This Week’s Goal(s): 1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ 1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ This Week’s Goal(s):

1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ 1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ This Week’s Goal(s):

1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ 1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ This Week’s Goal(s):

1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ 1. Which of the goals from last week did you accomplish? 2. If you did not accomplish all of your goals, what prevented you from this? TPSP Weekly Planner Date:_______________________________ This Week’s Goal(s):

Resource List Ways to cite your sources: Book = Author Last Name, First Name, Title, page #s Website = Title of article or page, website used such as Magazine = Author Last Name, First Name, Title of Article, Magazine Title, pages ________________________________ Resource List Continued ________________________________

Enigmas - Attachment #2 Possible Enigmas for Study 1. The Pyramids. How did the majestic pyramids appear in the deserts of an isolated people? Could aliens have built them, or were humans of that time actually able to compute so precisely that modern mathematicians, engineers, and architects still marvel at their handiwork? Internet sources: The Bermuda Triangle. What has caused planes and ships to disappear off the southeastern coast of the United States? Have the area’s unique environmental features caused pilots and captains to make errors in navigation? Or is this a mystery not so easily explained? Internet sources: iangle.html 3. The Lost Colony. Colonists settled Roanoke Island in When the leaders of the colony returned to the Old World, they instructed the settlers to leave a sign in an obvious place if they fled. A supply ship was late in arriving. The leaders came back to Roanoke Island to find it deserted. Internet sources: y.html noke/ 4. Atlantis. A continent is lost! Where would you find it? Did this advanced civilization, first described by the Greek philosopher Plato, really exist, or was it a parable to show how the gods punish mortals? Jacques Cousteau has searched the oceans and seas for this enigma. Internet sources: Stonehenge. From a distance, the gray stones rise abruptly from the treeless plain. Obviously, they are not a part of the natural English landscape. A closer look reveals a ring of huge, upright stones—many of them more than thirteen feet high—that appear to be deliberately placed in a large circle. Resting on top of these stones are massive flat slabs of rock. Inside the circle are several additional upright stones topped with heavy slabs. For centuries people have looked at these stones and wondered who constructed this structure and why. Scientists have determined that this stone ring was erected 4,000 years ago, but no one knows for certain why or how it was built. Internet sources: The Loch Ness Monster. Hundreds of persons have reported seeing the animal nicknamed “Nessie.” Can there be a creature that lives in Loch Ness, a lake in northern Scotland? Internet sources: l 7. The Nazca Lines. The strangest messages ever left by man are permanently marked on the flat, desolate plains in southern Peru. Drawn in lines of pebbles across the expansive wastes are huge birds, animals, and geometric figures, as if outlined by a giant’s finger. From ground level, these great drawings are invisible, yet the Nazca Indians laid them across the desert 1,500 years ago, long before man could fly. What was their meaning? And who was meant to read them? Internet sources: phs.html

Enigmas - Attachment #4 Enigmas Proposal The enigma I choose to study is ______________________________ 1. This is what I currently know about the enigma: 2. Here are some dilemmas or controversies involved in this enigma: 3. Understanding of the enigma has changed over time in the following ways:

Enigmas - Attachment #5 The Scientific Process Problem The question you are trying to answer Hypothesis The possible answer to the problem, which should be written as a statement Materials All of the supplies and equipment you need in order to conduct the experiment Procedure The step-by-step method you will use to test your hypothesis; what you are going to do in what order Observation The collection and recording of the data Hypothesis Revision A new or refined hypothesis based on what you have learned Conclusion The final results of the study 4. Some unanswered questions about my enigma include the following: 5. I hope to learn… 6. Different sciences view the enigma in different ways. Some examples are:

Brainstorm a List of Board Games Brainstorm a List of Board Games

Name of Game Objective of Game Rules of Game Materials Needed Possible Game Ideas Name of Game Objective of Game Rules of Game Materials Needed

INVENTION IDEA SURVEY What things do you find annoying or problematic in your life? Adult Student Adult Student Adult Student ProblemCurrent solution Your solution ideas Do or Ditch Idea Bank 1. 2.

Store 3. Product Description and Features What will it do? Who is it for? (Target Audience) Materials needed? Additional features or accessories? (Colors, what else can it do?) 4.

Sketch of my product prototype: 5. What else do we need to know? Size of product? Price? Why? Where can you buy it? Why? Other? 6.

Marketing Think Sheet Who is most likely to want to use your product? What top five words come to mind when you think about your product? What is it about your product that will attract or appeal to your target audience? (features, ease of use, wow factor etc.,) Product Name: Branding Color Scheme: Slogan # 1 Slogan # 2 Company Name and Logo Slogan: Business Card: See

Celebrities and their Endorsements (Research) Celebrity: Quote: Celebrity: Quote: Celebrity: Quote: Celebrities and their Endorsements Celebrity: Quote: Celebrity: Quote: Celebrity: Quote:

Inventor Profile The story behind the Invention Why did you decide to invent this product? What need does it fill? Why should people buy your product? How did you come up with the idea?

