EDC 277, M7 Unit Plan
Day Description
1 Students identify the most
(LP1) important task that their
device does for them and what
it is that makes that task so
important
2 Students write 2-3 paragraphs S2 C1 PO3 Evaluate the
identifying the two most
essential tasks that their
device performs and why they the past decade.
are so important.
(LP*) indicates the lesson plan that was created for that day
Standards, Objectives, Assessments Leslie Ferre
Science Standard Language Arts Standard Objectives Assessment Project Product
S2 C1 PO3 Evaluate the 8.SL.1 Engage effectively in a By the end of the lesson, Since this is the first of two Documentation of essential
impact of a major scientific range of collaborative students will be able to days on the topic of functions performed by
development occurring within discussions with diverse identify and explain the most
identifying essential function, devices and what makes them
the past decade. partners on grade 8 topics, important function performed
this formal assessment is essential.
texts, and issues, building on by their most valued piece of
meant to motivate students to
others' ideas and expressing technology. This information
complete the brainstorming
their own clearly. will be communicated in all of
and thought-organizing
the following formats: activities. The quality of
a quick write, a verbal writing and the justification of
presentation, and a graphicideas will be assessed on the
presentation in their notebook.
second day based on the more
formal writing assignment.
The score checklist is
provided in lesson plan 1.
8.W.2 Write By the end of the lesson, Essay will be graded using the Well thought out description
impact of a major scientific informative/explanatory texts students will have written a rubric created by of a device's essential
development occurring within to examine a short (at least three readwritethinkg, which can be function.
topic and convey ideas, paragraphs) cohesive essay found at
concepts, and information that: identifies their favorite http://www.readwritethink.org
through the selection, device; describes the essential /files/resources/printouts/Essa
organization, and analysis of function that the device y%20Rubric.pdf
relevant content. performs; and explains why and was submitted with M7 as
that function is so important to 277 M7L2Rubric
them.
 EDC 277, M7 Unit Plan
Day Description Science Standard
3 Students research technologies S1 C2 PO5 Keep a record of
(LP2) that were available in 1916 observations, notes, sketches,
questions, and ideas using
tools such as written and/or
computer logs.
4 Students brainstorm ways that S2 C2 PO1 Apply (the
(LP3) 1916 technologies could be following select) scientific
used to perform their modern processes to other problem
essential function solving or decision-making
situations: communicating.
(LP*) indicates the lesson plan that was created for that day
Standards, Objectives, Assessments Leslie Ferre
Language Arts Standard Objectives Assessment Project Product
WHST. 8 Gather relevant After conducting internet A formal formative List of technologies that were
information from multiple research into what assessment will be based on available in 1916
print and digital sources, using technologies were available in students' contributions to the
search terms effectively; 1916, each student will create wiki and will use the rubric
assess the credibility and three posts about 1916 included in the lesson plan.
accuracy of each source; and technologies on the project
quote or paraphrase the data wiki before the end of class.
and conclusions of others Each post must: be about a
while avoiding plagiarism and different technology; consist
following a standard format of one photo and at least three
for citation explanatory sentences; include
8.SL.1 Engage effectively in a references.
After engaging in The final assessment for this List of ways that 1916
range of collaborative brainstorming sessions with lesson will be the written technologies can be used to
discussions with diverse various partners, students will guidelines created by the meet essential functions.
partners on grade 8 topics, create guidelines for students. These guidelines will
texts, and issues, building on successful brainstorming that be graded using the checklist
others' ideas and expressing include: provided in the lesson plan.
their own clearly. five dos (with justification),
and
five donts (with justification).
 EDC 277, M7 Unit Plan
Day Description
5 Students create first draft
design of their device
(LP*) indicates the lesson plan that was created for that day
Science Standard
S3. C.2. PO1 Propose viable
methods of responding to an
identified need or problem.
Standards, Objectives, Assessments
Language Arts Standard
6-8. RST.7 Integrate
quantitative or technical
information expressed in
words in a text with a
version of that information
expressed visually (e.g., in a
flowchart diagram, model,
graph, or table).
Objectives
By the end of the class, each
team of students will have
created a visual representation
of the first draft of their
device, which clearly
identifies the 1916
technologies that were used to
design the device
Leslie Ferre
Assessment Project Product
The formal assessment will Device Overview, which
look at how the student includes:
approached the design the two essential functions
challenge, how the two device performs,
students worked as a team, which 1916 technologies are
and how students addressed used in the design,
the design criteria. The rubric explanation of how device
would be similar to the performs the functions.
following
https://www.pinterest.com/pin
/116178865365119778/, but
would include items on
meeting the essential function
criterion as well as
anticipating receiving
feedback. I like this rubric
because it assesses disposition
towards engineering as well as
performance.
