Benjamin+Thornton's+PBL

Common Core Standard 8.F “Use functions to model relationships between quantities”
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Balancing the Budget |||| Related Lessons: Economics ||
 * Grade Level: 8th |||| Unit: Everyday Math ||
 * ==GOALS== ||
 * Content Standards:

. ||
 * ISTE NETS-S:
 * Communication and Collaboration**
 * Research and Information Fluency**
 * Critical Thinking, Problem Solving, and Decision Making**
 * Digital Citizenship**
 * Technology Operations and Concepts**

Instructional Objectives: Students develop a working plan to balance their monthly budget, determining how much they will need to make in order to have the things that they want. || Bookmark websites with current prices for various items that students may wish to purchase. Include groceries, entertainment, transportation and housing options. Also bookmark sites with current average salaries for different jobs. || graphs and data imported from spreadsheet software ||  || This can also be done in small groups and completed at home if necessary. || Students work is assessed throughout the project. Students must accurately create the spreadsheet, formulas, and calculations. A rubric will be used to evaluate the final presentation.
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time || Instructional Activities || Materials and Resources ||  ||
 * 15-20 minutes || Students are asked to imagine their lives once they leave their families home and move out on their own. They are asked to picture the things that they will need to live, the things they will want to own, and where they plan on living. || Paper and pencil ||
 * 5-10 minutes || Students discuss some of their options to make sure that all of the basics are covered like food and transportation. || None ||
 * 15-20 minutes || Students go online to determine the prices of the things that they have listed during their brainstorming. Students should find prices based on the location they are thinking of living in. Students will create a spreadsheet to list these. Using this, the students should determine their monthly cost of living. || Spreadsheet software, computer with internet access ||
 * 15-20 minutes || Students will determine how much they will write a formula and solve it to determine how much they need to earn on a weekly basis in order to meet their needs. || Spreadsheet software, computer ||
 * 15-20 minutes || Students will determine the average income of different professions that they are interested in. They will compare this to the amount they need to make to meet their needs and see if they need to make any adjustments to their plans. || Computer, with internet access ||
 * 30 minutes to prepare report. 1-2 class periods to present || Students will write a report explaining their living environment when they have their own place. They will talk about the career they chose, the things that they will own and anything they had to change in order to make things work out. || Word processing software,
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: The problem can be made more challenging by adding other features like utilities and gas prices, or simplified by giving less options to the students. By limiting the choice of residence to the local community, the average price in the community can be used for everyone.

Back-Up Plan: Average prices for different options can be printed out before hand and the students can decide which of those options they would want. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

LESSON REFLECTIONS AND NOTES: Emphasis should be on the decision making process and the equations that were used to make these decisions. The choices should be fun, but should not be the focus of the lesson. ||
 * Evaluation that will be used in this lesson is as follows: ||

Research Report : Balancing a Budget

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Internet Use || Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. || Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. || Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. || Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. ||
 * Notes || Notes are recorded and organized in an extremely neat and orderly fashion. || Notes are recorded legibly and are somewhat organized. || Notes are recorded. || Notes are recorded only with peer/teacher assistance and reminders. ||
 * Graphs and functions || Graphs and functions are neat, accurate and add to the reader's understanding of the topic. || Graphs and functions are accurate and add to the reader's understanding of the topic. || Graphs and functions are neat and accurate and sometimes add to the reader's understanding of the topic. || Graphs and functions are not accurate OR do not add to the reader's understanding of the topic. ||

Common Core Standard 7.RP “ Analyze proportional relationships and use them to solve real-world and mathematical problems.”
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Cooking With Math |||| Related Lessons: Proportions ||
 * Grade Level: 7 |||| Unit: Everyday Math ||
 * ==GOALS== ||
 * Content Standards:

. || **Communication and Collaboration** **Research and Information Fluency** **Critical Thinking, Problem Solving, and Decision Making** **Digital Citizenship** **Technology Operations and Concepts**
 * ISTE NETS-S:

