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Unit 5 Modern Living
ELA Teacher
Math Teacher
Science Teacher
Social Studies Teacher
+
GeographyHistory
Seeing Structure in Expressions Creating Equations Arithmetic with Polynomials and Rational Expressions
Simple Machines Waves amp Engineer-ing
Language Reading Literature
Grade Level 7th Grade Unit Length 15 Days
Unit Overview
The Modern Living Unit will engage students in the study of industrialization and urbanization The seventh grade team will utilize the traditional holiday literature ldquoA Christmas Carolrdquo throughout the unit The students will read and then create a STEM-based adaptation of the classic novel titled ldquoA Christmas Carol A Nod to the Modrdquo The students will apply their knowledge of industrialization and urbanization to determine how the components of ldquoA Christmas Carolrdquo would be different in different eras Additionally students will examine how speech and language entertainment and other components of everyday living have changed through these eras The students will also work in small groups to discover and apply the scientific and mathematic components of set design and construction
Unit -Essential Question(s)
What is modern livingHow have industrialization and urbanization affected modern society
Culminating Event
The Culminating Event for this unit will be ldquoA Christmas Carol A Nod to the Modrdquo The students will write produce and present this event for our community Students will utilize their scientific and mathematic skills to design and build the set The students will also work in small groups to research industrialization and urbanization The students will then use their knowledge to determine the characteristics of each scene of the play ldquoA Christmas Carol A Nod to the Modrdquo will include a total of four scenes from the traditional holiday literature ldquoA Christmas Carolrdquo Each of the four iconic scenes will be set in a different era Overall the culminating event ldquoA Christmas Carol A Nod to the Modrdquo will encompass all standards and skills taught during the Modern Living Unit in each subject area
Innovation AcademyUnit Plan Template
Common Assessment
ldquoThe Christmas Carol ndash A Nod to the Modrdquo
The students will participate in the community event ldquoA Christmas Carol A Nod to the Modrdquo that will serve as the Culminating Event for the complete Modern Living unit that will encompass all standards and skills taught during the Leadership Unit in each subject area The common assessment will focus on the skills needed to create and present this event to the community The studentsrsquo participation and preparation for this event will be scored utilizing a rubric The rubric will be used to assess the studentsrsquo application of skills and effort during the Culminating Event The rubric will focus on skills and processes
STEM Project Rubric Project TitleA Christmas Carol A Nod to the
ModStudent Name
Date
Advanced Proficient Needs Improvement
Math Component
Maximizing Profits
The student scores 100 on the student teaching
team generated quiz over Maximizing Profits
The student scores 85 on the student teaching team
generated quiz over Maximizing Profits
The student scores 75 on the student
teaching team generated quiz over Maximizing Profits
Math Component
Population Growth
The student scores 100 on the student teaching
team generated quiz over Population Growth
The student scores 85 on the student teaching team
generated quiz over Population Growth
The student scores 75 on the student
teaching team generated quiz over Population Growth
Science Component
Waves
The student scores 100 on the student teaching
team generated quiz over Waves
The student scores 85 on the student teaching team
generated quiz over Waves
The student scores 75 on the student
teaching team generated quiz over
Waves
Science Component
Simple Machines
The student scores 100 on the student teaching
team generated quiz over Simple Machines
The student scores 85 on the student teaching team
generated quiz over Simple Machines
The student scores 75 on the student
teaching team generated quiz over
Simple Machines
Science Component
Mechanical Efficiency
The student scores 100 on the student teaching
team generated quiz over Mechanical Efficiency
The student scores 85 on the student teaching team
generated quiz over Mechanical Efficiency
The student scores 75 on the student
teaching team generated quiz over
Mechanical Efficiency
Social Studies Component
Causes of Urbanization
The student scores 100 on the student teaching
team generated quiz over Causes of Urbanization
The student scores 85 on the student teaching team
generated quiz over Causes of Urbanization
The student scores 75 on the student
teaching team generated quiz over
Causes of Urbanization
Social Studies Component
Consequences of Urbanization
The student scores 100 on the student teaching
team generated quiz over Consequences of
Urbanization
The student scores 85 on the student teaching team
generated quiz Consequences of
Urbanization
The student scores 75 on the student
teaching team generated quiz
Consequences of Urbanization
ELA Component
Characteristics of a Drama
The student scores 100 on the student teaching
team generated quiz over Characteristics of a Drama
The student scores 85 on the student teaching team
generated quiz over Characteristics of a Drama
The student scores 75 on the student
teaching team generated quiz over Characteristics of a
Drama
ELA Component
Sentence Structure
The student scores 100 on the student teaching
team generated quiz over Sentence Structure
The student scores 85 on the student teaching team
generated quiz over Sentence Structure
The student scores 75 on the student
teaching team generated quiz over Sentence Structure
Unit Objectives
a I can describe Modern Livingb I can explain how industrialization and urbanization have impacted modern societyc I can identify components of everyday living that have been modernized due to the process of
industrialization and urbanization
Strands (main ideas taught in unit)
ELA LanguageReading Literature
Math Seeing Structure in ExpressionsCreating EquationsArithmetic with Polynomials and Rational Expressions
Science Embedded InquiryEmbedded Technology and EngineeringMotion ndash Simple Machine Work Force Mechanical Advantage and Mechanical EfficiencyEarth ndash Renewable amp Non-Renewable Resources
Social Studies
GeographyHistory
Vocabulary
ELA1 Independent Clause ndash a group of words that stand as a sentence2 Coordination ndash the act of combining two independent clauses3 Dependent Clause ndash a group of words that cannot stand alone as a sentence4 Complex Sentences ndash the combination of two sentences of unequal value one sentence is
dependent on the other for its full meaning5 Drama ndash a literary work intended for performance by actors on a stage the script is usually
characterized by dialogue and stage directions
Math1 Greatest Common Factor (GCF) ndash The largest monomial that is a factor of each term of the
polynomial2 Difference of Squares ndash the square of one quantity (eg bsup2) being subtracted from the square of
another quantity (eg asup2)3 Grouping ndash Technique for when a polynomial has four or more terms In this method you look at
only two terms at a time to see if any techniques become apparent (For example you may see a Greatest Common Factor (GCF) in two terms or you may recognize a trinomial as a perfect square Sometimes you can group a polynomial into sets with two terms each to find a GCF in each set You should try this method first when faced with a polynomial with four or more terms)
4 Quadratic ndash a polynomial of degree 2 whose graph is a parabola5 Factoring ndash breaking down a polynomial into two or more polynomial factors for the purposes of
simplifying expressions or finding x-intercepts among other usesScience 1 Simple Machines ndash Any of the basic mechanical devices used to apply force such as an inclined
plane2 Mechanical Efficiency ndash The effectiveness of a machine3 Velocity ndash The speed of an object in a given direction4 Transverse Waves ndash A wave that vibrates at right angles to the direction of its propagation5 Longitudinal Waves ndash A wave that vibrates in the direction of propagation
Social Studies
1 Urbanization ndash the process by which towns and cities are formed and become larger as more and more people begin living and working in central areas
2 Urban Agglomeration ndash the population contained within a contiguous territory inhabited at urban density levels without regard to administrative boundaries the population in a city or town plus that in the suburban areas lying outside of but adjacent to the city boundaries
3 Industrialization ndash The process of introducing manufacturing into countries or regions where most of the people are engaged in primary economic activities
4 Poverty ndash scarcity dearth or the state of one who lacks a certain amount of material possessions or money
5 Crime Rate ndash the ratio of crimes in an area to the population of that area
Key Questions
ELA Math Science Social Studies
How are sentences constructed
What effects are created by different methods of sentence construction
As society has become more modernized how has sentence construction changed
What are the characteristic attributes of drama
How do I factor a polynomial using the greatest common factor method
How do I factor a polynomial classified as a difference of squares
How do I factor a polynomial with four terms
Where are parabolas visible in the real world
What causes objects to move differently under different circumstances
What are the characteristics of the six simple machines
How are each of the six simple machines used to better society
How do speed and velocity compare and contrast
How do Newtonrsquos Laws of motion relate to the movement of objects
What are the components of a wave
How can you differentiate between longitudinal and transverse waves
What is urbanization How has urbanization
increased worldwide over the past century
What are the causes of urbanization
What are the consequences of urbanization
Hook for Unit
ldquoA Christmas Carolrdquo Video Montage The video montage will introduce students to the various interpretations of ldquoA Christmas Carolrdquo The montage will show productions of the Christmas Carol in the era that it was written along with animated versions and versions from eras other than the nineteenth century This will provide students with a visual reference to compliment their reading of the traditional holiday literature Further the video will encourage students to think about how they might create their own adaptation of the classic tale
Literature Component
In this unit students will embark upon a journey through time by reading ldquoA Christmas Carolrdquo by Charles Dickens Throughout the process of reading this drama students will learn about the characteristics of a drama and the similarities and differences between a drama and other pieces of literature Students will then rewrite this Christmas play using different time periods as settings for each scene in order to better understand how time periods can affect literature
Writing Closure
To reflect upon this unit students will complete a writing closure where they will list the ways they succeeded in this unit and the ways they needed improvement This will help students know what they excel in and what they need to improve upon for the future Then students will predict how this lesson could benefit them in the job that they want for their career
Materials Needed for Culminating
Event
Set Construction
Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materialsi 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screwsiii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywoodv 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofingi Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Toolsi Circular saw
ii Drilliii Measuring tapeiv T-Square
Materials for Exterior Design (per student research)
Large Models (8x8) for production of ldquoA Christmas Carol A Nod to the ModrdquoRoofing ndash Cardboard Spray Paint Snow (Cotton Gauze)Tools ndash Donated by Snap-On and TeachersFrame ndash 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo) 5 pound of 2 frac12 inch dry wall screws 2 ndash 4 x 8 (frac34rdquo plywood) 9 ndash 2rdquo x 6rdquo x 8rdquo plywood 4 ndash 2rdquo x 4rdquo x 8rdquo plywood 24 stud length (2 x 4) 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood) Exterior
1840rsquos- Gray cardboard ndash cut shape into stone- Bale of hay ndash thatch roof
- Adhesiveo Elmerrsquos glue (big bottles ndash 10)o Liquid Nails (2 per side) and caulk gun
- Paint ndash white dark grey black- Door ndash cardboard
1920rsquos- Cardboard (cut into linear strips) ndash straight up and down- Paint ndash White light grey- Door ndash Cardboard- Metal Roof ndash Cardboard (fold with ridges) cover with Aluminum Foil (10 ndash 50sqft rolls)
2013- Cardboard (draw brick ndash Sponges (large size))- Paint ndash Brick Red Light Gray (mortar)- Painterrsquos Tape- Door ndash Cardboard
2050- Solar panel or wind turbine ndash constructed out of cardboard- Paint ndash silver (glass)
ldquoSTEM Under Constructionrdquo amp ldquoEngineers of Stylerdquoa iPadb Students will determine the materials needed for the set These materials will then be placed on a
donation wish list for parent and PTA involvement
Standards Common Core Standards Tennessee State Standards
ELACommon Core Standards
CC7L1a Explain the function of phrases and clauses in general and their function in specific sentences (sentence modeling)CC7L1b Choose among simple compound complex and compound-complex sentences to signal differing relationshipsCC7RL3 Analyze how lines of dialogue or incidents in a story or drama interact (eg how the setting shapes the characters or plot propel the action reveal aspects of a character or provoke a decision)CC7RL1 Cite several pieces of textual evidence that most strongly support analysis of what the text says explicitly as well as inferences drawn from textCC7RL2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
MathCommon Core Standards
CCSSASSEA2 Use the structure of an expression to identify ways to rewrite itCCSSASSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSACEDA1 Create equations and inequalities in one variable and use them to solve problems Include equations arising from linear and quadratic functions and simple rational and exponential functionsCCSSAAPRA1 Understand that polynomials form a system analogous to the integers namely they are closed under the operations of addition subtraction and multiplication add subtract and multiply polynomialsCCSSAAPRB3 Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial
ScienceTennessee
Earth
State Standards
-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere
-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading
-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources
Motion
-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines
-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work
-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity
-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement
-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave
-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves
-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted
Social Studies
Tennessee State Standards
Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement
Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)
Appendix A
Modern Living Unit Schedule
Monday Tuesday Wednesday Thursday Friday
Day 1
Introduction to Unit and Content Class
Day 2
Content Class
Day 3
ENERGY AUDITProject Day
(Introduction amp Model House Design and
Construction)
Day 4
ENERGY AUDITProject Day
(Complete the model house and begin Set
Construction)
Day 5
ENERGY AUDITProject Day
(Model House Experiment Data
Collection and Analysis and continue Set
Construction)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Common Assessment
ldquoThe Christmas Carol ndash A Nod to the Modrdquo
The students will participate in the community event ldquoA Christmas Carol A Nod to the Modrdquo that will serve as the Culminating Event for the complete Modern Living unit that will encompass all standards and skills taught during the Leadership Unit in each subject area The common assessment will focus on the skills needed to create and present this event to the community The studentsrsquo participation and preparation for this event will be scored utilizing a rubric The rubric will be used to assess the studentsrsquo application of skills and effort during the Culminating Event The rubric will focus on skills and processes
STEM Project Rubric Project TitleA Christmas Carol A Nod to the
ModStudent Name
Date
Advanced Proficient Needs Improvement
Math Component
Maximizing Profits
The student scores 100 on the student teaching
team generated quiz over Maximizing Profits
The student scores 85 on the student teaching team
generated quiz over Maximizing Profits
The student scores 75 on the student
teaching team generated quiz over Maximizing Profits
Math Component
Population Growth
The student scores 100 on the student teaching
team generated quiz over Population Growth
The student scores 85 on the student teaching team
generated quiz over Population Growth
The student scores 75 on the student
teaching team generated quiz over Population Growth
Science Component
Waves
The student scores 100 on the student teaching
team generated quiz over Waves
The student scores 85 on the student teaching team
generated quiz over Waves
The student scores 75 on the student
teaching team generated quiz over
Waves
Science Component
Simple Machines
The student scores 100 on the student teaching
team generated quiz over Simple Machines
The student scores 85 on the student teaching team
generated quiz over Simple Machines
The student scores 75 on the student
teaching team generated quiz over
Simple Machines
Science Component
Mechanical Efficiency
The student scores 100 on the student teaching
team generated quiz over Mechanical Efficiency
The student scores 85 on the student teaching team
generated quiz over Mechanical Efficiency
The student scores 75 on the student
teaching team generated quiz over
Mechanical Efficiency
Social Studies Component
Causes of Urbanization
The student scores 100 on the student teaching
team generated quiz over Causes of Urbanization
The student scores 85 on the student teaching team
generated quiz over Causes of Urbanization
The student scores 75 on the student
teaching team generated quiz over
Causes of Urbanization
Social Studies Component
Consequences of Urbanization
The student scores 100 on the student teaching
team generated quiz over Consequences of
Urbanization
The student scores 85 on the student teaching team
generated quiz Consequences of
Urbanization
The student scores 75 on the student
teaching team generated quiz
Consequences of Urbanization
ELA Component
Characteristics of a Drama
The student scores 100 on the student teaching
team generated quiz over Characteristics of a Drama
The student scores 85 on the student teaching team
generated quiz over Characteristics of a Drama
The student scores 75 on the student
teaching team generated quiz over Characteristics of a
Drama
ELA Component
Sentence Structure
The student scores 100 on the student teaching
team generated quiz over Sentence Structure
The student scores 85 on the student teaching team
generated quiz over Sentence Structure
The student scores 75 on the student
teaching team generated quiz over Sentence Structure
Unit Objectives
a I can describe Modern Livingb I can explain how industrialization and urbanization have impacted modern societyc I can identify components of everyday living that have been modernized due to the process of
industrialization and urbanization
Strands (main ideas taught in unit)
ELA LanguageReading Literature
Math Seeing Structure in ExpressionsCreating EquationsArithmetic with Polynomials and Rational Expressions
Science Embedded InquiryEmbedded Technology and EngineeringMotion ndash Simple Machine Work Force Mechanical Advantage and Mechanical EfficiencyEarth ndash Renewable amp Non-Renewable Resources
Social Studies
GeographyHistory
Vocabulary
ELA1 Independent Clause ndash a group of words that stand as a sentence2 Coordination ndash the act of combining two independent clauses3 Dependent Clause ndash a group of words that cannot stand alone as a sentence4 Complex Sentences ndash the combination of two sentences of unequal value one sentence is
dependent on the other for its full meaning5 Drama ndash a literary work intended for performance by actors on a stage the script is usually
characterized by dialogue and stage directions
Math1 Greatest Common Factor (GCF) ndash The largest monomial that is a factor of each term of the
polynomial2 Difference of Squares ndash the square of one quantity (eg bsup2) being subtracted from the square of
another quantity (eg asup2)3 Grouping ndash Technique for when a polynomial has four or more terms In this method you look at
only two terms at a time to see if any techniques become apparent (For example you may see a Greatest Common Factor (GCF) in two terms or you may recognize a trinomial as a perfect square Sometimes you can group a polynomial into sets with two terms each to find a GCF in each set You should try this method first when faced with a polynomial with four or more terms)
4 Quadratic ndash a polynomial of degree 2 whose graph is a parabola5 Factoring ndash breaking down a polynomial into two or more polynomial factors for the purposes of
simplifying expressions or finding x-intercepts among other usesScience 1 Simple Machines ndash Any of the basic mechanical devices used to apply force such as an inclined
plane2 Mechanical Efficiency ndash The effectiveness of a machine3 Velocity ndash The speed of an object in a given direction4 Transverse Waves ndash A wave that vibrates at right angles to the direction of its propagation5 Longitudinal Waves ndash A wave that vibrates in the direction of propagation
Social Studies
1 Urbanization ndash the process by which towns and cities are formed and become larger as more and more people begin living and working in central areas
2 Urban Agglomeration ndash the population contained within a contiguous territory inhabited at urban density levels without regard to administrative boundaries the population in a city or town plus that in the suburban areas lying outside of but adjacent to the city boundaries
3 Industrialization ndash The process of introducing manufacturing into countries or regions where most of the people are engaged in primary economic activities
4 Poverty ndash scarcity dearth or the state of one who lacks a certain amount of material possessions or money
5 Crime Rate ndash the ratio of crimes in an area to the population of that area
Key Questions
ELA Math Science Social Studies
How are sentences constructed
What effects are created by different methods of sentence construction
As society has become more modernized how has sentence construction changed
What are the characteristic attributes of drama
How do I factor a polynomial using the greatest common factor method
