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 * **Stage 1 – Desired Results** =Establish Goals:=
 * **Stage 1 – Desired Results** =Establish Goals:=

HS.A-SSE.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (c )  Use the properties of exponents to transform expressions for exponential functions//. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.//
 * What relevant Content Standards will this unit address?
 * __Math:__**

HS.F-BF.1. Write a function that describes a relationship between two quantities.

HS.F-LE.1. Distinguish between situations that can be modeled with linear functions and with exponential functions (c ) Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.


 * __English: __**


 * __Science: __**
 * Choose the Common Core State Standards for English, Math, and Literacy in Social Studies, Science, and Technical Subjects that are relevant
 * Choose the Arizona State Standards for the contents that do not have Common Core yet (So, Social Studies, Science, Art, Spanish, Dance, you will choose content standards from the state as well)
 * Each content should have **at least one standard** that is worth teaching in-depth!
 * You may not be able to do this for your group at first—you will probably need to choose the Understandings and Essential Questions first, and then go back and find the Standards that fit. ||
 * Understanding(s) – **at least one** for the team
 * Understanding(s) – **at least one** for the team

//Students will understand that …//
 * You can evoke change.
 * You have voice. || Essential Question(s) – **at least one** for the team

What is the change you would like to see in the world? || //Organize knowledge by common qualities into categories under name of thing, event, ways of thinking, being// ||
 * **Concepts - Choose 8-15 related concepts for this unit.**
 * **Students will know. . . Students will be able to . . .**
 * //What key knowledge and skills will students acquire as a result of this unit?//
 * //What should they eventually be able to do as a result of such knowledge and skill?//
 * **//This should be a combined list from all content areas (10-20 total)//** ||
 * **Stage 2 – Assessment Plan ** ||
 * **Performance Task(s):**


 * //The performance of a commercial to sell their product.//
 * //Business Plan and budget.// || **Other Evidence:**


 * The students will document their understandings and their progress in the project.
 * The students will keep a folder of all the research they have done for their product.
 * The students will keep track of budget and research banks business interest rate. ||
 * Stage 3 - Learning Plan ||
 * **Learning Activities:**
 * As you choose the daily steps of your calendar, think about these questions; the calendar is the answer to these questions, so do not fill in anything in this box!**

W = help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)? H = hook all students and hold their interest? E = equip students, help them experience the key ideas, and explore the issues? R = provide opportunities to rethink and revise their understandings and work? E = allow students to evaluate their work and its implications? T = be tailored (personalized) to the different needs, interests, abilities of learners O = be organized to maximize initial and sustained engagement as well as effective learning? ||


 * Wiki Template **
 * Interdisciplinary Project **

Page 1: Title: Group Essential Question (1): What is the change you would like to see in the world? Enduring Understandings (2-3)-remember, these are __statement__ Concepts (10) (2 per person) To Knows (facts) To Dos (skills)
 * //The performance of a commercial to sell their product.//
 * //Loan application and budget.//

Page 2: Group Calendar Week 1 solved problems/ choose a problem ||  ||   ||   ||   || compound interest || Banks interest rates Articles (**BOOKMARKS)** || Continue Bank interest rates Articles (**BOOKMARKS)** || Start filling out bank loan application. ||
 * || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * English || Into letter to the bank ||  ||   ||   ||   ||
 * Science || Invention or scientific discovery that
 * Math || The students will learn about principal interest || The students will learn about

Week 2 and why it matters ||  ||   ||   ||   || and filming commercial to decide the amount they need to borrow from the bank || Students will continue working on the budget and turn in "Exit ticket" Students will state their budget with an itemized list of expenses and cost || Finish filling out the application to the bank (Turn In application) || Writing checks ||  ||
 * || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * English || Introduction to persuasive/ public speaking
 * Science || Building product ||  ||   ||   ||   ||
 * Math || Students need to set a budget for their product

Week 3
 * || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * English || Film commercial/ edit video || Film commercial/ edit video || Film commercial/ edit video || Finish filming commercial/ edit video || Present videos ||
 * Science ||  ||   ||   ||   ||   ||
 * Math ||  ||   ||   ||   ||   ||


 * The literacy strategies that each content area will use should be clearly marked on the calendar.

Page 3: Group Project Directions and Rubric – this is what students would see

Pages 4+: Objectives (Common Core Standards and State Standards) Resource list-any online resources should have links to the original Technology added value (unless student project includes technology) Your individual evaluation of the project (unless you want to submit this separately from the group).
 * Individual**