3 Integrated Module

Integrated Module:
Social Studies and Math
Miami University
Haley Keyser
Diana Smith
Katie Urbanczyk
Lexie Withrow
Module Overview and Letter
Overview
The goal of this module is to have students be able to answer our overarching essential question:
How do the relationships between people, places, and environments affect us?
The module of social studies and mathematics integration spans over four weeks with a different
learning experience each week:
1. Culture Simulation through Olmec, Maya, Inca, and Aztec Civilizations
2. Humans Impacting the Environment
3. Future Society
4. Project Citizen
Each learning experience identifies various aspects of the theme of people, places, and
environment and come together in the final learning experience, Project Citizen. With each
learning experience, there is a home investigation that students are to complete that extends
student understanding of the essential questions asked in each learning experience.
The first learning experience, Culture Simulation through Olmec, Maya, Inca, and Aztec
Civilizations, has students split into groups and go on a self-discovery through these ancient
civilizations. They will be studying the eight features of civilizations and researching each feature
for their designated civilization. As a group, students are creating a presentation for their peers
involving costumes, models, and a skit, as well as a poster that integrates a map to scale using
unit conversions. Through this learning experience, students are continuously collaborating and
holding themselves and each other accountable through their designated roles. Following the
presentations, the students home investigation has students creating an artifact that highlights the
ancient civilization of the 21st century United States of America so that students can use what
they have learned of the eight features of civilizations and apply it to todays society and culture.
The second learning experience, Humans Impacting the Environment, has students exploring the
impact of humans on the environment through discovery and discussion. Students will be split
into groups and identifying a problem in the environment that relates to human population.
Through research, students will prepare a presentation of their problem and solutions as well as
incorporating a budget. After students have presented, the class will dive into the problem of
volume involving a local pond. This will extend into the home investigation where students will
be finding the volume of an object in their house using their choice of a measurement tool and
showing their evidence through the provided evidence sheet.
The third learning experience, Future Society, has students collaborating to draw prior knowledge
from literature to establish their new society. They will be required to create a government, jobs,
social classes, how civilians live, communication, laws, etc. From a list of questions, students will
be exploring how a society is built as well as discovering new questions and scenarios that arise
as they establish their society. As they are building their society, they will be given various
scenarios in which they have to adjust their lifestyle to survive. These scenarios will have them
use their mathematical processes to keep their civilizations alive due to unforeseen disasters.
Throughout this learning experience, they will be asked to draw from and then connect to
different novels that follow a dystopian society. This lesson is extended through the home
investigation where students will be finding objects around their own houses that are needed for
survival as well as what plans are in place in case of a natural disaster.
The fourth, and last, learning experience, Project Citizen, has students addressing problems that
they have observed in their own community. Students will collaborate in small groups and as a
whole class to list problems that the community faces. After discussing, students will have a
home investigation in which they confer and question others in the community about these
problems and write a passage based on these responses. Afterwards, students will be split up
Keyser, Smith, Urbanczyk, Withrow
Integrated Learning Module
based on interests and creating a presentation of a specific problem and solutions as well as
developing graphs to represent data they have collected around their community.
Each learning experience has a corresponding learning experience center to remediate, support,
and extend student understanding of mathematical concepts. The four learning experience centers
are:
1. Estimations and Unit Conversions Learning
2. Saving Local Wildlife: Volume Learning
3. State of Emergency Learning
4. Graphing Learning
This integrated unit aims to integrate both social studies and mathematics as well as some science
and language arts so that students can gain a better understanding of how people, places, and
environment affect our lives. Through rich learning experiences, home investigations, and
learning centers, students are able to discuss, critically think, collaborate, and create to answer our
overarching essential question and those of the individual learning experiences.
Letter to Parents
Dear Parents:
Over the next four weeks, your student will be going on a discovery to answer this
overarching essential question:
How do the relationships between people, places, and environments affect us?
This unit of social studies and mathematics integration will involve four learning experiences for
each week:
1. Culture Simulation through Olmec, Maya, Inca, and Aztec Civilizations
2. Humans Impacting the Environment
3. Future Society
4. Project Citizen
Each of these learning experiences will help your student critically think about the society around
us as well as those of our past. Through these four weeks, students will be researching and
presenting one of four ancient civilizations, identifying how human population has affected the
environment, how to create and sustain survival in a new society, and identifying and creating
solutions to problems around our community. While doing so, students will be incorporating key
mathematical skills including unit conversions, finding volume, using operations to answer word
problems, and interpreting and displaying data. Included in these learning experiences are home
investigations in which your student will bring home an extension and support to their learning
experience. We have also prepared learning centers to remediate, support, and extend further
mathematical thinking.
Your student will discover these aspects of social studies and mathematics that are also covered
in our Ohio Academic Content Standards. Those that are covered throughout this unit are:
Social Studies
Grade 4
Strand: Geography
o Theme: Ohio in the United States
Topic: Human Systems
Content Statement: People have modified the environment since
prehistoric times. There are both positive and negative
consequences for modifying the environment in Ohio and the
United States.
Strand: Government
Topic: Civic Participation and Skills
Content Statement: Individuals have a variety of opportunities
to participate in their state and national government. Citizens
have both rights and responsibilities in Ohio and the United
States.
Content Statement: Civic participation requires individuals to
make informed and reasoned decisions by accessing and using
information effectively.
Content Statement: Effective participations in a democratic
society engage in compromise.
Topic: Rules and Laws
Content Statement: Laws can protect rights, provide benefits
and assign responsibilities
Grade 5
Strand: History
o Theme: Regions and People of the Western Hemisphere
Topic: Early Civilizations
Content Statement: Early Indian civilizations (Maya, Inca,
Aztec, Mississippian) existed in the Western Hemisphere prior to
the arrival of Europeans. These civilizations had developed
unique governments, social structures, religions, technologies,
and agricultural practices and products.
Strand: Geography
Content Statement: Variations among physical environments
within the Western Hemisphere influence human
activities. Human activities also alter the physical environment.
Strand: Government
Topic: Roles and Systems of Government
Content Statement: Democracies, dictatorships and monarchies
are categories for understanding the relationship between those
in power or authority and citizens
Content Statement: Individuals can better understand public
issues by gathering and interpreting information from multiple
sources. Data can be displayed graphically to effectively and
efficiently communicate information.
Strand: Economics
Topic: Economic Decision Making and Skills
Content Statement: The choices people make have both present
and future consequences
Topic: Scarcity
Content Statement: The availability of productive resources
promotes specialization that leads to trade
Mathematics
Grade 4
Domain: Measurement and Data
o Cluster: Solve problems involving measurement and conversion of
measurements from a larger unit to a smaller units
Standard: Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and
money, including problems involving simple fractions or decimals, and
problems that require expressing measurements given in a larger unit in
terms of a smaller unit
o Cluster: Represent and Interpret Data
Standard: Make a line plot to display a data set of measurements in
fractions of a unit (, , ). Use operation on fractions for this grade to
solve problems involving information presented in line plots
Domain: Numbers and Operations in Base Ten
o Cluster: Use place value understanding and properties of operations to perform
multi-digit arithmetic.
Standard: Fluently add and subtract multi-digit whole numbers using the
standard algorithm
Domain: Operations and Algebraic Thinking
o Cluster: Use the four operations with whole numbers to solve problems.
Standard: Multiply or divide to solve word problems involving
multiplicative comparison.
Standard: Solve multistep word problems posed with whole numbers and
having whole number answers using the four operations, including
problems in which remainders must be interpreted.
Grade 5

o Cluster: Convert like measurement units within a given system
Standard: Convert among different-sized standard measurement units
within a given measurement system (e.g., convert 5 cm to 0.05m), and
use these conversions in solving multi-step, real world problems.
o Cluster: Geometric measurement: understand concepts of volume and relate
volume to multiplication and to addition
Standard: Measure volumes by counting unit cubes, using cubic cm,
cubic in, cubic ft, and improvised units.
Standard: Relate volume to the operations of multiplication and addition
and solve real world and mathematical problems involving volume.
Standard: Make a line plot to display a data set of measurements in
fractions of a unit (, , ). Use operation on fractions for this grade to
solve problems involving information presented in line plots
o Cluster: Perform operations with multi-digit whole numbers and with decimals
to hundredths.
Standard: Add, subtract, multiply, and divide decimals to hundredths,
using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the
reasoning used.
Standard: Fluently multiply multi-digit whole numbers using the
standard algorithm.
Domain: Numbers and Operations- Fractions
o Cluster: Apply and extend previous understandings of multiplication and
division to multiply and divide fractions.
Standard: Solve real world problems involving multiplication of
fractions and mixed numbers, e.g., by using visual fraction models or
equations to represent the problem.
Science
Grade 4
Domain: Earth and Space Science

o Cluster: Earths Surface
Standard: Earths surface has specific characteristics and landforms that
can be identified.
Grade 5
Domain: Life Science

o
Cluster Interactions within Ecosystems

Standard: Organisms perform a variety of roles in an ecosystem
English Language Arts