How do I factor a polynomial classified as a difference of squares
How do I factor a polynomial with four terms
Where are parabolas visible in the real world
What causes objects to move differently under different circumstances
What are the characteristics of the six simple machines
How are each of the six simple machines used to better society
How do speed and velocity compare and contrast
How do Newtonrsquos Laws of motion relate to the movement of objects
What are the components of a wave
How can you differentiate between longitudinal and transverse waves
What is urbanization How has urbanization
increased worldwide over the past century
What are the causes of urbanization
What are the consequences of urbanization
Hook for Unit
ldquoA Christmas Carolrdquo Video Montage The video montage will introduce students to the various interpretations of ldquoA Christmas Carolrdquo The montage will show productions of the Christmas Carol in the era that it was written along with animated versions and versions from eras other than the nineteenth century This will provide students with a visual reference to compliment their reading of the traditional holiday literature Further the video will encourage students to think about how they might create their own adaptation of the classic tale
Literature Component
In this unit students will embark upon a journey through time by reading ldquoA Christmas Carolrdquo by Charles Dickens Throughout the process of reading this drama students will learn about the characteristics of a drama and the similarities and differences between a drama and other pieces of literature Students will then rewrite this Christmas play using different time periods as settings for each scene in order to better understand how time periods can affect literature
Writing Closure
To reflect upon this unit students will complete a writing closure where they will list the ways they succeeded in this unit and the ways they needed improvement This will help students know what they excel in and what they need to improve upon for the future Then students will predict how this lesson could benefit them in the job that they want for their career
Materials Needed for Culminating
Event
Set Construction
Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materialsi 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screwsiii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywoodv 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofingi Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Toolsi Circular saw
ii Drilliii Measuring tapeiv T-Square
Materials for Exterior Design (per student research)
Large Models (8x8) for production of ldquoA Christmas Carol A Nod to the ModrdquoRoofing ndash Cardboard Spray Paint Snow (Cotton Gauze)Tools ndash Donated by Snap-On and TeachersFrame ndash 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo) 5 pound of 2 frac12 inch dry wall screws 2 ndash 4 x 8 (frac34rdquo plywood) 9 ndash 2rdquo x 6rdquo x 8rdquo plywood 4 ndash 2rdquo x 4rdquo x 8rdquo plywood 24 stud length (2 x 4) 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood) Exterior
1840rsquos- Gray cardboard ndash cut shape into stone- Bale of hay ndash thatch roof
- Adhesiveo Elmerrsquos glue (big bottles ndash 10)o Liquid Nails (2 per side) and caulk gun
- Paint ndash white dark grey black- Door ndash cardboard
1920rsquos- Cardboard (cut into linear strips) ndash straight up and down- Paint ndash White light grey- Door ndash Cardboard- Metal Roof ndash Cardboard (fold with ridges) cover with Aluminum Foil (10 ndash 50sqft rolls)
2013- Cardboard (draw brick ndash Sponges (large size))- Paint ndash Brick Red Light Gray (mortar)- Painterrsquos Tape- Door ndash Cardboard
2050- Solar panel or wind turbine ndash constructed out of cardboard- Paint ndash silver (glass)
ldquoSTEM Under Constructionrdquo amp ldquoEngineers of Stylerdquoa iPadb Students will determine the materials needed for the set These materials will then be placed on a
donation wish list for parent and PTA involvement
Standards Common Core Standards Tennessee State Standards
ELACommon Core Standards
CC7L1a Explain the function of phrases and clauses in general and their function in specific sentences (sentence modeling)CC7L1b Choose among simple compound complex and compound-complex sentences to signal differing relationshipsCC7RL3 Analyze how lines of dialogue or incidents in a story or drama interact (eg how the setting shapes the characters or plot propel the action reveal aspects of a character or provoke a decision)CC7RL1 Cite several pieces of textual evidence that most strongly support analysis of what the text says explicitly as well as inferences drawn from textCC7RL2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
MathCommon Core Standards
CCSSASSEA2 Use the structure of an expression to identify ways to rewrite itCCSSASSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSACEDA1 Create equations and inequalities in one variable and use them to solve problems Include equations arising from linear and quadratic functions and simple rational and exponential functionsCCSSAAPRA1 Understand that polynomials form a system analogous to the integers namely they are closed under the operations of addition subtraction and multiplication add subtract and multiply polynomialsCCSSAAPRB3 Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial
ScienceTennessee
Earth
State Standards
-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere
-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading
-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources
Motion
-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines
-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work
-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity
-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement
-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave
-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves
-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted
Social Studies
Tennessee State Standards
Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement
Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)
Appendix A
Modern Living Unit Schedule
Monday Tuesday Wednesday Thursday Friday
Day 1
Introduction to Unit and Content Class
Day 2
Content Class
Day 3
ENERGY AUDITProject Day
(Introduction amp Model House Design and
Construction)
Day 4
ENERGY AUDITProject Day
(Complete the model house and begin Set
Construction)
Day 5
ENERGY AUDITProject Day
(Model House Experiment Data
Collection and Analysis and continue Set
Construction)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
STEM Project Rubric Project TitleA Christmas Carol A Nod to the
ModStudent Name
Date
Advanced Proficient Needs Improvement
Math Component
Maximizing Profits
The student scores 100 on the student teaching
team generated quiz over Maximizing Profits
The student scores 85 on the student teaching team
generated quiz over Maximizing Profits
The student scores 75 on the student
teaching team generated quiz over Maximizing Profits
Math Component
Population Growth
The student scores 100 on the student teaching
team generated quiz over Population Growth
The student scores 85 on the student teaching team
generated quiz over Population Growth
The student scores 75 on the student
teaching team generated quiz over Population Growth
Science Component
Waves
The student scores 100 on the student teaching
team generated quiz over Waves
The student scores 85 on the student teaching team
generated quiz over Waves
The student scores 75 on the student
teaching team generated quiz over
Waves
Science Component
Simple Machines
The student scores 100 on the student teaching
team generated quiz over Simple Machines
The student scores 85 on the student teaching team
generated quiz over Simple Machines
The student scores 75 on the student
teaching team generated quiz over
Simple Machines
Science Component
Mechanical Efficiency
The student scores 100 on the student teaching
team generated quiz over Mechanical Efficiency
The student scores 85 on the student teaching team
generated quiz over Mechanical Efficiency
The student scores 75 on the student
teaching team generated quiz over
Mechanical Efficiency
Social Studies Component
Causes of Urbanization
The student scores 100 on the student teaching
team generated quiz over Causes of Urbanization
The student scores 85 on the student teaching team
generated quiz over Causes of Urbanization
The student scores 75 on the student
teaching team generated quiz over
Causes of Urbanization
Social Studies Component
Consequences of Urbanization
The student scores 100 on the student teaching
team generated quiz over Consequences of
Urbanization
The student scores 85 on the student teaching team
generated quiz Consequences of
Urbanization
The student scores 75 on the student
teaching team generated quiz
Consequences of Urbanization
ELA Component
Characteristics of a Drama
The student scores 100 on the student teaching
team generated quiz over Characteristics of a Drama
The student scores 85 on the student teaching team
generated quiz over Characteristics of a Drama
The student scores 75 on the student
teaching team generated quiz over Characteristics of a
Drama
ELA Component
Sentence Structure
The student scores 100 on the student teaching
team generated quiz over Sentence Structure
The student scores 85 on the student teaching team
generated quiz over Sentence Structure
The student scores 75 on the student
teaching team generated quiz over Sentence Structure
Unit Objectives
a I can describe Modern Livingb I can explain how industrialization and urbanization have impacted modern societyc I can identify components of everyday living that have been modernized due to the process of
industrialization and urbanization
Strands (main ideas taught in unit)
ELA LanguageReading Literature
Math Seeing Structure in ExpressionsCreating EquationsArithmetic with Polynomials and Rational Expressions
Science Embedded InquiryEmbedded Technology and EngineeringMotion ndash Simple Machine Work Force Mechanical Advantage and Mechanical EfficiencyEarth ndash Renewable amp Non-Renewable Resources
Social Studies
GeographyHistory
Vocabulary
ELA1 Independent Clause ndash a group of words that stand as a sentence2 Coordination ndash the act of combining two independent clauses3 Dependent Clause ndash a group of words that cannot stand alone as a sentence4 Complex Sentences ndash the combination of two sentences of unequal value one sentence is
dependent on the other for its full meaning5 Drama ndash a literary work intended for performance by actors on a stage the script is usually
characterized by dialogue and stage directions
Math1 Greatest Common Factor (GCF) ndash The largest monomial that is a factor of each term of the
polynomial2 Difference of Squares ndash the square of one quantity (eg bsup2) being subtracted from the square of
another quantity (eg asup2)3 Grouping ndash Technique for when a polynomial has four or more terms In this method you look at
only two terms at a time to see if any techniques become apparent (For example you may see a Greatest Common Factor (GCF) in two terms or you may recognize a trinomial as a perfect square Sometimes you can group a polynomial into sets with two terms each to find a GCF in each set You should try this method first when faced with a polynomial with four or more terms)
4 Quadratic ndash a polynomial of degree 2 whose graph is a parabola5 Factoring ndash breaking down a polynomial into two or more polynomial factors for the purposes of
