Professional Documents
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PBL Overview
Title:
Teacher:
Content Focus:
Project Idea:
Summary of the
issue, challenge,
investigation,
scenario, or problem
Essential
Question:
Content and
Skills Standards
to be addressed:
(CCCSS, NGSS,
Calif.)
City Building
Est. Start Date:
Duration: 4 Weeks
Ms. B
Grade Level: 6
Math
Other subject areas to be included: ELA
Students will create a city plan with a group of 6. Each individual student will be responsible for at least
one city block. Area and perimeter of the city, streets, blocks, and buildings will be included. During
the process, students will create journal entries to rationalize their decisions for their choices as well as
showing their mathematic proof and reasoning.
How does the understanding of geometry
Driving
If you could create a city on a grid
and fractions help with city planning?
Question
system what would it look like?
CCCSS Math (3rd grade)
Number and Operations Fractions
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.3 Explain equivalence of fractions in a special case, and compare fractions by reasoning about
their size.
Measurement and Data
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.6 Measures area by counting unit squares
3.MD.7 Relate area to operations of multiplication and addition.
3.MD.8 Solve real-world and mathematical problems involving perimeters of polygons, including
finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles
with the same perimeter and different areas or with the same area and different perimeters.
Geometry
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as
of the area of the shape.
CCCSS Language Arts (6th grade)
Writing:
1. Write arguments to support claims with clear reasons and relevant evidence.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
Speaking and Listening:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly.
5. Include multimedia components (e.g. graphics, images, music, sound) and visual displays in
presentations to clarify information
T+A
21st Century
Skills and MPS
to be explicitly
taught and assessed
(T+A) or that will be
encouraged (E) by
Project work but not
taught or assessed:
MP 3 Construct viable
arguments and critique the
reasoning of others.
E
X
T+A
E
X
MP 6 Attend to precision
Presentation Audience:
Group:
Culminating
Products and
Performances
Individual:
Class
School
Community
Experts
Web
Other:
Project Overview
Entry event
to launch inquiry,
engage students:
Outline or
Conceptual
Flow
Include assessment
points:
Entry Event:
I.
Evaluate the layout of New York City as well as the process of creating a city within two
youtube videos.
a. What could be done better? What was done right? What could cause problems? What
would you do differently? The same?
b. If you created a city, what would it look like? Use the grid system.
c. Video for New York City: https://www.youtube.com/watch?v=HDWIz72UwU4
d. Video for gaming/city creation: (Choose clips wisely, there is foul language at certain spots)
i. https://www.youtube.com/watch?v=0dDRYivsMY&index=1&list=PLKc4_pEKkRczgDjlJ46JpM6Q4v-gzLwLa
ii. https://www.youtube.com/watch?v=itN30CWBABg
Outline:
I.
Perimeter and Area (CCCSS Math: Measurement and Data: 3.MD.5, 3.MD.6, 3.MD.7,
3.MD.8; Geometry: 3.G.2)
a. Create a city using the grid system. Each city block is split into fractional parts. Area is
found for the city, the blocks, the lots on the blocks, streets, parks, etc.
i. Must include one park thats broken into fractional units that include grass and
play equipment.
ii. Residential blocks include home lots of equal size
iii. Commercial blocks include businesses with lots of equal size.
II.
III.
Assessments
b. Group is responsible for the city, individuals are responsible for individual block(s).
This includes area and perimeter for all blocks as well as buildings/structures within the
block.
Fractions: (CCCSS Math: Fractions: 3.NF.1, 3.NF.3; Geometry: 3.G.2)
a. Fractional Units: Blocks are separated into equal fractional units for
buildings/lots/structures. Each fractional unit can be broken down further. The
individuals will label all fractional units correctly responsible for the blocks.
b. Equivalent Fractions: Groups will identify and label all equivalent fractions. This
includes blocks that are the same size but split into different fractional units, as well as
any pieces that may be equivalent. For example, if two same-sized blocks are split
into sixths and twelfths, students will be able to successfully recognize that 1/6 = 2/12.
i. Students are encouraged to recognize the relationship between equivalent
fractions and corresponding equivalent area.
Assessment Points:
a. Formative
i. Pre-assessments for perimeter, area, and fractions in quiz form. (all CCCSS
Math standards listed above)
ii. Presentations (CCCSS ELA: Listening and Speaking, 6th grade: # 1, 5)
1. Group: ongoing
2. Individuals: present their part of the group project, as well as any other
participation during presentations.
iii. Journal Entries (CCCSS ELA: Writing, 6th grade: # 1, 4)
b. Summative: (All CCCSS Standards for math and language arts listed above are
assessed in summative assessments)
i. Test (short answer, constructed answer, multiple choice) for perimeter, area,
and fractions.
ii. Final presentation
1. Individual as well as group components
Formative
Assessments
(During Project)
Quizzes/Tests
X{
Journaling/Learning Log
Preliminary Plans/Outlines
Rough Drafts
Online Tests/Exams
Summative
Assessments
(End of Project)
Peer Evaluation
Self-Evaluation
Essay Test
Resources
Needed
Other Products
X
X
Other
Computer lab
iPads, projectors, student laptops, Google Earth
Cardboard project boards, rulers, 1-inch grid paper
Reflection
Methods
(Individual, Group,
and/or Whole Class)
Journal/Learning Log
Focus Group
Whole-class Discussion
Fishbowl Discussion
Survey
Other