Grade 4/5
Domain: Speaking and Listening
o Cluster: Comprehension and Collaboration
Standard: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grade 4
topics and texts, building on others ideas and expressing their own
clearly
Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion
There are many Ohio Academic Content Standards that are covered in this unit. As well as these,
students will also be addressing the National Council of Social Studies Theme of Peoples, Places,
and Environment. The statements that are included under this theme are:
The study of people, places, and environments enables us to understand the relationship
between human populations and the physical world.
During their studies, learners develop an understanding of spatial perspectives, and
examine changes in the relationship between peoples, places, and environments.
Todays social, cultural, economic and civic issues demand that students apply
knowledge, skills, and understandings.
In schools, this theme typically appears in units and courses dealing with geography,
regional studies and world cultures.
Lastly, you can help your student throughout these four weeks through their home investigations.
Many will ask students to research their own community and ask questions of other adults and
peers. They will also be applying mathematical processes to objects and concepts around their
home and environment. We ask that you support your student through their discoveries and
encourage them to continue to observe and question the peoples, places, and environments of
their surroundings.
Thank you,
Haley Keyser
Diana Smith
Katie Urbanczyk
Lexie Withrow
Learning Experiences
Learning Experience #1
Lesson Title: Culture Simulation through Olmec, Maya, Inca and Aztec Civilizations
Lesson Author: Diana Smith
Grade Level(s): 4th/5th Grade
Content Standards
Math:
Grade 5
o Cluster: Convert like measurement units within a given system
Standard: Convert among different-sized standard measurement
units within a given measurement system (e.g., convert 5 cm to
0.05m), and use these conversions in solving multi-step, real world
problems.
Social Studies:
Grade 5
Strand: History
Topic: Early Civilizations
Content Statement: Early Indian civilizations (Maya, Inca,
Aztec, Mississippian) existed in the Western Hemisphere
prior to the arrival of Europeans. These civilizations had
developed unique governments, social structures, religions,
technologies, and agricultural practices and products.
Essential Questions
1. How can we best understand another culture?
2. How do the relationships between people, places and environments affect us?
Mathematical Processes/Practices Standards
1. Make sense of problems and persevere in solving them: Students will have to
analyze given goals of the problem and use their prior knowledge of unit
conversion and their peers to solve and be able to portray that accurately on a
given assignment.
2. Reason abstractly and quantitatively: Students will show work for the problem as
they create a map to scale based on their conversions and have their conversions
displayed alongside their map.
3. Construct viable arguments and critique the reasoning of others: Students will be
creating ideas to present the vital parts of an ancient civilization and cohesively
critique each others ideas while collaborating and supporting ones opinions.
4. Model with mathematics: Students will be modeling mathematics through the real
world application of conversions and scales with maps as well as connecting
mathematics to connections in our history.
5. Use appropriate tools strategically: Students will be using pencil to paper to find
conversions while referring to conversion charts if needed and relying on peer
support and revisions.
6. Attend to precision: Students will be accountable for each other through this
collaboration project to make sure that reasoning and solutions are accurate
through written work and map creation.
7. Look for and make use of structure: Students will be following the correct
conversions and patterns of conversions within a unit system.
8. Look for and express regularity in repeated reasoning: Students will be finding
patterns and consistency in their reasoning as they find unit conversions for one
item and continue to use that process throughout their solutions.
Key Academic Language
Government, Social Classes, Inventions, Architecture, Civilizations, Ancient, Culture,
Customs, Location, Conversion, Metric, Meters, Centimeters, Kilometers, Aztec, Mayan,
Olmec, Inca
Integration
This lesson explores the different ancient civilizations. While this is a social
studies based lesson, it integrates mathematical skills. Students are researching these
civilizations, and as they explore, they are able to use what they have learned to create a
map that incorporates the skills needed for rich conversion. Students are not only
exploring their civilizations and working collaboratively, but they are showing how
scales and conversions are used and why we need them when showing locations on maps.
Rationale: Social Studies Powerful Teaching and Learning
Students will gain powerful social studies learning as the simulation is integrated
across time and space. Students will not only study ancient civilizations, but will connect
them to the civilization that we live in today. Through this discovery, they will integrate
the mathematics and how the use of maps is helpful to find both past and present
information.
Students will also be active as they collaborate with their peers. They will
collaborate on all aspects, from beginning to the end. Students will present ideas of an
ancient civilization and using their creativity to present what they feel are the most
important aspects to demonstrate knowledge about their ancient civilization. Through
collaboration and active participation, students will reflect on their own thinking as well
as share their process of research and finding a solution with their peers.
Materials
-Poster Boards
-Markers/Colored Pencils/Crayons
-Clothes and Fabric
-Blank Map
-Ruler
-Conversion Chart (if needed)
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Procedure
Engage:
Begin with an introduction to different civilizations. Ask questions to draw
students prior knowledge. Do they know of ancient civilizations? What is a civilization?
Do they recognize a civilization that differs from ours? How did our government and
society form based on past civilizations? What are the aspects of civilizations and why do
we need to study them?
After discussion, ask students the essential question: How can we best understand
another culture? From that discussion, lead into instruction of the eight features of
civilizations:
Art and Architecture
Cities
Government
Social Classes
Religion
Job Specialization
Writing
Public Works
Share this quick YouTube video of a high school student who made a mnemonic
device to help remember these eight features:
https://www.youtube.com/watch?v=18WHbJ9E9l0
Encourage students to make up their own to help remember the features.
Explore:
Students will be broken up into four different groups, seven students in each group.
Each group should have students with both higher and lower levels of
understandings and skills. Students on an IEP or classified as an ELL will be
integrated into these groups so that each group has a diverse range of students that
can collaborate and support each other. Each group will have the following roles.
However, this does not mean the other students are not responsible for holding each other
accountable:
The Facilitator: provides leadership and direction for the group and makes sure each
voice is heard and responsible
The Recorder: keeps a record of all ideas and data
The Checker: keeps track of the groups progress towards its goals and keeps group
accountable for his or her responsibilities
The Summarizer: restates the groups ideas and clarifies that everything is
accurately represented and nothing is forgotten
The Encourager: praises, affirms, and records positive comments and actions to
support innovative ideas towards the group
The Timekeeper: monitors time and helps to keep the group on task
The Double Checker: double checks students work and presentation materials for
correct grammar and mechanics as well as the conversions and units for the maps
For students who have behavioral issues, the Checker, the Facilitator, and the
Timekeeper can help them and the rest of the group stay focused.
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Each of these four groups will be studying an ancient civilization. The four
civilizations are the Olmecs, Mayas, Incas, and Aztecs. Based on the different aspects of
civilizations that were introduced to them, students will go on a self-discovery through
research. Students will be creating a presentation of their civilization to the rest of the
class. The presentation aspect will incorporate the making of costumes fitting of that
time, models of inventions and architecture, overview of the different aspects of
civilization, especially government, jobs, and social classes, and a short skit that
highlights everyday life during that time period.
Besides the presentation portion, students will collaborate on a poster that
contains information from the presentation as well as some not covered. It will be artfully
decorated and include pictures from the internet or hand-drawn pictures of the civilization
and its achievements. Included on this poster will be a map. Students will be given a
blank map with centimeter blocks for a grid. They will recreate a map of their ancient
civilization and use their knowledge of converting different sized standard measurements
to apply to the map. They will create a scale. For instance, ten meters may be represented
by one-centimeter block. From this scale, they will convert the measurements of real
buildings, architecture, geographical features, etc. and place them on their map. Students
will be expected to stay in metric units and show the different conversions off to the side
of the map.
Extend:
Students will be presenting their projects to the class so that each student is able
to learn about each of these different cultures as well as find the similarities and
differences between them. As students are presenting, they should be engaged and
following the conversation. The different aspects of ancient civilizations should be
identified in each presentation.
Once all students have presented, as a class we will have a discussion about what
we have and learned. Students should be pulling from examples as well as brainstorming
aspects of our 21st century USA civilization. From that, students will be able to answer
the essential question of how we best learn about another civilization.
Differentiation
Level 1 ELL: While a level 1 ELL may not be ready to contribute ideas, they will be able
to listen to others during their small group research and creation as well as interact with
them more personally so that an idea may be presented to the ELL in a multitude of ways
to strengthen comprehension. Also, allowing a level 1 ELL to help with the research of
photos of their ancient civilization and create captions can allow them to research and
support their goals without overwhelming them with text that they cannot understand.
Level 3 ELL: Because students are working in groups, a level 3 ELL will be able to listen
to conversation and always have help when researching and creating. In the group, they
are able to speak up and share ideas but also not be pressured into contributing. A level 3
ELL can help with research that is less text based and help with the other aspects of the
project like the poster, map conversions, costume creations, etc.
Level 5 ELL: A level 5 ELL will be able to adapt well into any group. This student
should be challenged to share ideas as well as do research. While having advanced
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English proficiency, the ELL can still have help and support from his or her peers so that
they do not feel overwhelmed.
Assessment
Formative:
o Informal, formative assessment will take place each day of the lesson as
students are working in their groups through observation of the ideas
contributed, research, discussion, collaboration, and creation.
o Formal, formative assessment will be a holistic grade for the group
presentation, poster, and map. With the different roles and time to work in
class, students should be help accountable throughout each step of the
project by their peers and the teacher, and be prepared to present.
Summative
o The summative assessment for this learning segment will come at the end
of the module. Students will be formally assessed via Project
Citizen. Students will demonstrate their skills and understanding by
applying the mathematical concepts and social studies framework
practiced in this lesson to Project Citizen.
Homework
After the completion of the presentations and discussion, students will be sent
home with this assignment. It is 3000 years from now and students just like you are
studying the ancient civilization of the 21st century USA. From the different aspects of
civilizations that we have learned and explored, you will choose to create a model or a
picture of an artifact from todays time period that archaeologists could dig up 3000 years
from now.
This model should be made from different crafts and resources and if they wish to
draw their artifact, it should be in color. Depending on their choice of artifact, it may or
may not be to scale. Along with the artifact, students should write a short passage that
highlights why this artifact was chosen and how it would help future archaeologists to
explore the ancient civilization of the 21st century USA. In this passage should also
include the measurements of the model or picture and the scale and conversions to the
real size of their artifact as we did for the map-making portion of the poster.
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Ancient Civilization Discovery: Presentation and Poster Guidelines

Each group will be studying an ancient civilization. Each group will be creating a
presentation to the rest of the class and a poster. Each group will have seven members,
and each member has a role. However, this does not mean the other students are not
responsible for holding each other accountable. Each group will be researching the eight
features of civilization:
Art and Architecture

Cities
Government
Social Classes
Religion
Job Specialization
Writing
Public Works
The presentation will include: costumes fitting of that time, models of inventions and
architecture, an overview of the eight features of civilizations, and a short skit that
highlights everyday life during that time period.
The poster will include information of the eight features of civilization. This purpose of
this poster is to be able to post up in the hallway so that each group will have the
opportunity to share their presentation to other students outside of our classroom. Each
group will artfully decorate their posters including pictures from the internet and/or handdrawn pictures of the civilization and its achievements.
Included on this poster will be a map. The map will be a recreation of a map of an ancient
civilization. Create a scale for the map and convert your measurements of real buildings,
architecture, geographical features, etc. Show metric units and conversions on the map or
off to the side and provide an evidence sheet of your work to turn into the teacher.
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Student Roles
Fill out this page with your groups ancient civilization and each persons role. Keep this
page and refer back to it so that each student is comfortable and accountable for their
role.
Your groups Ancient Civilization: ___________________________________
The Facilitator: _____________________________
Provides leadership and direction for the group and makes sure each voice is
heard and responsible
The Recorder: _____________________________
Keeps a record of all ideas and data
The Checker: _____________________________
Keeps track of the groups progress towards its goals and keeps group
accountable for his or her responsibilities
The Summarizer: _____________________________
Restates the groups ideas and clarifies that everything is accurately represented
and nothing is forgotten
The Encourager: _____________________________
Praises, affirms, and records positive comments and actions to support innovative
ideas towards the group
The Timekeeper: _____________________________
Monitors time and helps to keep the group on task
The Double Checker: _____________________________
Double checks students work and presentation materials for correct grammar and
mechanics as well as the conversions and units for the maps
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Ancient Civilization Home Investigations

It is the year 5015 A.C., three thousands years in the future. Students just like you are
studying the ancient civilization of the 21st century United States of America. From the
eight features of civilizations that we have learned and explored, you will choose to either
create a model or draw a picture of an artifact that archaeologists can dig up 3000 years
from now. This model should be made from different crafts and resources, and if you
wish to draw your artifact, it should be in full color.
Along with your artifact, you should write a short passage that highlights why this artifact
was chosen to be discovered and how it would help future archaeologists to explore the
ancient civilization of the 21st century United States of America. In this passage should
also include the measurements of the model or picture of your artifact.
Your artifact may or may not be to scale to the actual object. For instance, you could
build a smaller version of the White House or a larger version of a plant. Using what we
have discovered with unit conversions and measurements, in your passage, include the
scale and conversions of your artifact and the real size of it as we did for the map-making
portion of the poster.
Prepare to bring this to class and present in small groups.
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Lesson Title: Humans Impacting the Environment
Lesson Author: Lexie Withrow
Content Standards:
Mathematics:
Grade 4
o Cluster: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
Standard: Fluently add and subtract multi-digit whole numbers
using the standard algorithm
measurements from a larger unit to a smaller unit
Standard: Use the four operations to solve word problems
involving distances, intervals of time, liquid volumes, masses of
objects, and money, including problems involving simple fractions
or decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit
Grade 5
o Cluster: Perform operations with multi-digit whole numbers and with
decimals to hundredths.
Standard: Add, subtract, multiply, and divide decimals to
hundredths, using concrete models or drawings and strategies
based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to
a written method and explain the reasoning used.
o Cluster: Geometric measurement: understand concepts of volume and
relate volume to multiplication and to addition
Standard: Measure volumes by counting unit cubes, using cubic
cm, cubic in, cubic ft, and improvised units.
Standard: Relate volume to the operations of multiplication and
addition and solve real world and mathematical problems
involving volume.
Social Studies:
Grade 4
Strand: Geography
Content Statement: People have modified the environment
since prehistoric times. There are both positive and
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negative consequences for modifying the environment in