simplifying expressions or finding x-intercepts among other usesScience 1 Simple Machines ndash Any of the basic mechanical devices used to apply force such as an inclined
plane2 Mechanical Efficiency ndash The effectiveness of a machine3 Velocity ndash The speed of an object in a given direction4 Transverse Waves ndash A wave that vibrates at right angles to the direction of its propagation5 Longitudinal Waves ndash A wave that vibrates in the direction of propagation
Social Studies
1 Urbanization ndash the process by which towns and cities are formed and become larger as more and more people begin living and working in central areas
2 Urban Agglomeration ndash the population contained within a contiguous territory inhabited at urban density levels without regard to administrative boundaries the population in a city or town plus that in the suburban areas lying outside of but adjacent to the city boundaries
3 Industrialization ndash The process of introducing manufacturing into countries or regions where most of the people are engaged in primary economic activities
4 Poverty ndash scarcity dearth or the state of one who lacks a certain amount of material possessions or money
5 Crime Rate ndash the ratio of crimes in an area to the population of that area
Key Questions
ELA Math Science Social Studies
How are sentences constructed
What effects are created by different methods of sentence construction
As society has become more modernized how has sentence construction changed
What are the characteristic attributes of drama
How do I factor a polynomial using the greatest common factor method
How do I factor a polynomial classified as a difference of squares
How do I factor a polynomial with four terms
Where are parabolas visible in the real world
What causes objects to move differently under different circumstances
What are the characteristics of the six simple machines
How are each of the six simple machines used to better society
How do speed and velocity compare and contrast
How do Newtonrsquos Laws of motion relate to the movement of objects
What are the components of a wave
How can you differentiate between longitudinal and transverse waves
What is urbanization How has urbanization
increased worldwide over the past century
What are the causes of urbanization
What are the consequences of urbanization
Hook for Unit
ldquoA Christmas Carolrdquo Video Montage The video montage will introduce students to the various interpretations of ldquoA Christmas Carolrdquo The montage will show productions of the Christmas Carol in the era that it was written along with animated versions and versions from eras other than the nineteenth century This will provide students with a visual reference to compliment their reading of the traditional holiday literature Further the video will encourage students to think about how they might create their own adaptation of the classic tale
Literature Component
In this unit students will embark upon a journey through time by reading ldquoA Christmas Carolrdquo by Charles Dickens Throughout the process of reading this drama students will learn about the characteristics of a drama and the similarities and differences between a drama and other pieces of literature Students will then rewrite this Christmas play using different time periods as settings for each scene in order to better understand how time periods can affect literature
Writing Closure
To reflect upon this unit students will complete a writing closure where they will list the ways they succeeded in this unit and the ways they needed improvement This will help students know what they excel in and what they need to improve upon for the future Then students will predict how this lesson could benefit them in the job that they want for their career
Materials Needed for Culminating
Event
Set Construction
Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materialsi 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screwsiii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywoodv 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofingi Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Toolsi Circular saw
ii Drilliii Measuring tapeiv T-Square
Materials for Exterior Design (per student research)
Large Models (8x8) for production of ldquoA Christmas Carol A Nod to the ModrdquoRoofing ndash Cardboard Spray Paint Snow (Cotton Gauze)Tools ndash Donated by Snap-On and TeachersFrame ndash 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo) 5 pound of 2 frac12 inch dry wall screws 2 ndash 4 x 8 (frac34rdquo plywood) 9 ndash 2rdquo x 6rdquo x 8rdquo plywood 4 ndash 2rdquo x 4rdquo x 8rdquo plywood 24 stud length (2 x 4) 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood) Exterior
1840rsquos- Gray cardboard ndash cut shape into stone- Bale of hay ndash thatch roof
- Adhesiveo Elmerrsquos glue (big bottles ndash 10)o Liquid Nails (2 per side) and caulk gun
- Paint ndash white dark grey black- Door ndash cardboard
1920rsquos- Cardboard (cut into linear strips) ndash straight up and down- Paint ndash White light grey- Door ndash Cardboard- Metal Roof ndash Cardboard (fold with ridges) cover with Aluminum Foil (10 ndash 50sqft rolls)
2013- Cardboard (draw brick ndash Sponges (large size))- Paint ndash Brick Red Light Gray (mortar)- Painterrsquos Tape- Door ndash Cardboard
2050- Solar panel or wind turbine ndash constructed out of cardboard- Paint ndash silver (glass)
ldquoSTEM Under Constructionrdquo amp ldquoEngineers of Stylerdquoa iPadb Students will determine the materials needed for the set These materials will then be placed on a
donation wish list for parent and PTA involvement
Standards Common Core Standards Tennessee State Standards
ELACommon Core Standards
CC7L1a Explain the function of phrases and clauses in general and their function in specific sentences (sentence modeling)CC7L1b Choose among simple compound complex and compound-complex sentences to signal differing relationshipsCC7RL3 Analyze how lines of dialogue or incidents in a story or drama interact (eg how the setting shapes the characters or plot propel the action reveal aspects of a character or provoke a decision)CC7RL1 Cite several pieces of textual evidence that most strongly support analysis of what the text says explicitly as well as inferences drawn from textCC7RL2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
MathCommon Core Standards
CCSSASSEA2 Use the structure of an expression to identify ways to rewrite itCCSSASSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSACEDA1 Create equations and inequalities in one variable and use them to solve problems Include equations arising from linear and quadratic functions and simple rational and exponential functionsCCSSAAPRA1 Understand that polynomials form a system analogous to the integers namely they are closed under the operations of addition subtraction and multiplication add subtract and multiply polynomialsCCSSAAPRB3 Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial
ScienceTennessee
Earth
State Standards
-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere
-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading
-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources
Motion
-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines
-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work
-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity
-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement
-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave
-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves
-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted
Social Studies
Tennessee State Standards
Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement
Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)
Appendix A
Modern Living Unit Schedule
Monday Tuesday Wednesday Thursday Friday
Day 1
Introduction to Unit and Content Class
Day 2
Content Class
Day 3
ENERGY AUDITProject Day
(Introduction amp Model House Design and
Construction)
Day 4
ENERGY AUDITProject Day
(Complete the model house and begin Set
Construction)
Day 5
ENERGY AUDITProject Day
(Model House Experiment Data
Collection and Analysis and continue Set
Construction)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Unit Objectives
a I can describe Modern Livingb I can explain how industrialization and urbanization have impacted modern societyc I can identify components of everyday living that have been modernized due to the process of
industrialization and urbanization
Strands (main ideas taught in unit)
ELA LanguageReading Literature
Math Seeing Structure in ExpressionsCreating EquationsArithmetic with Polynomials and Rational Expressions
Science Embedded InquiryEmbedded Technology and EngineeringMotion ndash Simple Machine Work Force Mechanical Advantage and Mechanical EfficiencyEarth ndash Renewable amp Non-Renewable Resources
Social Studies
GeographyHistory
Vocabulary
ELA1 Independent Clause ndash a group of words that stand as a sentence2 Coordination ndash the act of combining two independent clauses3 Dependent Clause ndash a group of words that cannot stand alone as a sentence4 Complex Sentences ndash the combination of two sentences of unequal value one sentence is
dependent on the other for its full meaning5 Drama ndash a literary work intended for performance by actors on a stage the script is usually
characterized by dialogue and stage directions
Math1 Greatest Common Factor (GCF) ndash The largest monomial that is a factor of each term of the
polynomial2 Difference of Squares ndash the square of one quantity (eg bsup2) being subtracted from the square of
another quantity (eg asup2)3 Grouping ndash Technique for when a polynomial has four or more terms In this method you look at
only two terms at a time to see if any techniques become apparent (For example you may see a Greatest Common Factor (GCF) in two terms or you may recognize a trinomial as a perfect square Sometimes you can group a polynomial into sets with two terms each to find a GCF in each set You should try this method first when faced with a polynomial with four or more terms)
4 Quadratic ndash a polynomial of degree 2 whose graph is a parabola5 Factoring ndash breaking down a polynomial into two or more polynomial factors for the purposes of
simplifying expressions or finding x-intercepts among other usesScience 1 Simple Machines ndash Any of the basic mechanical devices used to apply force such as an inclined
plane2 Mechanical Efficiency ndash The effectiveness of a machine3 Velocity ndash The speed of an object in a given direction4 Transverse Waves ndash A wave that vibrates at right angles to the direction of its propagation5 Longitudinal Waves ndash A wave that vibrates in the direction of propagation
Social Studies
1 Urbanization ndash the process by which towns and cities are formed and become larger as more and more people begin living and working in central areas
2 Urban Agglomeration ndash the population contained within a contiguous territory inhabited at urban density levels without regard to administrative boundaries the population in a city or town plus that in the suburban areas lying outside of but adjacent to the city boundaries
3 Industrialization ndash The process of introducing manufacturing into countries or regions where most of the people are engaged in primary economic activities
4 Poverty ndash scarcity dearth or the state of one who lacks a certain amount of material possessions or money
5 Crime Rate ndash the ratio of crimes in an area to the population of that area
Key Questions
ELA Math Science Social Studies
How are sentences constructed
What effects are created by different methods of sentence construction
As society has become more modernized how has sentence construction changed
