger context
    • Evaluate the risks and rewards of humans disconnecting from their environment
    • Explain the value of being closer to nature
    • Compare various geographic regions with regard to the challenges they present to the gridless lifestyle
    • Explore meaningful ways to connect personally with their natural world
    • Design an off the grid residence and community
    • Incorporate lessons learned from GAME ON into a game based on living off the grid
    Content Standards
    Mathematics:
    • All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.
    • All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena.
    • All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.
    • All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.
    Science:
    • All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.
    • All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.
    • All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life.
    • All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.
    • All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.
    • All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.
    Social Studies:
    • All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.
    Technological Literacy:
    • All students will use computer applications to gather and organize information and to solve problems.
    • All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society, and the environment.
    Performance Tasks
    • Debate
    • Off the grid summary
    • Online tags for class database
    • Spreadsheets for on and off the grid
    • Multimedia ads and PSAs
    • Off the grid residence and community design
    • Off the grid game
    • Forum posts
    Learning Plan
    Using authentic examples (maybe I can track down someone who actually lives off the grid), students will explore the reasons why people choose to live off the grid, how they shrug off their reliance on public utilities and other resources, and what they need to create a gridless lifestyle. We will discuss the advantages and disadvantages to living this way, in both a philosophical and financial context. Following our exploration, students will attempt to incorporate some elements of the gridless lifestyle into their daily lives, at minimum decreasing their reliance, even slightly, on the grid. Using what they’ve learned, as well as what they have come to believe about living off the grid, students will design individual residences (use the Tiny Houses article/video from NYT) and communities that exemplify the gridless lifestyle. In delving into this topic, students will gain an understanding of what humans gain from living in the modern world, as well as what they lose.

    Society and People
    Identify specific societal issues in a variety of ways and demonstrate critical thinking skills through analyzing statistics, literature, news, etc.
    (view changes)
    4:18 am
  7. page 7th Grade edited Unit Plans and Ideas A place to find out what everyone else has been planning and creating. Fee…

    Unit Plans and Ideas
    A place to find out what everyone else has been planning and creating. Feel free to check out the other grades for some inspiration!

    GAME ON!
    ESSENTIAL QUESTIONSEssential Questions
    What is the influence of games on past and present cultures?
    What do people learn when playing games?
    ...
    What is the psychology surrounding avatars?
    What are the decisions game designers must make prior to designing a game?
    STUDENTS WILL KNOWStudents Will Know
    • Risks and rewards of using avatars, as well as where, when, why, how they are used and how to use them appropriately
    • Risks and rewards of modern gaming, as well as potential ethical questions surrounding modern gaming (re: product placement, violence, etc.)
    ...
    • What different age groups learn through games
    • How games influence a culture
    STUDENTS WILL BE ABLE TO:Students Will Be Able To:
    • Design tactile and electronic games, anticipating user’s needs, ability levels, and moves
    • Create multiple outcomes depending on users’ choices
    ...
    • Discuss the pros and cons of modern gaming
    • Play and evaluate one another’s games
    CONTENT STANDARDSContent Standards
    Visual and Performing Arts:
    • All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society.
    ...
    • All students will use computer applications to gather and organize information and to solve problems.
    • All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society, and the environment.
    PERFORMANCE TASKSPerformance Tasks
    • Avatar design and analysis
    • Game design plan
    ...
    • Game debate
    • Forum posts
    LEARNING PLANLearning Plan
    Students will use current events for a given time period and place to analyze the influence the events may have had on gaming of that era/culture. They will create a timeline of gaming that ties significant cultural and historical causes to the effects on gameplay. Then, they will analyze modern games (board, word, and electronic) to study what different age groups can potentially learn from games. We will define and discuss the uses of avatars in a variety of genres, evaluating the pros and cons of using them and ultimately creating one that is a purposeful representation of an individual. We will conduct a class debate on the potential dangers of modern gaming with regard to advertising, violence, and the desensitization that occurs. As a final project, students will work in small groups to design a game for a specific age group and with multiple potential outcomes.
    Unit Plans and Ideas
    A place to find out what everyone else has been planning and creating. Feel free to check out the other grades for some inspiration!

