Introduction: With all the media and normality of statistics flooding the lives of students, a dreary pessimistic view

of the future of our world has overcome most of the population. With that being said students don’t actually know the in’s and
out’s of what is actually happening. This project is to give them an overview of the realities they face, but also to help them to learn about all the factors/technology that are fighting these negative outcomes. The students will learn about the
statistics of the negative possibilities of contemporary predictions for what our world will look like. Then they will also have to research what is being done to overcome those predictions, specific to what technology is becoming available. Then
based on their findings, they will use their writing/art skills to portray our world in hopefully a lighter note, where society is not doomed but humans have overcome the negative means that plague our world.
ENGLISH MATH
Standards and Objectives: Write narrative to develop real or imagined experiences or events using effective Standards and Objectives: Interpret the slope and the intercept of a linear model in the context of the data
technique, well-chosen details, and well-structured event sequences (CCSS.W.9-10.3) (HSS.ID.C.7) and distinguish between situation that can be modeled with linear and exponential functions (HSF.LE.A.1)
Big Ideas and Understanding: Students will be able to: understand the basic plot structure of a narrative, use Big Ideas and Understanding: Students will be able to: understand how to read linear and exponential models and
research to add to their narrative, use narrative techniques to allow flow within the narrative explain what the models represent; recognize the rate of change and identify the type of function the model
Inquiry Questions: Why is it important for writer to develop an appropriate organizational structure for their text? represents; make predictions based on the trend of the given model
How do writers of literary texts keep their readers engaged? Inquiry Questions: What social phenomena can be modeled with linear and exponential functions? How is it possible
Possible Misconceptions: teachers will choose their narrative topics, narratives can’t have any imagination in them, for the intercept of a model to not have meaning in the context of the data? What makes data meaningful and
structure and grammar are not important, you can’t be logical while writing actionable?
Formative Assessment: (1) Connect, Extend, Challenge: look at the subjects that are being tied into the project Possible Misconceptions: Rate of change vs. constant terms, independent vs. dependent variables, algebraic (linear)
and make connections, extend those thoughts into other subjects, and challenge those ideas and see if they could fit vs. geometric (exponential) rate of change
anywhere in the curriculum; (2) Plot Map: students will be asked to brainstorm what Formative Assessment: (1) Stand and Talk: explain their linear model to peers by
they wish to write about and then fill out a plot map to help construct the structure in
which they want their story to be laid out.
ART
Environmental addressing the rate of change and constant terms; (2) Agree or Disagree: participate
in discussion on types of function based on their rate of change calculation
TECHNOLOGY
Standards: Observe and learn to comprehend; invent and discover to create
Objectives: After viewing a short demo, students will be able to incorporate recycled
newspaper to assemble at least 5 roses, successfully. After creating 5 small recycled
Sustainability
roses,students will be able to use the provided materials to produce a well constructed wreath.After viewing the
Standards and Objectives: Develop an understanding of the relationships among
technologies and the connections between technology and other field of study (STL 3),
Develop an understanding of the effects of technology on the environment (STL 5),
Develop an understanding of and be able to select and use energy and power technologies (SLT 16)
wreaths their classmates have created, students will be able to extend constructive feedback professionally. Big Ideas and Understanding: Technology today be can used to overcome the issues in this world particularly
Students will be able to remain fully engaged and active throughout the demo and creation process. related to global warming. There is technology out there solving it, understand what things in research are objective
Big Ideas and Understanding: Recycled materials, manipulation, seeing everyday objects through a different lens, and true, analyze projected growth and how it applies to our world
recycled objects can be manipulated to create any sort of craft Inquiry Questions: What major factors contribute to global warming? What sort of research is being done on how to
Inquiry Questions: What is DIY? Have you ever done one before? What are objects you have seen being used in these prevent it? Where and how is the research being conducted? What are the possibilities and outcomes of the research?
projects that you wouldn’t have expected to be used? What are some ideas you have wanted to try? Possible Misconceptions: The research found is incorrect or just an idea with no actual realization, the analysis of
Possible Misconceptions: How to: use a hot glue gun, make the wire circular, allow the “flower petals” to spread statistics is incorrect in predicting what is actually going to happen
Formative Assessment: (1) Gallery Walk: set projects down and allow classmates to walk around each piece and Formative Assessment: (1) 5 Examples of Research: Each artifact should include where the product came from,
gather their thoughts on feedback to be given; (2) Listing: list what other recycled objects could be used to embellish why it is viable, what it is/how it was made, how it contradicts the negative consequences, its future impact; (2)
the wreath Discussion: students will present their findings and discuss predictions; (3) Written analysis: for each artifact a 1
page overview should be written on how the research will affect the future.