What are the characteristic attributes of drama
How do I factor a polynomial using the greatest common factor method
How do I factor a polynomial classified as a difference of squares
How do I factor a polynomial with four terms
Where are parabolas visible in the real world
What causes objects to move differently under different circumstances
What are the characteristics of the six simple machines
How are each of the six simple machines used to better society
How do speed and velocity compare and contrast
How do Newtonrsquos Laws of motion relate to the movement of objects
What are the components of a wave
How can you differentiate between longitudinal and transverse waves
What is urbanization How has urbanization
increased worldwide over the past century
What are the causes of urbanization
What are the consequences of urbanization
Hook for Unit
ldquoA Christmas Carolrdquo Video Montage The video montage will introduce students to the various interpretations of ldquoA Christmas Carolrdquo The montage will show productions of the Christmas Carol in the era that it was written along with animated versions and versions from eras other than the nineteenth century This will provide students with a visual reference to compliment their reading of the traditional holiday literature Further the video will encourage students to think about how they might create their own adaptation of the classic tale
Literature Component
In this unit students will embark upon a journey through time by reading ldquoA Christmas Carolrdquo by Charles Dickens Throughout the process of reading this drama students will learn about the characteristics of a drama and the similarities and differences between a drama and other pieces of literature Students will then rewrite this Christmas play using different time periods as settings for each scene in order to better understand how time periods can affect literature
Writing Closure
To reflect upon this unit students will complete a writing closure where they will list the ways they succeeded in this unit and the ways they needed improvement This will help students know what they excel in and what they need to improve upon for the future Then students will predict how this lesson could benefit them in the job that they want for their career
Materials Needed for Culminating
Event
Set Construction
Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materialsi 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screwsiii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywoodv 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofingi Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Toolsi Circular saw
ii Drilliii Measuring tapeiv T-Square
Materials for Exterior Design (per student research)
Large Models (8x8) for production of ldquoA Christmas Carol A Nod to the ModrdquoRoofing ndash Cardboard Spray Paint Snow (Cotton Gauze)Tools ndash Donated by Snap-On and TeachersFrame ndash 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo) 5 pound of 2 frac12 inch dry wall screws 2 ndash 4 x 8 (frac34rdquo plywood) 9 ndash 2rdquo x 6rdquo x 8rdquo plywood 4 ndash 2rdquo x 4rdquo x 8rdquo plywood 24 stud length (2 x 4) 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood) Exterior
1840rsquos- Gray cardboard ndash cut shape into stone- Bale of hay ndash thatch roof
- Adhesiveo Elmerrsquos glue (big bottles ndash 10)o Liquid Nails (2 per side) and caulk gun
- Paint ndash white dark grey black- Door ndash cardboard
1920rsquos- Cardboard (cut into linear strips) ndash straight up and down- Paint ndash White light grey- Door ndash Cardboard- Metal Roof ndash Cardboard (fold with ridges) cover with Aluminum Foil (10 ndash 50sqft rolls)
2013- Cardboard (draw brick ndash Sponges (large size))- Paint ndash Brick Red Light Gray (mortar)- Painterrsquos Tape- Door ndash Cardboard
2050- Solar panel or wind turbine ndash constructed out of cardboard- Paint ndash silver (glass)
ldquoSTEM Under Constructionrdquo amp ldquoEngineers of Stylerdquoa iPadb Students will determine the materials needed for the set These materials will then be placed on a
donation wish list for parent and PTA involvement
Standards Common Core Standards Tennessee State Standards
ELACommon Core Standards
CC7L1a Explain the function of phrases and clauses in general and their function in specific sentences (sentence modeling)CC7L1b Choose among simple compound complex and compound-complex sentences to signal differing relationshipsCC7RL3 Analyze how lines of dialogue or incidents in a story or drama interact (eg how the setting shapes the characters or plot propel the action reveal aspects of a character or provoke a decision)CC7RL1 Cite several pieces of textual evidence that most strongly support analysis of what the text says explicitly as well as inferences drawn from textCC7RL2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
MathCommon Core Standards
CCSSASSEA2 Use the structure of an expression to identify ways to rewrite itCCSSASSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSACEDA1 Create equations and inequalities in one variable and use them to solve problems Include equations arising from linear and quadratic functions and simple rational and exponential functionsCCSSAAPRA1 Understand that polynomials form a system analogous to the integers namely they are closed under the operations of addition subtraction and multiplication add subtract and multiply polynomialsCCSSAAPRB3 Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial
ScienceTennessee
Earth
State Standards
-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere
-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading
-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources
Motion
-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines
-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work
-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity
-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement
-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave
-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves
-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted
Social Studies
Tennessee State Standards
Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement
Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)
Appendix A
Modern Living Unit Schedule
Monday Tuesday Wednesday Thursday Friday
Day 1
Introduction to Unit and Content Class
Day 2
Content Class
Day 3
ENERGY AUDITProject Day
(Introduction amp Model House Design and
Construction)
Day 4
ENERGY AUDITProject Day
(Complete the model house and begin Set
Construction)
Day 5
ENERGY AUDITProject Day
(Model House Experiment Data
Collection and Analysis and continue Set
Construction)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Social Studies
1 Urbanization ndash the process by which towns and cities are formed and become larger as more and more people begin living and working in central areas
2 Urban Agglomeration ndash the population contained within a contiguous territory inhabited at urban density levels without regard to administrative boundaries the population in a city or town plus that in the suburban areas lying outside of but adjacent to the city boundaries
3 Industrialization ndash The process of introducing manufacturing into countries or regions where most of the people are engaged in primary economic activities
4 Poverty ndash scarcity dearth or the state of one who lacks a certain amount of material possessions or money
5 Crime Rate ndash the ratio of crimes in an area to the population of that area
Key Questions
ELA Math Science Social Studies
How are sentences constructed
What effects are created by different methods of sentence construction
As society has become more modernized how has sentence construction changed
What are the characteristic attributes of drama
How do I factor a polynomial using the greatest common factor method
How do I factor a polynomial classified as a difference of squares
How do I factor a polynomial with four terms
Where are parabolas visible in the real world
What causes objects to move differently under different circumstances
What are the characteristics of the six simple machines
How are each of the six simple machines used to better society
How do speed and velocity compare and contrast
How do Newtonrsquos Laws of motion relate to the movement of objects
What are the components of a wave
How can you differentiate between longitudinal and transverse waves
What is urbanization How has urbanization
increased worldwide over the past century
What are the causes of urbanization
What are the consequences of urbanization
Hook for Unit
ldquoA Christmas Carolrdquo Video Montage The video montage will introduce students to the various interpretations of ldquoA Christmas Carolrdquo The montage will show productions of the Christmas Carol in the era that it was written along with animated versions and versions from eras other than the nineteenth century This will provide students with a visual reference to compliment their reading of the traditional holiday literature Further the video will encourage students to think about how they might create their own adaptation of the classic tale
Literature Component
In this unit students will embark upon a journey through time by reading ldquoA Christmas Carolrdquo by Charles Dickens Throughout the process of reading this drama students will learn about the characteristics of a drama and the similarities and differences between a drama and other pieces of literature Students will then rewrite this Christmas play using different time periods as settings for each scene in order to better understand how time periods can affect literature
Writing Closure
To reflect upon this unit students will complete a writing closure where they will list the ways they succeeded in this unit and the ways they needed improvement This will help students know what they excel in and what they need to improve upon for the future Then students will predict how this lesson could benefit them in the job that they want for their career
Materials Needed for Culminating
Event
Set Construction
Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materialsi 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screwsiii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywoodv 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofingi Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Toolsi Circular saw
ii Drilliii Measuring tapeiv T-Square
Materials for Exterior Design (per student research)
Large Models (8x8) for production of ldquoA Christmas Carol A Nod to the ModrdquoRoofing ndash Cardboard Spray Paint Snow (Cotton Gauze)Tools ndash Donated by Snap-On and TeachersFrame ndash 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo) 5 pound of 2 frac12 inch dry wall screws 2 ndash 4 x 8 (frac34rdquo plywood) 9 ndash 2rdquo x 6rdquo x 8rdquo plywood 4 ndash 2rdquo x 4rdquo x 8rdquo plywood 24 stud length (2 x 4) 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood) Exterior
1840rsquos- Gray cardboard ndash cut shape into stone- Bale of hay ndash thatch roof
- Adhesiveo Elmerrsquos glue (big bottles ndash 10)o Liquid Nails (2 per side) and caulk gun
- Paint ndash white dark grey black- Door ndash cardboard
1920rsquos- Cardboard (cut into linear strips) ndash straight up and down- Paint ndash White light grey- Door ndash Cardboard- Metal Roof ndash Cardboard (fold with ridges) cover with Aluminum Foil (10 ndash 50sqft rolls)
2013- Cardboard (draw brick ndash Sponges (large size))- Paint ndash Brick Red Light Gray (mortar)- Painterrsquos Tape- Door ndash Cardboard