    FOOD WARS
    Stage 1 – Desired Results
    (view changes)
    4:15 am
  8. page 7th Grade edited GAME ON! ESSENTIAL QUESTIONS What is the influence of games on past and present cultures? Wha…

    GAME ON!
    ESSENTIAL QUESTIONS
    What is the influence of games on past and present cultures?
    What do people learn when playing games?
    What is an avatar, where, when, how and why are they (and how should they be) used?
    What is the psychology surrounding avatars?
    What are the decisions game designers must make prior to designing a game?
    STUDENTS WILL KNOW
    • Risks and rewards of using avatars, as well as where, when, why, how they are used and how to use them appropriately
    • Risks and rewards of modern gaming, as well as potential ethical questions surrounding modern gaming (re: product placement, violence, etc.)
    • The elements of good game design and how these principles apply to other projects
    • The incentives game designers use to lure players to keep playing
    • What different age groups learn through games
    • How games influence a culture
    STUDENTS WILL BE ABLE TO:
    • Design tactile and electronic games, anticipating user’s needs, ability levels, and moves
    • Create multiple outcomes depending on users’ choices
    • Design and use avatars in ways appropriate to a given situation
    • Analyze the impact of games on cultures throughout history
    • Discuss the pros and cons of modern gaming
    • Play and evaluate one another’s games
    CONTENT STANDARDS
    Visual and Performing Arts:
    • All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society.
    Language Arts:
    • All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
    • All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
    • All students will listen actively to information from a variety of sources in a variety of situations.
    • All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.
    Social Studies:
    • All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
    • All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future.
    Technological Literacy:
    • All students will use computer applications to gather and organize information and to solve problems.
    • All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society, and the environment.
    PERFORMANCE TASKS
    • Avatar design and analysis
    • Game design plan
    • Game (board, word, and/or electronic)
    • Cultural and educational analysis of games throughout time/place
    • Timeline of games
    • Prediction of future games
    • Game debate
    • Forum posts
    LEARNING PLAN
    Students will use current events for a given time period and place to analyze the influence the events may have had on gaming of that era/culture. They will create a timeline of gaming that ties significant cultural and historical causes to the effects on gameplay. Then, they will analyze modern games (board, word, and electronic) to study what different age groups can potentially learn from games. We will define and discuss the uses of avatars in a variety of genres, evaluating the pros and cons of using them and ultimately creating one that is a purposeful representation of an individual. We will conduct a class debate on the potential dangers of modern gaming with regard to advertising, violence, and the desensitization that occurs. As a final project, students will work in small groups to design a game for a specific age group and with multiple potential outcomes.

    Unit Plans and Ideas
    A place to find out what everyone else has been planning and creating. Feel free to check out the other grades for some inspiration!
    ...
    Collaboration
    Stage 3 – Learning Plan
    ...
    group task.
    Traveling

    Traveling
    around the world
    Stage 1 – desired results
    Essential questions:
    How do people use statistics in the real world?
    How much money does it take to travel for two weeks?
    What are some of the difficulties that come into play when traveling to other countries and how you can overcome those difficulties?
    How important is management and scheduling when traveling?
    ...
    will know:
    That statistics are useful to help decide where and when you travel.
    Travel can be a very expensive experience.
    ...
    Take real life situations that can become difficult and adapt to overcome those problems.
    Use plane schedules, hotel reservations, dining experiences, excursions, etc. to create a travel agenda that meets the time and money requirements allotted for the trip. Students should not go over the trip budget.
    Content Standards
    Problem solving – involving examining situations that arise in mathematics and other disciplines.
    Write for different purposes and a variety of audiences.
    ...
    Analyze data
    Stage 2 – Assessment evidence
    Performance Tasks
    v Travel Journal
    v Graph of weather activity
    ...
    Stage 3 – Learning Plan
    Students will plan a trip to (country of their choice?) or somewhere they have studied in the past. They will be given $5,000 and two weeks to be on this trip. After researching the statistics regarding weather in these areas students will decide where and when they would like to travel. They will also have to find out what kind of money is used in their travel destination and how the U.S. dollar would be converted into that money and what it would be worth. Students will have to research flight schedules, hotel prices and availability, excursion ideas, restaurant choices and prices. With this information students will then create a travel agenda mapping out their trip and calculating all the money they will spend on the trip. As a final product students will be creating a chart to show why they chose this destination and time of year based on the weather statistics that were found. They will also include a money conversion chart showing the change in currency. Finally students will submit their travel agenda and travel journal. Students may also include pictures and facts about countries they are visiting.
    ...
    events Blog
    Students

