PROJECT

 DESIGN  STAGE  1-­‐IDENTIFY  DESIRED  RESULTS  

PROJECT  OVEVIEW  

Lead  Designer:    Janel  Sanders     Project  Title:  Flour  Babies     Subject  /  Grade:  8th  Grade  Science  
Duration:  6  weeks        

SIGNIFICANT  CONTENT  CONTENT  STANDARDS  &  ESSENTIAL  QUESTION  TO  ALLOW  FOR  INQUIRY  AND  PERSONALIZATION  

Standards:    
(NGSS)  –  MS-­‐LS3  Heredity  :  Inheritance  and  Variation  Traits    
MS-­‐LS3-­‐1.  Develop  and  use  a  model  to  describe  why  structural  changes  to  genes  (mutations)  located  on  chromosomes  
may  affect  proteins  and  may  result  in  harmful,  beneficial,  or  neutral  effects  to  the  structure  and  function  of  the  
organism.            

Essential  Question:  
What  do  you  expect  
when  you  are  expecting?    
 
 
 
 
 

PROJECT  SUMMARY  PROJECT  SUMMARY  AND  DEFINE  PROBLEM  OR  CHALLENGE  TO  SOLVE  THROUGH  RESEARCH  
AND  EMPATHY  

You  have  entered  into  the  sanctity  of  marriage  and  are  planning  on  starting  a  family.  What  do  you  expect  
throughout  the  process  for  making  a  baby  (sex  education),  pregnancy  (gestational/fetal  development),  seeing  your  baby  
for  the  first  time  (genes/DNA),  and  raising  your  child  (human  development).  How  do  you  handle  difficulties  that  life  may  
present  (mutations/chromosome  defects)?  Collect  memories  to  share  with  your  family  in  a  scrap  book  at  a  get-­‐together.    

ENTRY  EVENT  ENTRY  EVENT  WITH  PERSPECTIVE,  SELF-­‐KNOWLEDGE,  COLLABORATION  AND  COMMUNICATION  WITH  21ST  
CENTURY  SKILLS  IN  MIND  

1.  Sex  Education:    
Jigsaw  Groups  with  4  students  per  group  with  assigned  roles  to  create  a  presentation  piece  of  their  choice.    
 

Jigsaw  Topics:      
 1.  Sexual  Development  (Puberty)                          2.  Male  and  Female  Reproductive  Systems                              3.  Fertilization  Process            
                 4.  Contraception  and  Available  Services                      5.  Sexually  Transmitted  Diseases/Infections,  HIV,  and  AIDS  
 

Group  Roles:    
1.  Communicator  (Speaker)  2.  Collaborator  (Manager)  3.  Creator  (Presentation  Piece)  4.  Critical  Thinker  (Researcher)    
*Everyone  must  be  involved  in  the  thinking  process.  The  roles  are  what  students  are  in  charge  of,  NOT  the  only  thing  
they  do.    
PROJECT  DESIGN  STAGE  2-­‐DETERMINE  ACCEPTABLE  EVIDENCE  
RESOURCES  NEEDED  TECHNOLOGY  AND  OTHER  RESOURCES  TO  IDEATE  AND  BRAINSTORM  EVIDENCE  OF  POSSIBLE  
SOLUTIONS  

1.  Sex  Education:  Personal  Devices,  Textbook  (Chapter  7),  List  of  websites  to  research,  any  other  materials  needed  for  
final  presentation  piece.    

2.  Gestation  /  Fetal  Development:  Sister’s  Ultrasound  photos  and  Belly  Growth  photos,  Fetal  Milestones  Website,  Blog,  
Pregnancy  weeks  growth  organizer,  Mary  Birch  Hospital  field  trip.  

3.  Genetics:  Studies  Weekly,  what  will  your  baby  look  like  website,  Punnett  squares,  Partners,  announcement  cards,  
blog.  

4.  Mutations  /  Chromosome  Defects:  List  of  websites  to  research,  help  letter,  blog,  guest  speakers.  

5.  Human  Development:  Flour  babies,  blog,  guest  speakers,  photo  album,  photos,  craft  materials.    

PERFORMANCE  TASKS  AND  REFLECTION  METHODS  USE  APPLICATION  TO  DEVELOP  A  PROTOTYPE  AND/OR  MODEL  
AND  A  WAY  TO  DEMONSTRATE  REFLECTION  ON  THEIR  RESEARCH  BASED  ON  A  VARIERTY  OF  PERSPECTIVES  

1.  Sex  Education:  Research  from  textbook  and  list  of  websites,  take  notes.    

2.  Gestation  /  Fetal  Development:  Review  ultrasound  photos  and  fetal  milestones  during  trimesters,  take  notes.      

