Unit 5: Modern Living

ELA: ___________

Math: ___________

Science: ________

Social Studies: ____

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B

Grade Level 8th Grade

Unit Length2 weeks

Unit Overview

The transdisciplinary unit of Modern Living will educate our students in the relationships between the Industrial Revolution and the modern day comforts afforded to us today. Students will be able to apply their understanding of the engineering design process to the historic importance of inventions through the different eras and make a connection and comparison with inventions of today.

Students are studying the Industrial Revolution in social studies. In this unit, students will analyze how the inventions of the Industrial Revolution affect present day transportation, communication and agricultural needs. The benefits of our present day comforts began with the Industrial Revolution and students will be able to identify the key inventions that served as a catalyst for future inventions that continue to affect transportation, communication, and agriculture. In science, students will be using the engineering design process to produce a design and final product that represents one of the main inventions of the Industrial Revolution. In addition to the enhancement of their engineering skills, students will also study balancing chemical equations. The balancing of chemical equations will lend understanding in how inventions were designed and created in a synergistic manner that worked toward a final product. In math, students will apply their knowledge of circles to their culminating product. In addition, this unit study will include Identifying and describing relationships among circle parts, and deriving equations while constructing circle proofs. In reading/language arts, students will be studying Diary of a Young Girl by Anne Frank. Even though the timeframe of the piece is not during the Industrial Revolution but during World War II, students will still be able to understand how easily the comforts of the modern age that originated in the Industrial Revolution could easily be taken, as seen in the plot line of the literary piece. Students will also be able to compare and contrast historical and literary themes through the study of this literary piece.

The related arts department is also involved with this unit. iWellness is responsible for having the students determine the caloric intake and energy output needed when referring to an informative label from a canned good. Media Tech is responsible for teaching Google Sketchup to the students so they can use the program for their design work. Project Lead the Way will support the engineering design process with the students.

The culminating project called ‘canstruction’ will enable students to employ their engineering skills

Innovation AcademyUnit Plan Template

Impact of STEM

Innovation

Circles, Expressing Geometric Properties with Equations, Geometric Measurements and Dimensions

Embedded Technology and EngineeringMatter

Early Industry and InventionsThe Spread of Slavery in the SouthNationalism and Sectionalism

Reading LiteratureWritingLanguage

through the process of design to production. Canstruction, a non-profit organization, holds structural competitions for schools that involve design, engineering, and architecture with canned goods. Innovation Academy registered with ‘Canstruction’ to hold an in-house competition among the seven eighth grade teams. Parents and community members will judge the competitive entries.

Before students begin to design their creation, an engineering STEM professional will explain the importance of the engineering design process and review the intricacies of details in the process itself. Mentors will be used during the planning and building process. Using canned goods, students will construct an invention from their design that originated during the Industrial Revolution. Size and color of the label of the canned goods will be the defining characteristics of the chosen invention to construct. The altruistic connection to our community is that the canned goods will be donated to an area food bank after the construction and the presentation to the parents and community.

Unit Essential Question(s)

How can I analyze the benefits and unintended consequences the inventions of the Industrial Revolution have had on present day transportation, communication, and agriculture by comparing historical and literary themes?How can I use the understanding of circles, scales, and linear functions through the engineering design process to create a likeness of an invention from the Industrial Revolution?

