Tom+Talbot+Unit+Project+Page

Given data in scientific notation, be able to place the number in standard form Given a rectangular prism, be able to find the volume. GIven units such as cubic feet, be able to convert to gallons and liters. || information by hand and computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatter plots.
 * ** Timeline for Project Completion ** ||
 * **// Unit 1 //** || Get into the Project Wiki space. ||
 * **// Unit 2 //** || Determine the Unit standards and the ways in which your students can demonstrate those standards to you. ||
 * **// Unit 3 //** || Develop the preliminary summative assessment criteria that you will use to assess learning of the standards. ||
 * **// Unit 4 //** || Develop higher order thinking and engaging questions that you can use to get students thinking about the content you want them to learn. ||
 * **// Unit 5 //** || Develop a project that students can work on throughout the unit to gain experience and practice using the content you want them to learn. ||
 * **// Unit 6 //** || Incorporate multimedia resources that enhance your instructional activities and provide students will other ways to learn content. ||
 * **// Unit 7 //** || Incorporate the use of Web 2.0 tools or resources that extend learning by providing opportunities for learning through collaboration. ||
 * ** Section 1: General Information ** ||
 * Name |||||||| Tom Talbot ||   || Mr.Talbot ||
 * SAU |||||||| 38 ||  Grade Level  || 9-12 ||
 * District |||||||| Hinsdale School District ||  Content Area  || Math ||
 * School |||||||| Hinsdale High School ||  Content Domain  || math ||
 * ** Backward Design Unit Planning ** ||
 * ** Unit 2: Standards and Learning Goals ** ||
 * Online or Hybrid Unit |||||||||||| Scientific Notation ||
 * Source of Standards |||||||||||| NH Frameworks ||
 * // What are the standards you want to teach with this unit? // |||||||| // Brainstorm ideas for how students can demonstrate this standard to you. // ||
 * 1Uses units of measure appropriately and consistently when solving problems with across content strands; makes conversions within or across ssystems and makes decisions concerning an appropriate degree of accuracy in problem solvings. |||||||| Given data not in scientific notation, place the data in appropriate scientific notation
 * 1Uses units of measure appropriately and consistently when solving problems with across content strands; makes conversions within or across ssystems and makes decisions concerning an appropriate degree of accuracy in problem solvings. |||||||| Given data not in scientific notation, place the data in appropriate scientific notation
 * Uses measurement conversions strategies ||||||||  ||
 * 3Demonstrates understanding of the relative magnitude of real numbers by solving problems involving ordering or comparing rational numbers, and numbers represented in scientific notation using number lines or equality ||||||||  ||
 * 4Interprets and computes in scientific notation with and without a calculator ||||||||  ||
 * 5Solves problems involving surface area or volume of three-dimensional figures within mathematics or across disciplines or contexts ||||||||  ||
 * 6. Compile and display data, evidence and

7. Understand that the basic idea of mathematical modeling is to find a mathematical relationship that behaves in the same way as the objects or processes under investigation; a mathematical model may give insight about how something really works or may fit observations very well without any intuitive meaning. |||||||| Model (via an estimation or other means) the precipitation produced by a hurricane over a given geographical region || 10% of score || Students will need to demonstrate the concept of modeling. The model will need to be of a rectangular prism for which they will use scientific notation to figure out a volume of water. Once they achieve a volume in terms of cubic units, students will demonstrate the ability to convert the units into gallons and liters, again using scientific notation and conversion factors. Solves problems involving surface area or volume of three-dimensional figures within mathematics or across disciplines or contexts || modeling is to find a mathematical relationship that behaves in the same way as the objects or processes under investigation; a mathematical model may give insight about how something really works or may fit observations very well without any intuitive meaning. || // http://illuminations.nctm.org/LessonDetail.aspx?ID=L370 // ||||||||||  || modeling is to find a mathematical relationship that behaves in the same way as the objects or processes under investigation; a mathematical model may give insight about how something really works or may fit observations very well without any intuitive meaning. Performing unit conversions with data ||
 * // Inset more rows if necessary. // ||
 * ** Unit 3: Assessment Criteria and Measurement ** ||
 * // Design a draft of the assessment you will use to determine students have achieved the standards. // ||
 * // List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. // |||||||| // What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. // ||
 * 1. Graded homework |||||||| Be able to appropriately use scientific notation in strategies such as multiplication and division 7 out of 10 times
 * 1. Graded homework |||||||| Be able to appropriately use scientific notation in strategies such as multiplication and division 7 out of 10 times
 * 2. Quizzes and tests |||||||| 50% of score ||
 * 3. Design a project modeling a hurricane entering a geographical region and computing the total amount of gallons of water produced by the hurricane over a geographic region modeled by a rectangular prism |||||||| The rubric will be an a scale of 4 to 1, with 4 being highly accomplished. The project will be worth 40% of the total score ||
 * 4 ||||||||  ||
 * 5 ||||||||  ||
 * // Inset more rows if necessary. // ||
 * ** Unit 4: Instructional Design: Discussion Questions ** ||
 * // Design a discussion starter question, or set of questions that require students use higher order thinking skills to develop a deeper understanding of the concept. Connect this discussion question to your unit standards and assessment criteria. // ||
 * // On what cognitive level of Bloom’s Taxonomy would you place this discussion starter question? If the discussion starter frame consists of more than one, identify all of them. Analyzing, evaluating, creating // |||||||| // To what assessment criteria does this discussion question connect? Tie the learning students will get through this discussion to the assessment criteria/standard you want them to achieve. // ||
 * |||||||| 4Interprets and computes in scientific notation with and without a calculator
 * // On what cognitive level of Bloom’s Taxonomy would you place this discussion starter question? If the discussion starter frame consists of more than one, identify all of them. Analyzing, evaluating, creating // |||||||| // To what assessment criteria does this discussion question connect? Tie the learning students will get through this discussion to the assessment criteria/standard you want them to achieve. // ||