Ohio and the United States.
Grade 5
Standard: Geography
Content Statement: Variations among physical
environments within the Western Hemisphere influence
human activities. Human activities also alter the physical
environment.
Science:
Grade 4
Domain: Earth and Space Science
Standard: Earths surface has specific characteristics and
landforms that can be identified.
Grade 5
Domain: Life Science
o Cluster: Interactions within Ecosystems
English Language Arts:
Grade 4 and 5
Domain: Speaking and Listening
o Cluster: Comprehension and Collaboration
Standards: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly
Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and
other information known about the topic to explore ideas
under discussion.
Review the key ideas expressed and explain their own ideas
and understanding in light of the discussion
Essential Questions:
1. How has human population impacted environmental changes?
2. How have human innovations, such as factories, impacted local water sources,
such as ponds, lakes and streams?
Mathematical Processes/Practices Standards:
1. Make sense of problems and persevere in solving them: Students will listen to the
problem and explain it to themselves to find the meaning of the problem. The
students will then look for entry points to finding the solution. The problem these
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2.
3.
4.
5.
6.
7.
8.
students are presented with will have multiple entry points that lead to multiple
solutions.
Reason abstractly and quantitatively: Students will break apart the problem and
conduct research to find a solution. Students must always show their work to
demonstrate their abstract reasoning.
Construct viable arguments and critique the reasoning of others: Students will
demonstrate a deeper understanding of ways humans impact the environment
through reflective thinking when supporting or opposing the reasoning of others.
Model with mathematics: Students will use their mathematical strategies and
reasoning to solve real-world problems, organize data and understand the world
around them.
Use appropriate tools strategically: Students will pick a mathematical strategy to
solve the given problem in a real world context. Students have the ability to
choose any strategy that meets their understanding, but must show how they came
to their solution.
Attend to precision: Using mathematical strategies and abstract reasoning,
students will come up with an exact answer or solution.
Look for and make use of structure: Students will look for and find patterns of
repeated reasoning to help solve more complex problems.
Look for and express regularity in repeated reasoning: Students will keep a focus
on the big idea of the problem while they are finding a solution.
Key Academic Languages:

Mathematical Reasoning, volume, square/cubic yards, perimeter, distance, water table
Integration:
The focus of this lesson is the impacts humans make on their
environment. Centering on the social studies theme of people, places and environments,
human modifications of the environment, students will use their comprehension and
collaboration skills to discuss a negative impact humans have had on their environment,
and develop a solution. When designing their solutions, students will create a budget and
add up costs. Using mathematical practices and abstract reasoning will reinforce the
social studies theme and build connections to economics. This lesson incorporates
mathematical concepts, social studies standards and English language arts skills to
provide an authentic learning experience for the students.
Students will be working collaboratively in groups and discuss problems that are
meaningful to them. Through the process of identifying a problem, researching and
developing a solution, students will get meaningful, authentic practice collaborating on a
team. Students will look at a problem that integrates all disciplines. By choosing a
problem that relates to the social studies theme of people, places and environments,
students will look at the biological effects on the wildlife as well as using mathematical
reasoning to develop a solution.
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Materials
-The Wump World by Bill Peet
-Chart Paper and markers
-Books about the environment, human population, human/environment relationship,
budgeting
-List of credible websites for research
-Computer access
-Poster-board and markers
Procedure
Engage:
Ask your students to give examples about how they impact their
environment. How do they interact with animals, plants and Earth? Have they ever
squished a bug or caught filled in a mole hole? Ask them to look out the window. In
what ways have humans changed the environment? Are the roads natural? What was
there before we had roads? Read aloud The Wump World by Bill Peet. Read this book
in advance to students who are ELL or on an IEP to provide familiarity and basic
contextual understanding. Encourage students to make observations while you read the
book, and ask them to find the overarching theme. After reading, jot down their
observations on a piece of chart paper so all students can visually see. Draw a picture
next to each observation, to assist with a deeper understanding for students who are
ELL or on an IEP. What happened when the aliens came to the planet? Is it similar to
when humans began developing?
Propose the essential question to the class: How has human population impacted
environmental changes? Write it on the board. Allow students to express their ideas and
observations and write them underneath the question. Invite students to develop their
own essential questions around their ideas. What do they want to discover about the
human relationship with environmental changes? What problems have come from the
relationship between human population and the environment? Has an increase in
population led to a rise in environmental problems? Record their questions, and draw
pictures, if possible, to assist visual learners.
Explore:
Break students up into 5 groups and ask each group to identify a problem in the
environment that relates to human population. Students who are ELL, on an IEP
and/or have a specific learning delay should be grouped with peers they work well
with, and who will scaffold/motivate them. Explain to the students that they are to
identify a problem, research the problem, and brainstorm solutions. Their solution needs
to be backed up with research, abstract reasoning and reflective thought. All groups must
incorporate a budget, and detail the expenses of their solution. Students will conduct
research using computers (credible websites only), books (provided by the teacher) and
through interviews with community members. While the students are researching, the
teacher will walk around being the thinker and ask why questions. The teacher will
provide guiding questions and set aside additional resources for ELL students.
These resources include books of a lower reading level and a list of credible
websites. The teacher will encourage reflective thinking, and listen for students to
21
explain their thought processes. As the students collect research, they will organize the
information into a short presentation addressing the issue they found, what type of
research they conducted, state their solution and describe their budget. Students will
collaborate as a group for the duration of this assignment. The teacher will be available
to scaffold the students, while moving around the room and observing student
understanding.
Extend:
Once all presentations are finished, the teacher will repeat the essential question,
How has human population impacted environmental changes? Students will begin a
discussion, pulling information from the presentation as sources for their thinking. The
teacher will encourage students who are ELL or on an IEP to contribute to this class
discussion by making connections to their presentations. This discussion will help
summarize what was learned in the lesson, and help students recall information that was
presented.
Pose the question How have human innovations, such as factories, impacted
local water sources, such as ponds, lakes and streams? Provide students time to
brainstorm ideas. Begin building a connection to volume. Break students up into groups
and pose this problem: A community organization was given a grant to increase the
volume of a local pond by either increasing the length of the pond 5 feet, or the depth of
the pond 5 feet. Would increasing the length of the pond, or the depth of the pond,
produce the largest volume of the pond? Give the students time to work in their groups,
before sharing their results with the class. Students who are ELL, on an IEP and/or
have a specific learning delay should be grouped with peers they work well with,
and who will scaffold/motivate them. The formula for volume will be provided to
students who need additional supports. Briefly discuss what the solutions the students
got, and how we can use this information when exploring our essential questions.
To further extend this learning segment, introduce the Home Investigations
assignment for the week. Explain the task the students are to complete and answer any
questions the students might have.
Differentiation
to listen to others in the small group and interact more personally with them in order to
have ideas presented more clearly. They can also be put in a group who will be able to
help him or her thrive, or in a group with a higher ELL of the same language if possible.
Level 3 ELL: Because students will be working primarily in small groups, a student who
is a level 3 ELL will be able to listen if they do not feel comfortable enough to
contribute. However, they will also have chances to contribute and share ideas with four
other students instead of feeling pressured to contribute in whole group. They will also
be able to share their ideas in the small group before presenting them to the whole group
if they wish to do so.
Level 5 ELL: This student will be able to adapt well to any group. If there is a lower
ELL of the same language, I would place them in the same group to help with any
22
clarification that may be needed. I would challenge this student to share ideas in small
group and in whole group instruction.
Assessment
Formative:
o Pre-assessment: Prior to the introduction of this lesson, the teacher will
ask students to write down all they know about volume (a brainstorm list).
The teacher will then hand out materials (unit cubes, containers and
measuring tape) and ask the students to find volume and record it on their
evidence sheets.
o The teacher will informally observe students working in small groups and
conducting research. Using a checklist, the teacher will assess students for
ability to work well with others, collaboration skills, and participation.
Summative
o Students will be assessed using a rubric on their presentations. The rubric
will assess students on collaboration skills, ability to come up with a
viable solution and accuracy of mathematical concepts displayed.
23
Informal Observation Checklist

Student Name:
[ ]Student is working collaboratively with peers
[ ] Student is using time effectively
[ ]Student has taken responsibility over part of the assignment
[ ]Student is fully participating in assignment
24
Presentation Rubric
Fails to meet
Expectations
Needs
Improvement
Meets
Expectations
Exceeds
Expectations
Content
Students failed to find

a viable solution to the
problem. The solution
was unsupported by
research. Students
demonstrated lack of
knowledge and
reflective thinking
during presentation.
Students found a
solution that was
not researched
based, but
demonstrated
reflective thinking.
Students
demonstrated a
basic
understanding, but
lacked reflective
thinking during
presentation.
Students found a
viable solution
that was supported
by research.
Students
demonstrated a
detailed
understanding
about the
problem, and
showed reflective
thinking during
presentation.
Students developed
a viable solution
that was supported
by research.
Students
demonstrated an
advanced
understanding about
the problem and
showed reflective
thinking during the
presentation.
Students took their
solution a step
further and engaged
the class.
Collaboration
Students failed to work

together as a team.
Some students did not
contribute, or only one
student did the work.
Students argued during
presentation, or only
one student
participated when
presenting their
solution.
Students worked
together to
complete the task,
but had many
arguments.
Students showed
difficulty
compromising and
working as a
cohesive team.
Students had
difficulty
presenting their
solution together.
Students worked
well together,
sharing ideas and
compromising to
find a solution.
Students took
turns speaking in
final presentation.
Students worked
effectively as a
team. Students
divided tasks,
shared ideas,
compromised,
found a solution
and presented in a
cohesive way.
Students went
above and beyond.
Accuracy of
Mathematical
Concepts
The mathematics is
incorrect and students
did not show their
work.
Mathematics is
incorrect, students
showed their work.
Mathematics is
correct, students
showed their
work.
Mathematics is
correct and students
displayed multiple
strategies to finding
the solution.
25
Finding Volume Home Investigations

Description of task
Students are asked to investigate the volume of an object at their house using a
measuring tool, such as a cup, mug or glass. Students will decide what they want to find
the volume of, such as a sink or bathtub, and fill that object with water using their
measuring tool. Students will record their strategies and data on an evidence sheet.
Description of intent/purpose for making this connection and/communication
The purpose of this task is to have students investigate volumes of different
objects using a measuring tool. Students will use the same tool to fill up the entire
volume of the object. This reinforces the importance of using the same unit when
measuring a distance or volume. Students will bring their data to class and share with the
class. We will think about how the volume of the object measure might relate to the
volume of a pond. How many cups, glasses or mugs do they think it will take them to fill
up the pond? Having students find the volume of an object in their own home allows
them to make the connection between doing mathematics in school, and using their
strategies in the real world.
An explanation of how this communication supports your targeted standards and
your students learning
This communication letter home to the parents, introduces some of the
mathematics learning objectives we are been discussing in class. Students are finding the
volume of an object using nonstandard measures. Introducing a concept and having
students use nonstandard measures allows students to build a deeper understanding
before about the mathematical relationships involved, without introducing the equation
yet.
This homework assignment is also very simple. The instructions are easy to
follow, and parents can help their child/ren fill up the object and learn with them. The
communication sheet provides a bridge from school to home, and has a way parents can
contact the teacher if needed. This assignment does not need to be differentiated between
diverse learners, because every child should be able to complete this task. The
instructions will be sent home, as well as read to the students in class. The teacher will
address any questions from the students before the assignment is sent home. In addition,
there are multiple days the students can take to complete this task. This takes away from
students not completing their assigned homework due to family functions or after school
events.
A representation of the connection
Home Investigations letter is attached on the following page. This is what will be sent
home to the parents so that they know what is going on in the classroom, and what skills
their child/ren should be practicing at home.
26
Finding Volume Home Investigations Handout

