Student service-learning (SSL) is a teaching method that combines meaningful service to the
community with curriculum-based learning. Students improve their academic skills by applying
what they learn in school to the real world; they then reflect on their experience to reinforce the link
between their service and their learning.
Curriculum Infused Service Learning
Grade
5
6
6
Department
Science
Science
Social Studies
7
7
Science
Social Studies
8
8
Science
Social Studies
9
9
Science
Social Studies
10
Social Studies
Course Name
Grade 5 Science
Grade 6 Science
World Cultures & Geography I: The
Western Hemisphere
Grade 7 Science
World Cultures & Geography II: The
Eastern Hemisphere
Grade 8 Science
United States History I: Revolution to
Reconstruction
HSA Biology
United States History II: Reconstruction
to the Present
Local State and National Government
Hours Earned
4
4
4
4
4
4
7
7
9
Sixth Grade Curriculum Framework Progress Guide 2008-2009
Unit One
Estimated Time: 2 Sessions
Social Studies Content Standards:
7.3.B. Geographic Characteristics of Places and Regions
1. Analyze interrelationships among ~y$i~ ~ 6~man ~ract~sti~ that shape the identity of places and regions around the world
a. Explain how ~ys!~i ~ hu~ ~racteri~i~ ~ ~ i~ion such as vegetation, climate, minerars, population density and religion,
affect its ~ e~i~ ~h ~n8 ~e w~ p~opl~ ~ a living
b. Analyze how regional characteristics and interests including economic development, climate, and the environmental impact government
policies
c. Identity geographicfacters that have influenced international relations and economic development in world re~ion~, such as trade,
infrastructure, and health issues
7,3,D, Modifying and Adapting to the Environment
1. Analyze why and how people in contemporary world regions modify their natural ~i~6{ and the impact of those modifications
a. Identify traa~ ~i~ of using resources to pursue economic opportun es ~ p eser~ ng he ~ ~6t, such as wafer use, he bun ng
of fossil fuels, deforestation and strip mining
b Evaluate the consequences of modifying the natural ~iro~6t such as desert]fication, air pollution and climate change
c. Identify and explain land use issues that illustrate the conflict between economic growth deforestation, mining and burning fossil fuels
d, Explain how land use and environmenta! issues such as burning the rain forest and
preservation are addressed by
government policy
Suggested Student Objective:
Students will investigate how first-level, second-level, and third-level activities affect the environment in order to investigate the relationship
between land use and economic activity and land change.
Reading Strategies:
Reading Skills:
Drawing Conclusions
Supporting Details
Main Idea~
Inference
Graphic Aids
Summarize the Text
Cause and Effect
Categorize
Compare and Contrast
Writing to Learn
FG SE Chapter 5
FG TE pp, 112-133
SR:
The prefix non- in the word nonrenewable means:
FG SE CD-3 Tracks 1-10 FG AIO pp. 245-247; 249- a. some
251; 253-255; 256-258
b. many
c. not
FG RVS pp. 49-51; 52-54; d. can be
55-57
BCR:
Identify the main idea of the paragraph, "Environmental Challenges." Use evidence
FG GR CD Tracks 5-6
from the text that supports your answer.
Possible answer: Many items, such as agriculture, forestry, and fishing, provide people
WorId Studies Video
with resources that they need, but people’s need for these resources can create
Program DVD or VHS
"The Natural Resources of environmental issues.
an Island Nation"
Modifications for Special Education Students:
See "Differentiated Instruction: For Less Proficient Readers," FG TE p.116 (Also will need FG AIO p. 267)
Modifications for ESOL Students:
See "Differentiated Instruction: For English Language Learners," FG TE p. 1 f 7
See "Differentiated Instruction: For English Language Learners," FG TE p. 123
See "Differentiated Instruction: For Less Proficient Readers," FG TE p.1 f 6 (Also will need FG AIO p. 267)
Honors Extensions:
See "Differentiated Instruction: For Gifted and Talented," FG TE p. 116 (Also will need FG AIO p. 274)
See "Differentiated Instruction: For Advanced Readers," FG TE p. 117 (Also will need FG AIO p. 266)
See "Differentiated Instruction: For Advanced Readers," FG TE p. 123 (Also will need AIO FG pp. 268-269)
See "Section 1 Assessment: Writing Activity," FG TE p. 119
Notes:
Four SSL (Student Service Learning) Hours: FG AIO page 262. Have the students develop and manage a small environmental project for this
school year. Have the students keep a journal of reflections during the project and write a article for the local newspaper about their project.
World Cultures and Geography I: The Western Hemisphere, Social Studies, Grade 6
Prince George’s County Public Schools
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Grade 7 Curriculum Framework Progress Guide 2008-2009
Unit Three
Estimated Time: 2 Sessions
Social Studies Content Standards:
7.1.C. Protecting Rights and Maintaining Order
2. Analyze how governments, organizations, and policies around the world protect or fail to protect the rights of
individuals and groups
a. Analyze how the definition of the common good differs in limited and unlimited governments
b. Debate the need to baIance between providing for the common good and how protecting individual
rights differ in governments around the world
c. Describe the role of international organizations and policies in maintaining order during a time of crisis,
such as the International Red Cross, the United Nations, the Geneva Conventions, and the World
Health Organization (WHO)
7.5.C. Conflicts between Ideas and Institutions
1. Analyze the major sources of tension and conflict in the contemporary world
a, Describe how the changes in politicaI structures impacted individuals and groups
Suggested Student Objectives:
Students will examine Genocide in Africa in order to describe the role government’s play in the restoration of order.
Reading Strategies:
unitedstreaming:
Please refer to the
Please refer to the
materials provided with
materials provided with
the lesson
the lesson
Modifications for Special Education Students:
Assessment pieces have been worked into the lesson, Please refer
to the required lesson for details.
Modifications for ESOL Students:
Honors Extensions:
Notes:
Sample lesson provided.
See. http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/for addition materials pertaining to this lesson
World Cultures and Geography I1: Eastern Hemisphere, Social Studies, Grade 7
Prince George’s County Public Schools
92
Lesson 20: Genocide in Africa Lesson - Required Student Service Learning Activity
Overview: This lesson is designed to bring real world issues to the forefront of the classroom. In this lesson
students will define genocide as well as analyze the resolution on "Prevention and Punishment of the Crime of
Genocide" by the United Nations. Students will complete required service learning hours, by create and distributing
a poll to gauge public opinion, formulating letters to elected officials regarding the conflicts, and a reflective journal
entry.
Social Studies Content Standards:
2. Analyze how governments, organizations, and policies around the world protect or fail to protect the
rights of individuals and groups
a. Analyze how the definition of the common good differs in limited and unlimited governments
b. Debate the need to balance between providing for the common good and how protecting
individual rights differ in governments around the world
c. Describe the role of international organizations and policies in maintaining order during a time of
crisis, such as the International Red Cross, the United Nations, the Geneva Conventions, and
the World Health Organization (WHO)
7.5,C. Conflicts between Ideas and Institutions
1. Analyze the major sources of tension and conflict in the contemporary world
a. Describe how the changes in political structures impacted individuals and groups
Objective: Students will examine Genocide in Africa in order to describe the role government’s play in the
restoration of order.
Warm Up: (5- 10 minutes)
Write the word genocide on the chalkboard or overhead projector. Have students brainstorm what the word means
- have them define in their own words. Ask students for examples genocides throughout history (popular
responses: the African slave trade, Jewish holocaust, removal of Native Americans, European conquest of the
Indies.)
Allow students to freely discuss their opinions and feelings about genocide - some may have seen Hotel Rwanda
or Ghosts of Rwanda.
Introductory and Developmental Activities (15 - 20 minutes)
Select several students to discuss their answers to the Warm Up.
Ask students: What international organization is responsible for laying guidelines for equal treatment of all
humans? United Nations. Tell students that the UN drafted a resolution that explicitly defined genocide and
made it an international crime to commit such an atrocity on any group of people. Have students refer to
the attached document, "Convention on the Prevention and Punishment of the Crime of Genocide".
Distribute the handout. Read with class have students, in groups, answer corresponding questions.
World Cultures and Geography I1: Eastern Hemisphere, Social Studies, Grade 7
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Guided Practice Activities: (15 - 20minutes)
,,
Divide students into groups (determinable by the teacher). (Before the lesson identify the most pertinent
information for students from the resource pages). Distribute the resources documents on Rwanda and
Sudan have each group read discuss and prepare a brief"news report" on the genocides in each country.
o After several minutes have students to report findings. Discuss and clarify information as needed.
Independent Activities: (15- 20 minutes)
Have students (in the same group) work together to formulate a poll to gauge public opinion on the topic
(number of items determined byteacher, ability level, and progress of groups). Students will conduct poll
survey with students at their school and with familiar adults in their home community (results to be
discussed/ater).
Assessment: (10- 15 minutes)
Have students complete a journal entry reflecting on their thoughts and feelings about the information
discussed in today’s class.
Closure Activities: (5- 10 minutes)
° Exit Slip: What is genocide? Explain what has been put in place to prevent future genocides.
Homework: For each group: ensure that your opinion poll is given to at least one person in each category
for Completion - (student, teacher, parent, familiar community member)
** Session Two: Continue to discuss genocide. Students should formulate letters to elected officials to share
ideas regarding Genocide and America’s role with NATO After peer and teacher review, the letters will be sent to
appropriate elected officials.
World Cultures and Geography fl: Eastern Hemisphere, Social Studies, Grade 7
Prince George’s County Public Schools
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Convention on the Prevention and Punishment of the Crime of Genocide
Adopted by Resolution 260 (111) A of the United Nations General Assembly on 9 December 1948
Preamble:
The Contracting Parties,
Having considered the declaration made by the General Assembly of the United Nations in its resolution 96 (I)
dated 11 December 1946 that genocide is a crime under international law, contrary to the spirit and aims of the
United Nations and condemned by the civilized world,
Being convinced that, in order to liberate mankind from such odious scourge, international co-operation is required,
Hereby agree as hereinafter provided:
Article I
The Contracting Parties confirm that genocide, whether committed in time of peace or in time of war, is a crime
under international law which they undertake to prevent and punish.
Article II
In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in
part, a national, ethnical, racial or religious group, such as:
(a) Killing members of the group;
(b) Causing serious bodily or mental harm to members of the group;
(c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or
in part.
(d) Imposing measures intended to prevent births within the group;
(e) Forcibly transferring children of the group to another group.
Article III
The following acts shall be punishable:
(a) Genocide;
(b) Conspiracy to commit genocide;
(c) Direct and public incitement to commit genocide;
(d) Attempt to commit genocide;
(e) Complicity in genocide.
Article IV
Persons committing genocide or any of the other acts enumerated in Article III shall be punished, whether they are
constitutionally responsible rulers, public officials or private individuals.
World Cultures and Geography I1: Eastern Hemisphere, Social Studies, Grade 7
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Understanding Genocide
The United Nations drafted the Convention on the Prevention and Punishment of the Crime of Genocide so that
genocide would be a punishable offense under international law, However, everyone does not agree on what
actually constitutes "genocide."
1. How many people of a group must be killed in order for an event to be called a genocide?
2. What could be considered "serious mental harm"? Give examples.
3. Explain "conditions of life calculated to bring about...physical destruction" in your own words.
4. Explain how the wording in Article II of the Convention would be problematic in defining genocide?
5. According to the Convention, who can be punished for committing genocide? How does the Convention propose to
determine appropriate punishment?
World Cultures and Geography Ih Eastern Hemisphere, Social Studies, Grade 7
Prince George’s County Public Schools
96
Resource Information on Rwanda
History
Rwanda’s population essentially consists of two groups, the Hutu (85%) and the Tutsi (15%). There’s a tiny minority of
Pygmies as well. Until European colonization, Tutsis (the minority) represented the upper classes and the Hutus were the
lower class. After the arrival of Europeans, the two groups were separated even more into an apartheid-like system, because
the Europeans ostracized the Hutu’s making them extremely oppressed and the Tutsi even more privileged.
When the independence movement (from European colonizers) occurred in Africa, the Hutu’s (the majority) staged a rebellion
and reversed the social order - the Tutsi’s were now the underprivileged class. The Hutu’s, now in power, penalized the
Tutsi’s, which led to the mass exodus of Tutsi’s into neighboring African countries. Although many wished to return, the
Rwandan government refused to allow any of them to return.
A series of wars between the two groups ensued and the United Nations finally intervened in 1993. Through this agreement,
the Hutu and Tutsi’s were supposed to share power, which the Hutu government was unwilling to do. Finally, the president of
Rwanda shows some signs that he might agree with peace efforts. What ensued is often called the "the worst genocide in
history."
100 Days and the International Response
In the spring/early summer of 1994, over 800,000 Rwandans (Tutsi’s and some sympathetic Hutu’s) were exterminated in the
span of 100 days by two extremist Hutu groups -the Interahamwe and Impuzamugambi.
During the Rwandan genocide, the international community and the United Nations failed to move into action. Despite
coverage shown around the world, many countries failed to intervene, including the United States, France and Belgium.
Timeline of events:
April 6, 1994 - Rwandan president Habyarimana and the president of Burundi are killed when their plane is shot down.
April 7, 1994 - The interahamwe set up roadblocks and go house to house killing Tutsi’s and some Hutu officials. Thousands
die and the UN does not intervene.
April 9-10, 1994 - France and Belgium send troops to rescue their citizens. Americans are also airlifted out of Rwanda. No
Rwandans are rescued.
April 11, 1994 - The International Red Cross estimates that tens of thousands are now dead.
April 21, 1994 - The UN Security council votes to withdraw troops, cutting troop numbers from 2,500 to 270.
April 28, 1994 -A representative for the State Department denies that the situation in Rwanda is genocide.
April 30, 1994 - The UN Security Council passes a resolution "condemning the killings" but do not use the word "genocide."
May 3, 1994 - President Clinton signs a directive limiting U.S military involvement in international peacekeeping efforts.
May 17, 1994 - The UN finally agrees to send about 6,000 (mainly African) troops to Rwanda, but the deployment is halted
the US and UN argue over the financial responsibility. Killings continue.
Mid- July 1994 - Tutsi forces capture the capital, Kigali, Hutu government flees to Zaire. The genocide is over and an
estimated 800,000 have been killed in 100 days.
March 25, 1998 - President Clinton apologizes in Rwanda to the victims of the genocide for "not acting quickly enough"
May 7, 1998 - Secretary General of the UN, Kofi Annan, apologizes to the Rwandan government for failing them.
See www.pbs.org
World Cultures and Geography/1: Eastern Hemisphere, Social Studies, Grade 7
Prince George’s County Public Schools
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Resource Information on Sudan
One of the two rebel groups in Sudan’s Darfur region broke off peace negotiations Wednesday, as the
United Nations’ World Health Organization issued new figures saying 6,000 to 10,000 people are dying per
month there in one of Africa’s worst humanitarian crises.
The report comes a week after U.S. Secretary of State Colin Powell declared that the killings, rapes and other
atrocities committed in Darfur amount to "genocide." Powell used the word in remarks before the Senate Foreign
Relations Committee and based his finding on a U.S. State Department survey of 1,136 refugees living in
nelgi~bonng Chad. He determined that "the government of Sudan and the Janjaweed bear responsibqlity, and
genocide may still be occurring."
In response, the Sudanese government claimed that Powell’s statement was "flawed, regrettable and dismaying."
The government claimed the report was "based on partial observations by an American team that had never sel
foot in Darfur and interviewed politicized refugees in Eastern Chad."
The conflict in Darfur
More than 10,000 people have died and an estimated I million people have been displaced in the growing
humanitarian crisis in the Darfur region of western Sudan in Africa. Militias have targeted civilians in
attacks that the United Nations has warned could rival the 1994 genocide in Rwanda in which more than
800,000 people died.
"The people of Darfur are suffering a catastrophe -- terrible crimes have been committed against them," U.N.
Secretary-general Kofi Annan said at a recent news conference.
The killings of mostly black African Muslims have been blamed on an Arab militia, large loosely organized groups of
armed civilians, known as the Janjaweed. Like their victims, the Janjaweed are Muslim, but they have been
accused of brutal attacks, including destroying villages, conducting mass rapes and slaughtering men, women and
children.
Tension in Darfur between black Africans and Arabs dates back decades. The two groups have long competed over
scarce land, water and other natural resources. However, the situation came to a head in early 2003, when two
groups of black Africans from the region openly rebelled against the Sudanese government, demanding inclusion in
new power-sharing arrangements.
To suppress the rebellion, the Sudanese government trained and armed Arab militias, according to human rights
groups. "The Janjaweed, armed militias supported by the Sudanese armed forces, are committing massive human
rights violations in the Darfur region in the west of Sudan. They are systematically pillaging and destroying the
towns and villages of Darfur, forcing the people to flee for their lives," Amnesty International reported.
To date, the violence has claimed some 50,000 lives and has forced 1.4 million people from their homes. About 1.2
million of them live in camps within Darfur, while 200,000 have fled over the border into Chad. The Sudanese
government denies supporting the Janjaweed.
World Cultures and Geography I1: Eastern Hemisphere, Social Studies, Grade 7
Prince George’s County Public Schools
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The humanitarian crisis
The U.S. Agency for International Development has characterized the crisis in Darfur as the "worst humanitarian
crisis in the world today." It estimates that at least 300,000 Sudanese refugees could die of starvation, disease or
ethnic cleansing if aid does not arrive soon.
So far, few aid agencies have been able to penetrate the region because of continuing violence.
The few groups who are there have sent back alarming reports of impending starvation and mass death, sparking
other human rights and humanitarian agencies to speed up plans to deliver aid such as food, clothing and clean
water.
U.S. involvement
U.S. officials say they have identified the leaders of the Janjaweed militia and have threatened to impose targeted
sanctions, or economic punishments, on Sudan if the government fails to intervene in the crisis, according to the
State Department.