Culminating Event

The culminating project for this Modern Living unit is called ‘canstruction’. Canstruction is a play on words with the two main components – can and construction. Both components are essential in this project. The ‘can’ refers to the canned goods that serve as the building component for the project. The construction describes the process through which the project will come to fruition. Since students are studying the Industrial Revolution in social studies, their canstruction sculpture is to be of an invention developed during the Industrial Revolution. Their working space is 7 feet X 7 feet X 7 feet. It will be within this working space that their sculpture will be designed and constructed. There will be seven groups of seven members. The groups will be responsible for following the engineering design process that will lead them through the design stage to creation stage. Accompanying the sculpture will be a poster that will have each of the four curricular areas represented. The reading/language arts part of the poster will have a summary of the reading from Diary of a Young Girl by Anne Frank along with an analysis of one of the main themes in the literary piece. The social studies piece of the poster will be the picture and explanation of the invention that is being constructed along with the purpose of the invention and the effects toward modern society. The science part of the poster requires one chemical equation that relates to the sculptured invention with the identification of reactants and products. The math requirement of the poster is a horizontal cross-section of one of the cans with the proper labeling, a scaled drawing of the sculpture, and a linear relationship between caloric input and output. The sculptures will be viewed by parents and community members.Our project days are as follows:Day One – ½ day Canstructing the Industrial Revolution – IntroductionDay Three – Full day – Canstructing the Industrial Revolution - Brainstorming and PlanningDay Five – Full day – Canstructing the Industrial Revolution - Drawing the PlansDay Six – Full day – Canstructing the Industrial Revolution - Professional GuidanceDay Nine – ½ day – Canstructing the Industrial Revolution - Preparing to BuildDay Ten – Full Day – Canstructing the Industrial Revolution - Build Day

Common Assessment STEM Project

Rubric

Project Title: Canstructing the Industrial Revolution

Student Name:

Date:

Advanced Proficient Needs Improvement

Math

Component

All features on the structural design drawing are drawn to scale and the scale used is clearly indicated on the drawing.

On the poster, students must include:

1. All the features of the horizontal cross-section of one of the cans are labeled with radius, circumference, and area.

2. Determine the linear relationship between calories input/output from one of the cans from the structure using a graph with all scales clearly labeled on the drawing.

Most features on model are drawn to scale and the scale used is clearly indicated on the drawing.

On the poster, students must include:

1. Most of the features of the horizontal cross-section of one of the cans are labeled with radius, circumference, and area.

2. Determine the linear relationship between calories input/output from one of the cans from the structure using a graph with most scales clearly labeled on the drawing.

Many features of the model are NOT drawn to scale even though a scale is clearly indicated on the map.

On the poster, students must include:

1. Many of the features of the horizontal cross-section of one of the cans are NOT labeled with radius, circumference, and area.

2. The linear relationship is not determined between calories input/output from one of the cans from the structure using a graph with most scales clearly labeled on the drawing.

Science Component: Matter

Student includes on the poster one chemical equation that relates to the invention with ALL of the following: identifies reactants, identifies products, uses proper chemical symbols, the element or compound names are written out, and the equation is balanced.

Student includes on the poster one chemical equation that relates to the invention with 3-4 of the following: identifies reactants, identifies products, uses proper chemical symbols, the element or compound names are written out, and the equation is balanced.

Student includes on the poster one chemical equation that relates to the invention with less than 3 of the following: identifies reactants, identifies products, uses proper chemical symbols, the element or compound names are written out, and the equation is balanced.

Science Component: Technology & Engineering

Student scores 25 or higher on the Engineering Design Process Rubric

Student Scores 19-24 on the Engineering Design Process Rubric

Student Scores 18 or lower on the Engineering Design Process Rubric

Unit Objectives

I can analyze the benefits and unintended consequences the inventions of the Industrial Revolution have had on present day transportation, communication, and agriculture by comparing historical and literary themes.I can use an understanding of circles, scale factors, and linear functions through the engineering design process to create a likeness of an invention from the Industrial Revolution.

Strands (main ideas taught in unit)ELA Reading Literature

WritingLanguage

Math CirclesExpressing Geometric Properties with EquationsGeometric Measurement and Dimension

Science Embedded Technology and EngineeringMatter

Social Studies

Early Industry and InventionsThe Spread of Slavery in the SouthNationalism and Sectionalism

VocabularyELA 1. Deductive reasoning: the deriving of a conclusion by reasoning; inference in which the conclusion

about particulars follows necessarily from general or universal premises2. Antecedent: a substantive word, phrase, or clause whose denotation is referred to by a pronoun3. Dramatization: to present or represent in a composition in verse or prose intended to portray life or to tell a story4. Shades of meaning: meaning drawn from a statement depending upon the instance, the character, and the background5. Inductive reasoning: inference of a generalized conclusion from particular instances

Math 1. Circles: a round plane figure whose boundary, the circumference, consists of points equidistant from a fixed point, the center.2. Inscribed Angle: two chords of the circle sharing an endpoint.3. Chord: a straight line joining the ends of an arc.4. Density: mass per unit volume of a substance.5. Arc: a part of the circumference of a circle.

