Curriculum planning chart Generative Topic (Blythe et al, 1998): Understanding Philadelphia Through Math Yoo

Concept* ("The student will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) Society uses mathematical concepts to understand and organize the world we live in. CC.2.4.HS.B.2 Summarize, represent, and interpret data on two categorical and quantitative variables. CC.2.4.HS.B.1 Summarize, represent, an d interpret data on a sing le count or measurement variable. CC.2.2.HS.D.1 !epresent, solve, and interpret equations"inequalities and s#stems o$ equations"inequalities algebraicall# and grap%icall#. Standard Assessment (How will you have evidence that they know it?) Students will hand in classwork in which they are to explore a question they have about the Philadelphia school system by analyzing data Homework will be given as a summative assessment in which students are able to create different types of graph representing data. They will also be able to choose the best method for data representation Share out of solution to a threestep problem. Students will hand in classwork in which they will apply what they learned to Philadelphia skyscrapers. Facts ("The students will know") Philadelphia high school statistics Various ways of representing data such as bar graphs, circle graphs, and histograms Parts of a box and whisker diagram such as low extreme, high extreme, first quartile, second quartile When to use what type of graph when showing data for a specific purpose The distance formula Skills ("The students will be able to") Make a box and whisker diagram and scatter plot Calculate the line of best fit in a scatter plot Make meaning from looking at a graph Calculate the student population of Philadelphia. Think critically about a situation and create a mathematical plan for solving the problem Apply their knowledge of statistics to a real world situation using real data.

Subject: Mathematics
Problems to pose

Name: Linda
Activities:

("Guiding questions" or "unit questions") What is the advantage of one type of data representation over another? How are we going to use the math we know to solve a realworld situation? How can we find out if two sets of data correlate with each other? How do we know it is a strong correlation? How might these concepts be useful in real life? Think-Pair-Shares to brainstorm a plan Dan Meyers three step problem Philadelphia notebook high school data analysis Classroom survey of commute methods to make bar graphs, circle graphs and histograms Septa fare problem Group work in problem-solving.

Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How can we make sense of our surroundings through mathematics?

* It is important to note that the concept might remain the same across subjects (e.g., the concept on the math curriculum table might be the same as the concept on the social studies curriculum table), OR it might be different.

Generative Topic (Blythe et al, 1998): Understanding Philadelphia Through Math

Concept* ("The student will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) Society uses mathematical concepts to understand and organize the world we live in. &.&.'.B1. !ecognize t%e role o$ gravit# as a $orce t%at pulls all t%ings on or near t%e eart% toward t%e center o$ t%e eart% and in t%e $ormation o$ t%e solar s#stem and t%e motions o$ ob(ects in t%e solar s#stem. &.2.).B'. *+plain %ow p%#sics principles underlie ever#da# p%enomena and important tec%nologies. &.2.).B2. ,denti$# situations w%ere -inetic energ# is trans$ormed into potential energ#, and vice versa. Standard Assessment (How will you have evidence that they know it?) Students will be asked in a classroom discussion about things that rotate in real life when talking about transformation. Students will be required to solve a problem in which potential energy turns into kinetic energy. Students will have to know the principles of gravity in order to solve an interactive word problem Facts ("The students will know") On earth, assuming no air resistance, all things fall at 9.8m/s due to gravity There is always a center in a rotation problem The center in a solar system is the sun because it never moves, only the planets around it. The distance formula Skills

Subject: Science

Name: Linda Yoo

Activities:

Problems to pose ("Guiding questions" or "unit questions") How can we recognize scientific phenomena in reallife situations? How can scientific models help us better understand math concepts? How does math organize scientific ideas? How does math and science relate?

("The students will be able to") Think critically about a situation and realize that they need to integrate their knowledge of science to solve a problem Recognize a moment in which potential energy becomes kinetic energy. Keep track of units when plugging values into a formula.

Think-Pair-Shares to brainstorm a plan Dan Meyers three step problem Group work in problem-solving. Classroom discussion on models and transformations

Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How can we make sense of our surroundings through mathematics?