Secretary of State Colin Powell visited Khartoum on June 29, 2004 to press the government to improve access to
the region and disarm the Janjaweed militia. He then traveled to Darfur to see the situation firsthand
So far U.S. officials have been careful not to follow the lead of aid groups and declare the crisis genocide. Under
U.N. law, member countries, including the United States, are required to intervene when genocide occurs.
What can the Security Council do?
On July 30, the United Nations’ most powerful body, the Security Council passed a resolution demanding that the
Sudanese government disarm the Janjaweed and stop the violence within 30 days. If the authorities failed to do so,
the Security Council threatened to take action against the government. When the Secretary General’s Special
representative to Sudan went to investigate the situation at the end of August, he found that the government had
not made satisfactory progress. The Security Council is currently discussing how best to respond to this report.
All members agree that more peacekeepers are needed on the ground. The African Union has already sent
monitors and troops to support them, and the United Nations advocates expanding that force.
How to punish the Sudanese government is a more complicated issue. The United States and the European Union
have threatened sanctions in which they would refuse to buy oil from Sudan, thus starving the government of profits
from the industry. However, China, which buys a lot of oil from Sudan, has threatened to veto any Security Council
resolution that includes sanctions.
See www.pbs.org/newshour
World Cultures and Geography Ih Eastern Hemisphere, Social Studies, Grade 7
Prince George’s County Public Schools
99
Grade 7 Curriculum Framework Progress Guide 2008-2009
Unit Four
Estimated Time: 2 Sessions
Social Studies Content Standards:
7.1.C. Protecting Rights and Maintaining Order
2. Analyze how governments, organizations, and policies around the world protect or fail to protect the rights of
individuals and groups
a. Analyze how the definition of the common good differs in limited and unlimited governments
b. Debate the need to balance between providing for the common good and how protecting individual
rights differ in governments around the world
c. Describe the role of international organizations and policies in maintaining order during a time of crisis,
such as the International Red Cross, the United Nations, the Geneva Conventions, and the World
Health Organization (WHO)
Suggested Student Objectives:
Students will identify and analyze the role of the Red Cross in providing the emergency basic needs of survivors of the 2004
Southeast Asian tsunami in order to organize a clothing drive and develop a post-disaster recovery plan.
Reading Strategies:
unitedstreaming:
PIease refer to the
Please refer to the
handouts provided with
handouts provided with
the lesson,
the lesson.
Modifications for Special Education Students:
Assessment pieces have been worked into the lesson. Please refer
to the required lesson for details.
Modifications for ESOL Students:
Honors Extensions:
Notes:
For service learning credits, students should organize ctothing and materials drive for Tsunami victims. See following lesson
for Red Cross information.
World Cultures and Geography I1: Eastern Hemisphere, Social Studies, Grade 7
Prince George’s County Public Schools
117
Lesson 30: Tsunami Destruction Role of the International Red Cross Required Service Learning Activity
Overview: Students identify and analyze the emergency basic needs of survivors of the 2004 Southeast Asia
tsunami by developing an emergency relief plan. They then organize a clothing drive develop a post-disaster
recovery plan one year after the tsunami.
Social Studies Content Standards:
7.1.C. Protecting Rights and Maintaining Order
2. Analyze i~ow governments, organizations, and policies around the world protect or fa~l to protect the
rights of individuals and groups
a. Analyze how the definition of the common good differs in limited and unlimited governments
b. Debate the need to balance between providing for the common good and how protecting
individual rights differ in governments around the world
c. Describe the role of international organizations and policies in maintaining order during a time of
crisis, such as the International Red Cross, the United Nations, the Geneva Conventions, and
the World Health Organization (WHO}
Objective:
Students will identify and analyze the role of the Red Cross in providing the emergency basic needs of survivors of
the 2004 Southeast Asian tsunami in order to organize a clothing drive and develop a post-disaster recovery plan.
Warm Up: (5 - 10 minutes)
Students will list and explain essential items that they would save in the case their family had to deal with a
disaster,
Introductory and Developmental Activities: (15 -20 minutes)
Divide the class into groups of three to four students, Give students a copy of the International Red Cross
handout and News Bulletin that provides students with an overview of the role of the Red Cross and events
that occurred during the tsunami,
Students should identify the mission of the Red Cross and the services it provides. A discussion should
ensue.
Students should identify the major problems that would need to be corrected in order to restore people’s
lives back to the way it was.
Guided Practice Activities: (20 - 25 minutes)
Students will then organize a donation drive to collect materials for children in the regions of the Tsunami
Destruction,
Your plan will include the actual donation of materials to a researched organization selected by the class.
You can revisit the actual host that will receive the donations at a later date.
World Cultures and Geography Ih Eastern Hemisphere, Social Studies, Grade 7
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Independent activities: (15 - 20 minutes)
Based on their introductory reading, students should develop and present its plan, giving reasons for the
priorities it has established.
No one plan will be perfect. All plans must somehow deal with the distribution bottlenecks. Depending on
the weather, clean water and shelter are generally the greatest needs.
You may have students go back and find print or online media stories about the situation one week after
the disaster. Compare their plans with the plans of government and international aid organizations
Your assignment: save as many lives as you can!
With the above information, develop a plan to provide emergency relief to the survivors of the tsunami, The
plan should have targets, solutions, and a priority of activities and an outline of how you would deal with
special problems,
For Example:
Target: Get clean water to survivors to avoid dehydration and to prevent them from using dirty water.
Solution: Distribute water purification tablets by cart and by bicycle throughout the region
Your relief plan should include not only relief supplies but a way to get the items to survivors. It should also
list in priority the basic needs of the survivors and who you would help.
Use the Canadian Red Cross Tsunami Relief Website as a reference for the activity and for the follow up
discussion.
Assessment: (10 - 15 minutes)
,, Use information that students developed as their plans for relief to assess what they learned.
Closure Activities: (5- 10 minutes)
,, Discuss possible organizations that students could donate materials to.
Homework: Collect materials to for clothing drives
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119
Grade Eight Curriculum Framework Progress Guide 2007- 2008
Unit Four
Estimated Time: 1 Session
Lesson 25:~0w A Bii! Bec0mes ~ Law
Social Studies Content Standards:
1. A. The Foundations and Function of Government
1. Investigate the evolution of the U.S. political system as expressed in the United States
£: ~£mp~re how the powers and functions of the three branches of government are divided and how they are shared to protect
1, C, Protecting Rights and Maintaining Order
1 Examine‘ the. impact e.f ~r)vemme.ntal de.cisions on individual dehts and responsibilities in the [Jnited Sta~es
b. Explain how ~ules an~d laws protect individual rights and pro(ect the ~’m~ ~
Suggested Student Objective: Students will evaluate how a bill becomes a taw in order to describe the lawmaking process.
Reading Strategies:
Reading Skills:
Main Idea
unitedstreaming: The Legislative Branch: Our Federal Government
Creating America, 252-253
Creating America, 252-253
Skilbuilder: Interpreting Charts
(CA), 253
SR: Of the following choices, which may the President not do with a bill?
a. Make changes to it and then sign it. *
b. Sign the bill, which makes it a law.
c. Veto the bilf and send it back to Congress.
d. Set the bill aside for ten days, after which it becomes law.
Multiple Learning Styles: Bodily
BCR: Examine the chart on page 253. Explain how the system of checks and
Kinesthetic (CA), 252-253
balances is also part of the process for a bill to become a law. Include specific
Citizenship Today, 19, 82
detaiIs and examples to support your response.
Cue." The President can check Congress using a veto; Congress can check the
President by using a 2/3 override of a veto.
Modifications for Special Education Students:
> Reading Study Guide (English and Spanish), 83-92
~. Handbook Summaries on CD
Modifications for ESOL Students:
~ Reading Study Guide (English and Spanish), 83-92
> Handbook Summaries on CD
> Access for Students Acquiring English, 56-59
Honors Extensions:
> American History Makers, 27, 33, 39
Notes:
Check with your media center to see if a copy of School House Rock--America Rock is available. Students respond to and remember the
information presented in this musical cartoon "I’m Just a Bill."
Four SSL (Student Service Learning) Hours: Have students write letters to their State Representatives and Senators regarding current bill
that are on the floor. Go to www.house.gf!!; www.senate, ogg!; www.mlis.state.md.us for more information regarding current bills and issues
on the floor. Have the students keep a journal of reflections during the project.
United States History I: Revolution to Reconstruction, Social Studies, Grade 8
Prince George’s County Public Schools
100
Unit: Three
Estimated Time: 2 Sessions
Lesson 29: F.D.R. and the New Deal
Era: 1929-1945
Social Studies Content Standards: 5.0 History
Expectation: 5.3 Students will demonstrate understanding of the cultural, economic, political, social and technologicaI
developments from 1929-1945.
Indicator: 5.3.1. Analyze the consequences and government responses to the Great Depression.
Objectives:
c. Describe the response of the Roosevelt administration to the Great Depression.
d. Analyze the effectiveness of New Deal programs, such as the Social Security Administration (SSA), Federal Deposit
Insurance Corporation (FDIC), Tennessee Valley Authority (TVA), and Securities and Exchange Commission (SEC).
describe the arguments of New Deal critics such as Huey Long, Father Charles Coughiin, and Dr. Charies Townshend.
Government Related Assessment Limits
1.1.3 Public Issues: Environment (pollution, land use) Entitlements (Social Security, welfare) Health care and public heaIth
(costs, substance abuse, diseases) Censorship (media, technology) Crime (prevention, punishments) Equity (race, ethnicity,
region, religion, gender, language, socioeconomic status, age, and individuals with disabilities.)
1.2.3. Presidential use of power and executive orders on rights, order, and/or safety. National government agencies actions
affecting rights, order and/or safety. State actions affecting dghts, order and/or safety.
Suggested Student Objectives:
Students will creat a dialogue between President Franklin Roosevelt and historical figures such as Huey Long, Father Charles
Coughlin, and Dr. Charles Townsend in order to illustrate the positive and negative aspects of New Deal programs and classify
these in a graphic organizer.
Students will use a graphic organizer to identify and analyze Franklin Roosevelt’s New Deal programs in order to evaluate the
immediate political, economic, and social changes that these programs had on the United States.
Reading Strategies:
TE Taking Notes: Main Idea Organizational Chart, p. 698
unitedstreaming:
History in Focus: 1940-1949 (28:11)
Discovering History: 20th-Century Biographies: American Presidents II (30:00)
Suggested Student
Instructional Directions
Suggested Formative Assessment Sample
(Page references for TE and
Resources
(BCR, SR, ECR)
and Materials
ancillary materials)
SE Ch. 22 section 1, pp. PP Presentation, Ch. 22
SR- To regulate the Stock Market and prevent fraud, Congress
created an independent agency called the
698-705
TE Ch. 22 section 1, pp.
a. Securities Act
SE interpreting Charts
698-705
b. Federal Deposit Insurance Corporation
Skill, H 15
c, Securities and Exchange Commission.
TE Interpreting Charts Skill, d. Emergency Banking Relief Act
SE Document Based
H15
Investigation:
BCR- What was the purpose of Roosevelt’s "Court Packing" plan
Perceptions of Roosevelt, TE Document E~ased
and how did it affect his political party? Include examples and
pp. 728-729
Investigation: Perceptions of details to support your response. [Answer Cue - The purpose was
Roosevelt, pp. 728-729
to get enough Supreme Court Justices on the court that favored
CRF The New Deal:
New Deal programs that they would not be ruled unconstitutionaL]
Primary Source, Fireside CRF The New Deal: Primary
Chat with Franklin
Source, Fireside Chat with
EGR- Describe the provisions of the National Labor Relations Act
Roosevelt, pp. 13-14
Franklin Roosevelt, pp. 13and the work of the board it created. Include examples and
14
details to support your response. [Answer Cue- Answers should
incIude: guaranteed rights of workers to organize and bargain,
certified unions, allowed members to filed grievances, and
authorized NLRB to investigate unfair practices.]
Modifications for Special Education Students:
IR The New Deal, section 1, pp. 78-79
Modifications for ESOL Students:
DIT The New Deal: Launching the New Deal, section 1, p. 206
Notes: Service Learning Assignment attached.
Homework: CRF The New Deal: Primary Source, CWA Workers Building a Road in California, pp. 15-16
United States History I1: Reconstruction to the Present, Social Studies, Grade 9
Prince George’s County Public Schools
73
LESSON 29: FDR and the New Deal
OVERVIEW: Students will identify and analyze President Roosevelt’s reaction to the effects of the Great
Depression and evaluate the effect these changes had on the United States society.
INDICATOR: 5.3.1. Analyze the consequences and government responses to the Great Depression.
OBJECTIVE: Students will identify and analyze Franklin Roosevelt’s New Deal programs in order to
evaluate the immediate political, economic, and social changes that these programs had on the United
States.
WARM-UP: Students will define the terms on p. 698 in their notebooks. Upon completion, Instructor will
explain the definition of each term.
INTRODUCTORY AND DEVELOPMENTAL ACTIVITIES: Lecture Notes- Instructor will discuss
societal problems that existed prior to the Roosevelt administration and how the effects of the Great
Depression escalated the societal problems. Instructor will discuss the governmental changes created to
combat the socio-economic problems that existed.
GUIDED PRACTICE ACTIVITIES: Main Idea - Instructor and students will read the section a loud and
discuss America during this period in time. Students will organize the main idea of the reading by completing
the main idea graphic organizer. See attached.
INDEPENDENT ACTIVITIES: Session 1: Primary Source- Students will identify central issues during
the depression by reading a primary source, an excerpt from the F.D.R. Inaugural Address, and respond to
the questions that follow. See attached.
INDEPENDENT ACTIVITIES: Session 2: Graphic Organizer - Students will complete a chart identifying
the programs created under Roosevelt and the purpose of program, Students will refer to the readings,
handout, internet, and textbook to search for the information. See attached.
ASSESSMENT: Reading Comprehension - Read CCH "1937-Court Packing," p. 83 and respond to the
following BCR- What was the purpose of Roosevelt’s "Court Packing" plan and how did it affect his political
party? Include examples and details to support your response.
CLOSURE ACTIVITIES: Each student will state one fact that they learned today, without no repeats, to
the class.
United States History I1: Reconstruction to the Present, Social Studies, Grade 9
Prince George’s Courtly Public Schools
74
Student Handout
Learning the Skill
Identifying central issues, or finding the main idea, helps you understand historical concepts, central figures,
and why historical events unfold. To find a main idea in a passage, identify the purpose of the passage and
how important details relate to one another.
Excerpt from the first Inaugural address of
Franklin D, Roosevelt, March 4, 1933
... This great Nation will endure as it has endured, will revive and will prosper. So, first of all,
let me assert my firm belief that the only thing we have to fear is fear itself.., which paralyzes
needed efforts to convert retreat into advance ....
... taxes have risen; our ability to pay has fallen; government.., is faced by serious curtailment
of income... . the withered leaves of industrial enterprise lie on every side; farmers find no
markets... [and] the savings of... [many] families are gone ....
More important, a host of unemployed citizens face the grim problem of existence, and an
equally great number toil with little return ....
Yet... we have still much to be thankful fo~ . . . Plenty is at our doorstep, but a generous use
if it languishes in the very sight of supply. Primarily this is because the rulers of the exchange of
mankind’s goods have failed, through their own stubbornness and their own incompetence ....
Our greatest primary task is to put people to work. This is no unsolvable problem if we face it
wisely and courageously. It can be accomplished in part by direct recruiting by the Government
itself, treating the task as we would treat the emergency eta war, but at the same time, through
this employment, accomplishing greatly needed projects to stimulate and reorganize the use of
our natural resources.
.. we now realize.., that we can not merely take but we must give as well... [and] we
must move as a trained and loyal army willing to sacrifice for the [common] good....
DIRECTIONS: Use the passage to answer the following questions.
1. What was the main idea President Roosevelt tried to get across to the American people in this address?
2. What did Roosevelt see as the main problem that had to be solved?
3. What did Roosevelt see as the main obstacle to solve the nation’s problems? Why did he see this as an
obstacle?
4. Did Roosevelt think the federal government had a role in the nation’s recovery? Explain your answer,
United States History Ih Reconstruction to the Present, Social Studies, Grade 9
Prince George’s County Public Schools
75
Directions: Read pages 698-705, as you read list, details that support the main idea.
United S~ates History I1: Reconstruction to the Present, Social Studies, Grade 9
Prince George’s County Public Schools
Student Handout
76
Student Handout
Directions: Use the chart below to review the programs established during Franklin Roosevelt’s New Deal.
Write the full name of the program and its purpose for each item abbreviation listed in the chart.
The New Deal
Program initials
Full Name
Purpose/Aims
CCC
FERA
TVA
NIRA
NRA
PWA
FDIC
SEC
United States History fl: Reconstruction to the Present, Social Studies, Grade 9
Prince George’s County Public Schools
77
Student Service Learning Activity
Pa~ 1. Read and Respond
Read the following excerpts from speeches given by Presidents Franklin D. Roosevelt and President Ronald
Reagan.
la. In many ways the views and policies of the New Deal legislation, such as the National Labor Relation Act
and the Social Security Act that you studied in class lay the groundwork for the way we approach our own
Roosevelt’s Commonwealth Club address, delivered Sept. 22, 1932, in San Francisco, Ca.,
"...Every man has a right to life; and this means he has also a right to make a comfortable living ... Our
government owes to every one an avenue to possess himself of a portion of that plenty sufficient for his
needs, through his own work...We know that individual liberty and individual happiness mean nothing unless
both are ordered in the sense that one man’s meat is not another man’s poison ... We know that liberty to do
anything which deprives others of... elemental rights is outside the protection of any compact; and that
government in this regard is the maintenance of a balance, within which every individual may find safety if he
wishes it; in which every individual may attain such power as his ability permits, consistent with his assuming
the accompanying responsibility..."
lb. In the 1980’s after the election of President Reagan, our government developed a different set of
principles than the New Deal in relation to the appropriate role of the national government in public
assistance. In his first inaugural address to the nation in 1981, President Reagan said,
"_.These United States are confronted with an economic affliction of great proportions. We suffer from the
longest and one of the worst sustained inflations in our national history... In this present crisis, government is
not the solution to our problem; government is the problem...All of us together -- in and out of government -must bear the burden... All must share in the productive work of this "new beginning," and all must share in
the bounty of a revived economy..."