2050- Solar panel or wind turbine ndash constructed out of cardboard- Paint ndash silver (glass)
ldquoSTEM Under Constructionrdquo amp ldquoEngineers of Stylerdquoa iPadb Students will determine the materials needed for the set These materials will then be placed on a
donation wish list for parent and PTA involvement
Standards Common Core Standards Tennessee State Standards
ELACommon Core Standards
CC7L1a Explain the function of phrases and clauses in general and their function in specific sentences (sentence modeling)CC7L1b Choose among simple compound complex and compound-complex sentences to signal differing relationshipsCC7RL3 Analyze how lines of dialogue or incidents in a story or drama interact (eg how the setting shapes the characters or plot propel the action reveal aspects of a character or provoke a decision)CC7RL1 Cite several pieces of textual evidence that most strongly support analysis of what the text says explicitly as well as inferences drawn from textCC7RL2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
MathCommon Core Standards
CCSSASSEA2 Use the structure of an expression to identify ways to rewrite itCCSSASSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSACEDA1 Create equations and inequalities in one variable and use them to solve problems Include equations arising from linear and quadratic functions and simple rational and exponential functionsCCSSAAPRA1 Understand that polynomials form a system analogous to the integers namely they are closed under the operations of addition subtraction and multiplication add subtract and multiply polynomialsCCSSAAPRB3 Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial
ScienceTennessee
Earth
State Standards
-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere
-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading
-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources
Motion
-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines
-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work
-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity
-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement
-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave
-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves
-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted
Social Studies
Tennessee State Standards
Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement
Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)
Appendix A
Modern Living Unit Schedule
Monday Tuesday Wednesday Thursday Friday
Day 1
Introduction to Unit and Content Class
Day 2
Content Class
Day 3
ENERGY AUDITProject Day
(Introduction amp Model House Design and
Construction)
Day 4
ENERGY AUDITProject Day
(Complete the model house and begin Set
Construction)
Day 5
ENERGY AUDITProject Day
(Model House Experiment Data
Collection and Analysis and continue Set
Construction)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Literature Component
In this unit students will embark upon a journey through time by reading ldquoA Christmas Carolrdquo by Charles Dickens Throughout the process of reading this drama students will learn about the characteristics of a drama and the similarities and differences between a drama and other pieces of literature Students will then rewrite this Christmas play using different time periods as settings for each scene in order to better understand how time periods can affect literature
Writing Closure
To reflect upon this unit students will complete a writing closure where they will list the ways they succeeded in this unit and the ways they needed improvement This will help students know what they excel in and what they need to improve upon for the future Then students will predict how this lesson could benefit them in the job that they want for their career
Materials Needed for Culminating
Event
Set Construction
Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materialsi 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screwsiii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywoodv 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofingi Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Toolsi Circular saw
ii Drilliii Measuring tapeiv T-Square
Materials for Exterior Design (per student research)
Large Models (8x8) for production of ldquoA Christmas Carol A Nod to the ModrdquoRoofing ndash Cardboard Spray Paint Snow (Cotton Gauze)Tools ndash Donated by Snap-On and TeachersFrame ndash 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo) 5 pound of 2 frac12 inch dry wall screws 2 ndash 4 x 8 (frac34rdquo plywood) 9 ndash 2rdquo x 6rdquo x 8rdquo plywood 4 ndash 2rdquo x 4rdquo x 8rdquo plywood 24 stud length (2 x 4) 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood) Exterior
1840rsquos- Gray cardboard ndash cut shape into stone- Bale of hay ndash thatch roof
- Adhesiveo Elmerrsquos glue (big bottles ndash 10)o Liquid Nails (2 per side) and caulk gun
- Paint ndash white dark grey black- Door ndash cardboard
1920rsquos- Cardboard (cut into linear strips) ndash straight up and down- Paint ndash White light grey- Door ndash Cardboard- Metal Roof ndash Cardboard (fold with ridges) cover with Aluminum Foil (10 ndash 50sqft rolls)
2013- Cardboard (draw brick ndash Sponges (large size))- Paint ndash Brick Red Light Gray (mortar)- Painterrsquos Tape- Door ndash Cardboard
2050- Solar panel or wind turbine ndash constructed out of cardboard- Paint ndash silver (glass)
ldquoSTEM Under Constructionrdquo amp ldquoEngineers of Stylerdquoa iPadb Students will determine the materials needed for the set These materials will then be placed on a
donation wish list for parent and PTA involvement
Standards Common Core Standards Tennessee State Standards
ELACommon Core Standards
CC7L1a Explain the function of phrases and clauses in general and their function in specific sentences (sentence modeling)CC7L1b Choose among simple compound complex and compound-complex sentences to signal differing relationshipsCC7RL3 Analyze how lines of dialogue or incidents in a story or drama interact (eg how the setting shapes the characters or plot propel the action reveal aspects of a character or provoke a decision)CC7RL1 Cite several pieces of textual evidence that most strongly support analysis of what the text says explicitly as well as inferences drawn from textCC7RL2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
MathCommon Core Standards
CCSSASSEA2 Use the structure of an expression to identify ways to rewrite itCCSSASSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSACEDA1 Create equations and inequalities in one variable and use them to solve problems Include equations arising from linear and quadratic functions and simple rational and exponential functionsCCSSAAPRA1 Understand that polynomials form a system analogous to the integers namely they are closed under the operations of addition subtraction and multiplication add subtract and multiply polynomialsCCSSAAPRB3 Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial
ScienceTennessee
Earth
State Standards
-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere
-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading
-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources
Motion
-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines
-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work
-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity
-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement
-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave
-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves
-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted
Social Studies
Tennessee State Standards
Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement
Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)
Appendix A
Modern Living Unit Schedule
Monday Tuesday Wednesday Thursday Friday
Day 1
Introduction to Unit and Content Class
Day 2
Content Class
Day 3
ENERGY AUDITProject Day
(Introduction amp Model House Design and
Construction)
Day 4
ENERGY AUDITProject Day
(Complete the model house and begin Set
Construction)
Day 5
ENERGY AUDITProject Day
(Model House Experiment Data
Collection and Analysis and continue Set
Construction)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
- Adhesiveo Elmerrsquos glue (big bottles ndash 10)o Liquid Nails (2 per side) and caulk gun
- Paint ndash white dark grey black- Door ndash cardboard
1920rsquos- Cardboard (cut into linear strips) ndash straight up and down- Paint ndash White light grey- Door ndash Cardboard- Metal Roof ndash Cardboard (fold with ridges) cover with Aluminum Foil (10 ndash 50sqft rolls)
2013- Cardboard (draw brick ndash Sponges (large size))- Paint ndash Brick Red Light Gray (mortar)- Painterrsquos Tape- Door ndash Cardboard
2050- Solar panel or wind turbine ndash constructed out of cardboard- Paint ndash silver (glass)
ldquoSTEM Under Constructionrdquo amp ldquoEngineers of Stylerdquoa iPadb Students will determine the materials needed for the set These materials will then be placed on a
donation wish list for parent and PTA involvement
Standards Common Core Standards Tennessee State Standards
ELACommon Core Standards
CC7L1a Explain the function of phrases and clauses in general and their function in specific sentences (sentence modeling)CC7L1b Choose among simple compound complex and compound-complex sentences to signal differing relationshipsCC7RL3 Analyze how lines of dialogue or incidents in a story or drama interact (eg how the setting shapes the characters or plot propel the action reveal aspects of a character or provoke a decision)CC7RL1 Cite several pieces of textual evidence that most strongly support analysis of what the text says explicitly as well as inferences drawn from textCC7RL2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas
MathCommon Core Standards
CCSSASSEA2 Use the structure of an expression to identify ways to rewrite itCCSSASSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSACEDA1 Create equations and inequalities in one variable and use them to solve problems Include equations arising from linear and quadratic functions and simple rational and exponential functionsCCSSAAPRA1 Understand that polynomials form a system analogous to the integers namely they are closed under the operations of addition subtraction and multiplication add subtract and multiply polynomialsCCSSAAPRB3 Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial
ScienceTennessee
Earth
State Standards
-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere
-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading
-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources
Motion
-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines
-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work
-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity
-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement
-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave
-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves
-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted
Social Studies
Tennessee State Standards
Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement
Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)
Appendix A
Modern Living Unit Schedule
Monday Tuesday Wednesday Thursday Friday
Day 1
Introduction to Unit and Content Class
Day 2
Content Class
Day 3
ENERGY AUDITProject Day
(Introduction amp Model House Design and
Construction)
Day 4
ENERGY AUDITProject Day
(Complete the model house and begin Set
Construction)
Day 5
ENERGY AUDITProject Day
(Model House Experiment Data
Collection and Analysis and continue Set