Dear Parents,
We have been exploring how humans impact their environment in class. Today we focused on
finding the dimensions of a pond that has the greatest volume. Todays Home Investigation
assignment is exploring volume. Your child will be measuring the volume of an object in your
home. Using a nonstandard measuring tool and water, your child will estimate and find the
volume of the object. Attached is an evidence sheet for your child to record their estimate, and
keep track of how many times the measuring tool was used to fill the object.
Possible object
Possible measuring tool
Sink Coffee Mug
Bathtub
Water Bottle
Cooking Pot Food Container
The listed objects and measuring tools are only examples; your child may measure the volume
of any object and use any tool available. Please email me with any questions at
teacher@schoolname.edu.
This assignment is due Friday morning. We will use the data collected by students in class on
Friday and make estimates which objects have the largest volume, and what measuring tools
were most efficient.
Sincerely,
Miss Teacher
27
Evidence Sheet
28
Lesson Title: Future Society
Lesson Author: Haley Keyser
Content Standards
Math:
Grade 4
Standard: Solve multistep word problems posed with whole
numbers and having whole number answers using the four
operations, including problems in which remainders must be
interpreted.
o Cluster: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
Standard: Fluently add and subtract multi-digit whole numbers
using the standard algorithm
Grade 5
o Cluster: Perform operations with multi-digit whole numbers and with
decimals to hundredths.
Standard: Fluently multiply multi-digit whole numbers using the
standard algorithm.
fractions and mixed numbers, e.g., by using visual fraction models
or equations to represent the problem.
Social Studies:
Grade 4
Strand: Government
Content Statement: Civic participation requires individuals
to make informed and reasoned decisions by accessing and
using information effectively.
Content Statement: Effective participations in a democratic
society engage in compromise.
Topic: Rules and Laws
Content Statement: Laws can protect rights, provide
benefits and assign responsibilities
29
Grade 5
Strand: Geography
environment.
Strand: Government
Topic: Roles and Systems of Government
Content Statement: Democracies, dictatorships and
monarchies are categories for understanding the
relationship between those in power or authority and
citizens
Strand: Economics
Content Statement: The choices people make have both
present and future consequences
Topic: Scarcity
Content Statement: The availability of productive
resources promotes specialization that leads to trade
Essential Questions
1. How can human action now affect life in the future, looking at the environment
and the government?
1. Make sense of problems and persevere in solving them: Students will have to take
apart problems to see how smaller problems introduced daily affect the larger
problem presented at the beginning of the lesson. As students solve the smaller
problems presented to them, however, it greatly helps them in completing the
larger problem at hand. Students will work in small groups to understand and
work out the problem together.
2. Reason abstractly and quantitatively: Students will show work for each
mathematical problem presented, and must take that knowledge to understand
how it relates to the abstract portion that is not entirely represented.
3. Construct viable arguments and critique the reasoning of others: Students will
create ideas and arguments that work best for their individual civilization, which
may not be the same for another civilization. However, they must be able to back
up why they chose a certain course of action compared to another and understand
why something may be better for another group but not for them.
4. Model with mathematics: Students will use manipulatives and mathematical
strategies in order to solve small and large problems presented to them.
30
5. Use appropriate tools strategically: As students solve real-world problems, they

will have to choose appropriate manipulatives and strategies that best help them
understand the problem and create a solution.
6. Attend to precision: Students must repeatedly check to make sure their reasoning
and solutions make sense in small problems in order to look at the larger problems
from the beginning of the lesson.
7. Look for and make use of structure: Students will see how the smaller problems
they solve each day relate to the larger problems from the beginning of the lesson.
8. Look for and express regularity in repeated reasoning: Students will find repeated
reasoning in solving smaller problems that help them answer the larger problems
presented at the beginning of the lesson.
Key Academic Languages
Dystopian, Civilization, Society, Government, Population, Agriculture, Decision Making,
Scarcity, Fractions
Integration:
The primary focus of the lesson is government and social studies. However,
many of the problems that are presented require mathematical skills in order to solve
them, as they relate to problems that can be seen in past, present, and future. As students
uncover social studies aspects, they also work with math in order to completely solve the
problem. The mathematics portion then supports what is needed in social studies. For
example, students will need to assign jobs to their population in their civilization. They
must make sure the jobs make sense in regards to where they are geographically and also
make sure that the distribution of people to each job is not too much or too little. They
use social studies concepts and math concepts in order to fully address and complete the
task.
Students will work together to create and understand the new, future society at
hand, while creating meaningful experiences that challenge them. Students will be
continuously active in the lesson- work with peers to explore questions and discover the
best method for their civilization and society. They will use previous knowledge about
history and the present day to make well-informed decisions about what they are doing.
Making informed decisions build meaningful connections from the learning materials to
the students lives. The students will be challenged to complete the task and find a
solution to problems that are raised in our daily lives. Students must work collaboratively
to develop a solution that is best for their civilization.
Materials
-JournalsTo record what groups are deciding and concluding; record ideas and
thoughts; record rules of the civilizations and society
-Construction paper, notebook paper, pencils, markersfor students to work on problems
and map out ideas
-Poster board, markers, construction paperfor presentation of ideas
31
-Variety of manipulatives for students to use if they need help with the mathematical
portions (unifix cubes, fraction pieces/bars/strips, base ten blocks, other visual aids)
-Literature to refer back to (The Giver, The Hunger Games, Divergent, 1984)
-Inchworm and a Half by Elinor J. Pinczes
Procedure
Engage:
Introduce the students to the New World and give them specific living conditions.
Provide students with statistics and several tasks that they must complete by the end of
the lesson. For the first component of this assignment, the students will be given a task to
assign a name to their New World Society. Students will be broken into 5 groups:
Group 1: Population is 1500 civilians. They live in the West and specialize in
mining of natural resources
Group 2: Population is 2300 civilians. They live on the Midwest and specialize in
agriculture.
Group 3: Population is 1300 civilians. They live the Southeast and specialize in
fishing.
Group 4: Population is 2000 civilians. They live in the Northeast and specialize in
mining or natural resources.
Group 5: Population is 900 civilians. They live in the Southwest and specialize in
medicine and healing.
ELLs and those on IEPs will be placed in groups with someone who read the same
book as them to help them with relating ideas from the book into creating the
civilizations and society.
After the students come up with several names in their group, the class will come
together and vote on a name together for the New World. They will then relate it to the
dystopian books that they previously have read- The Giver, The Hunger Games,
Divergent, 1984. Students will have access to these books as a resource throughout the
project. Using prior knowledge about history, and dystopian societies, students will form
their own societies.
Students of all levels will be able to listen and contribute ideas where they
feel comfortable. Small group discussions and work allow students to work together
and students who may need additional help and scaffolding will be placed in groups
with peers who will be able to guide them.
Procedure
Explore:
Each day, students, in their groups, will be focusing on one of the tasks that were
introduced at the beginning of the lesson. The students will work together, thinking
about what they know about the past and present, as well as what theyve read in
literature, to come up with:
1. What they need to keep their society alive?
2. What will their government be? What jobs will the people have? Will there be
social classes? How will people live?
32
3. How do all of the groups/areas communicate? Will there be trade between the
groups/areas?
4. How will they protect the environment?
5. What are laws you have in place as a civilization? As a whole society?
Students of all levels are able to participate in small group discussions where
they feel they can. The teacher will provide prompting questions to help students
get started in the thinking process and ask all students to record ideas they have,
and ideas the group has, in a journal. The journal allows for students to share their
thinking in any form--writing or drawing--and allows students to participate
through listening, even if they feel they do not or can not speak in the group. The
small groups will hopefully encourage all students to participate in some way to
share ideas, which can then be shared in whole group if the student feels
comfortable enough to do so.
Students will explore these large questions as they work with and record other
small questions that they come across in small group and whole group. Many, if not all,
of the problems will require students communicating and using manipulatives to help aid
them in solving the problems. Manipulatives will be available and students can use
whichever works best for their thinking and strategies. Students must communicate their
ideas in small group and large group in order to answer questions that involve the smaller
communities within the larger society. The teacher will circulate around the room,
helping students as they think about what their future society holds.
This portion of the lesson will also introduce the book, Inchworm and a Half by
Elinor J. Pinczes, which explores fractions. This will help introduce the use of fractions
in the lesson and lead into a special event that involves fractions. For instance, special
events may take place on some days, such as a plague affecting communities, a drought,
long winters, earthquakes, and other natural disasters that happen even now that affect
life. In solving a majority of these problems, students must understand that fractions will
be used. Inchworm and a Half allows for students to understand that fractions will be
explored in the lesson and gives an alternative use of them through the book and in a
different setting from the lesson.
Example: At the beginning of the day, students may be presented with the news of
a drought affecting the crop for the year. This means that each civilization only gets 400
pounds of food for a month. If one person needs 20 pounds of food to survive for one
month, how many people will be fed? How many will starve? If everyone in the
civilization gets food, how much will each person get? In this example, students will be
allowed to use whichever manipulatives and strategies they believe will best capture their
thinking. They will also be encouraged to write down their thoughts, trials and errors,
and discussions in their journals.
Extend:
Even though the small groups will be sharing their ideas in whole group
throughout the lesson, they will take their ideas and make a presentation that shows what
their civilization does and how it contributes to the whole society, and relate it to one of
the books they read before (The Giver, The Hunger Games, Divergent, 1984). They will
also make connections to what they see today and what they can do today to prevent an
33
uncertain future using this prompt: What steps can be taken today to prevent an uncertain
future?
Students will have had plenty of time in small group and whole group
discussion to discuss ideas, and they will also have a presentation board to refer to,
so the teacher will challenge ELLs and those on IEPs to contribute in the
presentation. However, students who may not be ready to share vocally can
contribute their ideas to the board through writings and drawings.
Differentiation
Differentiations are made by the students themselves, as they discuss and pursue what
they are comfortable doing. The groups will be able to work together in order to
persevere in solving problems that are presented. Students will also have access to a
variety of manipulatives at all times if they wish to use them in solving math problems.
Assessment
Formative:
o Informal, formative assessment will take place each day of the lesson as
students work in groups through observation of the ideas contributed and
journal entries each day.
o Formal, formative assessment will take place at the end of the lesson
through the presentation of ideas to the whole group. (Rubric)
Summative:
34
Survival Needs Home Investigations

Home investigations will be sent home several times through the lesson, as
students start to move into that part of the lesson. When the lesson is first introduced,
students will be given a home investigation to look around the house and record things
they have in or around their house that are needed for survival. This will help the next
day of the lesson when they must come up with a list of needs for their civilization (small
group) and society (whole group) in order to survive in the future society.
Investigations Question 1: What things do you have in and around your house that are
needed for survival?
The next investigation that will take place will ask students to talk with their
family about safety plans for natural disasters. Students will record answers and have an
opportunity to talk with their small group in devising several plans for their society for
natural disasters. Students will then be presented throughout the rest of the lesson with
natural disasters, which can greatly affect their civilization within the society. If students
have precautions in place for their society, they will not suffer the same repercussions as
other civilizations.
Investigations Question 2: Discuss with your family safety plans set in place for natural
disasters and how to prepare.
The last investigation in the lesson is relating what students are learning in their
future society to what is happening in the present. Students will be asked to either
discuss with family, watch the news, or look online (whichever is best for them) to gather
information about natural disasters that are happening or recently happened. They will
then discuss with their family to understand if these things have happened in the past and
if they can happen in the future.
Investigations Question 3: What is a current event happening now that can happen in the
future?
35
Rubric
Exceeds Expectations
Meets Expectations
Needs
Improvement
Unacceptable
Content
Evidence of students
working on creating
their
civilization. Group
made strong
connections between
small group, whole
group, home
investigations, and
literature. Fully
answers the question:
What steps can be
taken today to prevent
an uncertain future?
Evidence of students
working on creating
their
civilization. Group
made connections
between small group
and whole group.
Somewhat answers
the question: What
steps can be taken
today to prevent an
uncertain future?
Very little
evidence of
students working
on creating their
civilization, some
connections made
between small
group and whole
group
work. Does not
answer the
question: What
steps can be taken
today to prevent
an uncertain
future?
Very little
evidence, if
any, that
students
worked on
creating their
civilization.
No evidence
of making
connections or
answering the
question:
What steps
can be taken
today to
prevent an
uncertain
future?
Group Work
Students worked
together well,
everyone contributes
to the best of his or
her ability.
Students worked
together to complete
the work. Evidence
of some students not
willing to help/unable
to help the their
ability.
Students did not

work well
together, many
problems arose
that students were
unable to move
past in order to
complete the
project.
Students did
not work
together,
students did
not contribute,
only one
person did the
work
Journal
All aspects of group