Summative Assessment: What will the year 2070 looks like?
Students will write a narrative paper describing a world 50 years from now. Within the paper, students should describe the type of technology that has overcome the negative consequences on the environment leading up to the year 2070.
While this is a fictional world, students should make accurate predictions based on data collected and trends discovered from research as learned within the math class about the current negative impacts to the environment. Lastly, since this
is a narrative story, the paper should include descriptive vocabulary such that readers can visually paint the picture of that world will look like as they read the story. The paper should be accompanied by a visual representation of
environmental sustainability using recycled materials.
 Exceeding Expectations
ENGLISH
Narrative has an engaging beginning Used narrative techniques, such as dialogue,
pacing, description, reflection, and multiple
__________/5 plot lines
Story is focused with a logical flow Had a clear focus with narrative details that
support a interesting, logical flow of events
__________/5 and uses transition words effectively
Uses descriptive language Used descriptive adjectives/ vivid verbs;
effective metaphors/similes
__________/5
Had an ending/conclusion showing Great conclusion/ending. Wraps up
reflection/insight narrative creatively and shows insight about
__________/5 the situation!
Mechanics and organization Paper is free of grammatical and spelling
__________/5 errors
MATH
Analyze data and predict future trends Accurately interpreted the data using
mathematical functions and made
__________/25 predictions based on numerical calculations
ART
Use recycled materials to create a recycled Student successfully created a wreath with
art piece at least 5 newspaper flowers.
_________/10 Student used their materials properly,
Handling Materials making sure their final project was neat and
well constructed.
__________/5 Student remained engaged and active
Participation and Engagement through the entirety of the project.
__________/5 Student was able to give and receive
Constructive Feedback and Discussion constructive feedback professionally.
__________/5
TECHNOLOGY Students successfully find research on at
Find data/evidence of new technology that least 4-5 new technologies that promote
is combating negative impacts on the world environmental sustainability
Students accurately compare the research
_________/10 on negative impacts with 4-5 of the
Analyze whether it will have an effect in 50 technologies found.
years Students accurately depict what the future
_________/10 will look like based on all of their findings
Fully Meeting Expectations
Fairly effective use of engaging techniques
Had a focused topic with story details that
support a fairly logical flow of events; uses
transition words
Used enough adjectives., vivid verbs; at least
one metaphor and simile
Fairly effective ending; some reflection
Paper has 1-3 grammatical and spelling
errors
Accurately interpreted the data and made
predictions with minimal calculations
Student successfully created a wreath with
3-4 newspaper flowers
Student somewhat used their materials
properly making sure their final project was
neat and well constructed.
Student remained somewhat engaged and
active through the entirety of the project.
Student was somewhat able to give and
receive constructive feedback
professionally.
Students successfully find research on at
least 2-3 new technologies that promote
environmental sustainability
Students accurately compare the research
on negative impacts with 2-3 of the
technologies found.
Students depict what the future will look
like but miss 1-2 predictions
Approaching Expectations
Attempted to use techniques but they
weren’t very effective
Could have missing parts that interfere with
understanding; may be unfocused; rambling;
few or no transition words
Used some but could have used more adj.
and vivid verbs; ineffective or one metaphor
or simile
Confusing ending; does not effectively
reflect back on the experience
Paper has 4-6 grammatical and spelling
errors
Interpreted the data and made predictions
without mathematical calculations
Student successfully created a wreath with
1-2 newspaper flowers
Student somewhat used their materials
properly, final product was not neat and
well constructed.
Student remained somewhat engaged at
some points of the project.
Student was not able to give and receive
constructive feedback professionally.
Students successfully find research on at
least 1 new technologies that promote
environmental sustainability
Students accurately compare the research
on negative impacts with 1-2 of the
technologies found.
Students depict what the future will look
like, but miss 3-4 predictions.
Not Yet Meeting Expectations
Used no technique
Unfocused topic; missing many important
details so story is very difficult to follow,
very confusing; no flow
Used very few or no adjectives and/or vivid
verbs; no metaphor or simile
Undeveloped ending; quick close; no
reflection; or no ending
Paper has 7+ grammatical and spelling
errors
No or not accurately interpreted data and
made predictions
Students do not many any prediction about
50 years from now
Student did not make any newspaper
flowers
Student did not use their materials properly,
final product was not neat and well
constructed.
Student was not engaged throughout the
entire project.
Student did not give any constructive
feedback.
Students do not find any research on new
technologies that promote environmental
sustainability
Students do not compare research on
negative impacts with technologies found
Students do not make any predictions for
what the future will look like.