After he spoke those words the Reagan Administration cut the budget in several areas, especially social
programs such as unemployment insurance, job training, housing subsidies, and Aid to Families with
Dependent Children. The President preferred that these matters be handled by private charities or local
government. He also argued that a revived economy with increased job opportunities would replace the
needs that previously were provided for by the government. Some of the programs Roosevelt began in the
New Deal were cut by the Reagan administration.
It is important to know something about our history in both periods in order to appreciate the attitudes and
policies that are in place today, and about bow we approach our citizenship responsibilities, especially in
confronting poverty. Many of the current debates on the appropriate role of the government meeting the
social welfare needs of its citizens are still debated today. As a citizen in a democratic nation, we must also
assume duties and responsibilities in order for our society to be successful. Part of our responsibility is to be
informed in order to make decisions, especially where there might be a conflict of interest. People must also
work together to create a sense of community and examine situations where common good might conflict
with individual needs.
lc. Respond to the following questions in your journal. What would President Roosevelt have said if he were
alive today and saw this change? In your opinion, whose responsibility it is to help the poor and what are the
best means to do this?
United States History Ih Reconstruction to the Present, Social Studies, Grade 9
Prince George’s County Public Schools
78
Research and Respond
2a. Go to h~!~i://’~sc~fsder,cessus,qov/hone/saff/~;ait~,i~tm? ~ and type in your zip code, Read about
different aspects of your community, such as economic statistics, different types of populations and types of
government services available.
2b. Go to !~:r;,://v~w,~cr~s{gv/abo~.t/voiu~stee~’inq/index,~s~s and read about why volunteering is impoRant in
our count~, Research different ways that communities resolve issues that are impo~ant.
2c, With your family go to k~//5££££f.~£~c~c~x~a~g/bsc~e/ss~iomecfm and research a public agenda
2d. Next, go to
¢~@~y~X~!~Z!~sxas~,
~i~!~i/~~esvo~Jntee~.o~, and h~@://ww~ _ ~{j.p~Z~ps.c ~’qis ud~ _//~ntsewic:~sissLa~~ ~£, to research
opportunities to volunteer. You might also visit www.~a~<s.com and research a community park near you
that needs assistance. You may also seek out the assistance of the Service Learning coordinator in your
school.
2e. In your journal, wdte about your experience. What issue or need did you identify in your community?
Why did you think this was impo~ant? Provide details and examples from your research to document your
findings.
Part 3, Communicate and Reflect
3a. Go to the one of the following websites and send an email to either a Local, State, or National legislator
about the issue you identified in Part 2. Attach a copy of the response from the legislator in your journal.
!~i{!~t!~_~>~e,i/Contactililbcbd.shtn~! (includes State and National)
3b. Discuss and reflect on the response with your family, and about your experience. How did you decide
whom to contact (i.e. was your concern a local, state or national issue)? Did the legislator respond in a timely
manner? Did the legislator address the issue satisfactorily? Did he or she refer you to another agency?
Part 4. Reflect and Share
4a. Reflect on the experiences you had completing your research. Think about the circumstances that
influence political choice and decisions. What lessons do you think can be concluded from the New Deal era
to help us resolve problems about poverty today? Were the programs of the New Deal unique to that time
period? Should or could any of them be revived for today? Should government play a similar role as that of
the New Deal era, or should other groups in society take over some of the responsibilities for helping the
needy? ~]}:.://www.newde, ali~r~ and ~:}:!in~!w~](~,()lrl:!;~ri,o[~!~ are websites you may visit if you still have
questions about the New Deal. Write a reflection about your thoughts on the preceding questions.
4b. Prepare a powerpoint presentation, or a brochure to share your findings with the class. Be sure to
discuss the role of government in dealing the issue about which you researched and reflected. Include an
action plan about your volunteer efforts to address the issue.
United Stales History Ih Reconstruction to the Present, Social Studies, Grade 9
Prince George’s County Public Schools
79
Unit: Five
Estimated Time: 1 Session
Lesson 57: The Energy Crisis and the Economy
Era: 1968-1980
Social Studies Content Standard: 5.0 History
Expectation: 5.5 Students will demonstrate understanding of the cultural, economic, political and social developments from
1968 to 1980.
Indicator: 5.5.3 Evaluate the impact of government politics and domestic policy on American society from 1968 to 1980.
Objectives:
b. Describe the pubIic awareness of increased environmental problems and government efforts to address them, such as the
creation of the Environmental Protection Agency, The Clean Air Act, The Clean Water Act, and the Endangered Species Act.
d. Describe the impact of stagf]ation and deficit spending on the American economy.
e. Describe the c
--- ’ y.
Government Related Assessment Limits
1.2.3 Presidential use of power and executive orders on rights, order, and/or safety. National government agencies actions
affecting rights, order and/or safety. State actions affecting rights, order and/or safety.
4.1.2 Regulatory agencies that respond to social issues and/or market failures: Environmental Protection Agency (EPA),
Food and Drug Administration (FDA), Federal Trade Commission (FTC), Federal Communications Commission (FCC), Federal
Aviation Administration (FAA).
Suggested Student Objectives:
Students will examine key events of the energy crisis in order to summarize environmental legislation that was passed and the
bodies of government that enforced those policies.
Reading Strategies:
RSS Identifying Problems and SoIutions, p. 50
unitedstreaming:
The Legislative Process: Getting Students Involved (4:07)
Chan~ing Times: The Amendment of the Clean Air Act (2:12)
Suggested Student
Instructional Directions
Suggested Formative Assessment Sample
Resources
(Page references for TE
(BCR, SR, ECR)
and Materials
and ancillary materials)
SR- Supporters of nuclear energy hailed it as a cleaner and less
SE Ch. 31 section 1,
TE Ch. 31 section 1,
expensive alternative to
1022-1023
1022-1023
a. wind power
b. hydroelectric power
TE Ch. 31 section 3,
c. fossil fuels
SE Ch. 31 section 3,
1034-1035
1034-t035
d. solar power
CRF Into the 21s~
Century: Focus on
Writing, The Future of
United States, p. 22-23
CRF Into the 21st Century:
Focus on Writing, The
Future of United States, p.
22-23
BCR- What natural resources did environmental groups want to
protect, and what book hetped popularize their efforts? Include
details and examples to support your answers. [Answer Cue Protecting wildlife by restricting use of pesticides to protect wildlife,
reducing pollution by industries to help clean the air, and water,
made popular by SILENT SPRING by Rachel Carson.]
ECR- What were the arguments for and against nuclear power and
describe the events at Three Mile Island. Include details and
examples to support your answers. [Answer Cue - Students should
discuss the aspects of clean, inexpensive power versus the danger
of accidents at a nuclear power plant, and fully describe the chain of
events that led to the accident and the short-term and long-term
effects on the people and the community.]
Modifications for Special Education Students:
IR Into the Twenty-First Century, section 1, pp.164-165
Modifications for ESOL Students:
IR into the Twenty-First Century, section 1, pp.164-165
Notes:
Homework_- Students will be assigned the Cold War Photo Essay. Students will have two class days to complete this
assignment. See attached.
Social Studies Service Learninq: See mandated activity the attached.
United States History Ib Reconstruction to the Present, Social Studies, Grade g
Prince George’s County Public Schools
140
Student Handout
Cold War Photo Essay
Overview
After WWll the world went through a period known as the Cold War. The Cold War began in 1947 and did not
’-"~"~,’-’~ ’-,,"-’ ~’-’,,’.’,’-’,,
the super powers of the world to launch a WWlII. Some events were positive, such as, advancements in
technology and space travel while others were negative like small wars.
What to focus on:
These are the different events that occurred during the Cold War that you can include in your photo essay:
The Truman Doctrine, The Berlin Blockade, NATO, United Nations, Korean War, New leadership in both
superpowers, The founding of the Warsaw Pact, The Wall, Defense packs in the Third World, Suez Crisis,
Sino-Soviet Split, The Cuban Revolution, The Bay of Pigs, Decolonization, Vietnam War, Nixon Doctrine,
Detente, and the collapse of the Berlin Wall.
Requirements:
You will be creating a photo essay of the events that occurred during this time period, Each photo essay will
be completed on poster board. The poster board will have a title, The student name, date and period will be
place in the back of the poster, The photo essay must include at least 8 pictures of 8 separate events. So,
you can not have two pictures of the Vietnam War during different years, Each photo must be accompanied
with a caption. The poster board’s title and captions must be typed.
The captions will be typed and include:
-the names of people in the photographs whom are government officials and their titles;
-the name of the country that is being represented;
-the event that is being photographed and all the countries involved during that event;
-a description of what occurred during the taking of the photograph;
-the date or year of the event occurred; and
-a short summary of each event.
Students will present their photo essays, which should take three minutes.
United States History it: Reconstruction to the Present, Social Studies, Grade 9
Pdnce George’s County Public Schools
"I41
Student Service Learning Activity 4 hours
Pa~ 1. Read and Respond
Read the following excerpt from a speech given by President Nixon in 1970 about the establishment of the
EPA. July 9, 1970. Special Message from the President to the Congress About Reorganization Plans to
Establish the Environmental Protection Agency and the National Oceanic and Atmospheric Administration To
the Congress of the United States: ", ,.As concern with the condition of our physical environment has
income increasingly clear that we need to know more about the total environment--land,
water, and air. It also has become increasingly clear that only by reorganizing our Federal efforts can we
develop that knowledge, and effectively ensure the )rotection, development and enhancement of the total
environment itself,.," %ww,e;2~i~:ii!~
Part 2. Research and Respond
2a. Research domestic policy regarding economic =mpact of the energy crisis and sources of fuel from 1981Present. Go to ~!~~~j°~d!~,~!~is~;~,%/i%~.~i~om~; cfi~ and type in "energy" in the search site
section in the upper right, Read one article and discuss it with your family.
Go to ~]11~~~j~!~y[uei~col~orr!~,~)~ and research one topic on this page that
interests you and your family, such as recycling.
Go to ~tf.~:i!www,md(;,stale.md,us/and dick on Air on the right. Read about one state concern and discuss it
with your family.
2b. Choose one issue from your research that most concerns you and write about it in your journal,
Part 3. Communicate and Reflect
3a. Go to the one of the following websites and send an email to either a Local, State, or National legislator
about the issue you identified in Part 2. Attach a copy of the response from the legislator in your journal.
i~i!~~!~!!~~,~te~i&!O~!3~i (includes State and National)
3b. Discuss and reflect on the response with your family, and about your experience. How did you decide
whom to contact (i.e. was your concern a local, state or national issue)? Did the legislator respond in a timely
manner? Did the legislator address the issue satisfactorily? Did he or she refer you to another agency?
Part 4. Research, Reflect and Share
4a. Research the history of how presidents have responded to the energy crisis. Use
~>:/iwww.~E~:~ ~ovihisto.~2!.il to help you with your research. This may be done with a partner.
4b. Create a power point about how presidential leaders address environmental concerns or create and
distribute a Public Service Announcement to "Go Green" -Contact Bonnie Johns Instructional Technology
Center to have PSA broadcasted on the local cable channel.
4c. Write a reflection in your journal about this activity. Do you think the government has proceeded too
quickly or too slowly in response to the "energy crisis"? What role can you as an individual play in responding
to the energy needs of our country? Provide details and examples from your research to support your
response.
United States History Ib Reconstruction to the Present, Social Studies, Grade 9
Prince George’s County Public Schools
142
Unit: Three
Estimated Time: 1 Session
Lesson 18: Civic Participation
Standard: 1.0 Political Science
Expectation: 1.1 The student wilt demonstrate understanding of the structure and functions of government and politics in the
United States.
Indicator: 1.1.2 The student will evaluate how the principles of government assist or impede the functioning of government.
Objective:
(t) Describe an individual’s legal obligations to obey the law, pay taxes, serve on a jury and serve as a witness.
Indicator: 1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in
governmental policy and institutions.
Objective:
(h) Analyze the roles of participants in the election process including voting, contributing, and electioneering.
(i) Analyze how citizens make informed decisions regarding candidates, issues, and policies.
~j) Describe the importance of being informed on civic issues, volunteering and public service.
(k) Analyze various methods that individuals or groups may use to influence laws and governmental policies including petitioning,
letter writing and acts of civil disobedience.
Suggested Student Objectives:
Students will explore the importance of civic participation in participate in simulations reflecting responsible citizenship behaviors.
Students wil! analyze the roles of participants in the election process including voting, contributing and electioneering in order to describe the
impact of civic participation on American politics.
Reading Strategies:
Evaluate
Make Inferences
Vocabulary Development
Cause and Effect
Analyze Information
Predict
Make Comparisons
Technology/Web Resources:
www.mdk12.org; http://msde.mdk12online.org; www.glencoe.com; www.c-spanclassroom.org; http://cagle.msnbc.com (political cartoons)
united streaming: America At It’s Best: What it means to be an American Citizen
Suggested Student
Resou~es
and Materials
Instructional Directions
(Page references for TE
and ancillary materials)
DIA SE
pages 391-397
DIA TE
pages 391-397
Chapter 14 Section 2
Chapter 14 Section 2
RLP; DLN; GR;
RESG; TEST;
VOC; RSA; SFT;
RTA for the above
section(s).
Suggested Formative Assessment Sample
(BCR, SR, ECR)
SRThis is vital to the success of United States democracy
a) poll tax
b) political parties
c) voting
d) PACs
BCRRead the scenario below. Recently a city ordinance [law] was passed that banned
skateboard riding on most city streets and sidewalks. You and your friends believe this is
an unjust law. Describe two legal ways you and your friends could try to get this law
changed. Explain why each of your choices would be effective. Include details and
examples to support your response.
ECRDescdbe the various voting rights acts passed in America’s history. Explain the effects
that the Voting Rights Acts have had on African American’s participation in government.
Include details and examples to support your response,
Modifications for Special Education Students:
Students should compIete the Voter’s Handbook activities found on pages 486-491 of the SE and TE.
Modifications far ESOL Students:
Students should complete the Voter’s Handbook activities found on pages 486-491 of the SE and TE.
Honors Extensions:
Students should complete the Voter’s Handbook activities found on pages 486-491 of the SE and TE.
Notes:
See Citizens’Roles: Paths to Elected Office video clip at www.c-span.org.
**This is a Student Service Learning Activity. See attached.**
Local State and National Government, Social Studies, Grade 10
Prince George’s County Public Schools
65
Student Service Learning Activity
Unit Three: Participation in Government
Lesson 18: Civic Participation
Co[~luc~f !8 y#~r nld~ ~hn~ ff tha nnn£titl~tinnality nf nnn£nripfinn and q~£tinn wh~th#r or no~
reinstated.
2. Analysis of the public opinion poll, political cartoon, news coverage of a campaign.
3. Research information to conduct the "Meet the Youth Forum".
4. Students will draft a personal statements based on results of the polling and research to prepare for a "Meet the Youth
Forum" and invite city, county, and/or state legislators via phone, email and formal letters to come to their class/school.
5. Journal Activity to reflect on the experience and what influences political choice.
Local State and National Govemment, Social Studies, Grade 10
prince George rs Cour]~/ Public Schools
66
Unit: Four
Estimated Time: 2 Sessions
Lesson 21: Lawmaking
Standard: 1.0 Political Science
Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States.
Indicator: 1.1.2 The student will evaluate how the principles of government assist or impede the functioning of government.
(k) Examine the powers and functions of local legislative bodies in Maryland, such as county councils, county commissioners, and
Objectives:
city councils.
Suggested Student Objectives:
Students will describe the bicameral structure, powers and organization of the U.S. Congress in order to demonstrate an understanding of Article I
of the U.S. Constitution.
Students will describe legislative tools that can be used during the law making process, such as filibusters, conference committees and
overriding veto in order to demonstrate an understanding of the lawmaking process.
Students will research and draft originaI legislation in order to apply knowledge about the lawmaking process.
Students will identify the differences between local, state, and national issues in order to demonstrate an understanding of the concept of levels of
government.
Students will demonstrate organizational and writing skills in order to demonstrate the ability to draft original legislation.
Students will identify how constituents can influence the policy-making process in order to demonstrate an understanding of the role of citizens in a
democracy.
Reading Strategies:
Vocabulary Development
Cause and Effect
Compare and Contrast
Drawing Conclusions
Analyze Information
Evaluate
Make Inferences
Synthesize Information
Technology/Web Resources:
www.mdk12.org; http://msde,mdk12online.org; www.glencoe.com; www.c-spanclassroom.org; http://cagle.msnbc.com (politicaI cartoons)
unitedstreaming: The A~m~st Pain~ess Guide t~ The Le~is~ative Branch; ~ur Federa~ G~vemment: The Legis~ative Branch
Suggested Student
Instructional Directions
Suggested Formative Assessment Sample
Resources
(Page references for TE
(BCR, SR, ECR}
and Materials
and ancillary materials)
DIA SE
DIA TE
SRpages181-188
pages 181-188
Which of these officials is responsible for making laws?
a) a federal judge
Chapter 7 Section 1
Chapter 7 Section 1
b) the governor of a state
c) a United States senator
RLP; DLN; GR;
d) the Secretary of Defense
RESG; TEST;
VOC; RSA; SFT;
BCRRTA for the above
Discuss the stages in the legislative process at which a bill can be delayed or killed.
section(s).
Include details and examples to support your response.
HDS7
CLA 7
FLD
page 50
ECRMany bills start as ideas that citizens bring to their congressional representatives.
If you could bring an idea for a bill to your senator or representative, what would it be?
Explain why you would propose this idea. Include details and examples to support
your response.
Modifications for Special Education Students:
Students should complete the activity Cooperative Learning--Creating a Board Game found on page 182 of the TE.