work (small and
whole) are
recorded. Well
thought-out
connections are made
throughout the
lessons and are
recorded.
Well thought-out
connections and ideas
are recorded. Some
aspects are missing.
There is some
work
recorded. Very
limited ideas and
connections are
mentioned.
There is no
work
recorded.
Home
Investigations
Student showed
multiple means of
obtaining information
from home to help in
understanding the
lesson.
Student showed
evidence of
completing and
thinking about the
questions.
Student
completed the
investigation with
little effort
evident.
No evidence
of home
investigation
being done.
36
Presentation Checklist
Student Name:
[ ]Has all required aspects
[ ]Small group work and ideas
[ ]Whole group connections
[ ]Connections from home investigations
[ ] Connections to literature
[ ]Detailed connections and ideas
[ ]Each person contributes to his or her ability
[ ] Answers the question: What steps can be taken today to prevent an uncertain
future?
[ ]Put together well (organized)
[ ]Presentation has no grammatical errors
[ ]Everyone participated (Putting board together and/or explaining verbally)
[ ]Followed all directions in putting presentation together
[ ]Followed all directions in presenting
37
Lesson Title: Project Citizen
Lesson Author: Katie Urbanczyk
Content Standards
Math:
Grade 4
Standard: Make a line plot to display a data set of measurements
in fractions of a unit (, , ). Solve problems involving addition
and subtraction of fractions by using information presented in a
line plot
Grade 5
in fractions of a unit (, , ). Use operation on fractions for this
grade to solve problems involving information presented in line
plots
Social Studies:
4th grade
Strand: Government.
o Theme: Ohio and the United States.
Topic: Civic Participation and Skills.
Content Statement: Individuals have a variety of
opportunities to participate in their state and national
government. Citizens have both rights and responsibilities
in Ohio and the United States.
Strand: Government.
o Theme: Ohio and the United States.
5th grade.
Strand: Government.
o Theme: Regions and People of the Western Hemisphere.
Content Statement: Individuals can better understand public
issues by gathering and interpreting information from
multiple sources. Data can be displayed graphically to
effectively and efficiently communicate information.
Essential Questions
1. Why do we need to inspire change?
38
2. What can we do to make a difference?

1. Make sense of problems and persevere in solving them: The first step that
students take when beginning to solve a problem is making sure that they
understand the problem.
2. Reason abstractly and quantitatively: In order to solve problems, students will
have to use reasoning.
working collaboratively during this project so they will need to understand the
reasoning of others.
4. Model with mathematics: The problems that students will be addressing as a part
of this project may not math problems, but mathematics will be incorporated into
these problems in some way. Students will see how mathematics relates to the real
world.
5. Use appropriate tools strategically: Students will have multiple tools at their
disposal that they will be able to utilize in order to solve various problems.
6. Attend to precision: For this project, student must communicate their point as
clearly as possible so that other people are able to understand them.
7. Look for and make use of structure: Students will find structures or patterns in the
problems they are solving.
8. Look for and express regularity in repeated reasoning: Students will find ways to
communicate what they have seen repeated.
Key Academic Languages
Citizen, communication, graphs, civic participation
Integration:
This lesson centers around the students and addressing the concerns that they
have. As they attempt to solve a problem in their school or community, they will be
generating the curriculum. It is expected that students will be engaged in civic
participation throughout this project. For mathematics, students will be expected to
graphically display information that they have gathered.
Students will be addressing problems that they have noticed in their school or
community. Students will identify these problems, which will ensure that the students
care about what they are learning and see the value of the project. They will work
together to construct a solution to the problem that is based on their individual beliefs and
values. Based on the information that they gather and group discussions, students will
make decisions about what they believe needs to be done.
Materials
-Paper
-Markers
39
-Computer lab/classroom laptop set

-camera (depending on how students guide the lesson)
Procedure
Engage:
Students will get into small groups to discuss problems that they have seen in the
school or community that they would like to see changed. As they are talking, students
will record their ideas on a large sheet of paper. After students have finished discussing in
small groups, each group will hang their posters on the walls for the rest of the class to
see. As a whole class, students will compare the lists that they have generated and
combine them to form one complete class list. Students will then begin to answer the
following questions related to the list: Now that you have seen so many different ideas, is
there anything else that you want to add? Do any of the problems listed here go together?
Could they be organized into categories? Who has the power to change these things?
What can you do to make a change? What problem do you personally want to
address?
This will lead into the homework assignment. Students will discuss various
problems with people outside of the class. This could be parents, guardians, siblings,
friends, coaches, etc. They are trying to get more opinions about problems in the
community that they may not have thought of and to start getting the community
involved in this project. They will then write a paragraph explaining which problem is the
most important to address. Students who do not feel comfortable expressing their
ideas in writing have the option of supplementing their writing with images that
they draw, take or find.
Explore:
Students will be divided into groups based on their interests as expressed in their
homework assignment. In the event that all the students in the class want to focus on the
same problem, they will be divided into groups to focus on different aspects of that
problem. In the event that all students want to work on different problems, students will
be divided into groups that focus on a broader topic encompassing all the problem they
are most passionate about.
***Since the problems to focus on will be student generated, it is hard to predict
the best way to divide the class into groups ahead of time. This section of the lesson plan
may need revision based on student input. ***
Keeping in mind that they will be creating a presentation at the end of the module,
groups will create a plan of how they want to accomplish everything. There will be
checkpoints throughout the course of this lesson to make sure that students are still on the
right track. Each group will decide for themselves whether or not they will need to work
on their projects outside of school.
The first task that groups should do is being researching their topics. The goal of
the initial research is to explicitly define the problem, determine who it affects, how it
started or the history of the problem, and if there is anything currently in place to try to
address this problem. As they begin their research they may have to address the following
questions. Where can you look to find information about your topic? What makes a
source reliable? What might a different opinion be? To begin looking for primary
40
sources students may choose to use the Library of Congress websites primary
source sets at http://www.loc.gov/teachers/classroommaterials/primarysourcesets/.
Also, students may want to look at how students their age have done similar projects
in the past, so they may use http://www.projectcitizen405.com/Background.htm.
Next students will discuss possible solutions to the problems. What are solutions
that have been used to fix similar problems in the past? How well did those solutions
work. What solution would you propose? Students will then decide on an action plan for
addressing each of the problems. How will we bring about change?
As students work to create a presentation, many groups may want to represent
data graphically. Students will find and examine graphs that are related to their topic.
What does this graph mean? What do all of the parts represent? What are the different
kinds of graphs? What kind of information can we gather about our problem that can be
displayed graphically?
As students create a proposal that they believe could solve the problem they are
addressing, they must keep in mind who the audience of that proposal will be. For
example, if they are trying to change something about the school, perhaps members of the
school board would be their target audience. Each group must invite someone from
outside of the class to view their presentation. They will write a letter to this person that
explains their idea and that invites him or her to the class on the day of presentations.
Students will start putting the finishing touches on their projects. They will have
time to practice their presentation during class.
Extend:
This project will end when students present their solutions to the class and to
members of the public that they have invited to the school. They will be graded based on
a rubric. The problems that students were addressing may not be solved by the time the
unit is over, so students may want to continue working towards their solution once the
unit is over. The unit will end with a discussion of ways the students can remain involved
in their cause.
Differentiation
41
The students also make differentiations as they discuss and pursue what they are
comfortable
doing. The groups will be able to work together in order to persevere in solving
problems that are presented. Students will also have access to a variety of manipulatives
at all times if they wish to use them in solving math problems.
Assessment
Formative:
o Formative assessment will take place as students complete checkpoints
indicating that their project is still on track.
Summative:
o The summative assessment for this learning segment will be the evaluation
of each students demonstration of acquired knowledge, collaboration sills
and presentation. Students will demonstrate their skills and understanding
by applying the mathematical concepts and social studies framework
practiced in this lesson to the previous learning experiences in this
module. The rubric for this assessment is attached.
42
Finding Problems in the Community Home Investigations

Homework for this lesson will only be assigned after the first day. From then on
students themselves will decide if they will do any research outside of class. After the
lesson is introduced and students brainstorm a list of community problems with their
peers, they will discuss these problems with people outside of the classroom. They can
talk with their parents or guardians, other relatives, coaches, friends outside of the class,
or anyone else that they think could provide an interesting perspective on the problems
facing the community.
By talking with people outside of the classroom, students will learn more about
the problems and perhaps learn things that they may not have considered. This will also
begin to get the community involved in this project since it will have an impact on the
entire community. After students gather more information, they will write a paragraph
explaining which problem they think most needs to be addressed. This will be used to
determine which group each student will be placed in for this project.
43
Rubric
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Oral
Communication
The presentation is
clearly well rehearsed.
Students speak clearly
and use appropriate
language for a formal
presentation
Students are prepared

for the presentation but
they do not speak
clearly and/or use
appropriate language for
the presentation.
Students are mostly

prepared but they could
have rehearsed more
and they do not speak
clearly or use
appropriate language
for the presentation.
Students are not

prepared for the
presentation. They do
not speak clearly and do
not seem to have an
understanding of what
they are taking about
Visual
Presentation
The visual that

accompanies the
presentation is neat and
adds to the overall
presentation.
The visual fits in with

the overall presentation,
but there are some parts
that need to be more
organized.
The visual is not

relevant to the overall
presentation and is
distracting.
Students did not

incorporate a visual into
their project.
The graph that

accompanies the project
reflects data that students
collected themselves.
The graph is the most
appropriate type for the
data and it contains all
the elements.
The graph that

accompanies the project
reflects data that
students collected
themselves. The graph
may not be the best type
of graph or the elements
are missing.
The graph that

accompanies the
project is not based on
data the students
collected and/or the the
graph is not the best
type of graph and
elements are missing.
Students did not create a

graph to accompany
their project.
There is evidence that

students conducted
research about the
problem. The
information that they
present strengthens the
arguments they are
making.
There is some evidence

that students conducted
research about the
problem. The
present mostly helps
their arguments.
There is little evidence

that students conducted
research about the
problem. Some of the
present is irrelevant to
their arguments.
There is no evidence
that students did not
conduct any research
and do not present any
information that
enhances their point.
Group Work
Students worked well

together. Everyone
contributed to the best of
his or her ability. There
is a representation of
their groups various
beliefs in the final
project
Students worked
together to complete the
project. Some students
ideas and contributions
were neglected by the
rest of the group.
Students did not work

well together.
Although the project is
completed, conflicts
arose that prevented
the project from being
the best that it could
be.
Students did not work

together. Some did not
contribute at all, or only
one person did all the
work. Lack of
cooperation prevented
the project from being
completed.
Letter to a
Policy Maker
The letter is well written

with no mistakes, it
clearly explains their
problem, and it has been
addressed to someone
who could make a
difference with respect to
their problem.
The letter is well written

with few mistakes, it
mostly explains their
problem and it has been
addressed to someone
who could make a
difference with respect
to their problem.
The letter is not well

written and has many
mistakes. It does not
explain their problem
and it has not been
addressed to an
appropriate person.
Students did not write a

letter to a policy maker.
Graphing
Content
Integrated Module Games
Fraction Bingo
Materials
-Bingo Markers
-2 Dice--two different colors
-Bingo sheets
Objective
Students will be able to have opportunities to work with and understand
fractions in a variety of settings, looking at it numerically and pictorially.
Directions
The game can be done individually, in a small group, or in a large
group. Students will be given two dice of different colors, bingo markers,
and a bingo sheet. Students will pick which dice color is the numerator or
the denominator. Then, students will roll the dice to get a fraction. He or
she will then look on their bingo sheet to see if they have the fraction, which
will be shown pictorially. They will write the fraction in the box with the
picture of the fraction that they have, and mark it off with a bingo
marker. Students will continue to do this until they get a bingo.
Dont Get Zapped
Materials
-Popsicle sticks with multiplication and division problems
-Popsicle sticks with Zapped! written on it
-Container to hold popsicle sticks
Objective
Students to see and practice solving multiplication and division problems in
a fast-paced environment, to work on solving these problems using the
standard algorithm.
Directions
This game is best done in a small group setting. Students will take turns
pulling popsicle sticks from the container. They will then have to solve the
problem, primarily only using a sheet of paper to solve it with an
algorithm. If the student gets the correct answer, he or she gets to keep the
popsicle stick. If they do not, they must return the stick to the
container. Students take turns pulling the sticks and solving the problem for
as many rounds as they would like. If a student draws a ZAPPED popsicle
stick, he or she must put all of his or her popsicle sticks back in the
container.
Decimal War
Materials
-52 card deck with variety of decimals on them
Objective
Expose students to decimals and greater expand their knowledge about
decimals and how they are related to other decimals.
Directions
This game is for two players. This game is the same as the card game
War. The students will deal out the deck into two piles, one for each
player. Then, keeping the cards face down, the students will flip the top card
on their pile at the same time. Whoever has the bigger decimal gets to keep
the two cards and add them to the bottom of his or her deck. This play
continues until one player has one all of the cards. If students draw the same
decimal, they will lay down three cards face down by their card. Then, they
will flip the fourth card to reveal a new decimal. Whoever has the higher
card gets to keep all of the cards that were put down and add them to the
bottom of his or her pile.
47
Learning Experience Centers
Learning Experience #1 Center:

Estimations and Unit Conversions Learning
Content Standards
Math:
Grade 4
o Domain: Measurement and Data
measurements.
Standard: Apply the area and perimeter formulas for rectangles in
real world and mathematical problems.
Grade 5
o Cluster: Convert like measurement units within a given measurement
system.
Standard: 1. Convert among different-sized standard measurement
units within a given measurement system (e.g., convert 5 cm to
0.05m), and use these conversions in solving multi-step, real world
problems.
analyze given goals of the problem and use their prior knowledge of unit
conversion and their peers to solve and be able to portray that accurately on the
given problems.
2. Reason abstractly and quantitatively: Students will show work for the problem as
they show evidence for their work.
collaborating when finding solutions as well as comparing solutions to those of
their peers.
4. Model with mathematics: Students will be modeling mathematics through the real
world application of conversions and scales with measurements of rooms and
connecting it to the culture simulation.
5. Use appropriate tools strategically: Students will be using pencil to paper to show
evidence as well as using different units like index cards and rulers to estimate
and find solutions.
6. Attend to precision: Students will be accountable for each other through this
collaboration project to make sure that reasoning and solutions are accurate
through conversation and comparing of peer work.
7. Look for and make use of structure: Students will be following the correct
conversions and patterns of conversions within a unit system including metric,
standard, and a unit of their choice.
49
8. Look for and express regularity in repeated reasoning: Students will be finding
patterns and consistency in their reasoning as they find unit conversions for one
item and continue to use that process throughout their solutions.
Perimeter, Area, Measurement, Estimate, Unit, Conversion, Meters, Centimeters,
Formula
Differentiations
Level 1 ELL: A level 1 ELL will benefit from doing the learning center in a pair,
preferable with a student who is patient and willing to help and scaffold the student for
understanding. The students together will choose a unit to use and collaborate on a
strategy for finding the area. The helping student will be advised to think-aloud.. The
ELL will be challenged to follow his or her peer and write their teams evidence
alongside them.
preferable with a student who is patient and willing to help and scaffold the student for
understanding. The student will be challenged to write evidence down alongside his or
her peer and together, students will think-aloud to continue understanding.
Level 5 ELL: A level 5 ELL will benefit from doing the learning center in a pair. This
student will be expected to be able to contribute sufficiently to the conversation.
However, both the ELL and his or her peer will continue to collaborate together and show
evidence together.
To differentiate in this learning center, students will be placed in pairs so that all students
are engaged in their learning and not being left out of instruction. Pairings will be diverse
however, not too much of a range of abilities to leave a student behind or confused.
Instead, all students will be advised to think-aloud. For higher math proficiency
students, they will take lead in thinking-aloud so that their partner will be able to ask
questions and be guided through his or her peers thought process.
Students who are more ready will be challenged to find the area of their classroom using
objects not of rectangular proportions like ornaments or tennis balls. Also, to further
challenge students, they would further their understanding of unit conversions by
attempting to convert answers in the metric system to those in the standard system.
Students may choose to find the volume of the classroom as well using their unit choice
and/or meters.
Materials
-Pencil
-Paper,
-Index Cards
-Notebook Paper
-Textbooks
50
-Paper Towels
-Dice
-Ornaments
-Tennis Balls
-Rulers
-Tape Measurers (No Meter Sticks)
Rationale
Students are becoming comfortable with estimations and using formulas to find
area. To connect into the next grade levels, students can find the volume of the classroom
and/or that of another classroom with different measurements. By estimating, this is
supporting understanding of real world applications. We can connect this learning center
to the unit conversions of their culture simulation as well as estimations done when
building houses or plots of land.
Brief description of the center
Students will be presented with the problem of finding the perimeter and area of the
classroom that they are in. Before directly using the perimeter and area formulas that they
are familiar with, they need to find the measurements of the room. Their first problem
will ask them:
How many __________________(s) do you estimate will cover the floor of the
classroom?
How many __________________(s) will cover the floor of the classroom?
Students will be allowed a choice of their unit for this first problem. Possible units
include: index card, a sheet of notebook paper, textbook, paper towel, die. Students may
find the answer to this problem in any way that they would like. Possible strategies to this
problem include:
Measure a unit across one side of the classroom, then another, and multiplying the
two by each to find the area.
Use a unit and lay as many on the floor of the classroom as they can to cover the
floor.
Possible mistakes to finding the area can include:
Using multiple units to measure over a singular unit.
Changing the direction of a unit when counting vertically and horizontally instead
of keeping the direction consistent.
After students have found how many of their choice of unit will cover the floor of the
classroom, the second problem will ask them:
What do you estimate is the perimeter and area of the classroom in meters?
What is the perimeter and area of the classroom in meters?
Students will not be given a meter stick in this investigation. Students will have access to
rulers and tape measurers. Students will then work to find the area of the classroom in
meters and have to convert units from centimeters. They will be asked to show evidence
of their work with a guide of steps and/or handwritten work.
51
Assessment
After students have found the answers to their problems, they will write down each of
their four answers onto four separate index cards. They will put their names on the backs
of the index cards and give these to the teacher after finishing the learning center. After
half of the students have turned in index cards, the teacher will begin to place these on the
board under each respective question. Students are able to see other student answers and
compare as well as guiding students who have not finished into an answer that may be
similar to one on the board. This assessment allows the teacher to follow student progress
as well as see students collaborate while comparing answers from other pairings.
52
Estimations and Unit Conversions Learning Center Handout

You and your partner will be discovering how to find the area of the classroom floor by
using different units and converting. You will start by making an estimate and then use
your own strategies to find your solutions. Only one handout is required to turn in for
each pair.
First, choose a unit. Your choices include:
An index card
A sheet of notebook paper
A textbook
A paper towel
A die
1. How many __________________(s) do you estimate will cover the floor of the
classroom?
_________________________________________
2. How many __________________(s) will cover the floor of the classroom?
_________________________________________
Use your choice of unit and any strategy to find your solution.
Show your evidence here:
53
Second, use a ruler or a tape measurer.

3. What do you estimate is the perimeter and area of the classroom in meters?
_________________________________________
4. What is the perimeter and area of the classroom in meters?
_________________________________________
Use a ruler or a tape measurer and any strategy to find your solution.
Show your evidence here:
After finding your solutions, write each of the answers on a separate index card with the
number of the question in the upper left hand corner. On the back, write you and your
partners names so that the teacher knows whose index cards they are. Tape these index
cards up on the board under the corresponding question number. After solutions have
been placed on the board, compare your answers to those of your peers and reflect.
54
Learning Experience #2 Center

Saving Local Wildlife: Volume Learning
Content Standards
Mathematics:
Grade 4
measurements from a larger unit to a smaller unit
Standard: Use the four operations to solve word problems
involving distances, intervals of time, liquid volumes, masses of
objects, and money, including problems involving simple fractions
or decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit
Grade 5
o Cluster: Geometric measurement: understand concepts of volume and
relate volume to multiplication and to addition
Standard: Measure volumes by counting unit cubes, using cubic
cm, cubic in, cubic ft, and improvised units.
Standard: Relate volume to the operations of multiplication and
addition and solve real world and mathematical problems
involving volume.
Social Studies:
Grade 4
o Strand: Geography
o Theme:
Content Statement: People have modified the environment
since prehistoric times. There are both positive and
negative consequences for modifying the environment in
Ohio and the United States.
Grade 5
o Domain: Geography
o Theme:
environment.
Science:
Grade 4
o Domain: Earth and Space Science
Standard: Earths surface has specific characteristics and
landforms that can be identified.
55
Grade 5
o Domain: Life Science
o Cluster: Interactions within Ecosystems
Current: Mathematical Practices and how they are incorporated
1. Make sense of problems and persevere in solving them: Students will read the
problem and explain it to themselves to find the meaning of the problem. The
students will then look for entry points to finding the solution. The problem these
students are presented with will have multiple entry points that lead to a solution.
2. Reason abstractly and quantitatively: Students will break apart the problem and
show it using manipulatives (unit cubes). They will show how to manipulate the
unit cubes to find a solution. Students must always show their work to
demonstrate their abstract reasoning.
demonstrate a deeper understanding of volume by using mathematical language
when supporting or opposing the reasoning of others.
4. Model with mathematics: Students will use their mathematical strategies and
reasoning to solve real-world problems, organize data and understand the world
around them. The problem in the center is a realistic example of how humans
impact their environment.
5. Use appropriate tools strategically: Students will pick a mathematical strategy to
solve the given problem in a real world context. Students have the ability to
choose any strategy that meets their understanding, but must show how they came
to their solution.
6. Attend to precision: Using mathematical strategies and abstract reasoning,
students will come up with an exact answer or solution.
7. Look for and make use of structure: Students will look for and find patterns of
repeated reasoning to help solve more complex problems.
8. Look for and express regularity in repeated reasoning: Students will keep a focus
on the big idea of the problem while they are finding a solution.
Mathematical Reasoning, volume, square/cubic yards, perimeter, distance, water table
Differentiations
Identify readiness, interest and/or learning profile
Tier 1: This differentiation is based on process and content for students who are
classified as an ELL or on an IEP. Students will be able to view the problem in a
multitude of ways. Students will be given a broken down version of the problem along
with a list of strategies they can use to persevere in finding a solution. A map will be
provided so students can visually understand the meaning of the problem. Students will
record their steps and strategies on an evidence sheet.
56
Tier 2: This differentiation is based on process. Students will be given manipulatives to

solve this problem. They will be required to record their steps and strategies on an
evidence sheet.
Tier 3: This differentiation is based on content and process. Students will be given the
problem and asked to solve initially without using manipulatives or visual assistance
(map). They will record their steps and strategies on an evidence sheet. After finding a
solution, students can go back and check the accuracy of their answer using
manipulatives.
Materials
Unit cubes (manipulatives)
Map (visualization tool)
Evidence Sheet (blank paper)
Copy of problem (differentiated)
Rationale
This center has students investigate a real-world problem that derives from human
and environment interaction. The students investigate how a factory is depositing
hazardous waste into a nearby pond, which has polluted the water. The local wildlife is
negatively affected-illness and death has occurred. The company has donated money to
an environmental protection agency to relocate the pond. Using mathematical reasoning,
students must think abstractly about what size, shape and volume the new pond needs to
be to sustain the local wildlife.
Students will presented with the following problem:
A factorys hazardous waste is running off into a nearby pond. The runoff has
polluted the pond and is causing illness and death among the local wildlife. The
company donated money to an environmental protection organization to relocate
the pond to the far side of the community forest. The new location is on a plot of
land 150 square yards. The water table lies 40 feet beneath the surface. What is
the best shape, perimeter and depth of the new pond? What should the volume
be? Take into account that the local wildlife needs an area around the pond to
meet other basic needs such as food and shelter.
Students will work independently in a small group to reason through this problem.
Students can ask their peers for clarification of the task. Students are required to show
all work, so the teacher can follow along with their thought process and use of strategies
and abstract reasoning.
Assessment
The students will hand in evidence of understanding sheet. This is where they record the
steps they used to reason through the problem. The teacher can informally assess each
students understanding by looking at the strategies they used to solve the problem.
57
Evidence Sheet
58