    Students
    will be able to:
    Read and think about current events and offer personal comments on those events.
    Respond to the comments of their peers.
    Content Standards:
    Use critical thinking skills to interpret events, recognize bias, point of view and content.
    Examine current issues, events, or themes and relate them to past or other present events.
    Interpret events considering continuity and change, the role of chance oversight, and changing.
    Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to text through sustained use of examples.
    Performance Tasks
    - This will be a weekly task that students are responsible for.
    - Using a blogging website such as google blogger, 21 classes, etc, that is set up by the teacher the students will be required to go onto the blogging website the respond twice weekly to the current events topic that was posted by the teacher for that week.
    ...
    - Students may go on and respond more than twice but they must respond at least twice each week.
    - This will enable students to use technology to analyze interesting current events.
    ...
    Discussion Journals
    Students

    Students
    will be able to:
    Read and think about current events and offer personal comments on those events.
    Use their journal entries to help them form discussions on the topics.
    Content Standards:
    Use critical thinking skills to interpret events, recognize bias, point of view and content.
    Examine current issues, events, or themes and relate them to past or other present events.
    Interpret events considering continuity and change, the role of chance oversight, and changing.
    Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to text through sustained use of examples.
    Performance Tasks
    - This task can be done weekly, bi-monthly, or whenever something comes up.
    - Students will take 5-10 minutes to respond to a topic that is written on the board by the teacher.
    ...
    - The class will then have a discussion on this topic and students will be allowed to voice their opinions.
    - It’s possible to even have a mini debate.
    ...
    and Culture
    Standards:
    Social

    Standards:
    Social
    Studies: AnalyzeAnalyze how events
    ...
    view content.
    Interpret

    Interpret
    events considering
    ...
    and changing.
    Language

    Language
    Arts: Gather,Gather, select, and
    ...
    of examples.
    Students

    Students
    will understand:
    The role music plays in influencing culture.
    Essential Questions:
    How does music influence culture?
    How does music influence each generation?
    What can you learn about a culture listening to music?
    ...
    able to:
    Identify

    Identify
    how music
    ...
    each generation.
    Identify

    Identify
    how students
    ...
    to music.
    Create

    Create
    a story
    ...
    to come.
    Description

    Description
    of unit:
    In this unit students will research and identify how music has represented each generation. Based on their research, students will identify specific attitudes, fashion, politics, that correlate with the generation. As a result of their research, students will create a product that represents the music and culture of past, current, and future generations.
    Possible Outcomes:
    Photo story
    Garage Band
    Music video
    Author Bios
    Overview:
    -This can be used and altered for various situations and goals,
    ...
    -They can then be used to identify the author of writing that is displayed around the room.
    -The goal is for students to feel and believe that they are actually authors and their writing matters and will be published.
    Entitlement Generation:
    Students

    Students
    will be able to:
    Identify

    Identify
    and research
    ...
    that name.
    Represent

    Represent
    their knowledge
    ...
    using technology.
    Predict

    Predict
    the future
    ...
    a product.
    Essential

    Essential
    Questions:
    Why do you think your generation is called the “Entitlement Generation”?
    How can you prove or discredit this title?
    ...
    Predict what the future generations will be titled. How did you formulate such a title? What criteria and information did you base your prediction on?
    Compare your generation to your parents’ generation.
    Standards:
    Science: Evaluate

    Science: Evaluate
    the strengths
    ...