Modifications for ESOL Students:
Students should complete the activity Cultural Life found on page 185 of the TE.
Honors Extensions:
Students should complete the activity Track a Bill found at http://thomas.loc.gov.
Notes:
**This is a Student Service Learning Activity. See activity after lesson.**
Local State and National Government, Social Studies, Grade 10
Prince George’s County Public Schools
74
Lesson 21: Lawmaking
Ove~iew:
The purpose of this lesson is to help students understand the process members of the U.S, Congress follow when drafting
legislation. An emphasis will be placed on proposing innovative solutions to national issues,
VSC Expectations, Indicators, Assessment Limits, Objectives:
Expectat=on I Indicator i
i1.1.2
.1
Assessment Limits
~
IFederal (Congress- House of ~,
iRepresentatives & Senate),
!State (General Assembly’~House of Delegates & State
iSenate), and Local
i Leg slat ve Branches:
i Structure, Powers, Selection
iof Leaders and the Electoral
i Process
ObJectives
Describe the bicameral structure,
powers and organization of the
United States Congress and the
Maryland General Assembly
Describe legislative tools that can
be used during the law making
process, such as filibuster,
conference committees, and overriding a veto
Lesson Objectives:
Students will describe the bicameral structure, powers and organization of the U.S. Congress in order to
demonstrate an understanding of Article I of the U.S. Constitution.(1.1.2j)
Students will describe legislative tools that can be used during the law making process, such as filibusters,
conference committees, and overriding a veto in order to demonstrate an understanding of the lawmaking
process.(1.1.2k)
Students will research and draft original legislation in order to apply knowledge about the lawmaking process.
Students will identify the differences between local, state, and national issues in order to demonstrate an
understanding of the concept of levels of government.
Students will demonstrate organizational and writing skills in order to demonstrate the ability to draft original
legislation.
Students will identify how constituents can influence the policy-making process in order to explain the role of
citizens in a democracy.
Local State and National Government, Social Studies, Grede 10
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Warm Up:
Students may begin by viewing the representative pieces of legislation provided (H.R. 1234, H.R. 1267, and H.R. 1895).
Additional legislation can be viewed at http://thomas.loc.gov/. As students review legislation they may ask the following
questions. What is the purpose of this legislation? Who will benefit from the proposal? What types of costs are included in
funding the legislation?
Introductory and Development Activities:
Students may also use Sample Topics for Legislation to help them identify topics for legislation.
Guided Practice Activities:
Review all prior activities with students as final review and practice.
Independent Activities:
Students may begin research once they have identified a topic of interest. They should adhere to the guidelines set forth in
this lesson.
Assessment:
Students should present their bills to the class. Teachers should score the sample bills using the
Rubric for Draft Legislation found at the back of this lesson plan.
Closure Activities:
Review all elements of this activity at the end of class and before students begin to create their original draft legislation.
Notes:
All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org.
Sample bills to review for purpose and format
a) H.R. 1267: The Z’s to A’s Act
b) H.R. 1895: School Anti-Violence Empowerment Act
Handouts:
a) Guidelines for Drafting Legislation
b) Brainstorming Ideas for Legislation
c) Sample Topics for Legislation
Template for student designed legislation:
a) H.R. 1234: To establish a national community service program as an incentive for post-secondary
education
,, Teacher rubric
~, This lesson was adapted from the Youth Leadership Initiative.
Local State and National Government, Social Studies, Grade 10
Prince George’s County Public Schools
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Student Service Learning Activity
Unit Four: The Legislative Branch
Lesson 21: Lawmaking
1. Research lawmaking process and identify a local issue in need of legislation,
2 I3~h~f~ hnw hc~f fn cl~l with i££n~£ thmnoh I~0i£1~tinn
3. Draft proposed legislation to address a need within the community that presents a public issue.
4. Write and send letters to appropriate legislators who can impact the addressed need and follow-up with a phone call
and email regarding progress,
5. Journal Activity to reflect on the experience and what influences political choice.
Local State and National Govemment, Social Studies, Grade 10
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Estimated Time: 2 Sessions
Unit: Seven
Lesson 38: Demographics and Public Policy
Standard: 3.0 Geography
Expectation: 3.1 The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development
of government policy.
Indicator: 3.1.1 The student will evaluate demographic factors related to political participation, public policy and government policies.
Objectives: (a) Evaluate the impact of changing population size on representation in legislative bodies as determined by the United States
Census.
(c) Determine the influence demographic factors, such as race, age, education, ethnicity and gender have on voting patterns.
(e) Analyze the influence of demographic factors on the formation and implementation of government policy and funding
Suggested Student Objectives:
Students will define the term demographics in order to investigate how demographic data impacts political campaign strategies.
Students will predict how candidates use demographics to develop advertising strategies in order to determine the role of demographics in this
process.
Students will identify the concept of demographics in order to evaluate its role in the formation of public policy.
Reading Strategies:
Cause and Effect
Make Inferences
Compare and Contrast
Evaluate
Technology/Web Resources:
www.mdk12.org; http://msde.mdk12online.org; www.glencoe.com; www.c-spanclassroom.org; http://cagle.msnbc.com (political cartoons);
www.census.gov;
http://factfinder.census.gov
unitedstreaming: City, Suburb and Rural Communities.
Suggested Formative Assessment Sample
Suggested Student
Instructional Directions
Resources
(Page references for "rE
(BCR, SR, ECR}
and Materials
and ancillary materials)
SRDIA SE
DIA TE
pages 123- 130
pages 123 - 130
Over the past fifty years, many Americans have moved from the Northeast and the
Midwest to the South and the West.
As a result of this population shift, the South and the West have gained influence in
Chapter 5 Section 1
Chapter 5 Section 1
a) the Senate
b) the Supreme Court
RLP; DLN; GR;
c) the State Department
RESG; TEST;
d) the House of Representatives
VOC; RSA; SFT;
RTA for the above
BCRsection(s).
If the government adopted a hands-off policy toward agriculture, how would farmers be
IPC 21
affected? Include details and examples to support your response.
ECRIn some eastern Arizona counties, the largest segment of the population is under 18
years of age. By contrast, in some western counties of Arizona, a large segment of the
population is 65 years or older. Based on the information above, describe likely
government goals in both eastern and western Arizona. Why do larger population
groups tend to have more influence on government policy? Include details and
examples to support your response.
Modifications for Special Education Students:
Students should complete the activity Critical Thinking Activity--Identifying Alternatives found on page 600 of the TE.
Modifications for ESOL Students:
Students should complete the activity Multiple Leaming Sfyles--Interpersonal found on page 599 of the TE.
Honors Extensions:
Students should complete the activity Authentic Assessment 21--Regulation in Action found in the Authentic Assessment Teacher booklet.
Notes: **.this is a Student Service Learning Activity. See activity following lesson.**
Local State and National Govemment, Social Studies, Grade 10
Prince George’s County Public Schools
f 2"l
Lesson 38: Demographics and Public Policy
Overview:
The purposes of this lesson are to introduce students to demographics, and to help students understand how demographics
influence political campaigns and ultimately the formation of public policy.
VSC Expectations, Indicators, Assessment Limits, Objectives:
Expectation
3,1
Indicator
3.1.1
Assessment limits
Concepts: Redistricting and
voting patterns; Influence of
demographic factors on
government funding decisions
Objectives
c. Determine the influence of
demographic factors such as race,
age, education, ethnicity, and gender
have on voting patterns.
d. Analyze patterns, trends, and
projections of population in regions
and how these may affect the
environment, society and government
policy
e. Analyze the influence of demographic
factors on the formation and
implementation of government policy
and funding decisions, such as
education, health care and social
security
Lesson Objectives:
Students will define the term demographics in order to understand how demographic data impacts political
campaign strategies.
,, Students will predict how candidates u~e demographics to develop advertising strategies in order to comprehend
the role of demographics in this process.
,, Students will understand the concept of demographics in order to evaluate its role in the formation of public policy.
Warm Up:
Teachers should evaluate student readiness for this activity by giving the students the brief Demographic Pre-assessment.
Teachers will use the results from this pre-assessment to group the students based on readiness for a tiered activity.
Discuss the results of the Pre-assessment.
Local State and National Government, Social Studies, Grade 10
Prince George’s County Public Schools
"/22
introductory and Development Activities:
To complete this as a tiered activity, use the results from the pre-assessment to place the students in groups. Assign them
one of the following tasks from the demographic charts (A) - Introductory or (B) - Advanced.
If heterogeneous grouping is desired, write the following words on the board; demographics, democracy, geography. Ask
students if they know the meaning of the first word. Assuming that students aren’t completely sure, lead students to
understand the word by understanding its roots (the people from demo- and study of from -graphy).
Be sure the class has a working definition (a book definition, class definition, or even both). Oxford definition: the study of
the statistics of births, deaths, disease, etc., as illustrating the conditions of life in communities. Ask students for uses of
demoflraphic information in everyday life: examples like advertising, politics, and manufacturing.
Guided Practice Activities:
Ask students the following questions:
,, How many people live in our community?
Would you describe our community as urban, suburban, or rural?
Which of these age groups describe the bulk of our population? 0-18; 19-35; 36-55; and 56-100?
Compared to other communities, how much crime does our community have?
Describe the economy of our community. Is unemployment a problem? What types of jobs are popular here?
,, Ask students why politicians find demographic information valuable. How can politicians use this information to
tell what issues are important to members of a community
Independent Activities:
Have students complete either Handout A (Introductory) or Handout B (Advanced).
Assessment:
Students should complete one of the following activities:
1) Take a demographic survey of your school. Find out specific statistics that might prepare you for a
campaign in which the student body votes.
2) Research the role of demographics in past elections. When did demographic information start becoming
important? How was it introduced? In what creative ways has it been used? What role will it play in future
campaigns?
Closure Activities:
Discuss the answers starting with Handout A and building to the answers in Handout B. Answers will vary, but it will be
important to focus on their reasoning.
Notes:
All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org.
Demographic Pre-assessment
Demographic Charts (A and B)
Local State end National Government, Social Studies, Grade 10
Prince George’s County Public Schools
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Student Service Learning Activity
Unit Seven: Domestic and Foreign Policy
Lesson 38: Demographics and Public Policy
1. Research local agencies dealing with domestic problem of Smart Growth and develop a class portfolio to include
b~sJ~J~Cl_!ment~finn fha nla~£ oathamd in inva£fi0afino th~ 1££11R
2. Formulate an interest group to support issues concerning local areas such as sprawl, education, crime etc. and
develop an action plan creating brochures and pamphlets of information for distribution at legislative meeting.
3. Contact state legislators via certified mail or email to request a meeting to voice concerns and request action of
support.
4. Write and send follow-up thank you letters to legislators expressing gratitude for opportunity and requesting
feedback from meeting regarding the issue.
5. Complete a Journal Reflection of activity.
Local State and National Government, Sodal Studies, Grade 10
Prince George’s County Public Schools
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Local State and National Government
Extension Activities and
AdditionalService Learning Activities
Unit I: Political and Economic Structures
Poster Project: (Extension)
Students should research another country that went through or is going through the transition from a command to a
market economy. (Globalization) (i.e.Vietnam, former republics of the U.S.S.R., India, or other nations from the former
Soviet block could be chosen, and create a before and after scenario. Students should make posters to display their
research and present their posters.
2. Have students go to the Web sites for the Democratic and Republican parties at the following
URLs: (Extension}
Democratic Party: http://www.democrats.orq/; Republican Party http://www.rnc.orq.
Direct students to list the issues that concern each party. Have students find a current or recent party platform for each
party and create a chart to compare the positions of each party on five issues: education, defense spending, welfare reform,
economic system and foreign policy. Have the students choose the one issue that matters the most to them and write an
essay explaining whether they agree or disagree with either party’s position and why,
Unit I1: Principle of Government and the Constitution
1. Assign as a research project: Research the views of various founding fathers on slavery. Why
were some of those opposed to slavery willing to agree to the three-fifths compromise? (Extension}
2. Assign as a research project: How has the right to vote and participate in government changed
since 1787? What factors were responsible for this change? (Extension)
3, Service Learning Activity: Write a letter to a state senator or representative, or a U.S. Senator
or Representative from the State of Maryland about cooperation among states. In the letter,
request information on one of the following topics:
a. What interstate agreements does Maryland have with other states?
b. Is Maryland involved in any disagreements with other states? If so, what is the conflict and how can it be
resolved? Students should be encouraged to share any received responses with the class.
LocaI State and National Government, Social Studies, Grade 10
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Ur~it Ill: Participation in Government and Civic Responsibility
Voting/Polling: (Service Learning)
Have students conduct a poll of voters (friends, relatives, teachers) to find out why some people did not vote in either the
last local, state, or presidential election. Make a short list of questions you want students to ask and then have students:
Explain to the person they are interviewing that they are students, and to give the name of their
school.
Tell the person his or her name WILL NOT be used.
b.
Tell the person that their class is conducting a study of elections.
C,
d.
Ask
’
ction.
If he or she did not vote, ask why.
e.
Keep a record of the answers received. Using the gathered information, have students write an essay on why people
are reluctant to vote and give their recommendations to attract people to the polls. When all of the results of the survey
are in, have a committee list the reasons given and the percentage of those interviewed who gave each reason.
2, Mock Election: (Extension)
Teachers should enroll at www.nationalmockelection.orq. This will allow students at all
schools to participate in national, Maryland, and Prince George’s County elections on line.
This site contains teacher guides and complete directions for participating in this activity.
3. Divide students into groups of 3-4. Have each group conduct political poll during an election
year by asking their classmates in other classes as to their preference as to who would be the
eventual winners of the local congressional, state, senatorial, gubernatorial, or presidential
races on general election day.
4. Invite a police officer, a judge, a legislator, or the head of a lobbyist group to speak to the class on protecting individual
rights. Have each guest explain how individual rights are protected from their specific perspective. Have the students think
of general and specific questions for the guests before their scheduled visit. (Extension)
Local State and National Government, Social Studies, Grade "iO
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Continued from activity #3
Some possible questions are:
Police Officer
What is the procedure for informing someone of their rights?
How might citizens use the law enforcement system to protect their rights?
Judge
Hew is the courL important irl prot~ctirlg individual rights?
What is the role of the judge in protecting individual rights?
Legislator
What is your reaction, as a legislator, to letters and/or petitions from citizens?
Are they effective in protecting individual rights?
How might letters to TV or the newspaper help to protect individual rights?
Why is voting important in protecting individual rights?
Lobbyist
How would joining a lobby or special interest group help to protect individual rights?
Why are lobbies and special interest groups important in our government?
Describe some lobbies and/or special interest groups in Maryland.
5. Invite a current or former member of the Board of Education to visit your classroom and discuss with the students the
case of Sylvester J. Vaughn, Jr. vs. Board of Education of Prince George’s County Public Schools, 1972. The
discussion should also include the current role that the school board, county, and state have in ending court-ordered
busing in Prince George’s County. Have students ask the board member to explain the political profile of the committee and
the political reasons for ending the court-ordered busing in 1998. (Extension)
Additional resource for activity #5:
Summary for Deseqreqatinq Prince Georqe’s County-http://www.watson.orq/~lisa/blackhistory/school-inteqration/pgcounty/index.html
Local State and National Government, Social Studies, Grade 10
Prince George’s County Public Schools
140
Unit IV: Legislative Branch
1. Have students research and prepare a simulation of the impeachment trial and/or proceedings of President Andrew
Johnson or President William Jefferson Clinton, depicting the role of Congress in the proceedings. (Extension}
2. Have students write a two-page analysis of Congressional Composition using gender, race, and age as the primary
factors after using the Internet to ascertain the current make-up of both houses of Congress together.
3. Have students write a paragraph explaining whether they suppor[ or oppose~l~ft]c bill and
why, Next ,have students compose a letter to the sponsor of the bill describing their position.
Students can send the letter to the sponsor’s email address, which can be found at the Web
site http:l/thomas.loc.qov/. (Service Learning)
Unit V: The Executive Branch
1. Have the students research on the Internet current documents on U.S, foreign policy. Have
students prepare a report to compare and contrast today’s foreign policy with the five primary
source worksheets previously studied, Student reports should also answer the following
questions: (Extension)
How U.S. and foreign policy has changed over the years?
What aspects have remained the same?
Internet sites:
State Department http:lldosfan.lib.uic.edul
United Nations http://www.un.orq/
2, As the students study the Presidency, assign a research paper. Students should be
encouraged to probe some aspect of this topic in depth. The following topics are possibilities: (Extension)
Compare and contrast George Washington vs. Thomas Jefferson on the question of slavery.
Richard Nixon and Lyndon Johnson: the war in Vietnam
Woodrow Wilson and Richard Nixon: architects for world peace
Franklin Roosevelt and Ronald Reagan: compare and contrast their programs for the Arts
Richard Nixon’s resignation and Gerald Ford’s pardon
John F. Kennedy and the Bay of Pigs Invasion
News relating to our current President
Local State and Nationa/ Government, Social Studies, Grade f O
Prince George’s County Public Schools
141
Unit Vl: The Judicial Branch
1. Have students research cases to see how judicial review has been expanded. In each case
have students tell what was being reviewed as well as the decision: Dred Scott v. Sanford,
Gibbons v. Ogden, and Plessy v. Ferguson. (Extension)
Resource: www.landmarkcases.orq.
