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Lesson Name: Transportation Innovation in Arizona
Teacher Name Jill Broussard
School Circle Cross Ranch Elementary
Grade Level 4th
4th Grade Math CFA's
  • Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends
  • Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, multiplication of fractions by whole numbers
4th Grade Science CFA's
  • Investigate electricity and magnetism and its relationships (electricity can produce, light, sound, heat, and magnetism; series and parallel cicuits: conductors and insulators)
4th Grade ELA CFA's
  • Speaking and Listening - (Presentation, Explanation, Clarifying Questions and Answers)
4th Grade Social Studies CFA's
  • Use different types of maps to solve problems (i.e., road maps –distance, resource maps-products, historical maps- boundaries, thematic map- climates. Know the elements of maps: grids, titles, compass rose, directions, legend, key, scale. Construct maps using symbols to represent human and physical features
  • Maglev Trains: Alternative fuels and means of travel are essential and your team is proposing an environmentally responsible and efficient alternative to traditional travel methods. You are a member of a team of engineers who have been studying the economic and environmental benefits of using maglev trains as a means of mass transportation in the U.S. Countries such as Germany and Japan have already begun using these ideas to create trains for transportation. This type of transportation is efficient, environmentally responsible, and fast! Trains can reach speeds in excess of 400km an hour. This technology could revolutionize the transportation systems in the U.S. Based on your research; create a map showing the route you will propose for your maglev train. Be sure it is drawn to scale and labeled using a map key. Also, make sure the map shows where your proposed route begins, where it ends, and each stopping point along the way
Grade 4 Math
  • 4.OA.3 Use the four operations with whole numbers to solve problems. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
  • 4.NF.2 Extend understanding of fraction equivalence and ordering. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
Grade 4 Science
  • S1-C3-PO 2. Formulate conclusions based upon identified trends in data.
  • S1-C3-PO 3. Determine that data collected is consistent with the formulated question.
  • S1-C3-PO 5. Develop new questions and predictions based upon the data collected in the investigation.
  • S5-C3-PO 4. Investigate the characteristics of magnets (e.g., opposite poles attract, like poles repel, the force between two magnet poles depends on the distance between them).
Grade 4 ELA
  • 4.R.I.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • 4.SL.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Grade 4 Social Studies
  • S1-C7-PO 1. Describe the economic development of Arizona: mining, ranching, farming and dams
  • S1-C7-PO 2. Describe the advent of innovations in transportation (e.g., steamboats, freighting, stagecoaches, railroads) that helped Arizona’s growth and economy.
  • S4-C1-PO 1. Use different types of maps to solve problems (i.e., road maps –distance, resource maps-products, historical maps- boundaries, thematic map- climates).
  • S4-C1-PO 3. Construct maps using symbols to represent human and physical features.
Select which Mathematical Practices will be evident during this project.
  • Make sense of problems and persevere in solving them.
  • Model with mathematics.
  • Use appropriate tools strategically.
Describe where the Mathematical Practices will be evident in this project. The students will be working on multi-step problems regarding estimation of large numbers with different operations. They will need to analyze the problems and pick a solution path. they will need to persevere if answers are not reasonable. Students will be working with lengths of track and fractional parts of these lengths. They will need to use different tools such as number lines and fraction tiles to compare fractional segments of the track.
Select which Science and Engineering Practices will be evident during this project.
  • Asking questions (for science) and defining problems (for engineering)
  • Developing and using models
  • Analyzing and interpreting data
  • Using mathematics and computational thinking
Describe where the Science and Engineering Practices will be evident in this project. The students will be engineering a model track for a magnetic levitation train. students will test different magnets, materials, and tracks to find the most efficient design. students will record data for their trials and analyze this data to modify their designs.
Select which of the ELA Student Capacities will be evident during this project.
  • They build strong content knowledge.
  • They respond to the varying demands of audience, task, purpose, and discipline
Describe where the ELA Student Capacities will be evident in this project. Students will need to research transportation and economic development trends in Arizona. they will need to have a strong content knowledge base in magnetic, light rail, and other mass transit systems. When presenting their most efficient transit system and route proposal to a transportation board they will need to adjust their presentation to meet the varying demands of the audience.
Select which 21st Century Skills will be elicited and assessed.
  • Collaboration
  • Problem Solving
Describe where 21st Century skill will be deliberately evident in this project. The students will be in collaborative teams that will need to work together to develop the proposal and prepare a presentation. this will take a group effort with students utilizing their individual strengths for the success of the project. Students will be working on a real world problem that requires critical thinking and problem solving skills. They will need to synthesize information on economic development, transportation history, and science to develop a viable solution to Arizona's transportation needs
District Assessments Galileo Math Pre/Post Test 1 (Mutli-Step Problems) Galileo Math Pre/Post Test 2 (Comparing Fractions) Galileo Science Assessment (Magnetism) Social Studies (Mapping Skills)
Rubrics Maglev Train Model Design Transportation System Design/Presentation Rubric
Self Assessments Presentation Checklist
Summary of Project Idea Transportation Innovation in Arizona: Students will be given the problem of finding the most viable transportation system and route in Arizona, that will promote economic development in Pinal County communities. This map will be drawn to scale and labeled with a key.They will explore different types of rail transit systems and will select the most cost efficient and viable type. Students will work with electrical and mechanical engineers to explore magnetic levitation trains as an option.They will also map the most beneficial route to increase economic the area.This proposal will be submitted and presented to a county transportation committee/board.
Role The students will be taking on various roles to solve this problem. They will be engineers, economic developers, and transportation system planners.
Audience A panel of experts consisting of a county transportation committee, economic developers, engineers.
Products Magnetic Levitation Train Model, Map of proposed Route, Presentation Propasal
Driving Question How can we, as developers, create a viable transportation system that will help increase economic development in Pinal County?
Unit Duration 3-4 Weeks
Student Groupings Suggested: (By Role) Students have a role within the group. eg. Engineer, Economic Developer, Planner, Researcher, Map Developer (Cartographer) Or (By Strengths) group students by reading, math, speaking, abilities so they work collaboratively on the problem, but can contribute their particular strength to the project
Resources/Personnel Personnel: Engineer, Transportation Committee Members, Economic Development Expert, Adult volunteers during rail construction. Materials: cardboard, shoeboxes, various magnets (size, strength), tape, glue, scissors, box cutters, chart paper, mapping software, pencils, rulers, tape measures, erasers, computer access, presentation boards, or powerpoint, Prezi
Share Project Goals After launch, students will be given the driving question. project goals along with major products will be shared at this time. All essential learning questions will be connected back to driving question. Every time there is a new learning goal, the teacher will connect this learning back to driving question. (after maglev models, after economic development research, after proposed route map, and at the end of final presentation)
Project Launch The teacher will show two satellite pictures to students of the same area. (South Loop 202 stretch Chandler/Gilbert) the students willl compare and contrast differences they see (should be Development of buildings such as businesses and housing). Students will then discusses possible cause of this development (should come up with new freeway as cause, if not, teacher can guide the discussion to this point) The students will then have the discussion of what can be done in Pinal County to increase economic development in rural communities.
Evaluate Using Checkpoints Maglev Model- check for understanding of magnets and polarity, and asking questions, using data related to an investigations Research on Economic Development of Arizona- check for understanding on analyzing multiple texts, and sources to gather information Route Map- check for map skills, and math (scaling and measurement) skills understandings Proposal- check for ability to vary presentation to meet the demands of audience. and ability to present in a clear manner
Reflection and Celebration After presentations teacher will reflect on learning and make adjustments to project for future. The final products can be published and available at Pinal County School Office and to transportation committee
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