3.  Genetics:  Read  Studies  Weekly,  conduct  SW  activities  (Article  1-­‐Highlight  vocabulary,  underline  science,  and  circle  
unknown  words.  Article  2-­‐  Compare  and  Contrast  diabetes  types.  Article  3-­‐Answer  the  question,  How  does  this  happen?  
Article  4-­‐Complete  Jelly  Bean  Punnett  Square  Activity.  Article  5-­‐Research  Genetic  mutations  and  list  types.  Article  6-­‐
Explain  how  twins  happen.  Article  7-­‐Explain  how  Mendel’s  work  is  used  in  Science  today.),  complete  Punnett  squares  of  
listed  traits.    

4.  Mutations  /  Chromosome  Defects:  Research  condition  from  list  of  websites,  take  notes.      

5.  Human  Development:  Research  milestones  of  the  first  year,  take  notes.      

EXPLANATION  REFINE  THEIR  FINDINGS  THROUGH  OPPORTUNITIES  TO  TEST  AND  GIVE  EXPLANATIONS  

1.  Sex  Education:  Jigsaw  mock  presentation  (students’  choice).  Students  present  to  another  group  and  fill  out  feedback  
cards  (positive  comments  and  constructive  feedback).    

2.  Gestation  /  Fetal  Development:  Blog  posts  of  milestones    

3.  Genetics:  Punnett  Square  of  listed  traits    

4.  Mutations  /  Chromosome  Defects:  Help  letter  describing  baby’s  condition  in  a  writer’s  workshop.    

5.  Human  Development:  Blog  posts  raising  child  and  milestones  the  baby  reached  at  the  appropriate  time.    

 
PROJECT  DESIGN  STAGE  3-­‐PLAN  LEARNING  EXERIENCES  AND  
INSTRUCTION  

 EXPLAIN  LEARNING  OUTCOMES  AND  TARGETS  USING  THE  CONTENT  STANDARDS  AND  ESSENTAIL  QUESTION  

First  Page  of  Scrapbook:    

Students  will  answer  the  Essential  Question  of,  “What  do  you  expect  when  you  are  expecting?”  referencing  the  five  
target  areas  of  (1)  Sex  Education,  (2)  Gestation  /  Fetal  Development,  (3)  Genetics,  (4)  Mutations  /  Chromosome  Defects,  
(5)  Human  Development.      

     

Science  and  Engineering  Practices   Crosscutting  Concepts  

Developing  and  Using  Models   Structure  and  Function  

Modeling  in  6–8  builds  on  K–5  experiences  and   §   Complex  and  microscopic  structures  and  systems  can  
progresses  to  developing,  using,  and  revising  models   be  visualized,  modeled,  and  used  to  describe  how  their  
to  describe,  test,  and  predict  more  abstract   function  depends  on  the  shapes,  composition,  and  
phenomena  and  design  systems.     relationships  among  its  parts;;  therefore,  complex  
§   Develop  and  use  a  model  to  describe  phenomena.   natural  and  designed  structures/systems  can  be  
(MS-­LS3-­1)   analyzed  to  determine  how  they  function.  (MS-­LS3-­1)  
 
 

ASSESSMENTS  CHECKPOINTS  ALONG  THE  WAY  FOR  ENDURING  UNDERSTANDINGS  AND  EVIDENCE  OF  LEARNING  

1.  Sex  Education:  Jigsaw  presentation  (students’  choice)  to  whole  class  

2.  Gestation  /  Fetal  Development:  Pregnancy  weeks’  growth  organizer  for  every  two  weeks  pregnant.    

3.  Genetics:  Photo  announcement  card  with  a  letter  describing  each  genetic  trait  baby  has.    

4.  Mutations  /  Chromosome  Defects:  Help  letter  describing  baby’s  condition  final  draft.    

5.  Human  Development:  Blog  posts  raising  child  and  milestones  the  baby  reached  at  the  appropriate  time.    

RELEVENCE  FOR  LEARNING  BE  ABLE  TO  DEMONSTRATION  THEIR  INTERPRETATION  OF  FINDINGS  WITH  AUDIENCE  
OR  SHOWCASE  IN  AN  AUTENITC  WAY  

Summative  Assessment:    
Scrapbook  of  pregnancy  journey  and  child  from  birth  to  one  year  old  that  will  be  shared  with  the  family  get  together  
(students  family  will  come  to  class  for  snacks  and  beverages  as  students  share  their  scrapbooks).