Responsibility, the “Big Idea”

Responsibility, the “Big Idea”

A Project Based Unit for the School

Devised by Joy Amon and Nancy Silverstein

A Project Based Unit for the School

Devised by Joy Amon and Nancy Silverstein

The “Big Idea” was to have students develop responsibility while increasing their knowledge across all curriculums that can be transferred over into becoming productive adults within their communities.

The “Big Idea” was to have students develop responsibility while increasing their knowledge across all curriculums that can be transferred over into becoming productive adults within their communities.

Our belief is that learning and character building can be integrated. Students achieving benchmarks and improving their behavior are not two entities but one.

Our belief is that learning and character building can be integrated. Students achieving benchmarks and improving their behavior are not two entities but one.

To achieve this students, 6th-12th grade will develop, manage, and run a business that will involve the whole school. They will take ownership and responsibility for the project.

To achieve this students, 6th-12th grade will develop, manage, and run a business that will involve the whole school. They will take ownership and responsibility for the project.

The District, State and ACT Standards will be applied to the various learning concepts attached to it from the English, Social Studies, Science, Math, Business and Computer Studies as well as the stressing the Social Skills the students at our school, Bridges, need.

The District, State and ACT Standards will be applied to the various learning concepts attached to it from the English, Social Studies, Science, Math, Business and Computer Studies as well as the stressing the Social Skills the students at our school, Bridges, need.

English*Learn narrative, technical,

expressive and persuasive passages. (R7.1.4.1;R8.1.4.1)

1. Match passages to categories.

2. Discuss the messages they convey.

3. Students create samples, posters.

English*Learn narrative, technical,

expressive and persuasive passages. (R7.1.4.1;R8.1.4.1)

1. Match passages to categories.

2. Discuss the messages they convey.

3. Students create samples, posters.

*Learn literal, inferential, evaluative, synthesizing and critical thinking skills.(R7.1.4.4;R8.1.4.4)

1. Match questions to categories. 2. Students in their group create

6 questions for a category to develop a chart as a template.

*Learn literal, inferential, evaluative, synthesizing and critical thinking skills.(R7.1.4.4;R8.1.4.4)

1. Match questions to categories. 2. Students in their group create

6 questions for a category to develop a chart as a template.

These skills will aide the students to think, create, develop, and communicate their ideas. In turn they will generate surveys, have interviews, give presentations, advertize and be effective in managing their business.

These skills will aide the students to think, create, develop, and communicate their ideas. In turn they will generate surveys, have interviews, give presentations, advertize and be effective in managing their business.

Science*Ask and evaluate research

questions. (SC8.1.1.1;SC8.1.1.2a)

*Gather,display, and analyze data in a variety of formates. Construct and read tables and charts(SC8.1.1.2b)

Science*Ask and evaluate research

questions. (SC8.1.1.1;SC8.1.1.2a)

*Gather,display, and analyze data in a variety of formates. Construct and read tables and charts(SC8.1.1.2b)

Students will develop surveys and interviews about starting a business. The information they gather will be formulated into graphs and charts.

Students will develop surveys and interviews about starting a business. The information they gather will be formulated into graphs and charts.

Math*Understand, explain, and use

equivalent representations for rational numbers expressed as fractions, decimals, percents, time and money.

(M6.1.1.1;M6.1.1.4)

Math*Understand, explain, and use

equivalent representations for rational numbers expressed as fractions, decimals, percents, time and money.

(M6.1.1.1;M6.1.1.4)

*To use various estimation strategies to estimate quantities with combinations of rational numbers to solve real world problems. (M6.1.2.5;M6.1.3.1)

Students would handle the money, take inventory make decisions concerning supply and demand.

*To use various estimation strategies to estimate quantities with combinations of rational numbers to solve real world problems. (M6.1.2.5;M6.1.3.1)

Students would handle the money, take inventory make decisions concerning supply and demand.

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Social Studies*Use a working knowledge and

understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen. (KSO5SS0602)

Social Studies*Use a working knowledge and

understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen. (KSO5SS0602)

Business* Students gain knowledge

about the nuts and bolts in operating a business and use their textbook knowledge into a real, viable, practical use.

Business* Students gain knowledge

about the nuts and bolts in operating a business and use their textbook knowledge into a real, viable, practical use.

Social Skills*Students learn responsibility

improve their self confidence,develop a work ethic, gain job skills and knowledge that can be transferred into the community as marketable skills.

Social Skills*Students learn responsibility

improve their self confidence,develop a work ethic, gain job skills and knowledge that can be transferred into the community as marketable skills.

One of the 21st Century Interdisciplinary Themes is

providing students knowledge concerning financial, economic, business and entrepreneurial concepts. This can be accomplished by having a student run business with a strong curriculum support base.

One of the 21st Century Interdisciplinary Themes is

providing students knowledge concerning financial, economic, business and entrepreneurial concepts. This can be accomplished by having a student run business with a strong curriculum support base.

Resources:*wikkispaces, middle school,4 questions/activities, and

solutions*21st Century Literacies*Challenged Based Learninghttp://ali.apple.com/cbl/

global/files/CBL

Resources:*wikkispaces, middle school,4 questions/activities, and

solutions*21st Century Literacies*Challenged Based Learninghttp://ali.apple.com/cbl/

global/files/CBL

*writesource.com*www.asa3.org*www.freeinquiry.com*writingfix.com*readthinkwrite.org*http://www.entre-ed.org*http://www.criticalthinking.org/articles/index.cfm

*writesource.com*www.asa3.org*www.freeinquiry.com*writingfix.com*readthinkwrite.org*http://www.entre-ed.org*http://www.criticalthinking.org/articles/index.cfm