State of Emergency
Content Standards
Mathematics:
Grade 4
Grade 5
fractions and mixed numbers, e.g., by using visual fraction models
or equations to represent the problem.
Social Studies:
Grade 4
Strand: Government
Grade 5
Strand: Economics
Content Statement: The choices people make have both
present and future consequences
Mathematical Processes
1. Make sense of problems and persevere in solving them: Students must
understand what the problem as a whole is asking them to do, and then understand
what each individual popsicle stick is asking in order to ensure survival for their
civilization.
2. Reason abstractly and quantitatively: Students will show work for each
mathematical problem presented, and must take that knowledge to understand
what it means with the population they have. Students must also be able to reason
where to put specific scenarios in order to keep their civilization alive.
create ideas and arguments that work best for making sure their civilization
survives. Students who chose to work in pairs must create and argument and
reason why putting a popsicle stick in a specific place is best for the survival of
the civilization. Students who choose to work individually must check their
reasoning to make sure it leads to the survival of their civilization.
59
4. Model with mathematics: Students will use manipulatives and mathematical

strategies in order to solve the problem at hand. Students can choose the
manipulatives in ways that they see best.
5. Use appropriate tools strategically: As students solve the problem at hand, they
will have to choose appropriate manipulatives and strategies that best help them
reach a reasonable decision.
6. Attend to precision: Students must repeatedly check to make sure their
reasoning makes sense as they move through the process of making sure their
civilization survives. This means rechecking facts through manipulatives and
strategies, as well as questioning whether placing a popsicle stick in a specific
place really will allow for the civilization to survive.
7. Look for and make use of structure: Students will see how previous popsicle
sticks affect, or dont affect, what happens next. They will understand that
problems need to be done in a specific order to ensure survival.
8. Look for and express regularity in repeated reasoning: Students will find
repeated reasoning in how they decide where a popsicle stick should be places
(such as larger fractions being later in the sequence is a good strategy to use,
instead of putting them in the beginning).
Fractions, Decision making, Population, Civilization
Differentiations
preferably with a student who is patient and willing to help and scaffold the student for
understanding, or a higher ELL of the same language, if possible. The student will be
encouraged to use manipulatives and write down the mathematical process of how they
solved the problems on their evidence sheet. They can also look at the reverse side of the
popsicle stick to see the mathematical equation and will be given a cheat sheet of
strategies for solving the variety of problems.
Level 3 ELL: A student who is a level 3 ELL will benefit from doing the learning center
in a pair, with a student who is patient and willing to help and scaffold the student for
understanding. The student will be encouraged to use manipulatives and write down the
mathematical process of how they solved the problems on their evidence sheet. The
student will be challenged to read and understand the word problem on the popsicle stick.
Level 5 ELL: This student will be able to adapt well to pairing and individual work. If
there is a lower ELL of the same language, I would place them in the same group to help
with any clarification that may be needed. I would challenge this student to verbally
explain his or her mathematical thinking.
There are several differentiations to the center. First, students can choose
the set of popsicle sticks that they believe will give them the right amount of
challenge. Second, students can choose how they want to play, either answering the
question, Will your community survive? or How long will your community
60
survive? With the first question, students will be prompted to pick out ten sticks
randomly and must arrange them to see if their community can survive based off of
the ten sticks they drew. In regards to the second question, students will pull out
sticks one by one and then record how many rounds, i.e. how many sticks they were
able to pull out, before no more people survived in the community.
The popsicle sticks will also have the word problem on front, and then the
mathematical equation on the back or strategies on the back of how to solve the
problem. Students who need additional help will be able to look at the cheat sheet
of mathematical strategies for solving problems, have the option to work in pairs,
and have the option to choose a difficulty level for the center. Differentiations are
based on content and process.
Students who are more ready will be challenged to create their own population total
before the game starts, or even find the best possible solution with the sticks they pull
(find a way to have the most people survive).
Materials
-Variety of manipulatives for students to use (unifix cubes, fraction pieces, pictures,
fraction bars, base ten blocks, ect.)
-3 Parmesan cheese containers filled with popsicle sticks with a variety of scenarios
-Container 1 will be Less ready Students will work with problems regarding
multiplication and division. They will have a suggested population of 1000
people. Students may be just put the sticks in order of how they drew them from the
container and see if they were able to survive based on luck-of-the-draw.
-Container 2 will be Ready Students will work with problems regarding frequent
percentages and fractions. They will have a suggested population of 1000
people. Students will be challenged to try and rearrange the popsicle sticks they drew to
make sure their population survives as long as possible.
-Container 3 will be More ready Students will work with problems regarding odd
percentages and fractions. They will have a suggested population of 1234 people. They
may also be challenged to find the best solution for the sticks they pulled out.
Rationale
Students are practicing mathematics in a context of population and people. While
the events that take place in the center are extreme, students will establish meaningful
connection of the mathematical concepts to everyday life. Students are starting to use
multiplication, division, and fractions in real-world contexts, making the center
challenging and value-based. Students are taking prior knowledge of multiplication,
division, and fractions, and seeing how to manipulate them through the center, adding a
new challenging dimension. At the same times, students are weighing the benefits and
drawbacks of placing the scenarios in a specific order. As students work with the
problems, they will see the math problems individually, as well as how they take part of
the whole.
61
Brief Description of Center

Students will have a choice of several containers based on what they believe will
be the right amount of challenge for them. In the center, students will randomly take out
10 popsicle sticks and lay them out. The students will then read the popsicle sticks and
work to figure out an order to put the popsicle sticks in to save their civilization. Students
will be strongly encouraged to use manipulatives and strategies to help work out the
complex problem, and choosing a manipulative and/or strategy that they
understand. Students will record their thinking on an evidence sheet, recording any
strategies they try and any manipulatives they use.
Examples of popsicle sticks in the containers:
Avalanche strikes over your community. Half of the people in your community get lost in
the snow and do not return.
Tsunami floods the land. of your population survives.
Neighboring community discovered. You join together. Your population increases by
125%
Nothing happened today.
A METEOR LANDED AND WIPED EVERYONE OUT!
Example: Students can use base ten blocks to replicate the civilization they have. With
each popsicle stick they pull out, they can then use fraction bars to better understand what
the fraction looks like, and then apply it to the base ten blocks, or they can just take away
the specified amount from the base ten blocks.
Assessment
The students will have an evidence sheet that is used to record the different scenarios the
student pulled and the math that was done as a result of the scenario. The teacher will be
able to informally assess how the student thought of each problem at hand and any
trouble spots the student may have.
62
Name ____________________________________
Evidence Sheet
Scenario
Evidence of work
Population:___________________
Starting
Ending Population:_____________________
63

Graphing Learning
Content Standards
Mathematics
Grade 4
in fractions of a unit (, , ). Solve problems involving addition
and subtraction of fractions by using information presented in a
line plot
Grade 5
in fractions of a unit (, , ). Use operation on fractions for this
grade to solve problems involving information presented in line
plots
understand the information they have been presented with in order to create an
appropriate graph.
2. Reason abstractly and quantitatively: Students will need to make sense of the
quantities represented by the data.
3. Construct viable arguments and critique the reasoning of others: Student will be
comparing the graphs that they made with the graphs that their classmates
constructed. Students will have to discuss if the graphs are appropriate given the
information, and if they are able make sense of them.
4. Model with mathematics: Students will see how everyday situations can be
represented graphically.
5. Use appropriate tools strategically: Students will have a variety of tools at their
disposal in order to help them create various graphs.
6. Attend to precision: Students will attempt to be a precise as possible in order to
clearly communicate the information.
7. Look for and make use of structure: Students will see that different types of graph
will highlight different information and that some graphing structures are more
appropriate for some types of information than others.
8. Look for and express regularity in repeated reasoning: Students will see that
similar sets of data can be represented by the same type of graph.
Bar graph, pie chart, line plot, data
64
Differentiations
Students who may need more help can work with data sets that will be easier to graph
either because the sample size is smaller or that there are less variable to take into
consideration. Students who are ready for more of a challenge will be working with more
difficult sets of data to interpret. Some students may be ready to go beyond simply
creating a graph based off of data that is already presented to them. These students will
have the option of collecting their own data in order to create a graph.
Materials
-Graph paper
-pencils
-data sheets
Rationale
Students encounter charts and graphs everyday and it is necessary for students to
be able to accurately interpret what that information means. By working with data to
create different types of graphs, they will see that the way information is presented
visually will have an affect on the way people interpret that information.
Students will be presented with multiple sets of data from various sources
(measurements, surveys, questionnaires, observations), which must be graphed in one
way or another. Students will be allowed to choose they way that they want to represent
the data graphically. As they work, students will be able to discuss strategies with their
peers. At the end, students will share the graphs they chose for each data set in a small
group setting and explain why they believe that particular graph is the most effective.
Assessment
65
Students will turn in the graphs that they created during the center. Students will also
demonstrate their mastery of this center in their final project with their group as they will
be asked to gather their own unique information about the topic and present it
graphically.
66
Text Set
Text Set
News Articles:
Achenbach, J. (2015). Scientists: Human activity has pushed Earth beyond four of
nine planetary boundaries. Retrieved from
http://www.washingtonpost.com/national/health-science/scientists-human-activity-haspushed-earth-beyond-four-of-nine-planetary-boundaries/2015/01/15/f52b61b6-9b5e11e4-a7ee-526210d665b4_story.html
552 Annotation. Achenbachs article discusses findings in a science journal
regarding the breaking points of the natural world. The article goes on to tell what the
findings are, and what it could possibly mean, even though no one can predict what the
future will be like. This article is fantastic in providing students with a resource in the
Future Society lesson, allowing students to understand what is happening in the present
that can affect an uncertain future. Students can take what they are reading to better
imagine their own future society, and discuss what can be done now to help deter the
destabilization of the environment. The article also provides a link between several of
the lessons.

Picture books:
Adler, D. (2012). Perimeter, area, and volume: A monster book of dimensions. New
York, New York: Holiday House.
565 Annotation. Adler explores perimeter, area, and volume as students work
with the monsters in the book to discover the answer to a variety of questions
surrounding movies, such as the perimeter of the set, the area of the movie screen, and
the volume of the popcorn box. The book relates real-world items into the book,
connecting to the students, while also adding fun and creativity by adding monsters. In
the Humans Impacting The Environment lesson, students are working with and solving
problems related to perimeter, area, and volume. This book allows for students to see
these mathematical concepts in a separate real world setting from the environment.

Pinczes, E. (2001). Inchworm and a half. Boston, Massachusetts: Houghton Mifflin.
565 Annotation. Pinczes book brings measurement and fractions together and
explores the mathematical concepts through a worm and his quest to measure vegetables
in the garden. The inchworm and his friends, who are all different lengths, work together
to measure the vegetables, showing the use of measurement and fractions together. The
book is a great introduction into measurement and fractions, and would be a fun, helpful
aid when extended into decimal and fraction understanding. The book could be used for
extensions for the Cultural Experience lesson, the Humans Impacting The Environment
lesson, and the Project Citizen lesson.

Souders, T. (2010). Whole-y cow!: Fractions are fun. Ann Arbor, Michigan: Sleeping
Bear Press.
565 Annotation. Souders book engages readers in a farm-based story that
integrates fractions. The book illustrates and talks about fractions as they are introduced,
and also engages readers by asking them questions when new fractions and fraction
illustrations appear. The book is primarily aimed towards students who are unfamiliar
with fractions, but can be a great tool for illustrating fractions in a way that wouldnt
typically be addressed. It can also be used in an extension activity for discovering

decimal portions in relation to the fractions. In some questions, ideas about perimeter,
area, and volume could be introduced as an extension, which could relate to the lesson
Humans Impacting the Environment.

Additional Books:
Baquedano, E., & Clarke, B. (2005). Aztec, Inca, and Maya (DK Eyewitness Books). New
York, New York: DK Children.