2. Invite the local U. S. Attorney or State’s Attorney to visit the class. Students should have
n~finne nrc, n~r~r~ prior to the visit I.~,rvirt. I ,~rninn)
3. Conduct a Mock Trial Ask the class to explore the news media for cases currently before the
courts. Based on the study of court procedures and trips to the local, state, or federal court
houses to determine how cases are tried, plan for the class to choose a case in the news which
has not yet been decided. Ask the students to develop ideas for a presentation concerning how
they think the case should proceed. They should select members of the class to act as judge
or justices, attorneys, defendants, plaintiffs, witnesses, and jurors (if required). The class may
choose to have the presentation of their case begin in a lower court, proceed to the appellate
court and culminate in the Supreme Court. When the court hears actual cases, have the
students compare the real decisions with the predicted one in their mock trial. They should
analyze reasons for the similarities or differences between what happened in their own mock
trial with that which took place in the real case. Extension)
Unit VII: Domestic and Foreign Policy
1. Have students watch the evening news or bring ~n newspaper articles identifying public issues affecting their community
today. Have the students create a public service announcement explaining how the public issue affects their community
today. (Extension)
2. Have students participate in a Model UN activity. (Extension) Detailed instructions can be found on the following site:
http:/Iwww.unausa.orqlsitelpp.asp?c=fvKRI8MPJpF&b=482843
3. Have students research the Intemet web site for the American Red Cross www,redcross,org to find ways that the
organization functions in our society, They could research ways they could serve as volunteers as well. (Extension)
Local State and National Government, SociaI Studies, Grade I0
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Overview of Science Service-Learning Program
Student Service-Learning
Hour requirements:
• Service-learning is a teaching method that combines meaningful service to the community
with curriculum-based learning.
• Volunteer hours that every student who graduates from a Maryland Public school must
perform.
• Students need to complete at least 75 hours before graduating from high school.
1. Meet a recognized need in the community.
Students work to identify pressing community needs and devise and participate in projects
that address those needs. The Corporation for National and Community Service categorizes
community needs as related to: health, education, environment or public safety. Students
might engage in direct, indirect or advocacy projects.
2. Achieve curricular objectives through service-learning.
Service-learning provides an opportunity for classroom knowledge to be applied and tested in
real-life settings. Service-learning projects should meet existing course outcomes in an
experiential manner. Engaging students in high quality service-learning experiences develops
skills such as those assessed through Maryland School Assessment (MSA) and High School
Assessment (HSA) Program.
Maryland's Seven Best
Practices evaluation tool to
assess the quality of your
service-learning projects:
(for more information regarding
Service-Learning Hours, you
may visit the following website http://marylandpublicschools.org/
MSDE/programs/servicelearning/ )
3. Reflect throughout the service-learning experience.
Through reflection activities in the form of discussions, journaling, performing, writing, etc.,
students come to more fully understand the connection of their schoolwork to the service work
performed. Reflection helps students explore the cycle of: What & Why? So What? Now
What?
4. Develop student responsibility.
High quality service-learning allows students to take leadership and ownership over the
projects performed. Students learn important school, work, and life skills such as working as a
team, organizing and scheduling activities, and problem solving when given increased
responsibility for the success of projects.
5. Establish community partnerships.
Service-learning experiences provide opportunities for students to learn about their
communities, explore career possibilities, and work with diverse groups of individuals. Quality
projects involve community organizations as partners.
6. Plan ahead for service-learning.
As with all effective instruction, an action plan must be created which features specific
objectives to be achieved through the activity. Service-learning requires teachers, students,
and community organizations to carefully plan out projects and work collaboratively.
7. Equip students with knowledge and skills needed for service.
To effectively engage in a project, students must understand the issue they will be addressing.
As part of preparing to engage in service-learning, students are often required to conduct
research, read articles, and listen to guest speakers. Students also need to learn project
specific skills, as well as explore issues related to citizenship and civic engagement.
Teachers in 5th grade can prepare students for service-learning credit using the Environmental Science Module.
(For more information regarding Service-Learning Hours, you may visit the following website http://marylandpublicschools.org/MSDE/programs/servicelearning/ )
Science Course
Grade 5 Science
Infused Hours
4
Curriculum
Correlation
Modules Activities
Quarters 1-4
PBL/STEM Project – Theme A: Earth Science – How can you have a trash free lunch?
PBL/STEM Project – Theme B: Space Science – How can you double the international
space station?
PBL/STEM Project – Theme C: Chemistry - How can you make portable?
PBL/STEM Project – Theme D: Physics – What do you need to do to build a community
state park?
PBL/STEM Project – Theme E: Life Science - How would you clean up an oil spill
1. See attached PBL/STEM Projects
Suggested Activities
PBL/STEM Teacher Directions-Theme A-Earth
This theme contains a Problem-Based Learning (PBL)/ Science Technology Engineering and Math (STEM) experience about
creating trash free lunches in the school cafeteria. In the scenario, students will be asked to design a solution to reduce or eliminate all
trash from the school cafeteria at lunch time. The PBL/STEM project presents a real world scenario that helps motivate students while
encouraging them to apply all of the objectives of the theme. The PBL/STEM activity may be used according to the best needs of your
students. We suggested using it as a cooperative learning experience that may be either presented at the beginning or end of the
theme. If you decide to present it at the beginning of the theme considering using it as a tool for showing how the many objectives in the
theme are related and have students continually revisit it as they learn new content. If you decide to use it at the end of the theme use it
as a performance assessment that allows students to both show how the objectives are related and how much they have
learned.
Each of the PBL/STEM projects contains six parts. First, the students are presented with a scenario that includes a problem
for them to solve. Next students are provided with a list of questions to activate their prior knowledge. These questions should be
answered before they begin thinking of a solution, then students are asked to brainstorm about topics that will be critical to solving the
problem. Finally, students must determine what additional research is required, work collaboratively to share ideas and finally create a
solution. How the solutions are presented to you is your decision, we recommend providing students with a variety of options for
presentation including, posters, skits, research papers, PowerPoint’s, Prezis, etc.
Multicultural Connection
People dispose of waste in different ways depending on where they live. People with lots of space and land like the
US and Australia tend to dump their trash in landfills. While other places with less space, tend to burn it. Many of the more
populated third world countries have major problems with trash disposal. There are few trash sorting stations meaning all
trash, including items that could be recycled, is piled on the outskirts of cities and buried. Since, often times there are fees for the
disposal of trash people will resort to burning their trash themselves. This causes unsanitary conditions for many of the residents there.
In these places, there is also a major concern about the disposal of hazardous waste.
College and Career Readiness
In the age of going “green”, students need to be aware of their effect on the environment. Jobs in the environmental
field are more important than ever before. While students are completing their research they should consider all careers relate
to this project, such as ecologist, environmental lawyer, environmental advocacy, environmental engineer, geologist, policy
maker, etc.
Maryland Technology Literacy Standards for Students (MTS) and ITEA Standards for Technology Literacy
While students are working on this project they will meet several 5th grade standards. The ability to solve our water problem is
wide-spread, so students will have to be creative in considering tools that have a very low impact on the environment and are costeffective while still meeting the specific needs the peoples affected. Students will have to work cooperatively to complete safe research
on the internet and possibly develop a digital project to show findings. Students are also encouraged to consider contacting individuals
connected to the current efforts. Students will also be required to read technical passages to help further understand the difference
between technology and science along with how they are dependent upon each other for growth. Most notably students will be required
to identify the problem and follow several steps to engineer a plan all while assisted by technology.
Environmental Impact
The environment al impact of the water crisis is both a physical problem and a psychological one. Example: An American
taking a five-minute shower uses more water than a typical person in a developing country slum uses in a whole day. Therefore, not
only is solving the problem crucial, but recognizing that we are wasting our precious resource is a powerful lesson learned. As
students understand the water cycle, and the impact of pollutants on our seemingly limitless freshwater supply in the United States-we
can teach them to be more environmentally proactive.
Extra Teacher Notes:
Math: Over 884 million people lack access to safe water supplies which is approximately one in eight people. Students should be able
to manipulate these types of figures, therefore internalizing just how many people that really is. What does this data look like
graphically? Students should change the data into percentages and fractions. Comparing these figures to numbers they understand
and can conceptualize.
Curriculum Framework Progress Guide–Science–Grade Five
Prince George’s County Public Schools
45
Ask a question.
How can you have a trash free lunch?
Scenario:
Your school has decided that they need to cut down on the amount of trash
the school produces. The principal decided that one place they could cut down on
trash would be at lunch time.
Find as many ways as you can to reduce the amount of trash produced by your
school at lunch.
Imagine the possibilities.
Background Knowledge:
•
•
•
•
What different types of trash are produced in a cafeteria each day?
What do you already know about reducing waste?
What do you know about reusing items used in the lunch room?
What do you know about getting rid of food waste?
Imagine the possibilities.
Brainstorm:
•
•
•
•
•
•
Some students pack their own lunch. How could they reduce the amount of trash
they throw away in the cafeteria?
Many students buy lunch at school. How could the school reduce the number of
items that need to be thrown away in the cafeteria?
Is there any way you could serve the same types of meals to students, but with
fewer or no items that would need to be thrown away, except perhaps food?
Could some items in your new school lunch be recycled?
Could some items in your new school lunch be reused?
What could you do with leftover food so that it does not end up in a landfill?
Imagine the possibilities.
Research Needs:
• What do you need to know that you don’‛t already know?
•
What internet searches would help you?
•
What human resources could you consult?
Make a plan.
Design and sketch a solution to the problem you identified.
Create.
Model your solution.
Improve your solution.
Test it.
Improve your solution.
Data Chart:
Improve your solution.
Share your thoughts with your peers.
Make revisions to your facts, brainstorming and learning needs.
Reformulate your idea.
Improve your solution.
Evaluate your design.
Rework as necessary.
Test again.
Improve your solution.
Communicate your findings.
Name:
Date:
PBL/STEM Rubric
Category
Organization
of Findings
and Possible
Solution
Quality of
Information
Mechanics
Sources
Display
4
3
2
1
Information is
very organized,
solution is very
clear, full
explanation is
given and all
standards are
met.
Information is
mostly organized,
solution is mostly
clear, explanation
is given or most
standards are
met.
Information is
somewhat
organized, solution
is somewhat clear,
explanation is
somewhat given or
some of the
standards are
met.
Information is not
organized, solution
is not clear,
explanation is not
given or few of
the standards are
met.
Information
clearly relates to
the scenario.
Several
supporting details
and examples are
included.
Information:
Mostly relates to
the scenario.
Some supporting
details and
examples are
included.
Information
somewhat relates
to scenario. Few
supporting details
and examples are
included.
Information does
not relate to
scenario. No
supporting details
and examples
were included.
No grammatical,
spelling or
punctuation
errors.
Few
grammatical,
spelling or
punctuation
errors.
Most
sources are
accurately
documented.
Some
grammatical,
spelling or
punctuation
errors.
Not enough
sources are
accurately
documented.
Many
grammatical,
spelling or
punctuation
errors.
No
sources are
accurately
documented.
Model/display
mostly illustrates
your scenario. It
is neat and
demonstrates
both effort and
creativity.
Model/display
somewhat
illustrates your
scenario.
It is somewhat
neat and
demonstrates
either effort and
creativity.
Model/display
barely illustrates
your scenario. It
is not neat. Barely
demonstrates any
effort or
creativity.
All sources are
accurately
documented.
Model/display
clearly illustrates
your scenario. It
is neat and
demonstrates
maximum effort
and creativity.
PBL/STEM Project
Ask a question.
How can you double the International Space Station?
Scenario:
The International Space Station (ISS) is too small. All participating nations agree
that the living and research areas must be expanded in order to double the size of
the crew. Design the necessary number of additional pods needed to adequately
house the new crew and provide the necessary room for their
assignments/investigations/research. There will also need to be additional room
for supplies. Use the following Internet resources for your background and
research activities:
• www.nasa.gov/missions
•
www.pbs.org/spacestation/station.htm
•
http://iss.jaxa.jp/kids/en/index.html
•
http://www.esa.int/esaKIDSen/Astronauts.html
•
http://www.discovery.com/stories/science/iss/videogallery.html
Imagine the possibilities.
Background Knowledge:
• What do you know about the ISS?
•
What do you know about life on a space station?
•
What is necessary for an astronaut to safely exist in space?
•
How do you keep supplies from running out?
•
How do astronauts communicate with each other and Earth?
•
How often do the astronauts on the ISS get replaced?
•
What do astronauts eat?
•
How do they take care of their personal hygiene?
•
How and where will the astronauts be trained?
Imagine the possibilities.
Brainstorm:
• How will amounts of survival supplies change?
•
How many modules need to be built?
•
How long will it take to build them?
PBL/STEM Project
•
How will you find the cost of the entire project?
•
What new countries will be included to help fund the project? Why?
•
In what order, should the new modules be assembled? (Should you design
the living area, storage, or research modules to be attached to the ISS
first?)
•
Will you make any changes (updates) to the original designs for your new
pods?
•
What kinds of research equipment will your astronauts need to perform
their investigations?
•
Now that the US shuttle program has ended, how will you get the building
supplies, etc., to the space station?
Imagine the possibilities.
Learning Needs:
• What do you need to know that you don’‛t already know?
•
What internet searches would help you?
•
What human resources could you consult?
Make a plan.
Design and sketch a solution to the problem you identified.
Create.
Model your solution.
Improve your solution.
Test it.
Improve your solution.
Data Chart:
Improve your solution.
Share your thoughts with your peers.
Make revisions to your facts, brainstorming and learning needs.
PBL/STEM Project
Reformulate your idea.
Improve your solution.
Evaluate your design.
Rework as necessary.
Test again.
Improve your solution.
Communicate your findings.
Name:
Date:
PBL/STEM Rubric
Category
Organization
of Findings
and Possible
Solution
Quality of
Information
Mechanics
Sources
Display
4
3
Information is
very organized,
solution is very
clear, full
explanation is
given and all
standards are
met.
Information is
mostly
organized,
solution is
mostly clear,
explanation is
given or most
standards are
met.
Information
clearly relates
to the scenario.
Several
supporting
details and
examples are
included.
No grammatical,
spelling or
punctuation
errors.
All sources are
accurately
documented.
Model/display
clearly
illustrates your
scenario.
It is neat and
demonstrates
maximum effort
and creativity.
2
Information is
somewhat
organized,
solution is
somewhat clear,
explanation is
somewhat given
or some of the
standards are
met.
Information
Information
Mostly relates to
somewhat
the scenario.
relates to
Some supporting
scenario. Few
details and
supporting
examples are
details and
included.
examples are
included.
Few
Some
grammatical,
grammatical,
spelling or
spelling or
punctuation
punctuation
errors.
errors.
Most
Not enough
sources are
sources are
accurately
accurately
documented.
documented.
Model/display
Model/display
mostly
somewhat
illustrates your
illustrates your
scenario.
scenario.
It is neat and
It is somewhat
demonstrates
neat and
both effort and demonstrates
creativity.
either effort
and creativity.
1
Information is
not organized,
solution is not
clear,
explanation is
not given or few
of the
standards are
met.
Information
does not relate
to scenario. No
supporting
details and
examples were
included.
Many
grammatical,
spelling or
punctuation
errors.
No
sources are
accurately
documented.
Model/display
barely
illustrates your
scenario.
It is not neat.
Barely
demonstrates
any effort or
creativity.
Ask a question.
How can you make potable water?
Scenario:
A group of hikers became lost during a fierce August thunderstorm. Afterward, they
found themselves in an area surrounded on three sides by high forested mountains and by
an ocean on the fourth. A waterfall in the mountains was the source of a small river
containing bacteria. At the back of a tumble-down cabin the hikers found a ruined well.
Some of the group’‛s food could be saved, but their water supply had been used up. They
still had their tents and the following materials:
•
•
•
•
•
•
•
•
•
•
•
Sleeping bags
Clothing for wet, dry, hot, and cold temperatures
Personal care items, trowel and toilet paper
First aid kit with thermometer, gauze, bandages, splints, repellant, sun screen,
anti-bacterial ointments, pain relievers, and burn medication
Soap, bleach, clothespins, dishcloths and towels for cleaning dishes
Tent repair materials
Flashlight and compass
Multi-tool
Mirror, whistle, reflective emergency blanket
5 m of cotton rope and 2 bungee cords apiece
Standard cooking and eating utensils such as: pots and pans, water bottles, plates
and cups, metal tableware, fire starters, can opener, cooking utensils,
Most of these materials are stored in their backpacks, which have been lined with large,
heavy-duty trash bags.
Cell phone use is not an option.
Find as many ways as you can for the hikers to provide themselves with potable
Imagine the possibilities.
Background Knowledge:
• What do you know about ways to create water vapor?
•
How can floating sediment be removed from water?
•
What do you already know about separating the materials in a liquid mixture?
•
Can knowledge of the water cycle be used to help the hikers solve their problem?
•
How will you know the water is drinkable?
Imagine the possibilities.
Brainstorm:
• How will amounts of survival supplies change?
•
How many modules need to be built?
•
How long will it take to build them?
•
How will you find the cost of the entire project?
•
What new countries will be included to help fund the project? Why?
•
In what order should the new modules be assembled? (Should you design the
living area, storage, or research modules to be attached to the ISS first?)
•
Will you make any changes (updates) to the original designs for your new
pods?
•
What kinds of research equipment will your astronauts need to perform
their investigations?
•
Now that the US shuttle program has ended, how will you get the building
supplies, etc., to the space station?
Imagine the possibilities.
Research:
•
What do you need to know that you don’‛t already know?
•
What internet searches would help you?
•
What human resources could you consult?
Make a plan.
Design and sketch a solution to the problem you identified.
Create.
Model your solution.
Improve your solution.
Test it.
Improve your solution.
Data Chart:
Improve your solution.
Share your thoughts with your peers.
Make revisions to your facts, brainstorming and learning needs.
Reformulate your idea.
Improve your solution.
Evaluate your design.
Rework as necessary.
Test again.
Improve your solution.
Communicate your findings.
Name:
Date:
PBL/STEM Rubric
Category
Organization
of Findings
and Possible
Solution
Quality of
Information
Mechanics
Sources
Display
4
3
Information is
very organized,
solution is very
clear, full
explanation is
given and all
standards are
met.
Information is
mostly
organized,
solution is
mostly clear,
explanation is
given or most
standards are
met.
Information
clearly relates
to the scenario.
Several
supporting
details and
examples are
included.
No grammatical,
spelling or
punctuation
errors.
All sources are
accurately
documented.
Model/display
clearly
illustrates your
scenario.