Science 1. Reactant - a substance that participates in a chemical reaction, especially a substance that is present at the start of the reaction.

2. Product - A substance resulting from a chemical reaction.3. Chemical equation - a representation of a chemical reaction using symbols of the elements to indicate

the amount of substance of each reactant and product.4. Constraints - limitations or restrictions on the design such as size, weight, appearance, and almost

certainly, cost.5. Prototype - a working model that is built to test and evaluate a design solution. Prototypes may be

full sized or built to scale, and inexpensive materials may be substituted for actual production materials.

Social Studies

1. Antebellum- Before or existing before a war, especially the American Civil War.2. Doctrine- A statement of government policy especially in international relations.3. Infrastructure- The basic equipment and structures that are needed for a country, or region to function.4. Nationalism- A feeling that people have of being loyal to and proud of their country.5. Sectionalism-Loyalty to the interests of one’s own region or section of the country.

Key QuestionsELA Math Science Social Studies

What themes are How can I identify and What were the What new inventions have

STEM Project Rubric

Project Title: Canstructing the Industrial Revolution

Student Name:

Date:

Advanced Proficient Needs Improvement

Math

Component

All features on the structural design drawing are drawn to scale and the scale used is clearly indicated on the drawing.

On the poster, students must include:

1. All the features of the horizontal cross-section of one of the cans are labeled with radius, circumference, and area.

2. Determine the linear relationship between calories input/output from one of the cans from the structure using a graph with all scales clearly labeled on the drawing.

Most features on model are drawn to scale and the scale used is clearly indicated on the drawing.

On the poster, students must include:

1. Most of the features of the horizontal cross-section of one of the cans are labeled with radius, circumference, and area.

2. Determine the linear relationship between calories input/output from one of the cans from the structure using a graph with most scales clearly labeled on the drawing.

Many features of the model are NOT drawn to scale even though a scale is clearly indicated on the map.

On the poster, students must include:

1. Many of the features of the horizontal cross-section of one of the cans are NOT labeled with radius, circumference, and area.

2. The linear relationship is not determined between calories input/output from one of the cans from the structure using a graph with most scales clearly labeled on the drawing.

Science Component: Matter

Student includes on the poster one chemical equation that relates to the invention with ALL of the following: identifies reactants, identifies products, uses proper chemical symbols, the element or compound names are written out, and the equation is balanced.

Student includes on the poster one chemical equation that relates to the invention with 3-4 of the following: identifies reactants, identifies products, uses proper chemical symbols, the element or compound names are written out, and the equation is balanced.

Student includes on the poster one chemical equation that relates to the invention with less than 3 of the following: identifies reactants, identifies products, uses proper chemical symbols, the element or compound names are written out, and the equation is balanced.

Science Component: Technology & Engineering

Student scores 25 or higher on the Engineering Design Process Rubric

Student Scores 19-24 on the Engineering Design Process Rubric

Student Scores 18 or lower on the Engineering Design Process Rubric

apparent in this piece of literature and how are these themes common with modern day issues?

How do word choice, figurative language, and figures of speech affect the overall tone of this piece of literature?

How would the differing points of view change the themes of this literary piece?

How is Anne Frank’s character developed through her writings in her diary?

describe relationships among inscribed angles, radii, and chords of circles?

How can I use geometric shapes, their measures, and their properties to describe objects from the industrial revolution?

Can I identify the shapes of two-dimensional cross-sections of three-dimensional cans?

What concepts of density, based on area and volume, can be applied in modeling inventions from the industrial revolution?

intended benefits and some of the unintended consequences of inventions during the industrial revolution?