    Social Studies: ExamineExamine current issues,
    ...
    over time.
    Assess

    Assess
    the credibility
    ...
    secondary sources.
    Language Arts : Gather, select, and organize information appropriate to a topic, task, and audience.
    ...
    of examples.
    Description:

    Description:

    Students will begin the unit by discussing the title “Entitlement Generation”. Based on student observation, they will determine why they are given such a name. Students will continue their research through analyzing text, data, etc. representing the title. They will also research previous generations and why they were titled with that name. At the conclusion of the unit, students will be able to identify and explain the purpose of the past present and future generation titles.
    Possible Outcomes:
    Students will create a product that represents their knowledge of the “Entitlement Generation,” as well as past generations.
    Role Play
    ...
    • Choose which stocks to buy and sell
    • Calculate exchange rates
    Content Standards:
    Science:
    • Evaluate strengths/weaknesses of data, claims, and arguments
    • Communicate experimental findings to others
    Social Studies:
    • Analyze how events are related over time
    • Use critical thinking to interpret events, recognize bias, pov and content
    ...
    • Distinguish fact from fiction by comparing sources about figures and events with characters and events
    • Summarize information in written, graphic and oral forms
    Math:
    • Pose and solve problems
    • Describe these situations mathematically
    ...
    • Evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize how those solutions can be applied
    • Use technology to solve mathematical problems
    Language Arts:
    • Write for different purposes and audiences
    • Gather, select and organize information appropriate to a topic, task, and audience
    ...
    • Use a variety of strategies to organize writing
    • Use relevant graphics in writing
    ...
    Assessment Evidence
    Performance Tasks:
    • Trend analysis – can refer to Cool Hunting lesson for this
    ...
    • Summary of investments
    • Exchange rate calculation tables
    ...
    Learning Plan
    Students will learn the general history and operating procedures of the stock market, including key terms. We will explore the different segments of the marketplace, and the kinds of factors that influence a stock’s price and trading. We will open a class online account and determine, based on our analysis, what we should invest it. Students will have the choice of whether to leave their money “under the bed,” invest it in a short-term, fixed rate CD, or invest it in the stock market. They will then track their investments and analyze the factors that may be influencing their stocks. We will evaluate risks and returns on investments, trace the history of certain stocks and connect them to influential factors, deliver written and oral reports about the market, and make predictions about how certain stocks will perform.
    As we move through this unit, we will also explore the role of the market in other countries, and discuss the impact of exchange rates on a country’s economy. Students will also practice calculating exchange rates.
    ...
    by Design
    Stage 1 – desired results
    Essential Questions
    What kind of impact could genetically engineered babies have on society?
    Would this process separate the rich from the poor and make the rich richer and the poor poorer?
    Is it ever a good idea to genetically engineer babies: either for disease control or to make a “super baby.”
    ...
    will Know:
    Why some people and scientists might genetically engineer babies.
    The medical reasons for this procedure.
    ...
    The specifics on how a baby is genetically engineered
    The positive and negative effects of genetically designed babies.
    ...
    able to:
    Analyze the science of genetic engineering of babies and will form an opinion on whether they agree or disagree with the process
    Read and summarize various articles on the topic.
    ...
    View videos on the topic to help them form opinions.
    Create a prediction on how the future will be if designer babies become the norm for people having children.
    Content Standards:
    Science:
    -evaluate the strengths and weaknesses of data, claims and arguments.
    ...
    - Demonstrate higher-order thinking skills and writing clarity.
    Stage 2 – Assessment evidence
    Performance tasks:
    - Journal reflections
    - Picket signs
    ...
    Stage 3 – Learning plan
    Using articles and videos from Time, CNN, and various other sources students will learn the process involved in making designer babies. Students will use these sources to formulate an opinion of the process and will respond in journal entries and reaction papers. Students could also voice their opinion through oral presentation or picket signs. In order to demonstrate what the future could be like with designer babies students could create a comic strip displaying what they foresee for the future. This unit is really about discussion and discovery of this scientific process and whether or not it should be done in certain circumstances. For example, is it okay to genetically engineer babies to try and delete a harmful gene or is it okay to genetically engineer babies to create a blonde haired, blue eyed, smart child?
    ...
    the Beholder
    Stage 1 – desired results
    Essential Questions:
    How does society affect our perceptions of what is beautiful and what is not?
    Do you ever try to make your looks adhere to the “norm” or what is popular?
    ...
    What does “Beauty is in the eye of the Beholder” mean?
    What struggles do today’s teenagers face when it comes to beauty and perception?
    ...
    will Know:
    How the media is usually portraying an unrealistic viewpoint of beauty.
    That their lives and viewpoints of themselves are affected by the media and what is considered to be beautiful.
    ...
    What their own perspective of beauty is.
    How the definition of beauty differs in various societies.
    ...
    able to:
    Examine and compare different society’s viewpoints of beauty.
    Analyze how the media goes about warping the perception of “real” beauty.
    Reflect on their own perception of beauty.
    Come up with ways to change the media perception.
    Content Standards:
    Social Studies:
    -Examine current issues, events, or themes and relate them to past events.
    ...
    - Demonstrate higher-order thinking skills and writing clarity.
    Stage 2 – Assessment evidence
    Performance tasks:
    - Journaling
    - Analyze magazines, videos, musicals (wicked) in order to find evidence of beauty.
    ...
    Stage 3 – Learning plan
    Students will use various sources to examine what the public perception of beauty is like in our own society today. They will look at magazines, movies, celebrities, and athletes to determine what kind of beauty is glorified in our society. Students will also watch the “pigface” episode the The Twilight Zone to see that perception really depends on the society. We will also discuss the Magic Mirror complex where many people look in the mirror and see themselves as worse than they are or perhaps better than they are. Students will also research what beauty is in other cultures using online sites or cultural magazines. You tube has a variety of videos that show how television or print ads manipulate people’s looks. Students will journal on these topics, rant on them, create visual representations about beauty in other cultures, discuss how this affects them during their teenage years. Create a campaign to show teenagers how they are beautiful just the way they are to expose the media inaccuracies when portraying beauty.
    Budget Bankers
    Stage