It is neat and
demonstrates
maximum effort
and creativity.
2
Information is
somewhat
organized,
solution is
somewhat clear,
explanation is
somewhat given
or some of the
standards are
met.
Information
Information
Mostly relates to
somewhat
the scenario.
relates to
Some supporting
scenario. Few
details and
supporting
examples are
details and
included.
examples are
included.
Few
Some
grammatical,
grammatical,
spelling or
spelling or
punctuation
punctuation
errors.
errors.
Most
Not enough
sources are
sources are
accurately
accurately
documented.
documented.
Model/display
Model/display
mostly
somewhat
illustrates your
illustrates your
scenario.
scenario.
It is neat and
It is somewhat
demonstrates
neat and
both effort and demonstrates
creativity.
either effort
and creativity.
1
Information is
not organized,
solution is not
clear,
explanation is
not given or few
of the
standards are
met.
Information
does not relate
to scenario. No
supporting
details and
examples were
included.
Many
grammatical,
spelling or
punctuation
errors.
No
sources are
accurately
documented.
Model/display
barely
illustrates your
scenario.
It is not neat.
Barely
demonstrates
any effort or
creativity.
PBL/STEM Project
Ask a question.
What do you need to do to build a community skate park?
Scenario:
Prince George’‛s County Parks and Recreation is creating a new skateboard
park nearby. They have asked for input from the local community. Students
should determine the best size and shape of the ramps to allow for maximum fun,
yet keeping safety in mind at all times. Students must also determine how the park
will access and utilize its electricity most efficiently. Create a plan that includes a
park design, ramp design and adequate and appropriate use of electricity with the
minimum amount of human impact on the environment. Create a back-up plan as
well.
Consider the following: cost and environmental impact of construction
materials, cost and environmental impact of ongoing electricity, cost of human
resources (will someone need to power on/off each day)
Imagine the possibilities.
Background Knowledge:
• What types of motion does skateboarding utilize?
•
What types of force does skateboarding utilize?
•
Most injuries that occur at skate parks are due to faulty equipment, how can
that be minimized?
•
What types of electricity produce maximum benefit, without minimum cost
and environmental impact?
Imagine the possibilities.
Brainstorm:
•
Identify the problem.
•
Formulate a hypothesis.
Imagine the possibilities.
Research Needs:
• What do you need to know that you don’‛t already know?
•
What internet searches would help you?
•
What human resources could you consult?
Make a plan.
Design and sketch a solution to the problem you identified.
Create.
Model your solution.
Improve your solution.
Test it.
Improve your solution.
Data Chart:
Improve your solution.
Share your thoughts with your peers.
Make revisions to your facts, brainstorming and learning needs.
Reformulate your idea.
Improve your solution.
Evaluate your design.
Rework as necessary.
Test again.
Improve your solution.
Communicate your findings.
Name:
Date:
PBL/STEM Rubric
Category
Organization
of Findings
and Possible
Solution
Quality of
Information
Mechanics
Sources
Display
4
3
2
1
Information is
very organized,
solution is very
clear, full
explanation is
given and all
standards are
met.
Information is
mostly organized,
solution is mostly
clear, explanation
is given or most
standards are
met.
Information is
somewhat
organized, solution
is somewhat clear,
explanation is
somewhat given or
some standards
are met.
Information is not
organized, solution
is not clear,
explanation is not
given or few of
the standards are
met.
Information
clearly relates to
the scenario.
Several
supporting details
and examples are
included.
Information
Mostly relates to
the scenario.
Some supporting
details and
examples are
included.
Information
somewhat relates
to scenario. Few
supporting details
and examples are
included.
Information does
not relate to
scenario. No
supporting details
and examples
were included.
No grammar,
spelling or
punctuation
errors.
Few grammar,
spelling or
punctuation
errors.
Some grammar,
spelling or
punctuation
errors.
Many grammar,
spelling or
punctuation
errors.
All sources are
accurately
documented.
Most sources are
accurately
documented.
Not enough
sources are
accurately
documented.
No sources are
accurately
documented.
Model/display
clearly illustrates
the scenario. It is
neat and
demonstrates
maximum effort
and creativity.
Model/display
mostly illustrates
the scenario. It is
neat and
demonstrates
both effort and
creativity.
Model/display
somewhat
illustrates the
scenario. It is
somewhat neat
and demonstrates
either effort and
creativity.
Model/display
barely illustrates
the scenario. It is
not neat. Barely
demonstrates any
effort or
creativity.
PBL/STEM -Theme E: Life Science
Ask a question.
How can you clean an oil spill?
Scenario:
A major oil company in the United States had a pipeline break in the Gulf of
Mexico. In addition to the countless environmental effects for humans, the
damaging conditions to the animal kingdom were devastating. Suppose you are in
the business of cleaning up after oil spills, specifically wildlife care. Your team has
just been contacted to submit a proposal that outlines a plan of action to clean up
the marine population. Included in the proposal must be:
• the technique you will use to clean up the marine population
• the materials and a cost analysis
• the estimated amount of time needed to complete the project
• ten marine organisms that will be focused on for the cleanup project and why they
were chosen
Imagine the possibilities.
Background Knowledge:
•
What do you know about the origins of crude oil?
•
What do you know about previous oil spills?
•
What do you know about oil pollution?
•
What do you know about water and wind currents?
•
What do you know about surface area?
•
What do you know about density (oil and water)?
•
What do you know about marine life in the Gulf of Mexico?
•
What do you know about wildlife habitats?
•
What do you know about the effect of oil on marine life?
Imagine the possibilities.
Brainstorm:
• What do you have to do in order to protect the marine wildlife from the oil?
• What do you have to do to lessen the long term affects of the oil on the
habitat?
• What non-toxic “cleaning supplies” could you use?
ƒ Remember that you have a whole body of water to clean so keep your cost
down!
• Form a hypothesis on how to clean the water.
• Design an investigation to test your hypothesis.
PBL/STEM -Theme E: Life Science
Imagine the possibilities.
Research Needs:
• What do you need to know that you don’‛t already know?
•
What internet searches would help you?
•
What human resources could you consult?
Make a plan.
Design and sketch a solution to the problem you identified.
Create.
Model your solution.
Improve your solution.
Test it.
Improve your solution.
Data Chart:
Improve your solution.
Share your thoughts with your peers.
Make revisions to your facts, brainstorming and learning needs.
Reformulate your idea.
Improve your solution.
Evaluate your design.
Rework as necessary.
Test again.
Improve your solution.
Communicate your findings.
Name:
Date:
PBL/STEM Rubric
Category
4
Organization
of Findings
and Possible
Solution
Information is
very organized,
solution is very
clear, full
explanation is
given and all
standards are
met.
Information is
mostly
organized,
solution is
mostly clear,
explanation is
given or most
standards are
met.
Information
clearly relates
to the scenario.
Several
supporting
details and
examples are
included.
No
grammatical,
spelling or
punctuation
errors.
All sources are
accurately
documented.
Information
Mostly relates
to the scenario.
Some
supporting
details and
examples are
included.
Few
grammatical,
spelling or
punctuation
errors.
Most
sources are
accurately
documented.
Model/display
mostly
illustrates your
scenario.
It is neat and
demonstrates
both effort and
creativity.
Quality of
Information
Mechanics
Sources
Display
Model/display
clearly
illustrates your
scenario.
It is neat and
demonstrates
maximum
effort and
creativity.
3
2
1
Information is
somewhat
organized,
solution is
somewhat
clear,
explanation is
somewhat
given or some
of the
standards are
met.
Information
somewhat
relates to
scenario. Few
supporting
details and
examples are
included.
Some
grammatical,
spelling or
punctuation
errors.
Not enough
sources are
accurately
documented.
Model/display
somewhat
illustrates your
scenario.
It is somewhat
neat and
demonstrates
either effort
and creativity.
Information is
not organized,
solution is not
clear,
explanation is
not given or
few of the
standards are
met.
Information
does not
relate to
scenario. No
supporting
details and
examples
were included.
Many
grammatical,
spelling or
punctuation
errors.
No
sources are
accurately
documented.
Model/display
barely
illustrates
your scenario.
It is not neat.
Barely
demonstrates
any effort or
creativity.
Teachers in 6th grade can prepare students for service-learning credit using the Environmental Science Module.
(For more information regarding Service-Learning Hours, you may visit the following website http://marylandpublicschools.org/MSDE/programs/servicelearning/ )
Science Course
Grade 6 Science
Infused Hours
4
Curriculum
Correlation
Quarter 3 Environmental Science Module
Modules Activities
1. “Where Did Your Dinner Come From?” p. 42
2. “Weaving a Food Web” p. 44
3. Students will learn the roles of the organisms present with an ecosystem, the transfer
of energy between organisms and the effects of human activity on naturally occurring
changes.
Suggested Activities
1. Students will conduct research on the organisms, their relationships and the impact of
non-point source pollution on habitants and food webs present in the Chesapeake Bay
2. Lead a school-wide campaign/festival to educate fellow students on the importance of
the health of the Chesapeake Bay
3. Develop school public service announcements.
Teachers in 7th grade can prepare students for service-learning credit using the Human Biology and Heath Science
Module. (For more information regarding Service-Learning Hours, you may visit the following website http://marylandpublicschools.org/MSDE/programs/servicelearning/ )
Science Course
Infused Hours
Curriculum Correlation
Grade 7
Science
4 hours
Quarter 1 – Human Biology and Health
1.
2.
3.
Module Activities
4.
5.
1.
2.
3.
4.
Other Suggested Activities
5.
6.
7.
Chapter Project – page 5 – Design and Build a Hand Prosthesis the must be able
to grasp and lift a variety of objects; be activated by pulling a cord or string; spring
back when the cord is released; and be built by following the safety guidelines in
Appendix A.
Technology and Society , Tech & Design – pages 104 – 105 – Identify the need
and purpose for a heart-lung machine; research about the success rate of the
surgery needed for the heart-lung machine; write a paragraph on the steps patients
might take to prevent the need for surgery using research notes.
Chapter Project – page 111 – Create a Public Service Announcement for the
morning announcements that explain the dangers of smoking and should accurately
communicate at least three health risks associated with smoking; address at least
two pressures that influence people to start smoking; and use words in a convincing
way that gears the message to the audience.
Science and Society – pages 190 and 191 - A Public Service Announcement for
the morning announcements that examine helmet laws by identifying the problem
that makes helmets necessary; analyze the options that cover two different plans for
increasing helmet use; and find a solution to the problem by writing a letter to a city
official explaining why helmet use is important and what your proposed plan is.
Skills Activity – page 203 – Plan a 30-second public address “commercial” aimed
at fellow students to help them avoid the pressure to try drugs. The commercial
should reveal some harmful effects of drugs, and give strategies for avoiding drugs.
Students will research diseases related to the human body systems including the
digestive, circulatory, excretory, respiratory, and muscular systems.
Students will research medical advances for preventative methods for the disease.
Students will highlight common diseases on posters that include a description of the
disease, symptoms, preventions, and the influence of the disease on the human
body system.
Students will research the family history of diseases and develop a program for
nutritious eating and healthy living practices for family members.
Students will invite representatives from disease control centers to speak to classes
about the latest research and development about common diseases and their
impact on the human body systems(s).
Students will plan and host a fundraiser to donate funds to a designated disease
associations (i.e., Ronald McDonald House, Heart and Lung Association, American
Cancer Society, etc.)
Students will maintain a log of observations and write conclusive lab reports or
research paper on a disease related to the human body system.
Teachers in 8th grade can prepare students for service-learning credit using the Chemical Interactions Science Module
(for more information regarding Service-Learning Hours, you may visit the following website http://marylandpublicschools.org/MSDE/programs/servicelearning/ )
Science Course
Infused Hours
Curriculum
Correlation
Modules Activities
Grade 8 Science
4
Quarter 1 Chemistry Interactions
1. Quarterly STEM Projects
- Quarter 1: Soap Can’t Live Without It!
- Quarter 2: Science Exploration: Is it worth the cost?
- Quarter 3: Hybrid Zoo Enclosure
- Quarter 4: Weather Report Video Clip Project
1. See Attached STEM Projects
Suggested Activities
Chemical Interactions STEM Project
Soap- Can’t Live Without It!
Objective: Students will complete research, conduct investigations, create a budget, and design a
commercial in order to
• use information gathered from investigations using indicators and the pH scale to classify
materials as acidic, basic, or neutral.
• Provide evidence to support the fact that common substances have the ability to change into
new substances.
• explain the difference between a physical change and a chemical change.
• explain and provide examples that all hypotheses are valuable,
• explain that if more than one variable changes at the same time in an investigation, the
outcome of the investigation may not be clearly attributable to any one of the variables.
• verify the idea that there is no fixed set of steps all scientists follow, scientific investigations
usually involve the collection of relevant evidence, the use of logical reasoning, and the
application of imagination in devising hypotheses and explanations to make sense of the
collected evidence.
• describe the reasoning that lead to the interpretation of data and conclusions drawn.
• organize and present data in tables and graphs and identify relationships they reveal. Explain
that the choice of materials for a job depends on their properties and on how they interact with
other materials
Pacing: Allow students 5 weeks to complete the project.
Vocabulary: soap, acid, base, neutral, variable, relevant evidence, physical change, chemical change
Materials: lard, baking soda, water, salt, balance, graduated cylinder, glass beaker, hot plate, plastic
beaker, ice water bath, cheesecloth, and dish (per group)
Technology: computer, LCD, internet access, computers for student use
Science State Standards
4.D.2.b
4.D.3.e
1.A.1.c
1.A.1.e
1.B.1.a
1.B.1.d
1.C.1.a
Math State Standards
8.NS.1
State Technology
Standards
ITEA, STL 1-F
ITEA, STL 1-l
ITEA, STL 2-R
ITEA, STL 3
ITEA, STL 7
ITEA, STL 8
ITEA, STL 9
ITEA, STL 10
ITEA, STL 11
ITEA, STL 12-H
Maryland Technology
Literacy Standards
MTLSS 1.A.1.b-c
MTLSS 2.B.2.a-c
MTLSS 3.A.1.a-b & d-f
MTLSS 4.A.1.b
MTLSS 5.A.1.a-b
MTLSS 5.B.1.a
ENGAGEMENT
Introduce this project at the beginning of the Chemistry Unit.
Brain Dump- Give students one minute to write down everything you know about soap.
“Just Wash Your Hands” Bill Nye the Science Guy- You Tube Video-
Notes/Lab Preparation
AVID Strategy
You Tube
EXPLORATION
EXPLANATION
EVALUATION
Making Soap- Have students work in groups to make their own soap using the recipe on p. 157,
of the CI text. Do not include testing for pH at this time. Have students list the pros and cons of
their finished product. Discuss the improvements that they would like to see in an ideal soap
product.
Introduction of STEM Project, Soap, You Can’t Live Without it!
Assign or allow students to form groups, select a Project Manager, and select job assignments.
Allow students at least one opportunity per week to meet with their groups. The majority of the
project can be completed outside of class.
See Soap- Can’t Live
Without It! project guide.
Project may be modified
to meet the needs of your
students.
This project can be used
as a transdisciplinary
project. Groups of 5 or 10
will work well for this
project. Make
adjustments based on
knowledge of your
students.
See Rubric
Completed Soap- Can’t Live Without It Project
Soap- Can’t Live Without It!
You and your group members have the desire to become entrepreneurs. After a long debate, you have decided that soap would be a
great product for your business. After all, everyone uses soap! Now that you have your idea in place, you must come up with a plan to
create the best possible product, while making the greatest profit for your company.
To begin you will need to select a Project Manager for your company. After giving your company a name, you will need to set up
groups to complete background research, test various soap recipes, create a budget, design packaging, and develop advertising. You
will also want to have your product patented so that no one else can gain profit from your product.
The Project Manager will oversee all operations and will be responsible for coordinating the final presentation.
Possible Job Assignments
Research
1. Research the history of soap.
2. Find recipes for making soap.
3. Find the best locations to purchase supplies at the lowest price.
4. Find out how to receive a patent for your product.
5. Research various forms of advertising, and the cost effectiveness of each.
Science
1. Test several recipes to develop the best product.
2. Make the product unique by changing one variable in the recipe that provides the best results.
3. Test the pH of your product, to make sure that it is safe
4. Create a report to include your hypothesis (if, then, because format), procedure, and observations (qualitative, and quantitative).
Finance
1. Determine the cost of materials to make one batch of soap from the recipe that your company selected.
2. Determine the amount of each ingredient needed to produce soap for the average family of four that uses two bars of soap per
month.
3. Determine the cost of materials to produce soap for the average family of four.
4. Determine the cost of advertising your product.
5. Determine the expense for packaging and shipping your product.
6. Determine the sale price of your soap in order to make the greatest profit.
Packaging
1. Sketch a plan for your package design.
2. Identify the materials that would need to be used.
3. Create and test your design. (Be sure to place soap in the packaging)
4. Make revisions as necessary.
Marketing
1. Write a one-minute commercial to advertise your product.
2. Complete a Story Board.
3. Videotape your commercial. (You must receive approval before videotaping your commercial.)
4. Review and edit as necessary.
In addition to the requirements above your group will need to complete a 250 word maximum, typewritten report to include:
Claim- why your product is the best soap on the market
Evidence- information from research, investigation, and finance
Reasoning- justification
All aspects of your project must be kept in a portfolio.
Soap- Can’t Live Without It Rubric
In evaluating how well you completed the Stem Project, your teacher will judge your work in seven categories. In each, a score of 4 is the best rating.
(WOW) 5 – Projects that exceed the requirements will be given extra credit. Instead of a 4 you will be given a 5
4
3
2
1
Portfolio includes detailed research
Portfolio includes adequate research
Portfolio includes limited research.
Portfolio includes a
with references cited. At least 4
with references cited. At least 3
A recipe to make soap is included.
recipe to make soap.
recipes to make soap are included.
recipes to make soap are included. All All necessary materials to make
All necessary materials to make
necessary materials to make soap are soap are listed. Information on how
soap are listed along with prices list listed along with prices list from
to receive a patent is included.
