Daily PBL Plans: Create a City

Monday
Pre-Assessment:
Perimeter, area, and
fractions.
*Assessment will
include constructed
response, short answer,
multiple choice

Tuesday
Entry Event:
Evaluate the layout of
New York City as well as
the process of creating a
city within two youtube
videos.
*What could be done
better? What was done
right? What could cause
problems? What would
you do differently? The
same?
*If you created a city,
what would it look like?
Use the grid system.
*Video for New York
City:
https://www.youtube.com/
watch?v=HDWIz72UwU
4
*Video for gaming/city
creation: (Choose clips
wisely, there is foul
language at certain
spots)
https://www.youtube.com/
watch?v=0dDRYivsMY&index=1&list=PLKc4_
pEKkRczgDjlJ46JpM6Q4
v-gzLwLa
https://www.youtube.com/
watch?v=itN30CWBABg
EL/Intervention

Week # 1
Wednesday
Front Load:
Lesson on using grid
paper to plan out a grid
structured city.

Create:
As a team, begin to
sketch out their city plan
using grid paper. They
will create a name for
their city and decide on
rough sizes for city
blocks, as well as general
lay-out of residential and
commercial areas as well
as where their park,
school, fire station,
police station, and any
other city features will
be located.

EL/Intervention:
*Strategic grouping
*Group discussion
*Hands-on creation and
representation

Dates___________________________
Thursday
Front Load:
Mini Lesson on area
and perimeter.

Student work:
With an example grid
city, find the area and
perimeter of the blocks
and streets.
*Compare answers and
work with math partner

Create:
Continue working on
group city plan. Make
any necessary changes
to the city plan/outline.

Journal:
Create a sketch of the
city layout as decided
upon by group. Label
the blocks they will be
responsible for. Write a
justification for why
their team laid out the
city as they did.

EL/Intervention
*Pull small groups for
individual work on
perimeter and area
during student work

Friday
Front Load:
Mini lesson includes
modeling how to find the
perimeter and area of
the city blocks.

Group
Work/Discussion:
*Decide who will be
responsible for which
city blocks and what will
be housed on those
blocks. Some students
may have more blocks if
blocks are not
segmented (for example,
if a block is just a grass
park that is not
segmented into different
areas).
*Find the perimeter and
area of each city block.

Journal:
Add perimeter and area
labels to city sketch.

EL/Intervention
*Strategic grouping
*Discussion
*Teacher questioning
and observations during
group work

*Strategic partnering
*Group discussion
*Use of visuals
*Hands-on

time.
*Strategic partnering
(2-partner teams as
well as group teams)

Daily PBL Plans: Create a City

Monday
Assessment:
Students will present
what they have created
so far.
Classmates will provide
feedback and ask
questions for
clarification.
Teams can make
changes as necessary.

Tuesday
Front Load:
Lesson on unit fractions
and breaking city blocks
into fractional units.
breaking apart of
blocks must be
reasonable for the
buildings/structures
that are there.

Student work:
With an example grid
city, students will break
apart blocks based on
what will be there (pre-
created worksheet with
labeled blocks for
residential/commercial/
park). Must label
fractional units.
*Compare answers and
work with math partner

EL/Intervention
*Pull small groups for
individual work on
fractions and labeling.
*Strategic partnering (2-
partner teams as well as
group teams)

Week # 2
Wednesday
Model:
Model splitting and
labeling city blocks into
fractional units that are
logical for the buildings
and structures that are
on those blocks.

Create:
Start splitting city
blocks. This will be
mostly independent
work, ending with group
collaboration.

Journal:
Students will write a
justification for
decisions made on their
blocks, including a
sketch of blocks. They
will label the area,
perimeter, and
fractional units they
have done so far.

EL/Intervention
*Pull small groups for
work with fractional
units

Dates___________________________
Thursday
Create:
Continue working on
city blocks, labeling with
area, perimeter,
fractional units, and
building names. End
with getting group
feedback.

Journal:
Make any additions or
changes to their blocks
as necessary.

EL/Intervention
*Teacher will provide
questioning and
feedback as necessary.
*Pull for small group
work as necessary.

