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PBL Overview

Title: Schools of the Future Est. Start Date: Duration: 10 Weeks
Teacher: Caroline Butler, Shelley
Lake, Pam Parkerson,
Heather Voyer
Grade Level: 8
th
Grade
Content Focus: Earth and Human Activity Other subject areas to be included: Geometry,
Physical Science, Life Science, Engineering, Public
Speaking, Communications, Technology
Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem
Working as a member of an architectural team, you are competing against other
companies to win the contract that will design a school to meet the economical,
environmental, technological, and architectural needs of a community.
Essential Question: What is the most inspiring,
inviting, and interesting
learning space you can
imagine?
Driving
Question
What would a school have to be like
to make you want to spend a lot of
time there?
Content and Skills
Standards to be
addressed:
(CCCSS, NGSS, Calif.)
MS-PS1 Make sense of problems and persevere in solving them.
MS-PS2 Reason abstractly and quantitatively.
MS-PS3 Construct viable arguments and critique the reasoning of others.
MS-PS4 Model with mathematics.
MS-PS5 Use appropriate tools strategically.
MS-PS6 Attend to precision.

6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the
surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal
comparative inferences about two populations.

7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.
Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a
unique triangle, more than one triangle, or no triangle.

7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of
right rectangular prisms and right rectangular pyramids.

8.GA1 Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and
line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines
are taken to parallel lines.
8.GA2Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by
a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the
congruence between them.
8.GA3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using
coordinates.
8.GA4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a
sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a
sequence that exhibits the similarity between them.
8.GA5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles
created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give
an argument in terms of transversals why this is so.
8.G9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and
mathematical problems.

WHST.6-8.1.A
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims,
and organize the reasons and evidence logically.
WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of
the topic or text, using credible sources.
WHST.6-8.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
WHST.6-8.1.D
Establish and maintain a formal style.
WHST.6-8.1.E
2
Provide a concluding statement or section that follows from and supports the argument presented.

RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.

HSG.MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree
trunk or a human torso as a cylinder).

MS-LS2-2.Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-3.Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of
an ecosystem.
MS-LS2-4.Construct an argument supported by empirical evidence that changes to physical or biological components
of an ecosystem affect populations.
MS-LS2-5.Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earths
resources and environment.

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles and potential impacts on people and the natural environment
that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the
criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to
identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or
process such that an optimal design can be achieved

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal
energy transfer.
MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred.

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and
impact society.
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.
MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical
reaction and thus mass is conserved
MS-PS1-6 Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal
energy by chemical processes.
MS-PS2-1 Apply Newtons Third Law to design a solution to a problem involving the motion of two colliding objects.

T+A E T+A E

21
st
Century Skills
and MPS to be
explicitly taught and
assessed (T+A) or
that will be
encouraged (E) by
Project work but not
taught or assessed:

Information and
Communication Skills
X Presentation X
Thinking and
Reasoning Skills
X
Personal and
Workplace Skills
X
Presentation Audience

Culminating
Products and
Performances


Group:





Construct a model to scale

Presentation of Model ideas:
Winner of Class presentation
presents to the school board.
Class

X
School Board

X
Community

Individual:
Create a floor plan to scale
Experts


3






Produce an Argumentation
Position Paper supported with
relevant Factual information.
Web


Other:
Project Overview

Entry event
to launch inquiry, engage
students:















Outline or Conceptual
Flow
Include assessment points:






























Discuss School: What makes school an enjoyable place to be? How does the environment of a school
impede or project learning? What would a school of the future look like?
Allow the students to brainstorm on poster paper what they think would be essential to any
credible school in the future?
Read through some entries, for the School of the Future Design Competition as provided by the
Council of Educational Facility Planners International, Show the students some ways that students,
their age, of compiled and met a list of needs when designing their school plan including but not
limited to: Community engagement, Environmental concerns and resources, cutting edge
technology advancements, all with Functional school floor plans and scale models.
(http://healthyschoolscampaign.typepad.com/healthy_schools_campaign/2012/06/school-of-the-
future-competition-spotlights-environmentally-savvy-students-creativity.html)
Return the students back to their brainstorm posters and allow them to discuss any other ideas that
they may not have original given thought to.
Watch the video starting at
https://www.youtube.com/watch?v=WSKPgy2c4d0&feature=player_embedded
Students will from a team of 3-4 students that will become their architecture team members. Here
they will work together for a series of 8-10 weeks to plan, design, and present a school design that
meets the criteria and constraints as provided by the CEFP