Research
from several locations. The best
several locations. The best prices for
Evidence of research showing the
prices for materials are highlighted.
cost of advertising from one source
materials are highlighted. Information
Information on how to receive a
on how to receive a patent is included. is included, with sources cited.
patent is included. Evidence of
Evidence of research showing the cost
research showing the cost of
of advertising from at least 2 cited
sources.
advertising from at least 3 cited
sources.
Portfolio includes a log showing
Portfolio includes a log showing
Portfolio includes a log showing
Portfolio includes a log
detailed results of products created
adequate results of products created
limited results of products created
showing the results from
from at least 4 recipes. The log
from at least 3 recipes. The log clearly from at least 3 recipes. The log
one recipe. Variables
clearly identifies the variable that
identifies the variable that has been
includes an attempt to identify the
are incorrectly identified.
Science
has been changed. The detailed
changed. The detailed report includes variable that has been changed.
The procedure is written
report includes a hypothesis in if,
a hypothesis in if, then, because
The report includes a hypothesis. A
as a narrative. The
then, because format. The
format. The procedure is detailed, and procedure is included. The report
report contains
procedure is detailed, and written as written as clear, step-by-step
contains quantitative, and qualitative qualitative data.
clear, step-by-step directions. The
directions. The report contains
data.
report contains appropriately titled
appropriately titled and labeled
quantitative, and qualitative data.
and labeled quantitative, and
qualitative data.
Finance
Portfolio includes a detailed budget
for all needed materials, packaging,
and advertising. Evidence of
calculations and thought processes
are included. Justification of the
sale price to make greatest profit is
included.
Portfolio includes a detailed sketch
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
Portfolio includes an adequate budget
for all needed materials, packaging,
and advertising. Evidence of
calculations s included. Justification
of the sale price to make greatest
profit is included.
Portfolio includes a budget for some
of the expenses. An attempt to
justify the sale price to make
greatest profit is included.
Portfolio includes an
attempt to create a
budget or justify the sale
price to make greatest
profit.
Portfolio includes an adequate sketch
A poor attempt was made to make a
Some of the materials
21
Packaging
Marketing
Final Report
Oral
Presentation
for package design. All necessary
materials are clearly identified.
Evidence of original design and
revisions are clearly evident.
Portfolio contains rough draft and
final copy of Story Board. The
approved, videotaped commercial is
engaging, shows creativity, and
clearly advertises the product. The
commercial remains within the time
frame.
250-word maximum typewritten
report includes a clearly stated
Claim, sufficient Evidence, and
sound Reasoning. Report is double
spaced with a 12 font. Report
contains no misspellings or
grammatical errors.
for package design. All necessary
materials are clearly identified.
Evidence of original design and
revisions are fairly evident.
Portfolio contains rough draft and final
copy of Story Board. The approved,
videotaped commercial is engaging,
shows creativity, and adequately
advertises the product. The
commercial remains within the time
frame.
250-word maximum typewritten report
includes an adequately stated Claim, a
fair amount of Evidence, and sound
Reasoning
Report is double spaced with a 12
font. Report contains no more than
two misspellings or grammatical
errors.
sketch for package design. Most of
the necessary materials are
identified. Final package design is
included.
Portfolio contains final copy of Story
Board. The videotaped commercial
attempts to advertise the product.
The commercial remains within the
time frame.
needed are identified.
Final package design is
included.
250-word maximum typewritten
report includes a poorly stated
Claim, limited Evidence, and fair
Reasoning
Report is double spaced with a 12
font. Report contains no more than
three misspellings or grammatical
errors
Report is handwritten.
An attempt was made to
include a Claim,
Evidence, and reasoning.
Report contains four or
more misspellings or
grammatical errors
The videotaped
commercial attempts to
advertise the product.
http://www.readwritethink.org/files/re
sources/lesson_images/lesson416/
OralRubric.pdf
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
22
Astronomy STEM Project
Science Exploration – Is It Worth the Cost?
Objective: Students will work cooperatively to design and build a Lunar International Space Station (ISS)
that will be built on the moon, devise a plan to have all of their needs met on the space station, and report
their findings in order to
• analyze the value and the limitations of different types of models
• explain that the kind of model to use and how complex it should be depends on its purpose
• identify and relate formal ideas (Newton’s Laws) about the interaction of force and motion to real
world experience
• explain the interaction of force and motion that causes objects that are at rest to move
• develop explanations that explicitly link data from investigations conducted, selected readings,
and when appropriate, contributions from historical discoveries
• use information gathered from investigations using indicators and the pH scale to classify
materials as acidic, basic, or neutral
Materials: building materials for space station such as soda bottles, cans, popsicle sticks, aluminum foil,
tape-duct, masking, and/or scotch, glue, pipe cleaners, hot glue gun, hot glue sticks, cotton, etc.; graph
paper video from NASA “Field Trip to the Moon” Technology: computers, LCD projector; lap top
Pacing: 6 weeks (2nd quarter)
Vocabulary: rotation, revolution, gravity, pH scale, Newton’s first law of motion, blueprint, solar winds,
electromagnetic radiation, hydroponics,
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
This project should be introduced at the beginning of the Astronomy Module.
Science State Standards
1.C.1.A
1.D.Making Models.a
1.D.Making Models.b
Gr 8 4.D.2.b
Gr 8 5.A.2.a
Gr 8 5.A.2.b
Math State Standards
8.EE.4
8.SP.1
8.SP.3
8.SP.4
State Technology
Standards
ITEA, STL 8-E
ITEA, STL 8-F
ITEA, STL 8-G
ITEA, STL 9-F
ITEA, STL 9-G
ITEA, STL 11-I
ITEA, STL 11-J
ITEA, STL 11-K
ITEA, STL 5-D
ITEA, STL 15-I
ITEA, STL 15-J
ITEA, STL 19-I
ITEA, STL 19-J
ITEA, STL 20-F
ITEA, STL 20-G
ITEA, STL 20-H
Maryland Technology
Literacy Standards
MTLSS 1.A.1.b
MTLSS 2.B.2.a-c
MTLSS 3.A.1.a-b & d-f
MTLSS 4.A.1.b
MTLSS 5.A.1.a-b
MTLSS 5.B.1.a
*See attached sheet for
written technology
standards.
ENGAGEMENT
EXPLORATION
Tell students they will be designing and building a Lunar International Space Station on Earth’s
moon that can be used as a launch platform to explore other planets. In their plan, they will have
to research Earth’s moon and determine what will be needed to sustain life on the moon, how
they will obtain what they need, determine the area to build the space station on the moon, plan
how to protect themselves and the space station from solar winds and electromagnetic radiation
and get rid or recycle waste products. To introduce the project, watch video “Planetary Science:
Exploring the Solar System” at http://www.youtube.com/watch?v=3An7JQubQhs&feature=related
or show NASA video LRO/LCROSS Field Trip to the Moon which can be obtained from NASA
Goddard.
Open Astronomy book to p. 92-93. Ask students the questions from building background
knowledge. Do the Panel Discussion. As a group complete the first two steps under You
Decide. Students’ comments can be recorded on chart paper.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
Notes/ Lab Preparation
Students need to be
bringing in soda bottles
of different sizes, foil, pipe
cleaners, string, or use
materials from the
consumable black boxes
to build their space
station. (see budget)
After viewing video and participating in the panel discussion explain to the students that they will
be designing and building a Lunar ISS that will be placed on the moon. They will also need to
create a plan to survive on Earth’s moon. They must be able to grow food, conserve water (could
mean purification of urine) or find water on the moon, get rid of waste products, protect themselves
and their space stations from the temperature extremes, solar wind, and electromagnetic radiation.
Research about the moon, space, sun, traveling in space, gravity on
the moon, and living in space will also be done. The students will have to do research on different
components of the project. Some will be done at home and some of the research will be done at
school during the course of the module. Students will also need to create a budget. The building
of the Lunar Space Station will be done in class.
EXPLANATION
1st step
Students will need to be divided into groups. The group of students will work together on the
project. They will represent a fictitious country, elect a president and the president will appoint
one of the students to lead their country’s space agency. The presidents and the heads of their
space agency will meet in a summit to decide which part of the Lunar ISS they will build. Some of
the different sections that need to be built are the crew living quarters, laboratory space, control
center, solar panels, restrooms, greenhouses, exercise facilities, waste/recycling center, and a
lunar rover to cover the surface of the moon quickly. This will last the rest of the class period and
possibly part of the next. The students will not begin constructing their space station until
Chapters 1 and 3 are complete and their blueprint of their section has been approved.
Begin lessons in CFPG for Astronomy beginning with Chapter 1.
Project components due:
1. Chapter 1: Earth in Space
Research on the moon which includes its atmosphere, temperature extremes, rotation, revolution,
and surface features will be turned in at the completion of Chapter 1. A map of the surface should
be included. Also their list of supplies needed for their trip, how they will obtain oxygen and
water should be included and how they will obtain food. At the conclusion of Chapter 1 another
summit should be held by the space agency directors to decide on the best location for building
the space station. While the summit is going on, other students should talk about the design of
their part of the Lunar ISS.
2. Chapter 3: The Solar System
Students can use section 1 as a resource in order to plan how they will protect their space station
and the astronauts from solar wind and electromagnetic radiation. They may need to expand the
research to other reference material.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
At the end of chapter 3, students need to have the blue print of their part of the Lunar ISS turned
in for approval as well as the requirements for protecting the space station and the astronauts .
Budget must also be submitted.
3. Chapter 4: Stars, Galaxies, and the Universe
Completed sections of space station are due so they can be joined to create the Lunar ISS.
After presentation of their part of the space station model, the students will construct Lunar ISS.
The budget enclosed is
for the use of the students
to determine how much it
would cost their country to
build their section.
Countries may barter from
one another. For example,
if one country has a roll of
aluminum foil and one
country has several
aluminum cans, they may
trade an aluminum can for
several inches of foil.
The budget is not for
teachers to submit to
their schools for
purchasing items.
EVALUATION
Use rubric to grade individual parts of the project.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
60
Space Exploration – Is It Worth the Cost?
Astronomy STEM Project
How can you design a Lunar Space Station that will be built on the surface of Earth’s moon? You already know the requirements of a
home, building, or laboratory on Earth’s surface. If you know about the landscape on the moon and the purpose of your space station,
then you can design and build a model of a space station that can be built on Earth’s moon. You will use information you have learned
about our moon and the solar system in order to design and build the Lunar International Space Station.
Project Rules
Group forms a country with an elected president who appoints someone to head their space agency.
President of the group and the head of the space agency will hold summits with the other countries involved deciding which
countries will build the different sections of the Lunar ISS.
Identify the area of the moon where the Lunar ISS will be built.
Brainstorm what you will need on the Lunar ISS in order to survive and what the Lunar ISS should look like and what it should
include.
Different students in the group will research, with sited references, information on the moon including its surface features and
atmosphere, how to grow plants without soil, ways to obtain oxygen and water on the moon, testing water for pH levels and
other minerals, getting rid or recycling waste products, getting around on the moon, effects of 1/6 the gravity of Earth on the
body and what can be done to overcome the difference and protecting themselves and the Lunar ISS from solar winds and
electromagnetic radiation.
Develop a budget for the building of their part of the Lunar ISS
Design and sketch to scale their countries part of the Lunar ISS which include a key. Blueprint should include a drawing of the
outside as well as floor plan for the interior of their section. The blueprint needs to show specifications such as size, building
materials to be used and how they will protect their section from the effects solar wind, electromagnetic radiation, and
temperature extremes. After design approval, build their section.
Present their section of the Lunar ISS to class and then build the model of the Lunar ISS
Suggested Materials
You will need materials such as rulers, scissors, glue, and graph paper to design the Lunar ISS. Building materials needed are plastic
soda bottles all sizes with caps, aluminum soda cans, straws, aluminum foil, pipe cleaners, Popsicle sticks, tongue depressors, toilet
paper rolls, paper towel rolls, tissue paper, washed meat trays, cardboard, tape – duct, masking, and/or scotch, etc.
Project Hints
Organize students into groups of 4. Have each group elect one person to be the president who will appoint another member of the
group to be the head of their space agency. They will decide on their countries name and design a flag. The name of their country can
be made up or use the name of an existing country.
The groups will need to brainstorm what will be needed on the Lunar ISS as well as brainstorm what they will need to survive. After
brainstorm session, the presidents and the heads of the space agencies will meet in a summit to decide what sections of the Lunar ISS
they will be responsible for. Meanwhile, the remaining students in the groups will be deciding what parts of the research the members of
their group will be responsible for.
Students must complete research using reliable sources (remember Wikipedia is not a reliable source), keeping notes and list of
references to be turned in at the end of project. Report must be typed, 12 font double space and edited.
After research students must develop a budget for building their section of the Lunar ISS taking into account not only the building but all
the items needed for their section. See attached line item budget. Once your budget has been voted on by your members, then you
are ready to design and sketch your part of the Lunar ISS including the scale and key and then submit for approval.
After approval has been given, then you will be free to build your section of the space station and develop a plan to present your report
and section to the class. After presentation, the Lunar ISS model will be built.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
61
Space Exploration – Is It Worth the Cost?
Astronomy Stem Project
Budget
Item Description
Roll of aluminum foil
Roll of wax paper
Roll of saran wrap
1-2 Liter plastic bottle
1-1 Liter plastic bottle
1-20oz plastic bottle
1-12oz. aluminum can
box of straws
toilet paper roll
paper towel roll
12 popsicle sticks
package of pipe cleaners
1 tissue paper
1 hot glue gun
1 glue stick
bottle of Elmer’s glue
1 bag of cotton balls
roll of duct tape
roll of masking tape
roll of scotch tape
1 feet of string
1 coat hanger
1 pair of wire cutters
1 container of pH paper
1 Styrofoam tray
1 cardboard square
Cost per Unit
$4.00
$4.00
$4.00
$2.99
$1.99
$1.59
$ .75
$1.99
$1.83
$2.38
$1.00
$1.99
$2.00
$5.99
$ .15
$2.60
$1.00
$5.49
$4.12
$1.32
$ .20
$1.25
$7.99
$4.09
$1.00
$1.00
Number of Units
Total
Subtotal
Tax add 6%
Total
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
62
STEM Project: Lunar International Space Station- In evaluating how well you complete the STEM Project, your teacher will judge your work in four categories. In
each, a score of 4 is the best rating. (WOW) 5 – Projects that exceed the requirements will be given extra credit. Instead of a 4 you will be given 5!
Individual List of Design
Requirements
Individual sketches of the
Lunar International Space
Station
Constructed Model of Lunar
International Space Station
Presenting the Model to the
Class
Participating in the Group
4
Paper specifically describes
how students will obtain food,
water, oxygen, how they will
get rid of waste products, how
they will get around on the
surface of the moon, and will
thoroughly describe the area
where the Lunar ISS will be
built.
Sketches show originality of
design and a thorough
understanding of the
requirements for living on the
moon. Specific details of how
to protect the astronauts and
the Lunar ISS from solar
winds and radiation will be
listed
Model is well constructed and
includes all design
requirements
Presentation is thorough and
interesting and includes a
clear, accurate explanation of
how their part of the Luna r
ISS meets its design
requirements.
Takes a lead in planning,
constructing, and presenting
their part of the Lunar ISS,
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
3
Paper includes a fairly
detailed description of how
students will obtain food,
water, oxygen, how they will
get rid of waste products, how
they will get around on the
surface of the moon, and
describes in some detail the
area where the Lunar ISS will
be built.
Sketches show some
originality of design and a
good understanding of the
requirements for living on the
moon. General details of how
to protect the astronauts and
the Lunar ISS from solar
winds and radiation will be
listed.
Model is adequately
constructed and includes all
design requirements
2
Paper includes a general
description of how students
will obtain food, water,
oxygen, how they will get rid
of waste products, how they
will get around on the surface
of the moon, and describes in
general terms the area where
the Lunar ISS will be built.
1
Paper includes a limited
description of how students
will obtain food, water,
oxygen, how they will get rid
of waste products, how they
will get around on the surface
of the moon, and briefly
describes the area where the
Lunar ISS will be built.
Presentation is thorough and
includes a satisfactory
explanation of how their part
of the Lunar ISS meets its
design requirements.
Sketches show an adequate
design and some
understanding of the
requirements for living on the
moon. Adequate details of
how to protect the astronauts
and the Lunar ISS from the
solar winds and radiation will
be listed.
Model is adequately
constructed and includes
some but not all design
requirements
Presentation is thorough and
includes a partial explanation
of how their part of the Lunar
ISS meets its design
requirements
Sketches show an incomplete
or inappropriate design and
little or no understanding of
the requirements for living on
the moon. Few to no details
of how to protect the
astronauts and the Lunar ISS
from the solar winds and
radiation will be listed.
Model is inadequately
constructed or does not
include all design
requirements.
Presentation includes an
incomplete or inaccurate
explanation of how their part
of the Lunar ISS meets its
design requirements.
Participates in all aspects of
planning, constructing, and
presenting their part of their
part of the Lunar ISS.
Participates in most aspects
of planning, constructing, and
presenting their part the Lunar
ISS.
Play a minor role in planning,
constructing, and presenting
their part of the Lunar ISS.
63
Cells & Heredity STEM Project
Hybrid Zoo Enclosure
Objective: Students will work in pairs to conduct research on the behaviors, and physiology of a selected
hybrid animal, and construct a scaled model of an appropriate zoo enclosure for that animal in order to
recognize and describe that
• evolutionary change in species over time occurs as a result of natural variation in organisms and
environmental changes
• gradual (climatic) and sudden (floods, and fires) changes in environmental conditions affect the
survival of organisms and populations
• adaptations may include variations in structures, behaviors, or physiology
• analyze the value and the limitations of different types of models
• explain that the kind of model to use and how complex it should be depends on its purpose
Pacing: The project can be completed In 2 weeks.
