Project Characteristics

 In-depth coverage of important subject matter  Big Ideas to organize understanding  Ongoing Assessment  Purposeful, Authentic Tasks

Project Characteristics

 Involves students in investigations of compelling problems  Students are put in active roles such as:  Problem-solver  Decision maker  Investigator  Documentarian

Project Characteristics

 Students are at the center of the learning experience  Important learning objectives are aligned with standards  Project has real-world connections  Students produce products or create performances to demonstrate their knowledge  Higher-order thinking skills are integral

Curriculum Framing Questions

 To help students make connections  Cross-curricular  Real-world  Thing about the Big Ideas and Concepts that are important in the curriculum

On-going Assessment

 Gauging student needs – readiness and prior knowledge  Monitoring progress  Encouraging self-direction

Communication and Collaboration Tools

 Communicating with peers  Encouraging reflection  Making thinking visible

Essential Questions

                      How things change over time How have great leaders been catalysts for change?

How do artists help influence and change society and culture?

What happened to the slave population in Argentina?

Do I have the potential to change the world?

What do I do with so much information and how to I deal with it/make sense of it?

How do I deal with so much changing information?

How did French travel to Africa and influence the culture?

Change agents – Power, conscience, ambition: How does conscience intersect with ambition and moral choice?

If power corrupts, does absolute power corrupt absolutely?

How have I changed over time?

Am I my brother’s keeper?

Why do we only revolt when we are starving?

Animation on calculators – change – statistical analysis Cultures- Society – change over time: How have Spanish speaking countries evolved?

Is solar power viable for transportation?

Change that can be measured How can the childcare students change or influence the life of a child?

Do you hear what I’m saying? How can I be responsible for myself?

How do thoughts and opinions and experiences of others influence my life?

How does literature change over time? How does literature affect social change in the world?

Identify standards and create learning objectives 2.02

 Identify the standards that you need to teach and assess in your unit,  Think about the standards that relate to your unit.

 Create student learning objectives for your unit.

 Outline what you want your students to understand or demonstrate.

  Emphasize higher-order thinking skills www.intel.com/education

 4.05