Construction)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
State Standards
-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere
-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading
-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources
Motion
-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines
-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work
-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity
-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement
-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave
-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves
-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted
Social Studies
Tennessee State Standards
Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement
Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)
Appendix A
Modern Living Unit Schedule
Monday Tuesday Wednesday Thursday Friday
Day 1
Introduction to Unit and Content Class
Day 2
Content Class
Day 3
ENERGY AUDITProject Day
(Introduction amp Model House Design and
Construction)
Day 4
ENERGY AUDITProject Day
(Complete the model house and begin Set
Construction)
Day 5
ENERGY AUDITProject Day
(Model House Experiment Data
Collection and Analysis and continue Set
Construction)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Day 6
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)
Day 7
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Research amp Plan)
Day 8
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Create Lesson (Keynote St Hand=out
and Assessment)
Day 9
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team
(Complete Lesson (Keynote St Hand=out
and Assessment))
Day 10
RESEARCH amp PREPProject Day
Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss
needed changes with teacher and make
modifications)
Day 11
STUDENT TEACHModified Project Day
20 Min of Content Area Class
Day 12
Modified Project DayDress Rehearsal 1
- Complete All Construction
Day 13
Project DayDress Rehearsal 2
- Complete All Styling and Design
Day 14
Final Dress Rehearsal including
student teaches
Day 15
Clean-UpCast Party
During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo
Week 51 Project Days
Energy Audit Lesson Plan
ObjectivesIn this lesson students will
1learn what items in their homes use energy
2brainstorm ways to save energy
3practice graphing and statistically analyzing data
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper
lined paper pencils
Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact
We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
energy bills
ActivityPreparation
Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use
Introduction
111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy
111308811130881113088Hand out an Energy Audit Worksheet to each student
111308811130881113088Tell students that they are going to inspect their homes for energy usage
111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home
111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits
111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet
Procedure
1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics
2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50
3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers
4Give each student a piece of lined paper a piece of graph paper and a pencil
5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52
6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52
7Discuss what each of these statistics means with your students
8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes
9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below
Energy Audit Results
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Energy Audit Results
Total Points
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using
111308811130881113088Students with scores between 20 and 32 are master energy savers
111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings
111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers
11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her
12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)
Wrap-Up
Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list
- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4
Number of Students
111308811130881113088Unplug appliances when not in use or control with a smart power strip
111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs
111308811130881113088Only heat or cool the rooms you need
111308811130881113088Turn down water heater
111308811130881113088When cooking keep the lids on pots
111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes
111308811130881113088Only run full loads of laundry and dishes
111308811130881113088Use cold water when possible
111308811130881113088Turn off water when not using it and take shorter showers
111308811130881113088Air dry clothes
111308811130881113088Install a low-flow shower head which reduces hot water usage
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml
Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg
No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf
Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu
United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home
15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room
Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have
None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter
73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer
74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking
Rarely Sometimes Always7 Shower How long do you stay in the shower
15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis
15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use
Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it
Often Sometimes Never11 Windows How many layers of glass do your windows have
One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes
Hot Warm Cold
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score
1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________
2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________
3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________
4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________
5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________
6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Question 6 Points ___________7 Shower How long do you stay in the shower
15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________
8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________
9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________
10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________
11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________
12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________
Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Week 51 Project Days
Energy Audit Lesson Plan ndash Model Construction
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos
1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned
era (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)
Time Period
Exterior Sides Roof Insulation
1840rsquos Sod
1920rsquos Sawdust
1950rsquos Cotton Balls
2012 Spray Foam Insulation
Vocabulary ndash Define the following termsa Architectureb Insulation
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
c Energy Efficiencyd Thermal Energy
Student Instructions for Construction of House Models
Small Group Work
Students in your Small Group ______________________________________________________________________
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Era Assigned ___________________
Heat Source used during this Era _______________________________
Materials Needed for Exterior of Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
3 __________________________________________
Reasoning
Source
4 __________________________________________
Reasoning
Source
5 __________________________________________
Reasoning
Source
Materials Needed to Insulate the Home
1 __________________________________________
Reasoning
Source
2 __________________________________________
Reasoning
Source
Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era
If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work
Rubric ndash Energy Efficiency amp Model Homes
Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
CATEGORY 4 3 2 1
Information Gathering
Accurate information taken from several sources
in a systematic manner
Accurate information taken from a couple of sources in
a systematic manner
Accurate information taken from a couple of sources but
not systematically
Information taken from only one source andor
information not accurate
Scientific Knowledge
Explanations by all group members indicate a clear
and accurate understanding of scientific principles underlying the
construction and modifications
Explanations by all group members indicate a relatively accurate
understanding of scientific principles underlying the
construction and modifications
Explanations by most group members indicate relatively accurate understanding of
scientific principles underlying the construction
and modifications
Explanations by several members of the group do
not illustrate much understanding of scientific principles underlying the
construction and modifications
Plan Plan is neat with clear measurements and
labeling for all components
Plan is neat with clear measurements and labeling
for most components
Plan provides clear measurements and labeling
for most components
Plan does not show measurements clearly or is
otherwise inadequately labeled
Function Structure functions extraordinarily well
holding up under atypical stresses
Structure functions well holding up under typical
stresses
Structure functions pretty well but deteriorates under
typical stresses
Fatal flaws in function with complete failure under
typical stresses
Construction -Materials
Appropriate materials were selected and
creatively modified in ways that made them even
better
Appropriate materials were selected and there was an
attempt at creative modification to make them
even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a
product that performed poorly
Construction - Care Taken
Great care taken in construction process so that the structure is neat
attractive and follows plans accurately
Construction was careful and accurate for the most part but 1-2 details could
have been refined for a more attractive product
Construction accurately followed the plans but 3-4
details could have been refined for a more attractive
product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Data Collection
Data taken several times in a careful reliable manner
Data taken twice in a careful reliable manner
Data taken once in a careful reliable manner
Data not taken carefully OR not taken in a reliable
manner
ModificationTesting
Clear evidence of troubleshooting testing and refinements based on
data or scientific principles
Clear evidence of troubleshooting testing and
refinements
Some evidence of troubleshooting testing and
refinements
Little evidence of troubleshooting testing or
refinement
JournalLog - Content
Journal provides a complete record of
planning construction testing modifications
reasons for modifications and some reflection about the strategies used and the
results
Journal provides a complete record of planning
construction testing modifications and reasons
for modifications
Journal provides quite a bit of detail about planning
construction testing modifications and reasons
for modifications
Journal provides very little detail about several aspects
of the planning construction and testing
process
JournalLog - Appearance
Several entries made and all are dated and neatly