Vocabulary: hybridization, adaptation, competition, selective breeding, mutation, extinct, species,
organisms, populations, behaviors, physiology
Materials: (teacher provided) signs for Four Corners, Mixed-up Species power point, and article (per
student), (student provided) materials for construction of zoo enclosure
Technology: computer, LCD, computer access for students,
Science State Standards
Gr.8.3.D1.a
Gr.8.3.D.1.b
1.D.1.a
1.D.1.b
Math State Standards
8.EE.4
8.SP.1
8.SP.3
8.SP.4
State Technology
Standards
ITEA, STL 1
ITEA, STL 1-fF
ITEA, STL 3-E
ITEA, STL 3-F
ITEA, STL 8
ITEA, STL 9
ITEA, STL 10
ITEA, STL 10-F
ITEA, STL 11
ITEA, STL 12-H
Maryland Technology
Literacy Standards
MTLSS 1.A.1.b MTLSS
2.B.2.a-c MTLSS
3.A.1.a-b & d-f
MTLSS 4.A.1.b
MTLSS 5.A.1.a-b
MTLSS 5.B.1.a
This project should be presented at the beginning of Ch. 5, Changes Over Time
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
64
ENGAGEMENT
EXPLORATION
EXPLANATION
EVALUATION
Four Corners- What affect do mutations have on the survival of a species? (Students record
what they already know about the topic. Four signs should be posted around the room- Dirt
Road, Paved Road, Highway, and Autobahn. Ask for a show of hands to tell how many people
have seen a dirt road. What would it be like to drive on a dirt road? Explain that the dirt road is
very basic, and in our activity it represents knowing little to nothing about the topic. Ask- How
does a paved road compare to a dirt road? The paved road represents some knowledge.
Continue this format for the highway, (fairly knowledgeable), and the autobahn (experts on the
topic). Tell students about the autobahn if they are not familiar. Students should go to the corner
that represents their understanding of cells. Students should share information within the group.
Students may move if they feel more or less knowledgeable than the rest of the group. A
spokesperson for each group should report out. Students should not be told if they are
correct/incorrect at this time. Adjust your lesson according to students’ knowledge.
Students will view a power point on hybrid animals, and read the article, Mixed-up Species, p.6.
(AVID) Students will complete an Active Reading Graphic Organizer of Choice as they read the
article.
Introduction of STEM Project- Students will select their favorite hybrid animal and design a zoo
enclosure to house this type of animal. Traits inherited from both species should be considered.
The ability of this animal to reproduce should also be taken into consideration. Project must
include a visual display of the animal and a 3- dimensional enclosure. A thorough typewritten
explanation of how this type of enclosure will benefit the animal, and zoo visitors, must be
included. Report must include the claim, evidence, reasoning, and discussion.
Completed STEM Project
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
Notes/Lab Preparation
Make and post signs in
advance.
Science World Magazine
December 6, 2010 on-line
resources
Download materials from
www.Scholastic.com/
scienceworld (AVID)
The Write Path Science
Teachers Guide Grades
6-12
See Hybrid Zoo Enclosure
Project Guide
Requirements may be
adjusted to meet the
needs of your students.
You may also want to
include a timeline for your
students.
See Rubric
65
Cells & Heredity STEM Project
Hybrid Zoo Enclosure Project Guide
You have been assigned the task of creating a zoo enclosure for the hybrid animal of your choice. Your enclosure must be appropriate
for both the animal, and the visitors to the zoo. Keep in mind the physical traits of both parents when designing your enclosure. You
should also consider the ability of this animal to reproduce, as any offspring would need to share the enclosure.
To successfully complete this task, there are several steps that you must complete. First you will need to conduct research.
Remember to use reliable sites when using the Internet. (Wikipedia is not a reliable source.) Take notes and record your references
for your final report. Next you will need to complete a scaled drawing and decide what materials would be needed to create this
enclosure. Use your drawing to build a scaled model of your enclosure. Make revisions to your model and drawing as necessary. You
will also need a picture, drawing, or model of your hybrid, which will fit into the enclosure. Finally, you will complete a typewritten report.
In addition to identifying, and explaining the genetic make up of the hybrid animal, your report must include a Claim (explanation of why
this enclosure would be appropriate for the animal and visitors), Evidence (research information with cited references), and Reasoning
(justification of why you chose this type of environment), and Discussion (modifications that were made during construction of the
enclosure). Be prepared to explain and present your enclosure to the class.
Project Requirements:
Completed research on the hybrid animal of choice.
Accurate scaled drawing of enclosure-including key
3 -dimensional models of enclosure to scale
Picture, drawing, or model of hybrid animal (appropriate size for enclosure),
Typewritten, edited report to include Claim, Evidence, Reasoning, and
Discussion.
References must be sited, and from a reliable source.
Component
Date Due
Parent’s Initials
Teacher/Peer
Initials
Comments:
Research
Completed &
Hybrid Animal
Selected
Drawing of Model
Completed
Report- Rough
Draft Completed
Picture, Drawing or
Model of Hybrid
Animal Completed
Model of Zoo
Enclosure
Completed
Final Project Due
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
66
Hybrid Zoo Enclosure Rubric
In evaluating how well you complete the STEM project, your teacher will judge your work in five categories. In each a score of 4 is the best rating.
(WOW) 5-Projects that exceed the requirements will be given extra credit. Instead of a 4 you will be given a 5
4
3
2
1
The animal selected is an actual hybrid
The animal selected is an actual hybrid
The animal selected is an
The animal selected is an
actual hybrid animal.
animal. An accurate drawing or model of animal. A drawing or model of the animal actual hybrid animal. A
the
animal
is
scaled
to
fit
the
is
scaled
to
fit
the
environment.
drawing
or
model
of
the
animal
Hybrid
environment.
is included.
Animal
Sketches show originality of design and
Sketches show originality of design and a Sketches show an attempt at
Sketches show an attempt
a through understanding of the
through understanding of the
creating a design and some
at creating a design and a
requirements
for
a
zoo
enclosure
that
requirements
for
a
zoo
enclosure
that
understanding
of
the
limited understanding of
Drawing of
would be suitable for the hybrid animal
would be suitable for the hybrid animal
requirements for a zoo
the requirements for a zoo
Zoo
and visitors to the zoo. Specific details
and visitors to the zoo.
enclosure that would be
enclosure that would be
Enclosure
of the types of materials are included.
Some details of the types of materials are suitable for the hybrid animal
suitable for the hybrid
included.
and visitors to the zoo. Few
animal and visitors to the
details of the types of
zoo.
materials are included.
3-dimensional model is built to scale.
3-dimensional model is built to scale. The Model is 3-dimensional. The
Model is 3 –dimensional.
The size of the enclosure is sufficient for size of the enclosure is sufficient for the
size of the enclosure is
selected hybrid animal. Some provisions
sufficient for the selected
Model of Zoo the selected hybrid animal. Provisions
for
food,
shelter,
and
waste
removal
are
such
as
food,
shelter,
and
waste
removal
hybrid animal.
Enclosure
included
are included
Report is typewritten, double spaced with Report is typewritten, double spaced with Report is typewritten, double
Report is handwritten. An
a 12 font. Genetic traits and physiology
a 12 font. Genetic traits and physiology of spaced with a 12 font. A
attempt was made to
limited attempt was made to
of both parents are identified. Research both parents are identified. Research
include a Claim,
includes information as to the ability of
includes information as to the ability of the identify genetic traits. Report
Evidence, and Reasoning.
the animal to reproduce. Research
animal to reproduce. Research indicates
includes a poorly stated Claim,
some Evidence, and fair
indicates if the hybrid animal as a result
if the hybrid animal as a result of natural
reasoning
of natural selection, or created in a
selection, or created in a laboratory by
Report
laboratory by man.
man.
Report includes an adequately stated
Report includes a clearly stated Claim,
sufficient Evidence, and sound
Claim, a fair amount of Evidence, and
Reasoning. The Discussion clearly
sound Reasoning. The Discussion shows
shows the thought process in
some thought process in construction of
construction of the enclosure.
the enclosure.
Presentation is clear and interesting.
Presentation is clear and interesting.
Presenter occasionally speaks Presenter reads report.
Presenter speaks to the audience vs.
Presenter speaks to the audience vs.
to group. Presenter attempts
Presenter makes no
reading
from
the
report
of
the
project.
reading
from
the
report
of
the
project.
to
answer
questions
from
attempt to answer
Oral
Presenter attempts to answer questions
group.
questions.
Presentation Presenter is able to answer questions
from the group.
from the group.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
95
Weather and Climate STEM Lesson
Weather Report Video Clip Project
The students will design and build their own weather instruments to collect and record data, and
create their own weather report in a movie clip format in order to:
• Design, analyze or carry out simple investigations and formulate appropriate conclusions
based on data obtained or provided
• Review data from a simple experiment, summarize the data and construct a logical
argument about the cause and effect relationships in experiments
• Describe the reasoning that lead to interpretation of data and conclusions drawn
• Develop explanations that explicitly links data from investigations conducted and organized
and present data in tables and graphs and identify relationships they reveal.
• Analyze the value and the limitation of different types of models
• Explain that the kind of model to use and how complex it should be depends on its purpose
• Describe the composition of the atmosphere and hydrosphere
• Identify and describe how various tools are used to collect weather data and forecast
weather conditions
• Identify and describe weather patterns associated with high and low pressure systems and
frontal systems
• Identify and describe the atmospheric and hydrospheric conditions associated with the
formation and development of hurricanes, tornadoes and thunderstorms
Materials: straws, index cards, jars, rubber bands, balloons, straight pins, cardboard, popsicle sticks,
scotch tape, rulers, graph paper, graphic organizer of a story board
Technology: computers, LCD projector, video clip of a TV weather report, video camera
Pacing: introduce at the beginning of Weather and Climate finish at the end of the module; 5 weeks
Vocabulary: wind vane, barometer, anemometer, weather map, cyclone, anticyclone, cumulonimbus,
stratus, cumulus, cirrus, story board
Science State Standards
1.A.1
1.B.1
1.B.1.d
1.C.1.a
1.C.1.b
1.D.Making Models.a
1.D.Making Models.b
Gr8 2.E.1.a
Gr8 2.E.3.a
Gr8 2.E.3.b
Gr 8 2.E.3.c
Math State Standards
8.EE.4
8.SP.1
8.SP.3
8.SP.4
State Technology
Standards
ITEA, STL 13-F
ITEA, STL 13-I
ITEA, STL 8-F
ITEA, STL 8-G
ITEA, STL 9-F
ITEA, STL 9-G
ITEA, STL 11-I
ITEA, STL 11-J
ITEA, STL 11-K
ITEA, STL 17-J
ITEA, STL 17-K
Maryland Technology
Literacy Standards
MTLSS 1.A.1.b & c
MTLSS 2.B.2.a-c
MTLSS 3.A.1.a-b & d-f
MTLSS 4.A.1.b
MTLSS 5.A.1.a-b
MTLSS 5.B.1.a
*See attached technology
standards.
Introduce this project at the beginning of the Weather and Climate Unit.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
68
ENGAGEMENT
Weather Channel. Look for a clip of a local weather report.
Notes/ Lab Preparation
Show a video of a local weather report. Discussion question: Name at least two things that you
can remember from the video. Possible Answers: Temperature, percentage of clouds, types of
precipitation, types of fronts, direction of the fronts, winds speed, wind directions
EXPLORATION
Cornell Notes/Graphic Organizer: Describing a weather report movie clip
Ask the students to use Cornell Notes or a graphic organizer to write the information that they
have observed from the movie clip. Guide the students in using the Cornell Notes/graphic
organizer by providing them the main idea on the Cornell Notes like terms, background of the
movie clip, the flow of the presentation, technology used in the movie.
Weather Report Movie Clip project:
After viewing the video explain to students that they will be creating weather report movie clip.
Included in the project students will design and create weather tools that they will use to collect
data, graph their findings and incorporate their data to their weather report. The students will
observe weather factors for several days and record their observations using scientific
terminology from the module to describe their findings. Their results will be used to create
weather maps to include with their project. These steps should be implemented during the course
of each section of this module as a focal point for keeping the students on task with completing
their project. . The project can be completed independently or in groups.
SL pg 15
MAD pg 20
TT pg 47
DA pg 46
AA pg 51
TL pg 53
MAD pg 95
EXPLANATION
After introducing project begin teaching Weather and Climate with Chapter 1.
Project expectations:
Chapter 1: The Atmosphere
At the end of the chapter, the students must create their barometers from the Skills Lab on page
15.
Chapter 2: Weather Factors
At the end of the chapter the students must create their wind vane TT page 47, and anemometer
Tech Lab on page 53. The students will begin their observations of weather factor and record
their findings.
Chapter 3: Weather Patterns
At the end of the chapter the students graph results and will create maps to show the weather
data. At this point the students will create a story board for their movie clip. After teacher
approval of story board, students will make their videos.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
69
EVALUATION
Class presentation:
Show the movie clip that the students created to the class. Let the students grade the movie clip
from each group using the rubric while watching the movie clip.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
Students will read about
an African American
meteorologist who uses
technology to analyze and
predict weather patterns.
70
Weather Report Video Clip
Weather and Climate STEM Project Rules
Weather forecasts predict how the weather might change. They are based on many measurements of temperature, rainfall,
air pressure, wind speed and directions, and cloud cover and type. In this STEM project, you will build your own weather
instruments, measure weather factors, graph the information, plot the information on a weather map, and create a
videotaped weather report.
Project Rules
• In class you will make your barometer, wind vane, and anemometer that you will use in measuring the air pressure,
wind direction, and wind speed.
• Create a data table to record weather factors observed for a period of 4-5 days. Show the data table to your
teacher
• Record your observations in the data table.
• Graph the weather data you have collected looking for patterns in the data.
• Using the information from the last day of observations, create a weather map predicting the weather for the next 24
hours.
• At the end of Chapter 3, create a story board for your video clip. Before beginning do an internet research on story
boards. Then choose a story board template and complete. After teacher approval of story board, you may create
a video of a weather report using your map.
Hints for Measuring Weather Factors
• Except for air pressure, weather factors must be measured outside. The measurements should be taken in an
open shaded area away from trees and buildings.
• Without complete and accurate records, your weather measurements will not be useful for predicting the weather.
Each day, record your measurements as you take them.
• Measurements should be taken at the same time each day.
Hints for Predicting the Weather
• After taking measurements for 4 days, graph the data looking for patterns in weather factors to help you make
predictions about the weather.
• Looking at air pressure helps to determine what the weather was like when the air pressure is low and when it is
high.
• Wind directions help to determine how the weather changes when the wind changes directions.
• Identifying the types of clouds and cloud coverage helps to determine the weather associated with different cloud
formations.
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
129
Weather and Climate Stem Project: Weather Report Video Clip
In evaluating how well you completed the Stem Project, your teacher will judge your work in four categories. In each, a score of 4 is the best rating.
(WOW) 5-Projects that exceed the requirements will be given extra credit. Instead of a 4 you will be given a 5.
Building weather
instruments
Collecting and Recording
Weather Data
Graphing and Interpreting
Weather Data
Presenting the Results
4
The wind vane,
anemometer, and
barometer are correctly
constructed and shows a
thorough understanding of
how the instruments work.
Correctly measures at least
4 weather factors every day
for a period of 4-5 days and
keeps a detailed, accurate
log of all measurements
3
The wind vane,
anemometer and
barometer are correctly
constructed and shows a
general understanding of
how the instruments work.
Correctly measures at least
3 weather factors every day
for a period of 4-5 days and
keeps an accurate and
somewhat detailed log of
all measurements
Creates well-constructed
Creates adequate graphs
graphs and weather map of and weather map of most
all weather data and uses
of the weather data and
the graphs appropriately to uses the graphs to make
make logical, specific
general predictions of the
predictions of the weather
weather.
Makes a detailed, well
organized video with highly
informative and creative
visuals
Curriculum Framework Progress Guide- Science- Eighth Grade
Prince George’s County Public Schools
Makes a thorough,
organized video with
informative visuals
2
The wind vane,
anemometer and
barometer are adequately
constructed and shows a
minimal understanding of
how the instruments work.
Measures at least 2
weather factors almost
daily for 4-5 days and
keeps an adequate log with
few details of the
measurements.
Makes an effort to create
graphs and weather maps
of some of the weather
data and attempts but fails
to use the graphs and map
to make predictions of the
weather
Makes an adequate video
with few visuals.
1
The wind vane,
anemometer, and
barometer are inadequately
constructed and shows little
to no understanding of how
the weather work.
Makes an attempt to
measure weather factors
but is not consistent and/or
fails to record them in a
weather log.
Makes some effort to graph
weather data, though not
correctly, and does not
attempt to make a weather
map or predict the weather.
Makes an incomplete
and/or unorganized video
with few or no visuals.
130
Teachers in teaching HSA Biology can prepare students for service-learning credit using the
Chemical Interactions Science Module (for more information regarding Service-Learning Hours, you
may visit the following website - http://marylandpublicschools.org/MSDE/programs/servicelearning/ )
Science Course
Infused Hours
Curriculum
Correlation
HSA Biology
7
Quarter 1 Chemistry Interactions
Module A: What is the Chesapeake Bay?
CLGs addressed: 1.4.5, 1.4.6, 1.5.2, 1.5.6, 3.1.3, 3.5.1, 3.5.2
Modules Activities
Module B: Energy of the Bay
CLGs addressed: 1.2.3, 1.2.5, 1.2.6, 1.4.9, 1.5.4, 1.5.9, 1.5.3, 3.5.1, 3.5.2, 3.5.4
Module C: Interactions of the Bay
CLGs addressed: 1.1.2, 1.2.3, 1.2.5, 1.2.6, 1.4.1, 1.4.9, 1.5.2, 1.5.6, 1.5.9, 3.5.1, 3.5.2
Module D: Human Impact on the Bay
CLGs addressed: 1.1.4, 1.1.5, 3.5.3
1. Gizmos Unit Correlation – Unit 2: Down at the Bay
Suggested Activities