CLEVELAND AVENUE ELEMENTARY SCHOOL  

Project Based Learning  

Design Guide 
Unit 2 /Project Title: ​ Coming to America Duration: 9 weeks  
(Oct 15-Dec.21) 
 
Content Focus: Social Studies   Teacher(s): Eldridge, Kennedy, Lawrence & Postemus  Grade Level: 5th 
Other subject areas to be included: Math, Science, ELA and Social Studies 
KEY KNOWLEDGE: 
Significant Content  NGSS: 
  S5E1. Students will identify surface features of the Earth caused by destructive processes including
tornadoes, hurricanes, erosion, weathering and tsunamis.

Writing/ ELA:​· RI3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts 
in a historical, scientific, or technical text based on specific information in the text. (SWBAT describe and identify historical 
events, scientific ideas or concepts, and technical procedures IOT describe the relationships or interactions between 2 or more 
historical events, scientific ideas or concepts, and technical procedures in a text.) 
 
SWBAT introduce a topic clearly, provide a general observation and focus, and group related information logically; include 
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension IOT write 
informative/explanatory texts to examine a topic and convey ideas and information clearly. 
 
 
 
Social Studies: ​SWBAT ​describe the reasons people immigrated to the United States, from where they
emigrated, and where they settled ​IOT ​describe how life changed in America at the turn of the century. 
 
 
Math: MGSE.5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, 
with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given 
point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that 
the first number indicates how far to travel from the origin in the direction of one axis, and the second 
number indicates how far to travel in the direction of the second axis, with the convention that the names 
of the two axes and the coordinates correspond (e.g., x-axis and xcoordinate, y-axis and y-coordinate).  
 
 MGSE.5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant 
of the coordinate plane, and interpret coordinate values of points in the context of the situation  
 
 
Technology: SWBAT integrate the use of google and microsoft applications IOT create innovative 
products. 
 
 
Engineering: Students will create Powerpoints  
 

21​st​ Century Competencies  Collaboration  x  Creativity and Innovation  x

(to be taught and assessed)  Communication  x  Other: 
Critical Thinking  x   
Project Summary  Problem: Many immigrants dreamed of coming to the United States to start a better life for their
(include student role, issue,  families. Immigrants traveled from all over the world and had to travel on ships to get to the United
problem or challenge, action taken,  States. For many of immigrants it would take weeks or even months to get their destination. During
and purpose/beneficiary)  this time they had to endure many challenges including natural disasters such as tornadoes,
  hurricanes, heavy rains, and even tsunamis. How did immigrants build ships that would withstand the
  natural destructive forces while sailing across the seas?
 
 
 
 
 
CHALLENGING PROBLEM OR QUESTION: 
Driving Question:  Which ships will withstand the natural destructive forces while sailing across the ocean?
 

SUSTAINED INQUIRY: 
Need to Know:  What is erosion?
(​Remember to create a list of  What are destructive forces?
“​Anticipated”​ ​Need to Know  What are some ways to prevent erosion?
questions prior to Entry Event. 
AUTHENTICITY: 
Project Problem  Student need to learn about the history of America. They need to understand how 
(How does this relate to the real  and why immigrants came to the United States. They also need to understand the 
world? What problem exists in  challenges they faced. 
their lives, school, community, or 
world? ) 
Entry Event:  Students will choose a country and research why immigrants desired to leave to start 
a new life in the United States. After the research students will put their findings on 
a t-shirt. During this research they will understand how immigrants traveled. 
Students will then draw models of ships then build them using various materials.  
 
 
STUDENT VOICE & CHOICE: 
Products: ​Must include ED  Individual:  Specific content and competencies to be assessed: 
Process in at least one of the  Students will research why immigrants wanted 
products.  to come to America. Which countries came to 
  the United States and when did they start to 
  migrate over. 
Engineering Design Process:   
● ASK ​questions- Introducing 
the project (30 minutes) 
● Conduct ​RESEARCH​ ​(1 or 
more class periods) 
● Draft a ​PLAN​ (​3 class 
periods) 
● CREATE​ a 
model/prototype (5 class 
periods) 
● TEST/EVALUATE​ ​the 
model (1 class period) 
● IMPROVE​ the design (2 
class periods) 
● COMMUNICATE​ project 
to a public audience (peers, 
other grade levels, parents, 
experts, etc. This part is 
crucial and extremely 
important) 
 
  Team:  Specific content and competencies to be assessed:
Students will build ships out of various 
materials.  
PUBLIC PRODUCT: 
Public Audience   
(​Experts, audiences, or product 
users students will engage with 
during/at end of project) 
 
Resources Needed  On-Site Experts:  Off/Site Field Experience: 
    Contact the FOX 5 Storm Team 
Cardboard 
Metal  David Chanley
Water Bottle  Chief Meteorologist  
Glue   Count on the FOX 5 Storm Team to bring you 
Card Stock  
Large and small popsicle sticks   up-to-date forecasts and severe weather 
  information on FOX 5 Atlanta. 
 
 
  Call us at 404-898-0100 
 
  Email us at ​weather@fox5atlanta.com 
 
 
Equipment: 
 
 
Materials: 
 
 
Community Resources: 
CRITIQUE, REVISION, REFLECTION 
Reflection:  Journal/Learning Log  x  Focus Group  x 
(Individual, Team, and/or Whole  Whole Class Discussion  x  Rubric  x 
Class)  Survey