    Stage
    1 – Desired results
    Essential

    Essential
    Questions:
    1. How much money does the average family need per month to live comfortably?
    2. How difficult is it to create and stick to a budget?
    3. Why is it important to have a budget as an adult? A teenager?
    ...
    will know:
    1. The importance of having a budget.
    2. How creating and sticking to a budget can be beneficial.
    3. How to create a budget that fits their income and expenses.
    ...
    able to:
    1. Use excel to create a monthly budget for a family
    2. Understand the process of creating and sticking to a budget.
    ...
    5. Use a checkbook and banking system.
    6. Understand the repercussions of credit card debt.
    Content Standards:
    - Math:
    • Pose and solve problems
    ...
    • Use a variety of strategies to organize writing
    • Use relevant graphics in writing
    ...
    assessment evidence
    Performance

    Performance
    Tasks:
    - Researching various items – rents, food prices, gas prices, etc.
    - Creating a budget
    ...
    - Reaction paper
    - Lessons learned paper
    ...
    Learning Plan
    After a discussion and possibly watching clips of what a budget is and why it’s important to stick one the students will be given a career, a take home salary, and a family. They must look into all the expenses it takes to have a family and using excel (or any other comparable program) create a monthly budget for that family. Students will then have to journal on what items a family “needs” vs. “wants.” They must also use a checkbook and balance it or use an online banking system. They will have to write a reaction paper that discusses the easy and hard things about having a budget and what they would do if an emergency happens. Students will also complete a paper outlining the lessons they’ve learned about the value of money. In the end they will present their process to the class and we will see if they were able to stick to the budget they were given and live comfortably.
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    4:13 am

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