VisualAudio Commercial Script VisualAudio Commercial Script

Display Booth Checklist:  My model is built to the best of my ability and has its own packaging. Any labeling is NEAT and easy to read.  My display board is NEAT and professional.  Title is large and fancy  Pictures of products are included  Price is easy to find  Slogan does its job  Logo is included  Color scheme is consistent with materials.  Decorations make sense to what I am trying to communicate  My brochure clearly explains my product and why someone should buy it. It includes the price, website, address, slogan and logo.  My business cards contain all important contact information in a way that matches all my marketing materials  My celebrity endorsement comments and success stories sound realistic and encourage others to want to buy my product. Display Board Example Packaging Example

Name of Game Objective of Game Rules of Game Materials Needed Possible Game Ideas

Name of Game Objective of Game Rules of Game Materials Needed Possible Game Ideas

Numbers, Operations and Quantitative Reasoning Use place value to read, write, compare and order whole numbers through 999,999,999 Use place value to read, write, compare and order decimals involving tenths and hundredths involving money using concrete objects and pictorial models Use concrete objects and pictorial models to generate equivalent fractions Model fraction quantities greater than one using concrete objects and pictorial models Compare and order fractions using concrete objects and pictorial models Relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models Use addition and subtraction to solve problems involving whole numbers Add and subtract decimals to the hundredths place using concrete objects and pictorial models Model factors and products using arrays and area models Represent multiplication and division situations in picture, word, and number form Recall and apply multiplication facts through 12 x 12 Use multiplication to solve problems (no more than 2 digits times 2 digits without technology) Use division to solve problems (no more than 1-digit divisors and 3-digit dividends without technology) Round whole numbers to the nearest ten, hundred or thousand to approximate reasonable results in problem situations Use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems Patterns, relationships, and algebraic reasoning. Use patterns and relationships to develop strategies to remember basic multiplication/division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9); Use patterns to multiply by 10 and 100. Analyze and describe patterns between two sets of related data such as ordered pairs in a table Geometry and spatial reasoning. Identify and describe right, acute, and obtuse angles; Identify/describe parallel/intersecting (including perpendicular) lines using concrete objects/pictorial models; Use essential attributes to define two- and three-dimensional geometric figures. Demonstrate translations, reflections, and rotations using concrete models; Use translations, reflections, and rotations to verify that two shapes are congruent; and Use reflections to verify that a shape has symmetry. Locate and name points on a number line using whole numbers/fractions such as halves/fourths/decimals

Concepts and uses of measurement. Estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary; Perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system; Use concrete models of standard cubic units to measure volume; Estimate volume in cubic units; and Explain the difference between weight and mass. Use a thermometer to measure temperature and changes in temperature (in degrees Fahrenheit / Celsius). Use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time. Probability and statistics. Use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; Interpret bar graphs.. Mathematical processes and tools used in problem solving. Identify the mathematics in everyday situations; Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and Use tools such as real objects, manipulatives, and technology to solve problems. Explain and record observations using objects, words, pictures, numbers, and technology; and Relate informal language to mathematical language and symbols. Underlying processes and mathematical tools. The student uses logical reasoning

We Are Texans Checklist  Select a group that immigrated to Texas to conduct your research on.  Complete the Guiding Questions page and add 5 questions of your own to research. Make sure that the questions you add are more specific to the group you are studying as the 5 that are provided for you are very generic.  Complete the Where in the World Chart #1 page describing the place that your immigrant group settled.  Complete the Immigrant Country Triangle chart describing where your immigrant group came from.  Pretend you are an immigrant that came to Texas with the group you studied and complete An Immigrant’s Journal – Entry #1 with illustration and written journal entry  Complete Chart #2 Folklore (Texas vs Home Country)  As your immigrant complete An Immigrant’s Journal – Entry #2  Complete Chart #3 Culture (Texas vs Home Country)  As your immigrant complete An Immigrant’s Journal – Entry #3  Complete Chart #4 Changes Over Time (Texas vs Home Country)  As your immigrant complete An Immigrant’s Journal – Entry #4 with illustration and written journal entry  Complete Chart #5 Geography (Texas vs Home Country)  As your immigrant complete An Immigrant’s Journal – Entry #5  Complete Chart #6 Economy (Texas vs Home Country)  As your immigrant complete An Immigrant’s Journal – Entry #6  Complete Chart #7 Changes Over Time 2 (Texas vs Home Country)  As your immigrant complete An Immigrant’s Journal – Entry #7  Complete Chart #8 Population (Texas vs Home Country)  As your immigrant complete An Immigrant’s Journal – Entry #8  Complete Attachment #2 and begin your final product by using the ideas you wrote on each journal entry to create pieces for your museum display including pictures, models, paintings, and any other items/artifacts you came up with that display each area you researched.  Complete the Docent Talk page by listing the main points you will talk about as you present your museum display. Add more lines if you would like to discuss more than three points. We Are Teachers Project Board Requirements  Complete 