Instructional Objectives: Students compare their favorite recipes to those of students in a country that uses the metric system. They will work on converting units and finding proportions of their recipes to make larger or smaller batches. || This can also be done in small groups and completed at home if necessary. ||
 * ==ACTION== ||
 * Before-Class Preparation: Contact teacher at a school in a country that uses metric measurement and discuss plans with them. Set up a wiki where students from both schools can develop their recipes. Ask students to bring in their favorite recipes to class. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 30-45 minutes |||| Students share their favorite recipes with their classmates. We discuss the measurements used in the recipes and talk about different units of measurement. || None ||
 * 15-30 minutes |||| Students create a wiki page for their recipe. (Note, this assumes wikis are a regular part of the students learning process. If the students are new to wikis, time will need to be spent teaching them proper use and etiquette.) || Computer with internet connection ||
 * 15-30 minutes |||| Students find a recipe that has been listed by a student in the other class. They convert the different measurements from metric to imperial, and repost the new recipes on the same page. || Calculator, computer with internet access ||
 * 15-30 minutes |||| The following day, the students will look at the conversions that the foreign students have done on their own recipe and verify that the conversions were done correctly || Calculator, computer with internet access ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students work is assessed throughout the project. Students must accurately publish their recipe, convert their counterparts recipe, and verify the conversion of their own recipe. Each step of the conversion will be graded as “correct/incorrect”

Accommodations and Extensions: The problem can be extended to include temperature conversion as well as unit conversion. Students can make the recipes that they convert for a class party to celebrate the partnership.

Back-Up Plan: If another class can not be found, this can be done with recipes from a European cook book. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

This collaboration with another classroom can be an ongoing project for the students using various projects.

LESSON REFLECTIONS AND NOTES: Students should take care to make sure that they type their recipe in correctly to begin with, otherwise the recipe may turn out badly if it is attempted by the other class. ||

 Common Core Standard 7.RP “ Analyze proportional relationships and use them to solve real-world and mathematical problems.”
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Cooking With Math |||| Related Lessons: Proportions ||
 * Grade Level: 7 |||| Unit: Everyday Math ||
 * ==GOALS== ||
 * Content Standards:

. || **Communication and Collaboration** **Research and Information Fluency** **Critical Thinking, Problem Solving, and Decision Making** **Digital Citizenship** **Technology Operations and Concepts**
 * ISTE NETS-S:

Instructional Objectives: Students compare their favorite recipes to those of students in a country that uses the metric system. They will work on converting units and finding proportions of their recipes to make larger or smaller batches. || This can also be done in small groups and completed at home if necessary. ||
 * ==ACTION== ||
 * Before-Class Preparation: Contact teacher at a school in a country that uses metric measurement and discuss plans with them. Set up a wiki where students from both schools can develop their recipes. Ask students to bring in their favorite recipes to class. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 30-45 minutes |||| Students share their favorite recipes with their classmates. We discuss the measurements used in the recipes and talk about different units of measurement. || None ||
 * 15-30 minutes |||| Students create a wiki page for their recipe. (Note, this assumes wikis are a regular part of the students learning process. If the students are new to wikis, time will need to be spent teaching them proper use and etiquette.) || Computer with internet connection ||
 * 15-30 minutes |||| Students find a recipe that has been listed by a student in the other class. They convert the different measurements from metric to imperial, and repost the new recipes on the same page. || Calculator, computer with internet access ||
 * 15-30 minutes |||| The following day, the students will look at the conversions that the foreign students have done on their own recipe and verify that the conversions were done correctly || Calculator, computer with internet access ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students work is assessed throughout the project. Students must accurately publish their recipe, convert their counterparts recipe, and verify the conversion of their own recipe. Each step of the conversion will be graded as “correct/incorrect”

Accommodations and Extensions: The problem can be extended to include temperature conversion as well as unit conversion. Students can make the recipes that they convert for a class party to celebrate the partnership.

Back-Up Plan: If another class can not be found, this can be done with recipes from a European cook book. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

This collaboration with another classroom can be an ongoing project for the students using various projects.

LESSON REFLECTIONS AND NOTES: Students should take care to make sure that they type their recipe in correctly to begin with, otherwise the recipe may turn out badly if it is attempted by the other class. ||