Big idea Brainstorming School: _________________________________ Grade/Grade Band: _______________________ Time Frame: _____________________________ Team Members: __________________________ Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps. Big idea Brainstorming (Use the Scope and Sequence and reference ALL benchmarks for the designated quarter ) End Products Brainstorm several possible transdisciplinary end products Essential and Guiding Questions Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.

Big idea Brainstorming Curriculum Planning Templates Develop and overview of what the classroom teaching will look like in order to complete the goals of the project. Subject: Capstone: Time Frame: Classroom Unit Big Idea: Classroom to Capstone Connection: Big idea Brainstorming (Use the Scope and Sequence and reference ALL benchmarks for the designated quarter ) Readings: Materials: Unit Objective: Standards Addressed: Rubrics Required: Driving Question:

Big idea Brainstorming Subject Area Learning Goals (SWBAT) Develop subject matter goals for each unit and end product  Formative Assessments (assessments that occur during the project) SWBAT in _____________ SWBAT in _____________ Big idea Brainstorming (Use the Scope and Sequence and reference ALL benchmarks for the designated quarter ) SWBAT in _____________ SWBAT in _____________ Summative Assessments (assessments that occur at the end of the project) SWBAT in _____________ SWBAT in _____________

Big idea Brainstorming Unit - Performance Criteria (Rubrics): You can use a holistic rubric or a criterion rubric to measure your performance assessment. Insert your rubric below the samples provided. The scale is an example, but you can design the scale and criteria that best fits your intended outcomes. Template Task: Subject Areas that will assess: Big idea Brainstorming (Use the Scope and Sequence and reference ALL benchmarks for the designated quarter ) Benchmarks Mastery Learning Goal: 4 3 2 1 .

Subject Area Learning Opportunities School: _________________________________ Grade/Grade Band: _______________________ Time Frame: _____________________________ Team Members: __________________________ Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps. Big idea Brainstorming Capstone Big Idea: Students use self expression to promote social change. Summary  What if you only had one moment, one shot to share your voice with the world? What would you say? What would you wish to tell the world about your life, your expectations, your doubts, your desires, your values, your emotions, your dreams? What would your message be? Communication becomes effective when used with precision. In English class, students will explore the power of language to express themselves through lyrics, poetry, technical writing, and expository writing. Students will use writing and self-expression to craft a plan to improve their communities. In Social Studies class, students will evaluate and defend positions about issues concerning American democracy through a persuasive essay and subsequent team debate to argue and communicate their ideas on social change. In Science class, students will explore concepts in Physics used to create a means of communication and students will development and design a marketing brochure to inform and bring about awareness of modern technology. Effectively communicating their ideas about technological advancement will ultimately lead to future improvements. In Art, students develop an understanding of how artists communicate.  As a result, they enhance and refine the visual expression of their own ideas through the production of mixed media collage, printed collateral, t-shirts, and sound speakers. Students will have an authentic engineering teamwork experience in which the strengths of each member of the group is utilized for the good of the common product.  The groups will be composed of four students  who have specific roles. End Products Brainstorm several possible transdisciplinary end products Brochure - Science, English, Art, Engineering Debate- History, English Lyrical & Musical Composition- Math, English, Science, History Sound System- Science, Art, Engineering, Math Essential and Guiding Questions Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone. What’s your message? What would you say if you had a limited amount of time? Can you hear but not listen? Is the medium the message?

Big idea Brainstorming Subject Area Learning Goals (SWBAT) Develop subject matter goals for each unit and end product  Formative Assessments (assessments that occur during the project) Debate Essay Schematics Test Speakers Electronics Mapping Weekly Progress Meetings with professionals Tests & Quizzes SWBAT in English Students will demonstrate understanding of the Communication Process. Students will recognize bias, propaganda and impediments to effective communication.   Students will write a researched argumentative or persuasive essay on an issue of community importance.   Students will participate in a debate in which they defend their solution to a community issue of importance to them. SWBAT in Math Students will identify and manipulate the structure of music as fractional elements of the whole. Students will use transformative properties of matrix mathematics as a method to modify sounds and create new sounds. Students will apply mathematics to the processes of specifying, designing and building, including measurement, scaling, statistics, and size calculations. Students will explore various elements of music that embody geometric principles. Students will use fraction relationships to describe relative durations of sound. Big idea Brainstorming (Use the Scope and Sequence and reference ALL benchmarks for the designated quarter SWBAT in Science Students will learn Sound:  Physical characteristics of vibration waves. Students will learn Electricity and Magnetism:  Basic overview of electric and magnetic forces. Students will learn Electromagnets:  Using electricity to create a magnetic field. Students will learn Electromagnetic Energy in Light:  Combining electric and magnetic forces to generate electromagnetic waves. Students will learn Novel Uses of Vibration Waves and Electromagnetic Waves:  Research, Design, and Creation as time permits. SWBAT in Engineering Students will learn Electromagnetic theory and its function in the production of sound Students will learn Electrical theory including Ohm's Law, polarity, AC/DC and series/parallel Students will learn Fundamentals of sound production as it relates to electrical impulses   Students will learn Characteristics of sound waves and application to calculating delay lines Students will learn Specific electronic components: Capacitors, Students will learn Fundamentals of technological communications: Orthographics, 3-view, CAD Summative Assessments (assessments that occur at the end of the project) Song Performance Sound System (Rubric used to grade) SWBAT in Social Studies Students will analyze the creation of the Constitution through compromise and the evolution of the Constitution through Amendments and Supreme Court decisions. Students will evaluate and defend positions about issues concerning American democracy as well as local issues. Students will explain the role of government and analyze how citizens participate in the democratic process. Students will differentiate between the various forms of government and explain the characteristics of each. SWBAT in Art Students will develop an understanding of how artists communicate by looking at works of art by Klimt, Munch, VanGogh, Bearden. Students develop skills in producing art, using mixed media techniques, to create a self-portrait. Students learn how to embed meaning in their artwork by incorporating symbols. Students learn how to talk about their own work by participating in gallery talks. Students further develop writing skills by completing artist statements.