Learning Environment Vocabulary 8GA1; HSG.MG.A.1; 6.G.A.4; MPS8
Students will build knowledge of building and architectural vocabulary terms.
o In small groups students will brainstorm math vocabulary terms that
related to the architectural planning and building of a school.
o Vocabulary sort
The Architectural Style of Frank Lloyd Wright MSP1; RH.6-8.2; WHST.6-8.2.Dl MSP3
Students will study the architectural style of Frank Lloyd Wright and begin to
recognize common themes throughout architecture and begin to understand
concepts of tangible and intangible.
o Research Frank Lloyd Wrights work (www.greatbuildings.com)
o *Assessment Point: students will write a descriptive paragraph after
thorough research that explains FLWs building designs, as well as
providing examples of tangible and intangible in FLWs designs.
Geometric Shapes in Buildings and Architecture RH.6-8.2; 8.GA.1; 6.GA.4; MSP8
Students will discover geometric shapes and how they are used in
architectural buildings and styles.
o Research historic buildings on the Internet
o Label and identify geometric shapes on printed pictures of buildings.
o Geometry Walk around campus to locate specific geometric shapes.
o *Assessment: Pairs will present geometric shape findings to class and
correctly name shapes.
A Stellar Survey I MSP2 7.SB.4; MSP 6
Students will create a 10-question standardized survey regarding creation of
their school building.
Each student will participate in the survey.
Introduce Central tendency when looking for the Average response.
Students will organize the survey data using a Stem and Leaf plot.
Working in ten groups, students will create a bar graph displaying survey
results from each question.
A Stellar Survey II: Stem and Leaf Plots MSP1 7.SB.4; MSP 6
Students will organize data results from a survey.
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Instructor will define a Stem and Leaf Plot when using tallies and explain the
necessarily of having a key at the end of the Stem and Leaf plot.
In groups, students will use different sets of data and complete plots. Data
should include: Students, faculty and community participant responses
Green Schools Networks of Benefits MS-PS1-3; 5-ESS3-1; MSP2, MSP 8
Students will read an article based on the benefits of Going Green
Students will consider, research and present the network of benefits that result
from high-performance, green design features in school buildings. (i.e. larger
windows, solar panels, ventilation,)
o Assess: Students recognize a common theme, and highlight benefits
they wish to add to their design/plans.
Meeting Community and School Needs MS-LS2-2; 5-ESS3-1; MS-ETS1-1
Class discussion on identifying ways to involve the community in a school
design.
o List ideas generated by the students on the board. Discuss realistic
ideas and how students could gather more information to help decide
if the idea is desired by the community and a viable option in the
design of the new school.
Invite a guest speaker from the community (i.e. Realtor, Government official,
business owner, etc.) MS-PS1
o Students design interview questions/gather information on ideas.
o Select one or two ways in which the community can be involved in the
new school and include the details in the new school model.
Space Conservation MS-PS1-2; MS-ETS1-2; MS-LS2-4-5; MS-PS1-5
Conduct a class discussion concerning definitions and reasons for space
conservation (i.e., no unused land available). Give examples of buildings in
large cities.
o Share and discuss all drawings and products concentrating on usage
of resources, costs, and design features.
Introduction to Scale Drawings 8.GA4, MSP 5; MSP2;
Students will learn how to interpret and construct scale drawings
o Instructor will explain what a scale drawing is.
o Students will begin finding the measurement of the classroom and
decide as a class what measurement to use.
o Students will begin to create a blueprint of the classroom using a
scale.
Refining and Reasoning Behind Scale Drawings MSP 6; MSP 5; 8.GA.2
Class will discuss the need for accuracy in blueprints.
Students will observe classmates scale drawings and provide constructive
criticism.
Students will work to refine scale drawings.
o *Assessment Point: Final scale drawings will be graded.
Measure Around and Within 8.GA1; 7.GA.1-2; MSP 6
Students will clearly understand how to measure and find the perimeter and
area.
o Maximizing and Minimizing activity
o *Assessment Point: Randy Rat worksheet
Design Your Space MSP4, 8.GA.2; 7.GA.2
Using the classroom and graph paper provided, students will design a realistic
floor plan to scale.
o *Assessment Point: Students will be graded on their classroom floor
plan using a rubric that was created by the students and teacher at the
beginning of class.
Best Design of a Floor Plan MSP4, 8.GA.2; MS-PS3-3; 7.GA.2
As a class, students will discuss and determine the best design floor plan
using results from survey that was conducted in Unit 1.
Pros and cons will be discussed as students observe samples of school
buildings
Students will decide on the best attributes and come to a consensus regarding
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the major design elements.
Precision Tools MSP5; 5-ESS3-1; MS-PS1-6
Understands the concepts of precision and significant digits as they relate to
measurement; selects and uses appropriate units and tools depending on
degree of accuracy required.
o Instructor will model measuring an item using one correct tool and one
incorrect tool.
o Create a class list of all instruments that the class will be using to
create the blueprint of the school building project.
Assess: Create scaled drawings following lesson plan on
http://mypages.iit.edu/~smile/ma9103.html
Ratios 8.GA.4
Understands the basic concept of a rate as a measure.
o Donald Duck and the Mathmajical Land
https://www.youtube.com/watch?v=U_ZHsk0-eF0
o http://www.iit.edu/~smile/ma9419.html
Proportions 8.GA.4
Understands the mathematical concepts of similarity (e.g., scale, proportion,
growth rates) and congruency.
o How Big is Barbie? www.mathprojects.com/lessons.asp.
Energy and How It Is Measured 5-ESS3-1
Understands formulas for finding measures.
o Lead a discussion on energy conservation and how important that is in
our world. See Efficiency and Conservation from
www.need.org/energyinfo.php
Conversion of Measurement 8.GA.4
Solves problems involving units of measurement and converts answers to a
larger or smaller unit within the same system.
o http://math.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=math&zu=
http%3A%2F%2Fwww.searchthingy.com%2Farea.htm
o http://www.cehn.org
o Have students form small groups. Instruct them to measure the length
of the one wall, the width of the door, the depth of a bookcase any
way they want. Display result on board. Discuss and model converting
all measurements to metric measurements and the algebraic process
for this.
How to Make 3D Model MS-PS1-4-5. MSP 6, MSP5, MSP2; WHST.6-8.1.A; HSG.MG.A.1