Revkin, A. (2006). The North Pole was here: Puzzles and perils at the top of the world.
Boston, Massachusetts: Kingfisher.
552 Annotation. In his book, Revkin introduces many ideas about what is
happening to the environment now and what it means for the society and environment in
the future. By exploring the changes in the North Pole, Revkin works to decide what the
changes in the North Pole mean for the rest of society. The book, while scientific in
nature, works great when understanding and exploring social studies features in relation
to place, people, time, change, individuals and groups, and society, technology, and
society. This book would be an asset to the Humans Impacting the Environment lesson
and/or the Future Society lesson.

Novels:
Collins, S. (2008). The hunger games. New York, New York: Scholastic Press.

Lowry, L. (1993). The giver. Boston, Massachusetts: Houghton Mifflin.
552 Annotation. The Giver shows a dystopian future in a unique view, focusing
on the workings of the government to promote an idea of Sameness. The book follows
a young boy, Jonas, as he learns about life and history from before Sameness in the
society. The book explores the future in a unique way, which makes it a fantastic read
for preparation of the Future Society lesson, where students will be working with their
own society. While The Giver has a primary focus of the young boy, which makes it
relatable to the students, there is also a large role in the importance of government in the
book. This allows students to explore the role of government alongside other dystopian
future books when creating their own society and civilizations.

Orwell, G. (1950). 1984. Penguin Publishing Group.

Roth, V. (2012). Divergent. New York, New York: HarperCollins Publishers.

Informational Websites:
DNR Kids. (2000) Household hazardous waste. Retrieved from
http://your.kingcounty.gov/dnr/kidsweb/haz_waste_main.htm

Library of Congress (n.d.). Primary Source Sets. Retrieved from
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/

69
Minnesota Department of Natural Resources. (2015). Excavated ponds for

wildlife. Retrieved from http://www.nwf.org/How-to-Help/Garden-forWildlife/Gardening-Tips/Build-a-Backyard-Pond.aspx

National Unit Wildlife Refuge: U.S. Fish and Wildlife Service (n.d.). Two pondsNational wildlife refuge. Retrieved from
http://www.fws.gov/refuges/profiles/index.cfm?id=61171

National Wildlife Federation. (2015). Build a backyard pond. Retrieved from
http://www.nwf.org/How-to-Help/Garden-for-Wildlife/Gardening-Tips/Build-aBackyard-Pond.aspx
552 and 565 Annotation. This article by the National Wildlife Federation tells
about building a backyard pond, caring for it, and how to enjoy it. The primary focus is
creating the pond for wildlife, for anyone to learn from and enjoy. The article focuses on
creating a positive environment for everyone and everything, rather than focusing on
negative aspects of the environment. While the article does not directly address
mathematical concepts, it can be easily adapted to include several mathematical concepts:
measuring, area, perimeter, volume, among many others when discussing ideal pond
conditions for wildlife to thrive. The article is a great asset to the Humans Impacting The
Environment lesson, and could even be used as an idea for the Project Citizen lesson.

Natural Resources Defense Council. (n.d.). Reference/links: For kids. Retrieved from
http://www.nrdc.org/reference/kids.asp

Schultz, B. (n.d.). Project citizen-Room 405 website. Retrieved from
http://www.projectcitizen405.com/Background.htm
552 Annotation. This website shows the inner workings of the first Project
Citizen done by Brian Schultz and his classroom. The website introduces the project, the
problem at hand, the action plan, among many other important features in creating a
Project Citizen. This resource would be a great starting point for a teacher or students for
understanding what Project Citizen is and how it came to be. It also has many ideas that
the students came up with, which other students could look at to get ideas and generate
new ideas. This website is best used alongside the Project Citizen lesson.

Interactive Websites:
Defenders of Wildlife. (n.d.). Kids planet. Retrieved from http://www.kidsplanet.org/

PBS KIDS (n.d.) Can you fill it? - Measuring volume. Retrieved from
http://pbskids.org/cyberchase/media/games/liquidvolume/
565 Annotation. This website provides a technology-integrated mathematical
question, challenging students to fill containers with the fewest pours possible. Students
must think abstractly, seeing as no measurements are provided. As students progress, the
containers change shapes, making it more difficult to see which cup will work perfectly
to fill the container without spilling over. Students also start to see repeated reasoning in
the website, seeing that the largest pot needs to be used as many times as possible first in
70
order to pour less. When looking at volume in the Humans Impacting The Environment
lesson, this online game is a fantastic resource for students to work with.

Videos:
UAUnicorn. (2012, July 28). 8 features of a civilization [Video file]. Retrieved from
https://www.youtube.com/watch?v=18WHbJ9E9l0
552 Annotation. The video gives a brief introduction of the 8 features of a
civilization, listing them and then giving a mnemonic device for remembering the
features. The video is a great starter for discussing what a civilization needs or should
have in order to thrive. However, the video will not stand on its own, as students will
need a better understanding of how all 8 features are needed in a society, what they are,
and what they do. The video would be a great starting point for understanding the
features of a civilization in the Cultural Simulation lesson and should also be to revisited
during the Future Society lesson.

Website Analysis
http://www.aboutmyplanet.com
The learning expectations of our module is seen best through our main essential
question, which ask students to determine the relationship between people, places, and
environments, and then understand the various impacts all three parts have on each
other. The website I choose provides an assortment of resources, organized into many
different topics, as well as provides tips for going green in a variety of ways that may
have not been considered before. The four lessons in our module strive to show the past,
understand the present, imagine the future, and then bring these three ideas together to
create a project that integrates the students understandings of the past and present to
create a positive outlook for the future.
With aboutmyplant.com, students are able to use the abundance of resources
available to aid in their understanding of the planet to help make more informed decisions
of what they believe to be the best course of action in creating a better present for a more
bright-looking future. Students can look up more information about going green, such as
alternative energy, conservation, global warming, gardening, among many others. All of
these understandings allow students to think critically about what is happening and how
they can help. This brings the large and obscure topics of time, the past, present, and
future, back to them as 4th and 5th grade students. Students are being challenged to take
what they are learning in school and relate it to a bigger problem outside of school,
making a meaningful connection for themselves and understanding how they can still
make a change. Students will become active in their learning, working individually and
in groups, challenging themselves as they explore ideas that are neither right nor wrong
in nature, and apply what they are learning into a meaningful experience.
While the website provides an abundance of resources and topics for the students,
the real learning will take place regarding how they understand the information they read
and what they do with it. In order for the students to determine a relationship between
people, places, and the environment as well as understand the impact they have on each
other, they must first have the knowledge and make sense of it in their own values and
previous understandings.

71
Reflection
72
Students in the 4th/5th grade age group go through various changes, which we
needed to take into consideration when planning our module. Keeping in mind what we
know about students of this age, we were able to start planning. Since students at this age
are incredibly social, we decided that it would be a good idea to allow them and
encourage them to work collaboratively throughout this module. Students at this age also
begin to develop their own opinions, so we decided this module would be a good
opportunity for students to express their ideas and beliefs.
This module demonstrated best practice for mathematical instruction. Students
generate their own knowledge when practicing mathematics throughout this module.
Instead of being told outright what strategies they should be using, students are able to
make their own decisions on how they want to solve the various problems they are
presented with. By allowing students to make their own decisions about how they solve
the problems, they can see different patterns for themselves and have a better
understanding of the concepts. During this module students are also engaged in rich and
meaningful problems. Rather than completing worksheets containing no context, students
are engaged in learning that they can see connects to the real world.
In addition to best practice in mathematics, this module also demonstrated all the
elements of Powerful Teaching and Learning for social studies. The first principle states
that social studies teaching and learning are powerful when they are meaningful.
Throughout this module, students were able to see how what they were learning related to
the world around them. Furthermore, the students were engaged in meaningful learning
activities. This module was naturally integrative since there were at least two subjects
addressed: social studies and math. For some lessons there were even more subjects
incorporated. The module was value-based because students were working to improve the
world they lived in. They also had to think about their own personal beliefs while
completing these lessons. Challenges were also incorporated into this module. Students
were expected to accomplish difficult goals, and they were expected to use well-reasoned
arguments. Finally, the whole module was rather active. Students were in charge of their
knowledge acquisition rather than having the teacher tell them what they were expected
know.
To address the different learning needs of our students, we implemented various
modifications into each of the lessons. For ELL students, we made sure that there would
be able to participate in the small group activities despite the language barriers. Also, we
took into consideration the different levels of ELL students in our classroom and how
those levels would impact student participation in the lessons. We also made
arrangements for students at different ability levels intellectually. We were able to
provide more challenges for the students who were ready for them. For students who
needed more help initially, we were able to start them off with easier tasks. Since the, for
the most part, lessons allowed students to work at their own pace we knew that all
students would have the opportunity to learn.
The essential questions that we selected for this module were generated based on
the People, Places, and Environments NCSS standard that we selected. We decided on
three overarching essential questions that would guide thinking throughout the entire
module. The overarching questions were very similar, but each changed the focus ever so
slightly. The first essential question asked, How do people, places and environments
impact us everyday? This question focuses on how our daily lives are influenced by
73
these three elements. The second question asks, What is the relationship between
people, places, and the environment? This question focuses on how those elements are
interconnected. The final overarching question asks, How do the relationships between
people, places and environments affect us? Although this sounds a lot like the first
question this question takes into consideration the interrelated nature of the people, places
and environments. We also created essential questions for each of the individual lessons.
These smaller essential questions provided a focus for each lesson in relation to the goals
of that lesson.
Formative assessment was done throughout the module and a summative
assessment was completed at the very end with project citizen. Students were informally
assessed throughout the module to make sure that students were on the right track in their
learning. At the end of the unit, students were formally assessed based on their
presentations. By using a one final project to assess the learning students did throughout
the module, we hoped to show how each of the lessons connected and built upon the
previous lesson.
The text set was selected based on what students would need to do throughout the
lesson and what sources could be used to help prepare for the lesson as a teacher. The
use of picture books helps aid the understanding of these difficult mathematical concepts
in a manner outside of a textbook or worksheet. The picture books allow for a context for
which the math is done through the story as well as adds visuals for a more concrete
understanding of what the numbers really mean. The primary sources used were part of
lessons that would benefit from the use of a primary source and would bring true
meaning into the lesson. Furthermore, since students will be looking through the primary
sources they must interact with the text. They must make decisions as to which sources
will best support their arguments making the process more active. They will also see
various viewpoints while looking at these primary texts that may challenge or support
what they already believe. This makes the process value-based. While most of the items
on the text set are not integrative by themselves, including both mathematical and social
studies concepts, the sources compliment each other to allow for the integrative aspect.
As students use the texts provided in the text set they may find that there are some texts
that are more difficult to understand. However, students should be able to use the context,
their background knowledge, and their peer groups in order to rise to this challenge.
It is important for students to make use of the tools they have at their disposal so,
the lessons throughout this module used some sort of technology and/or manipulatives.
The manipulatives that appear in this module are mostly found in the learning centers. By
using manipulatives, students were able to better visualize and better understand the
problems they were working on. Technology was also used during this module as a tool
that students could utilize. Students used technology as a way to both gather and present
information.

74

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Integrated Module:

Social Studies and Math

Module Overview and Letter

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

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Integrated Learning Module

Domain: Measurement and Data

Domain: Earth and Space Science

Domain: Life Science

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

Cluster Interactions within Ecosystems

English Language Arts

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

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Integrated Learning Module

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Integrated Learning Module

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Integrated Learning Module

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Integrated Learning Module

Ancient Civilization Discovery: Presentation and Poster Guidelines

Art and Architecture

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

The Recorder: _____________________________

Keeps a record of all ideas and data

The Checker: _____________________________

The Summarizer: _____________________________

The Encourager: _____________________________

The Timekeeper: _____________________________

Monitors time and helps to keep the group on task

The Double Checker: _____________________________

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

Ancient Civilization Home Investigations

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

negative consequences for modifying the environment in

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

Key Academic Languages:

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

Keyser, Smith, Urbanczyk, Withrow

Integrated Learning Module

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Integrated Learning Module

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Integrated Learning Module