Throughout this problem-based learning module students will address real world skills. Students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and surroundings. Students/teams will be encouraged to use the internet for research purposes in their design phase. What components should be included for a modern, updated classroom? Students will utilize various online platforms to design an ideal, modern, 21st century "dream classroom ". Students will incorporate components that would meet the needs of all learners and a classroom that would be able to integrate technology. These classrooms can be shared with relevant individuals in the community and others in the school building.
In this problem-based learning module, students will be given the chance to plan their idea of the perfect party. They are given a budget of $2,500, this is the maximum amount of money they can use. The goal is for students to plan a party that they think people would want to attend and would enjoy being a part of. The students will need to come up with categories of what their party will need (food/drink, decorations, entertainment, location, etc). These will then be the stations students will move at their own pace through to complete the party planning. At each station they will need to identify what they are doing to have/do for the party and how much it will cost. They will then have to figure out the unit cost (cost per person) for that category. The final station should allow for students to find the total cost of their part and total unit cost per person for the party. If the total cost exceeds $2,500 students should make adjustments as needed. Students will then create an advertisement (commercial, flyer, poster etc.) to promote their party as the "PARTY OF THE YEAR! " Students will then present these advertisements to school staff, parents, administrators etc. to vote on the party they would want to throw for their own child. They should take into consideration cost per person, entertainment, and enjoyment of the party.
In this lesson, students will complete the second part of their mid unit 2 assessment, focusing on "Can You Unplug for 24 Hours?" and text comparison.
In this lesson, students will compare the risks and benefits of entertainment screen time, as well as practice speaking and listening skills in preparation for their upcoming Fishbowl.
In this lesson, students will examine two different articles, "Games Can Make a Better World" and "Video Games Benefit Children, Study Finds" in order to evaluate how different authors choose both the quantity and the quality of their evidence carefully, as well as how that evidence affects their audience.
In this lesson, students will examine anti-screen time argument texts in order to have a wide and diverse set of information on which to draw when they make the final decision as to what position they will take on the issue of screen time.
During this problem-based blended learning module students will be designing their dream bedroom as well as creating a scale drawing of the items they chose to be in their bedroom. The launch activity introduces the students to Scale City, which is a video that explores scale models in the real world. Students are then given dimensions for a fictional bedroom to furnish with items of their choosing. Price is not considered in this module, but a budget could be introduced as an extension of the module. Students will then spend time researching items that they would want to place in their bedroom with the area constraints given. Students will have the opportunity to provide each other peer feedback on their bedroom designs. Once students have a rough idea of their bedroom design, they will spend some time creating a scale drawing of their bedroom on graph paper. This will give students the opportunity to use a scale factor to create a scale drawing. Students will again be provided feedback on their designs and be given time to reflect and redesign as needed. If students need extra time to practice using a scale factor and creating scale models, a station rotation lesson has been included as an optional resource.
Resource 1: Students will interview a family or community member about a hurricane they experienced here in North Carolina. Students will document the responses on this template. Resourse 2: NASA How Do Hurricanes Form? Website
In this problem-based learning module, students will work collaboratively to improve the accessibility or safety of their school or community. For example, students could identify that accessibility ramps need to be added to the school property or additional sidewalks need to be created/repaired to increase the safety of students as they walk to school. Students would work together to create models of these improvements and create a communications plan that informs the stakeholders of the materials needed to create these improvements (i.e. using volume to determine the amount of concrete, using angles to determine measurements for ramps, etc..).
While Paul Revere's ride is the most famous event of its kind in American history, other Americans made similar rides during the Revolutionary period.Â After learning about some less well known but no less colorful rides that occurred in other locations, students gather evidence to support an argument about why at least one of these "other riders" does or does not deserve to be better known.
Students work with primary documents and latter-day photographs to recapture the experience of traveling on the Oregon Trail.
This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 7th Grade English Language Arts.
This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 7th Grade ELA.
This lesson encourages students to evaluate how the setting influences the characters interactions and how that motivation propels the plot in Rudyard Kipling's, Rikki-tiki-tavi. Students will also evaluate the effectiveness of Kipling's use of personification. During this lesson, students will annotate the text through coding, create trading cards for the characters, compose an exposition, and produce a brochure based on a focused research assignment.
While the French had kept their end of the bargain by completing the statue itself, the Americans had still not fulfilled their commitment to erect a pedestal. In this lesson, students learn about the effort to convince a skeptical American public to contribute to the effort to erect a pedestal and to bring the Statue of Liberty to New York.
After an overview of the events surrounding Paul Revere's famous ride, this lesson challenges students to think about the reasons for that fame.Â Using both primary and secondhand accounts, students compare the account of Revere's ride in Longfellow's famous poem with actual historical events, in order to answer the question: why does Revere's ride occupy such a prominent place in the American consciousness?