How can I identify the products and reactants of a chemical equation that relates to the Industrial Revolution

How can I interpret the results of an investigation to determine whether a physical or chemical change has occurred?

How can I apply the steps of the engineering design process to plan, test, and construct a construction structure representing a key invention of the Industrial Revolution?

significantly affected American history?

Why did slavery spread in the South in the early 1800s?

What factors helped to promote national unity?

What factors contributed to sectional tension?

Hook for Unit

“Canstruction”: This video provides amazing examples of what is possible when incorporating imagination, engineering, collaboration, community service, and canned food. Students have the opportunity to see several “canstruction” structures and appreciate the process of formulating an idea on paper to creating the actual structure using the perfectly labeled canned food item in just the right place. The greatest thing about this project is that all the canned food items will be donated to a local food bank once the project is complete. The sky is the limit when it comes to “canstruction”.

Literature Component

The Diary of a Young Girl by Anne Frank will serve as the main literature component for this interdisciplinary unit. Through the study of this literary piece, students will become familiar with key vocabulary pertinent to the piece and will also familiarize themselves with literary techniques constructed in the form of a diary. The backdrop of this selection serves well to emphasize the qualities of the modern living unit that are being reinforced in social studies, math, and science. The various themes that are connected with this literary piece will serve as a catalyst for discussion through the plot line of the diary. Students will be able to analyze this literary piece with simple comprehension questions and further their understanding of the historical impact of the piece with higher order thinking that emphasizes structure, function, and literary elements.

Writing Closure

The culminating writing activity will serve to reinforce the literary influence found in Diary of a Young Girl by Anne Frank and support the different curricular components of social studies, science, and math. As part of the culminating activity, the ‘canstruction’ project will have topical sections on a display that will serve as independent pieces related to each subject area. The language arts/reading component of the display will be a summary of the literary piece. Students will also include their reflection of the unit in the summary. The reflection will ask the students to relate a theme of the literary piece to their life today.

Materials Needed for Culminatin

g Event

Canned goods (500 – 2000 per group)¼ inch plywood or cardboard– determined by group designMasking tapeFloral wireRubber BandsGlogster poster programGoogle Sketch-UpiPadsLaptops

Standards: Common Core Standards, Tennessee State StandardsELA

Common Core Standards.

RL 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL 8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provide a decision.RL 8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RL 8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.W 8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.L 8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L 8.5a Interpret figures of speech (e.g., verbal irony, puns) in context.L 8.5b Use the relationship between particular words to better understand each of the words.L 8.5C Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).L 8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

MathCommon Core Standards.

G.C.A.1 Prove that all circles are similar.

G.C.A.2 Identify and describe relationships among inscribed angles, radii, and chords.

G.C.A.4 Construct a tangent line from a point outside a given circle to the circle.

G.GMD.A.1 Give an informal argument for the formulas for the circumference of a circle and area of a circle.

G.GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

G.MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

G.MG.A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot)

G.GPE.A.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

Science GLE 0807.T/E.1 Explore how technology responds to social, political, and economic needs.

Tennessee State Standards.

GLE 0807.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.

GLE 0807.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.

GLE 0807.9.3 Interpret data from an investigation to differentiate between physical and chemical changes.

GLE 0807.9.7 Explain the Law of Conservation of Mass.

GLE 0807.9.8 Interpret the events represented by a chemical equation.

SPI 0807.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.

SPI 0807.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.

SPI 0807.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.

SPI 0807.9.2 Identify the common outcome of all chemical changes.

SPI 0807.9.8 Interpret the results of an investigation to determine whether a physical or chemical change has occurred.

SPI 0807.9.10 Identify the reactants and products of a chemical reaction.

SPI 0807.9.11 Recognize that in a chemical reaction the mass of the reactants is equal to the mass of the products (Law of Conservation of Mass).

Social Studies

Tennessee State Standards.

GLE 8.1.04 Describe the influence of science and technology on the development of culture through time.