Friday
Discussion/
Collaboration:
Students working on
residential blocks will
meet with other
students creating
residential blocks;
students working on
parks will meet with
other students creating
parks; The same with
commercial blocks, etc.

Group Discussion:
Students will report
back any changes or
discussion they had
with members of other
teams.

Journal:
Write a journal
reflection providing
reasoning for the
decisions made on their
city blocks. Students will
add labels and changes
to blocks as necessary.

EL/Intervention
*Teacher will provide
questioning and
feedback as necessary.

Daily PBL Plans: Create a City

Monday
Front Load:
Lesson on equivalent
fractions, relate to
equivalent area.

Student Work:
With an example grid
city with blocks broken
apart into fractional
units. Students will label
any equivalencies they
see, and label the areas
as justification for
equivalent fractions.
*Compare answers and
work with math partner

EL/Intervention
*pull small groups
during student work
time

Tuesday
Front Load:
Lesson on comparing
fractions

Student Work:
Individual work for
comparing fractions and
identifying equivalent
fractions.

Individual Work:
Identify equivalent or
greater fractions within
their own city blocks.
Share with their math
partner and provide
checks for other team
mates.

Journal:
Label equivalencies in
their journal. Provide
justification in writing
and using math.
EL/Intervention
*Pull small groups as
necessary based on
success with student
work from yesterday as
well as struggles
apparent during todays
lesson.

Week # 3
Wednesday
Create:
Continue working on
individual city blocks,
labeling area, perimeter,
fractional units.
Label buildings and
structures.
Have math partners and
teammates continue to
provide checks and
support to other
teammates.

EL/Intervention
*Group discussion
*Strategic partnering
*Pull small groups as
necessary based on
journal work and group
observations.

Dates___________________________
Thursday
Create:
Meet as a group to
discuss changes that
need to be made. Cut out
city blocks using new
grid paper and place on
larger grid poster. Move
around as necessary
before gluing down for
tomorrows gallery
walk.
Goal: To create an
updated city layout,
making changes as
necessary.

Journal:
Create an updated
sketch of the city layout.
Justify any changes to
the layout or why
nothing was changed.
EL/Intervention
*Teacher provides
questioning and
guidance as necessary
during group work time.

Friday
Peer Evaluation:
Gallery walk with city
posters.

Class Discussion
Discuss any notes made
on posters, as well as
similarities and
differences noticed
between cities.

Assessment
Quiz: area, perimeter,
fractions (labeling unit
fractions, and
comparing)

Daily PBL Plans: Create a City

Monday
Front Load:
Mini lesson on using
technology to create a
model of the city.

Create:
Groups work together to
create a model of the
city. Each student will
have a hand in the
creation by filling in his
or her own blocks. They
will decide as a group
who will take the lead
with doing the overall
layout before the rest
come in and fill in their
buildings.
Students will use
program on Google Docs
so they are all able to
make
changes/adjustments at
the same time.


EL/Intervention
*Pull small groups
during creation time to
review anything evident
during Fridays
assessment.

Tuesday
Model:
Model filling in (spacing,
etc) information on city.

Create:
Continue working on
city model.

EL/Intervention
*Pull small groups as
necessary based on
progress.

Week # 4
Wednesday
Create:
Finish working on
model: fill in
perimeter/area/label
fractional units for
buildings.

Front Load:
Discuss expectations for
group presentations.
*Each team member is
expected to have a part,
and will present the
blocks that they created.

Group Work:
Meet as a group to plan
out presentations.

EL/Intervention
*Group discussion,
feedback, and support

Dates___________________________
Thursday
Present:
Day 1 of presentations.
Groups will present
their cities to the class.
*Classmates will provide
peer evaluations based
on a rubric.

Friday
Present:
Finish presentations
*Classmates continue to
provide peer
evaluations.

Summative
assessment:
Assessment will cover
all math topics, as well
as a short answer
section where students
provide justification for
any decisions made
(both individual and
group) in development
of city.

Self Evaluations:
Students will grade their
performance based on a
rubric.

EL/Intervention