Understands the defining properties of three-dimensional figures; understands
the relationship between two- and three-dimensional representations of a
figure.
o Using any and all materials available for use, build a three-
dimensional model of the the groups school design from the two
dimensional drawing created earlier, keeping in mind both scale and
accuracy in while making the model.

Assessments










Formative
Assessment
s
(During
Project)
Perspective Drawing Exit Exit Tickets on individual lesson
co concepts

Cost Estimate(s)

Design File (cumulating)

Written Proposal

Site Plan


Summative
Scale Model 50 Marketing overall site
100
6






Assessment
s
(End of
Project)
including: Environmental
impact and cost estimate
Floor Plan(s) 50 Peer Evaluation
25
Design File (Final) 50 Self-Evaluation
25
Presentation 50



Resources
Needed
On-site people,
facilities
Area Converter
http://math.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=math&
zu=http%3A%2F%2Fwww.searchthingy.com%2Farea.htm
CEFPi Website for Competition
http://www.cefpi.org
Childrens Environmental Health Network
http://www.cehn.org
Efficiency and Conservation Form
www.need.org/energyinfo.php
How Big is Barbie?
www.mathprojects.com/lessons.asp
Donald Duck I in Mathmagical Land
https://www.youtube.com/watch?v=U_ZHsk0-eF0
Golden Rectangle Lesson: http://www.iit.edu/~smile/ma9419.html
Create Scaled Drawings Lesson
http://mypages.iit.edu/~smile/ma9103.html
Frank Lloyd Wrights work www.greatbuildings.com
School of Future Competition Spotlight
http://healthyschoolscampaign.typepad.com/healthy_schools_campaign/20
12/06/school-of-the-future-competition-spotlights-environmentally-savvy-
students-creativity.html
School of Future Design Competition
https://www.youtube.com/watch?v=WSKPgy2c4d0&feature=player_embed
ded
Equipment

Materials

Community
resources
Guest Speaker: Community (Realtor, Business Leader, Architecture)




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:

Construct and Interpret Scaled Drawings


Student needs to be able to:

Collaborate effectively with peers, teachers
and professionals.
Student needs to be able to: Student needs to be able to:
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Understand what and how a school looks,
feels, and functions to support the teaching
and Learning.



Gather, Organize, and Interpret Data
Student needs to be able to:


Write an argumentation position paper
supported with relevant facts.



Student needs to be able to:

Manage Time effectively, while connecting
ideas to the overarching Goal.

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:

What do the words tangible and
intangible mean?
In what ways would a school be inviting,
inspiring, and interesting?

Teacher asks questions to summarize, analyze, organize, or
evaluate:

How can you distinguish between an
uninviting and an inviting school?
What changes to our current school could
you recommend for an improved learning
environment?
Teacher asks questions to apply or relate:

Where would you locate that information
and who could you interview to learn
more about this topic?
How will you organize your information
and apply it?





Teacher asks questions to predict, design, or create:

What are some competitive solutions
towards future technological advances
that will keep schools eco-friendly?
Can you develop a proposal that would
defend the benefits of having an inviting
learning environment that incorporates
improved technology and renewable
energy resources?

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?

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