 EDC 277, M7 Unit Plan
Day Description
6 Students receive feedback on
(LP5) their design and give feedback
on another team's design and
then address how to modify
the design using that feedback
(LP*) indicates the lesson plan that was created for that day
Science Standard
S3. C.2. PO2 Compare
solutions to best address an
identified need or problem.
Standards, Objectives, Assessments
Language Arts Standard
8. SL.4 Present claims and
findings, emphasizing salient
points in a focused, coherent
manner with relevant
evidence, sound valid
reasoning, and well-chosen
details; use appropriate eye
contact, adequate volume, and
clear pronunciation.
Objectives
After receiving constructive
feedback from their peers,
students will use the design
critique worksheet to identify
at least four modifications that
they could make to the design
of their device and assess
whether or not those
modifications will improve its
performance.
Leslie Ferre
Assessment Project Product
The formal assessment will be List of modifications with
formative in nature and it will assessments to use when
be based on the critique creating final design.
worksheet that students will
be completing over the course
of the class. The worksheet
can include sketches as well
as written text, if students
prefer. See Additional
Information on the lesson
plane for the specific rubric
that will be used to score the
worksheet.
 EDC 277, M7 Unit Plan Standards, Objectives, Assessments Leslie Ferre

Day Description Science Standard Language Arts Standard Objectives Assessment Project Product
7 Students incorporate select S3. C.2. PO3 Design and 8.SL.1 Engage effectively in a After deciding on which The formal assessment will
modifications into their final construct a solution to an range of collaborative modifications to include in the look at how the student
design identified need or problem discussions with diverse design, each team of students approached the design
using simple classroom partners on grade 8 topics, will create their final device challenge, how the two
materials. texts, and issues, building on design as either a sketch, students worked as a team,
others' ideas and expressing digital drawing, or physical and hows students used the
their own clearly. model. The design must show design process and how the
that the device would be able final design met the design
to perform the essential criteria. The rubric would be
functions and the final design similar to the following
must have been modified from https://www.pinterest.com/pin
the initial design. /116178865365119778/, but
would include items on
including modifications and
meeting the essential function
criterion. I like this rubric
because it assesses disposition
towards engineering as well as
performance.

(LP*) indicates the lesson plan that was created for that day
 EDC 277, M7 Unit Plan
Day Description
8 Students read newspaper
articles on technological
advances written in 1916 and
user manuals and identify
differences and similarities in
style
9 Students will identify the
(LP4) audience and purpose of the
two different writing
assignments
(LP*) indicates the lesson plan that was created for that day
Standards, Objectives, Assessments Leslie Ferre
Science Standard Language Arts Standard Objectives Assessment Project Product
none 8.RL.5 Compare and contrast After reading at least two The formal assessment is A class-created answer garden
the structure of two or more newspaper articles and two meant to motivate students to for each of the styles of
texts and analyze how the user manuals, students will contribute to the discussion writing that the students will
differing structure of each create a venn diagram that about the differences in the use when they write their final
text contributes to its meaningcompares and contrasts the two writing styles so the piece.
and style. qualities of the two text styles assessment will be based on
6-8.RST.10 By the end of The student must include at student input. Students will be
grade 8, read and comprehend least five qualities of each awarded 1 pt for each relevant
science/technical texts in the writing style in their diagram. quality that they contribute for
grades 68 text a maximum of 10 points.
complexity band
independently and
proficiently.
none AZ8.W.4 Produce clear and By the end of the lesson, The formal assessment will be Same as the assessment
coherent functional writing in students will be able to based on student answers on product.
which the development and correctly identify and describe the purpose and audience
organization are appropriate to the audience and purpose for worksheets and will be graded
the task, purpose, and both the fiction and nonfiction using the rubric shown in the
audience. writing assignments by lesson plan.
completing an analysis
worksheet for each one.
 EDC 277, M7 Unit Plan
Day Description
10 Students will create either a
user's manual or a fictional
story about their device
(LP*) indicates the lesson plan that was created for that day
Science Standard
S1 C4 PO4 (user's manual)
Write clear, step-by-step
instructions for conducting
investigations or operating
equipment (without the use of
personal pronouns).
Standards, Objectives, Assessments
Language Arts Standard
AZ8.W.4 (user's manual)
Produce clear and coherent
functional writing in which
the development and
organization are appropriate to
the task, purpose, and
audience.
or
8.W.3 Write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
Objectives
After choosing between the
user's manual or fictional
writing assignment, students
will produce a two-page,
polished piece of writing.
Leslie Ferre
Assessment Project Product
Essay will be graded using the
rubric created by
readwritethinkg, which can be
found at
http://www.readwritethink.org
/files/resources/printouts/Essa
y%20Rubric.pdf
and was submitted with M7 as
277 M7L2Rubric