Fifth

Fifth

unit name:

Summary:


 * == Criteria == || == We found the following evidence in the Intel Unit  == ||
 * Students are at the center of the learning process. || Students are researching and creating machines. Teacher is facilitating by providing necessary background information. ||
 * The project focuses on important learning objectives aligned with standards. || This meets the 5th grade science goals: 4.01, 4.02, 4.03, 4.04, 4.05, 4.06 ||
 * The project is driven by Curriculum-Framing Questions. || Essential, content, and unit questions are listed in the project. ||
 * The project involves ongoing and multiple types of assessment. || Students are creating spreadsheets, multi-media presentations, building machines. Teacher is using rubrics, checklists, and observations to assess students. ||
 * The project involves connected tasks and activities that take place over a period of time. || Integrated curriculum over 4-5 weeks with 3 lessons per week. ||
 * The project has real-world connections. || Curriculum framing questions connect to real life. ||
 * Students demonstrate knowledge and skills through products and performances that are published, presented, or displayed. || Students build machines and create a multi media presentation to present them to an authentic audience. ||
 * Technology supports and enhances student learning. || Spreadsheet, Power Point Slide Shows, Internet websites ||
 * Thinking skills are integral to project work. || Higher level thinking skills are evident throughout lesson activities. ||
 * Varied instructional strategies support multiple learning styles. || Differentiated instruction for gifted, esl, ec; Cooperative learning groups; individual pacing ||