Monday | Tuesday | Wednesday | Thursday | Friday | |
Activities Project Map | Videos on energy crisis and biofuels (10 min) Examine entry document and discuss biofuels based on videos (10 min) Students start research on different biofuel crops(25 min) Exit ticket (5 min) |
Class activity on sorting biomass crops (30 min) Break into groups based on crop choice (5 min) In groups, create and sign Team Contract and start writing questions for farmer(s) (20-30 min) Exit ticket (2 min) |
Gallery walk with questions for farmers (15 min) Graph Interpretation Activity(25-30 min) If time allows, students will be able to research. Exit ticket (2 min) |
Brainstorm about constraints on farmers’ profits Graphing constraints activity(30-40 min) Exit ticket (2 min) |
Question/Answer session with farmer(s)(40-50 min) Exit ticket (2 min) |
Facilitation | Present driving question to students after energy crisis video using the entry document. After the driving question, ask students to discuss their beliefs about the energy crisis based on the two videos. |
After the class activity on biomass/crop activity, students will break into groups of 3 based on crop choice and begin creating the team charter. If some students don't have groups, encourage the students without groups to reach a democratic consensus on crop choice. |
During the gallery walk with farmer questions, students should reflect on questions that were written as well as determine if there are other questions that should be added and/or modified. Each student will take around a piece of paper and write down the top four questions they find. In class discussion, we will find the top four questions to ask the farmers the next day. As students begin research, observe whether they are effectively finding good resources. If not, point them toward the research resource. At the end of the day teachers should compile the list of questions and send it to farmers along with the prepared questions. |
Have students discuss farmer constraints in small groups before having a full class discussion. Encourage students to try to come up with as many constraints as possible in their small groups. During class discussion, the teacher should write down all the groups ideas in a compiled list on the board. If time allows, the teacher could encourage students to start thinking about the most important or influential of these ideas, which will be useful later in creating their presentation. |
Start the day by thanking farmers for their generosity in coming to the classroom. The teacher will facilitate the discussion, first having farmers answer questions of their choice from the question bank, then selecting students to ask questions they deem important. Students should take notes during the discussion. At the end of the day, the teacher should ask students to create something over the weekend to thank the farmers for their time. |
Debriefing | How did students chose what crops to research? Have students list important sources on the student generated sources document. How will students think about how they are going to answer the driving question? Students complete exit tickets. |
Debrief with students regarding what they learned from sorting biomass/crop activity. Students complete exit tickets. |
Have students share what they learned from the gallery walk. Students should state what they learned and what they can improve on. Students complete exit tickets |
Have students share the positive and negative constraints during the brainstorming. Students complete exit tickets. |
Have students summarize that they learned from their presentation. Students complete exit tickets. |
Assessment | Exit Ticket | Homework assessment -- Biofuels Crossword Exit Ticket |
Formative assessment through observation : Students examine other group's questions during gallery walk Exit Ticket |
Homework assessment -- Graphing constraints activity Exit Ticket |
Graded Group check in Exit Ticket |
Monday | Tuesday | Wednesday | Thursday | Friday | |
Activities Project Map | Students research constraints and revise work based on feedback from last week.(30 min) Start developing mathematical model for constraints(18 min) Exit ticket(2 min) |
Best Fit Line Activity(40 min) Student Research(8 min) Exit ticket (2 min) |
Student Research Day (48 min) Exit ticket (2 min) |
Develop Presentation (38 min) Gallery walk looking at presentations.(10 min) Exit ticket (2 min) |
Students present to a panel of farmers and/or agricultural extension office personnel (48 min) Exit ticket (2 min) |
Facilitation | Students will work on their research including the constraints. Once the students have had a chance to look up the constraints, introduce how to model the constraints mathmatically. | Students will work through the Best Fit Line Activity while the teacher helps guide the students when needed. If time is left, students can continue with research. | Students will work on finishing their research. When students finish working on their research, they can work on developing their presentation. | Students will work on their presentation. Students should have all the information gathered. If time is available, students can practice and go through their presentations. At the end of the research day, students will take a gallery walk and look at other student presentations. They will use the same presentation rubric that will be used to evaluate the final presentation when giving feedback to the other groups. |
Students will have 10-15 minutes to present their presentations. After each presentation, there will be a brief time (approximately five minutes) to answer questions and be given feedback on their presentations from their audience. At then end of the day, the teacher should pass out the group rubric, with the instructions that each student should fill out a row in the form for every member of the group (including themselves) based on the rubric at the top of the page. |
Debriefing | Students reflect – what have you done, what do you need to do. Have students list important sources they found on the student generated sources document. Students complete exit tickets. |
Students reflect – what have you done, what do you need to do. Have students list important sources on the student generated sources document. Students complete exit tickets. |
Students reflect – what have you done, what do you need to do. Have students list important sources on the student generated sources document. Students complete exit tickets. |
Make sure all students are clear about presentations for tomorrow. Students complete exit tickets. |
Have students share initial thoughts about how the presentations went. Students complete exit tickets. |
Assessment | Exit Ticket | Homework assessment -- Best Fit Line Activity Exit Ticket |
Exit Ticket |
Exit Ticket |
Group Evaluation -- Self and Peer Assessment Exit Ticket |
Monday | Tuesday | |
Activities Project Map | Students present to a panel of farmers and/or agricultural extension office personnel (48 min) Exit ticket (2 min) |
Final debriefing of project (30 min) Student Survey(20 min) |
Facilitation | Students will have 10-15 minutes to present their presentations. After each presentation, there will be a brief time (approximatly five minutes) to answer questions and be given feedback on their presentations from their audience. | Students will be given the rubric from their presentations and will be given time to reflect on their presentations. Other debriefing will take place as needed. After the debriefing, students will take surveys. |
Debriefing | Have students share initial thoughts about how the presentations went. Exit Ticket | Have students share about how the presentations and the unit went.Student Survey |
Assessment | Presentation Rubric Exit Ticket |
timeline_1.docx | |
File Size: | 22 kb |
File Type: | docx |
timeline_1.pdf | |
File Size: | 275 kb |
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