Several entries are made and most of the entries are dated
and neatly entered
Several entries are made and most of the entries are dated
and legible
Few entries are made ANDOR many entries are
not dated or very difficult to read
Appendix D Energy Audit Project Lessons ndash Set Construction
Week 41 Modified Project Days
Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to
the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era
(1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play
a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)
ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood
vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)
b Roofing i Cardboard
ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era
c Tools i Donated by Snap-On Tools
ii Provided by Teachers e Materials for Exterior Design (per student research)
Time Period Exterior Sides Roof
1840rsquos
1920rsquos
1950rsquos
2012
Rubric ndash Energy Efficiency amp Set Construction
Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis
Week 51 Project Day
CATEGORY 4 3 2 1
Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications
Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications
Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications
Information Gathering Accurate information taken from several sources in a systematic manner
Accurate information taken from a couple of sources in a systematic manner
Accurate information taken from a couple of sources but not systematically
Information taken from only one source andor information not accurate
Plan Plan is neat with clear measurements and labeling for all components
Plan is neat with clear measurements and labeling for most components
Plan provides clear measurements and labeling for most components
Plan does not show measurements clearly or is otherwise inadequately labeled
Function Structure functions extraordinarily well holding up under atypical stresses
Structure functions well holding up under typical stresses
Structure functions pretty well but deteriorates under typical stresses
Fatal flaws in function with complete failure under typical stresses
Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better
Appropriate materials were selected and there was an attempt at creative modification to make them even better
Appropriate materials were selected
Inappropriate materials were selected and contributed to a product that performed poorly
Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately
Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product
Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product
Construction appears careless or haphazard Many details need refinement for a strong or attractive product
ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles
Clear evidence of troubleshooting testing and refinements
Some evidence of troubleshooting testing and refinements
Little evidence of troubleshooting testing or refinement
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and
temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or
2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency
industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware
Thermal Imaging Temperature Data ndash Student Group Sheet
Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Era of Homes __________________________________________________
LocationFirst Thermal
AnalysisGroup 1
________________
Second Thermal AnalysisGroup 2
________________
Third Thermal AnalysisGroup 3
________________
Fourth Thermal AnalysisGroup 4
________________
Fifth Thermal AnalysisGroup 5
________________
Solid wall
Open window or door
Open corner
Roof lineConstructed Response
Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences
1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)
Individual Constructed Response Questions
Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
1 How is thermal energy related to mechanical efficiency
2 How is heat loss related to energy efficiency
3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )
4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos
5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos
6 What has this project taught you about Modern Living
Thermal Imaging Comparison Examples
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Use of Vernier Software and Temperature Probe
Anatomy of the Vernier Software
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Anatomy of the Vernier Temperature Probe-ware
Example of Data Collection using the Temperature Probe-ware and the Vernier Software
Appendix F Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Monday amp Tuesday
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Small Group Lesson Plan ndash Research amp PrepClassroom Assignments
- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Lessons
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
CATEGORY 4 3 2 1
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed
Each student in the group can clearly explain what information she is responsible for locating
Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating
One or more students in the group cannot clearly explain what information they are responsible for locating
Group Timeline
Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline
Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline
Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline
IdeasResearch Questions
Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research
Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research
Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings
Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan
Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan
Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan
Quality of Sources
Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions
Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Small Group Assignment Sheet
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking
Content Area
Student Checklist
Topic Group Members
Goals 2-3 Vocab
Words
Keynote or Prezi
Presentation Outline for
Students
Student Assessment
Lesson Plan
Social Studies
Causes of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave
English Language Arts
Sentence Structure
a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex
Sentences
English Language Arts
Characteristics of Drama
a Differences from novel and Drama
b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays
Science Simple Machines a The 6 Simple Machinesb Machines and Construction
Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region
Social Studies
Consequences of Urbanization
a Identify the causes and
consequences of urbanization (ie poverty overcrowding disease pollution crime)
b Case Study Industrial
development of a country (past or present) giving the consequences of urbanization
Math Population Growth
a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions
Science Mechanical Efficiency
a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Cratchit Roles RolesScene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
Appendix G Small Group Project Lessons ndash Small Group Work
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Week 52 Project Days Two Days ndash Wednesday amp Thursday
Small Group Lesson Plan ndash Creation of Lesson
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Appendix H Small Group Project Lessons ndash Small Group Work
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Week 42 Project Days One Day - Friday
Small Group Lesson Plan ndash Final Lesson and Teacher Meeting
ObjectivesIn this lesson students will
a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production
of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the
night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and
make modifications)
Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils
Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart
Rubric ndash Small Group amp Student Teach Presentations
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Collaboration with Peers
Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together
Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group
Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Content Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience
Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them
Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience
Uses several (5 or more) words or phrases that are not understood by the audience
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Uses Complete Sentences
Always (99-100 of time) speaks in complete sentences
Mostly (80-98) speaks in complete sentences
Sometimes (70-80) speaks in complete sentences
Rarely speaks in complete sentences
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others
Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked
Very little use of facial expressions or body language Did not generate much interest in topic being presented
Stays on Topic Stays on topic all (100) of the time
Stays on topic most (99-90) of the time
Stays on topic some (89-75) of the time
It was hard to tell what the topic was
Appendix K Dress Rehearsals
Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday
Dress Rehearsal 2 and Final Dress Rehearsal
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations
Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads
ObjectivesIn this lesson students will
a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and
acting c Students will provide constructive feedback to each small group to aid in the presentation of the
materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo
Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment
Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)
Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)
Preparedness Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Listens to Other Presentations
Listens intently Does not make distracting noises or movements
Listens intently but has one distracting noise or movement
Sometimes does not appear to be listening but is not distracting
Sometimes does not appear to be listening and has distracting noises or movements
Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words
Speaks clearly and distinctly all (100-95) the time but mispronounces one word
Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word
Often mumbles or can not be understood OR mispronounces more than one word
Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better
Student uses 1 prop that shows considerable workcreativity and which make the presentation better
Student uses 1 prop which makes the presentation better
The student uses no props OR the props chosen detract from the presentation
Posture and Eye Contact
Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches andor does not look at people during the presentation
Volume Volume is loud enough to be heard by all audience members throughout the presentation
Volume is loud enough to be heard by all audience members at least 90 of the time
Volume is loud enough to be heard by all audience members at least 80 of the time
Volume often too soft to be heard by all audience members
Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact
Pauses were effectively used once to improve meaning andor dramatic impact
Pauses were intentionally used but were not effective in improving meaning or dramatic impact
Pauses were not intentionally used
Attire Business attire very professional look
Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled
General attire not appropriate for audience (jeans t-shirt shorts)