GLE 8.2.01 Understand fundamental economic concepts and their application to a variety of economic systems.

GLE 8.2.02 Understand global economic connections, conflicts, and interdependence.

GLE 8.2.03 Understand the potential costs and benefits of individual economic choices in the market economy.

GLE 8.2.04 Understand the interactions of individuals, businesses, and the government in a market economy.

GLE 8.4.03 Understand the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges from that relationship.

GLE 8.4.04 Discuss how cooperation and conflict among people influence the division and control of resources, rights, and privileges.

GLE 8.4.05 Understand the rights, responsibilities, and privileges of citizens living in a democratic society.

GLE 8.4.06 Understand the role the Constitution of the United States plays in the lives of Americans.

GLE 8.5.15 Discuss sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.

SPI 8.1.6. Interpret a timeline of technological innovations.

8.2.spi.8. Recognize the factors that led to urbanization and industrialization in early America (i.e., religious freedom, land ownership, thriving market).

8.2.spi.9. Analyze in economic terms, (i.e., climate, triangle trade, infrastructure, topography), why slavery flourished in the South as opposed to the North.

8.4.spi.7. Recognize the impact of major court decisions have had on American life (i.e., Marbury v. Madison, McCulloch v. Maryland, Dred Scott v. Sandford).

8.5.spi.5. Recognize consequences of the westward expansion of the United States.

8.5.spi.8. Determine the social, political, and economic factors that contribute to the institution of slavery in America.

Notes: For more information or additional materials, please contact the following:

Appendix A

Group work rubric

Skills 4 Advanced

3Competent/meets

expectations

2Progressing/does not

fully meet expectations

1 Beginning/does not

meet minimum expectations

Score

Contributions/participationAttitude

Always willing to help and do more, routinely offered useful ideas.Always displays positive attitude.

Cooperative usually offered useful ideas.Generally displays positive attitude.

Sometimes cooperative, sometimes offered useful ideas. Rarely displays positive attitude.

Seldom cooperative, rarely offers useful ideas. Is disruptive.

Working with others/cooperation

Did more than others – highly productiveWorks extremely well with others, never argues

Did their part of the work – cooperative.Works well with others, rarely argues.

Could have done more of the work – has difficulty, requires structure, directions and leadership, sometimes argues.

Did not do any work – does not contribute, does not work well with others, usually argues with teammates.

Focus on task/commitment

Tries to keep people working together. Almost always focused on the task and what needs to be done. Is very self-directed.

Does not cause problems in the group.Focuses on the task and what needs to be done most of the time. Can count on this person.

Sometimes not a good team member. Sometimes focuses on the task and what needs to be done. Must be prodded and reminded to keep on task.

Often is not a good team member. Does not focus on the task and what needs to be done. Lets others do the work.

Team role fulfillment

Participated in all group meetings, assumed leadership role as necessary. Did the work that was assigned by the group.

Participated in most group meetings. Provided leadership when asked. Did most of the work assigned by the group

Participated in some group meetings. Provided some leadership. Did some of the work assigned by the group.

Participate in few or no group meetings. Provided no leadership. Did little or no work assigned by the group.

Communication/listeningInformation sharing

Always listens to, shares with, and supports the efforts of others. Provided effective feedback to other members. Relays a great deal of information – all relates to the topic.

Usually listens to, shares with, and supports the efforts of others. Sometimes talks too much. Provided some effective feedback to others. Relays some basic information – most relates to the topic.

Often listens to, shares with, and supports the efforts of others. Usually does most of the talking – rarely listens to others. Provided little feedback to others. Relays very little information – some relates to the topic.

Rarely listens to, shares with, or supports the efforts of others. Is always talking and never listens to others. Provided no feedback to others. Does not relay any information to teammates.

Job proficiency/correctness

Work is complete, well organized, no errors and is done on time or early.

Work is generally complete, meets the requirements of the task, and is mostly done on time.

Work tends to be disorderly, incomplete, not accurate and is usually late.

Work is generally sloppy and incomplete, excessive errors and is mostly late or not at all.