Big idea Brainstorming Curriculum Planning Templates Develop and overview of what the classroom teaching will look like in order to complete the goals of the project. Subject: English Capstone: Communications Time Frame: 10 Weeks Classroom Unit Big Idea: Effective communication occurs when all aspects of the process are in place. Effective communication can advance our desire for social change. Classroom to Capstone Connection: Comparison between human communication and electronic communication students are learning in Engineering class. Using precise communication to advance a social cause Big idea Brainstorming (Use the Scope and Sequence and reference ALL benchmarks for the designated quarter ) Readings: Various non fiction; The Research Paper, Sharon Sorenson, 1999 Materials: Communication cycle diagrams; flash drives, computers Unit Objective: Students will demonstrate an understanding of the communication process, and impediments to effective communication, including bias and propaganda. Students will use research to produce a persuasive essay, which will be the basis of our class debates, and the lyrics for the students’ musical compositions. Standards Addressed: ENG 9-10 RL 1, 4, 6, 7, 8 10 ENG 9-10 LANG 1, 2, 9, 10 ENG 9-10 VOC 2, 3, 6, 7 ENG 9-10 SL 1, 2, 3, 4 ENG 9-10 RSCH 1, 2, 3, 4, 8, 9 ENG 9-10 WRT 1, 2, 4, 5, 6  Rubrics Required: Debate Rubric Essay Brochure Driving Question: What’s Your Message?

Big idea Brainstorming Unit - Performance Criteria (Rubrics): You can use a holistic rubric or a criterion rubric to measure your performance assessment. Insert your rubric below the samples provided. The scale is an example, but you can design the scale and criteria that best fits your intended outcomes. Template Task: Task 23: What’s your message? After researching a problem in your local community that you feel strongly about write a/an argumentative or persuasive essay that explores a community problem and a plan for addressing that problem. L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered questions. (Informational or Explanatory/Comparison) Subject Areas that will assess: History and English Big idea Brainstorming (Use the Scope and Sequence and reference ALL benchmarks for the designated quarter ) Benchmarks Mastery Learning Goal: 4 3 2 1 SS GVNT 11.-12.    Evaluate, take, and defend position about issues concerning characteristics of American democracy with realities in the United States today by performing a debate in which they argue a position regarding community issues. Well prepared opening statement, closure convinces audience. Completely clear and orderly presentation. Very strong and persuasive arguments supported by numerous facts. All team members included equally. Opening statement and closure addressed topic. Mostly clear and orderly in all parts. Many good arguments given, with only minor problems. Some facts are used to support topic. All team members included, but not all equally. Topic is introduced and brings some closure. Clear in some parts, but not in others. Arguments are limited or have significant problems. Uses few facts to support topic. Team members are included unequally. Lacking topic introduction and closure. Unclear and disorganized throughout. Few or no real argument given. No supporting facts. Team members are included unequally. ENG 9-10 SL 1 In a community issues debate, paticipate productively in a rang of structured interatcions-both interpersonally and in groups-exchanging information constructively and with confidence. : Supports debate group fully. All contributions to the debate are constructive. Presents information with confidence at all times. Mostly supports the debate group. Contributions are generally constructive. Information is mostly presented with confidence Support of the debate group. Contributios are present, but not strong. Some constructive contributions are made. Student lacks some confidence. Does not support the debate group. Contributions to the debate group are negligible. Presentation does not show confidence. ENG 9-10 SL 2: In debate presentation, sustain concentration on complex information croally, visually or muilti-modally and confirm understanding by summarizing, analyzing, and elaborating on key ideas. Able to consistently present complex information. Shows complete understandng by summarizing and expanding on key ideas. Generally able to present complex information. Summarizing and expanding on key ideas shows a grasp on the information. Shows some ability to present complex information. Shows limited ability to summarize or expand on key ideas.. Is not able to present complex information. Unable to summarize or expand on key issues.