 * |||||||| 4Interprets and computes in scientific notation with and without a calculator
 * // Write the Discussion Starter question or set of questions below. Include all framing language necessary. // ||
 * // How can one quantify the amount of water, in gallons, that is produced by a typical thunderstorm in New Hampshire in the summer? How would you apply the knowledge gained in answering the first question to estimate the amount of water, in gallons, produced by a hurricane over a given geographical region? // ||
 * // Inset more rows if necessary. // ||
 * ** Unit 5: Instructional Design: Projects ** ||
 * // Design a short online project or activity that would provide students with an opportunity to gain experience and practice with the content of your unit. Connect this project to your unit standards and assessment criteria. // ||
 * // Describe a project or activity that you could use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. How does the project provide evidence of learning? // |||||||| // To what assessment criteria do this does this project or activity connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * Students complete an online search on thunderstorm and hurricane precipitation to discover the range of precipitation that can occur in a typical July thunderstorm in New England and to analyze the typical precipitation produced from historical hurricanes in the eastern U.S. Students then decide on an appropriate geographical area for assessing precipitation from a hurricane and from a thunderstorm. Part of the investigation will involve discovering the areal extent of a July thunderstorm in New England and deciding how to use this in their final project |||||||| Understand that the basic idea of mathematical
 * Students complete an online search on thunderstorm and hurricane precipitation to discover the range of precipitation that can occur in a typical July thunderstorm in New England and to analyze the typical precipitation produced from historical hurricanes in the eastern U.S. Students then decide on an appropriate geographical area for assessing precipitation from a hurricane and from a thunderstorm. Part of the investigation will involve discovering the areal extent of a July thunderstorm in New England and deciding how to use this in their final project |||||||| Understand that the basic idea of mathematical
 * // Inset more rows if you have additional projects you want to include. // ||
 * ** Unit 6: Instructional Design: Multimedia Resources ** ||
 * // Find multimedia resources online that would provide students with an opportunity to gain a deeper understanding of the content of your unit. Connect the content of the multimedia resource to your unit standards and assessment criteria. // ||
 * // From **Thinkfinity**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. // |||||||| // To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * The link is to a 3-day lesson activity that involves data analysis and performing unit conversions |||||||| This connects to performing unit conversions with data ||
 * // Provide the link to the **Thinkfinity** multimedia resource. //
 * // Provide the link to the **Thinkfinity** multimedia resource. //
 * // From **You Tube**: Describe the multimedia resource could you use with your students to help them meet the assessment criteria for learning the standards on which your unit is based. // |||||||| // To what assessment criteria do this does resource connect? Tie the learning students will get by doing this project to the assessment criteria/standard you want them to achieve. // ||
 * |||||||| Understand that the basic idea of mathematical
 * //Provide the link to the **You Tube** multimedia resource.Students would be directed to view :// videos.howstuffworks.com and http://www.youtube.com/watch?v=trdbaV4TaAoTh videos goes over the basics of scientific notation ||||||||||   ||
 * // Inset more rows if you would like to include more resources in your project. // ||
 * ** Unit 7: Instructional Design: Using Web 2.0 Tools ** ||
 * // Find an online Web 2.0 tool that could use with your students to help them collaborate with each other in order to gain a deeper understanding of the content they are trying to learn. Connect the content of the multimedia resource to your unit standards and assessment criteria. // ||
 * // Describe the tool you would have them use for collaboration. I would either use wiki or edmoto. // ||
 * // Provide the link to the online multimedia resource. [|www.edmoto.com]; // ||||||||||  ||
 * // How would your students use this tool for collaboration? What would you have them do to learn the content of your unit? ﻿ // |||||| // How would using this tool as you described connect to the assessment criteria or standards for the unit? Tie the learning students will get by using this tool in a collaborative way to the assessment criteria/standard you want them to achieve. // ||
 * // It's not easy finding a site that gives the thunderstorm information I'm requiring. I would expect collaboration for them to find the required information. Students would collaborate through wiki or edmoto to figure out the key question about the thunderstorm. Once this is done, it is possible for them to begin and apply volume formulas, scientific notation, and unit conversions. These projects take a lot of time to develop. As the teacher, I'd continue searching for sites that would enhance the learning, and I'd especially search climate data sites students could explore to figure out what goes in with large scale, significant precipitation events, and how mathematics can be used to model and predict meteorological events, in a general way (at this level). // |||||| Once they have the thunderstorm modeled, all other aspects of the come together. The unit conversions, volume, and scientific notation all come into play to arrive at a single figure or approximation for the volume of water from a hurricane and thunderstorm. ||
 * // Inset more rows if necessary. // ||
 * // It's not easy finding a site that gives the thunderstorm information I'm requiring. I would expect collaboration for them to find the required information. Students would collaborate through wiki or edmoto to figure out the key question about the thunderstorm. Once this is done, it is possible for them to begin and apply volume formulas, scientific notation, and unit conversions. These projects take a lot of time to develop. As the teacher, I'd continue searching for sites that would enhance the learning, and I'd especially search climate data sites students could explore to figure out what goes in with large scale, significant precipitation events, and how mathematics can be used to model and predict meteorological events, in a general way (at this level). // |||||| Once they have the thunderstorm modeled, all other aspects of the come together. The unit conversions, volume, and scientific notation all come into play to arrive at a single figure or approximation for the volume of water from a hurricane and thunderstorm. ||
 * // Inset more rows if necessary. // ||