PHOENIX

Unit #: ISBFA-016569

Duration:

Date(s): 10-17-2015 - 12-15-2016

Team: Kyle Wagner (Author), Kim Williams, Aaron Moniz, John Lemley, Houming Jiang, Brendan Riley
Grades:
7
KLAs:
C3 Framework for Social Studies State Standards, English Language Arts, Mathematics, Next Generation Science: Middle
School Life Science, Next Generation Science: Middle School Science and Engineering Practices
Unit Focus
Students will act as members of a new society and have to determine how to feed their population. In small groups, they will explore
and research various food production models and their overall effectiveness based on yield, sustainability, economic costs and
nutrition. This information will help them in creating their own food production model. The final exhibition will see students
presenting these various models in a town hall style meeting to the elected governing body for their new society.

STAGE 1: DESIRED RESULTS KEY UNDERSTANDINGS

ESTABLISHED GOALS

TRANSFER
Social Studies
T1
C3 Framework for Social Studies State Standards : 7
Students will gain a better understanding of how systems work, including both g
921603 Dimension 2. Applying Disciplinary Concepts & on a series of checks and balances to ensure they operate smoothly.
TOOLS
T2
921604 CIVICS
Students will practice research skills including: Evaluating and Selecting reliable
921605 Civic and Political Institutions
attributing sources.
921606 INDIVIDUALLY AND WITH OTHERS,
STUDENTS...
MEANING
D2.Civ.1.6-8. Distinguish the powers and
UNDERSTANDINGS
responsibilities of citizens, political parties, interest
U1
Q1
groups, and the media in a variety of governmental and Citizens all play a role in solving problems.
How can w
nongovernmental contexts.
U2
Q2
921613 Participation and Deliberation: Applying Civic Systems rely on a series of checks and balances to ensure maximum How does
Virtues and Democratic Principles
efficiency.
Q3
921614 INDIVIDUALLY AND WITH OTHERS,
U3
How does
STUDENTS...
Governments must serve to meet the needs of their people.
Q4
U4
What are c
D2.Civ.10.6-8. Explain the relevance of personal
Q5
interests and perspectives, civic virtues, and democratic Problem solving takes ingenuity.
How do sy
principles when people address issues and problems in U5
Mathematics
can
help
us
model
real
world
events
to
make
accurate
Q6
government and civil society.
predictions
and
effective
decisions.
How do ce
921694 Dimension 3. Evaluating Sources & USING
U6
Q7
EVIDENCE
Ingenuity in farming practices will help us meet the demand of a
What is the
921695 Gathering and Evaluating Sources
growing population.
flow of ene
921696 INDIVIDUALLY AND WITH OTHERS,
STUDENTS...
ACQUISITION OF KNOWLEDGE
D3.1.6-8. Gather relevant information from multiple
KNOWLEDGE
sources while using the origin, authority, structure,
S1
context, and corroborative value of the sources to guide K1
Understand how to apply ratios and proportions to make predictions Understand
the selection.
and solve problems.
921699 Developing Claims and Using Evidence
921700 INDIVIDUALLY AND WITH OTHERS,
STUDENTS...
D3.4.6-8. Develop claims and counterclaims while
pointing out the strengths and limitations of both.
921703 Dimension 4. Communicating Conclusions &
Taking INFORMED ACTION
921704 Communicating Conclusions
921705 INDIVIDUALLY AND WITH OTHERS,
STUDENTS USE WRITING, VISUALIZING, AND
SPEAKING TO...
D4.1.6-8. Construct arguments using claims and
evidence from multiple sources, while acknowledging
the strengths and limitations of the arguments.
English Language Arts
English Language Arts : 7
CCSS.ELA-Literacy.RI Reading: Informational Text
CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual

evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.7.2 Determine two or more central
ideas in a text and analyze their development over the course
of the text; provide an objective summary of the text.
CCSS.ELA-Literacy.W Writing
CCSS.ELA-Literacy.W.7.1 Write arguments to support
claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.7 Conduct short research projects
to answer a question, drawing on several sources and
generating additional related, focused questions for further
research and investigation.
CCSS.ELA-Literacy.W.7.8 Gather relevant information
from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a s
CCSS.ELA-Literacy.SL Speaking & Listening
CCSS.ELA-Literacy.SL.7.1 Engage effectively in a
range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics,
texts, and issues, building on others' ideas and expressing
their own clearly.
CCSS.ELA-Literacy.SL.7.4 Present claims and findings,
emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear
pronunciation.
CCSS.ELA-Literacy.SL.7.5 Include multimedia
components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
CCSS.ELA-Literacy.L Language
CCSS.ELA-Literacy.L.7.1 Demonstrate command of the
conventions of standard English grammar and usage when
writing or speaking.
CCSS.ELA-Literacy.L.7.6 Acquire and use accurately
grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
Mathematics
Mathematics : 7
2000331 Mathematical Practices
CCSS.Math.MP.1 Make sense of problems and
persevere in solving them.
CCSS.Math.MP.2 Reason abstractly and quantitatively.
CCSS.Math.MP.4 Model with mathematics.
CCSS.Math.MP.7 Look for and make use of structure.
920504 Ratios & Proportional Relationships
920505 Analyze proportional relationships and use them
to solve real-world and mathematical problems.
CCSS.Math.Content.7.RP.A.1 Compute unit rates
associated with ratios of fractions, including ratios of
lengths, areas and other quantities measured in like or
different units. For example, if a person walks 1/2 mile in
each 1/4 hour, compute the unit rate as the complex
fraction 1/2/1/4 miles per hour, equivalently 2 miles per
hour.
CCSS.Math.Content.7.RP.A.3 Use proportional
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relationships to solve multistep ratio and percent problems.

Examples: simple interest, tax, markups and markdowns,
gratuities and commissions, fees, percent increase and
decrease, percent error.
CCSS.Math.Content.7.RP.A.2 Recognize and represent
proportional relationships between quantities.
CCSS.Math.Content.7.RP.A.2a Decide whether two
quantities are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or graphing on a
coordinate plane and observing whether the graph is a
straight line through the origin.
CCSS.Math.Content.7.RP.A.2b Identify the constant of
proportionality (unit rate) in tables, graphs, equations,
diagrams, and verbal descriptions of proportional
relationships.
CCSS.Math.Content.7.RP.A.2c Represent proportional
relationships by equations. For example, if total cost t is
proportional to the number n of items purchased at a constant
price p, the relationship between the total cost and the
number of items can be expressed as t = pn.
CCSS.Math.Content.7.RP.A.2d Explain what a point (x, y)
on the graph of a proportional relationship means in terms of
the situation, with special attention to the points (0, 0) and (1,
r) where r is the unit rate.
920526 Expressions & Equations
920530 Solve real-life and mathematical problems using
numerical and algebraic expressions and equations.
CCSS.Math.Content.7.EE.B.3 Solve multi-step real-life
and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers,
fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any
form; convert between forms as appropriate; and assess
the reasonableness of answers using mental computation
and estimation strategies. For example: If a woman
making $25 an hour gets a 10% raise, she will make an
additional 1/10 of her salary an hour, or $2.50, for a new
salary of $27.50. If you want to place a towel bar 9 3/4
inches long in the center of a door that is 27 1/2 inches
wide, you will need to place the bar about 9 inches from
each edge; this estimate can be used as a check on the
exact computation.
Chinese
Neo-Native 2
CHI.6-8.NN2.1 LISTENING
CHI.6-8.NN2.1.2 Demonstrate an understanding of
perspectives, practices and products of Chinese culture
and the interrelationships among them
CHI.6-8.NN2.1.2.1 Identify the important cultural
products that reflect the lifestyle of people in various
communities in China and the diverse social customs in
Chinese culture presented in level appropriate audio
materials K
CHI.6-8.NN2.1.2.3 Identify some important historical and
geographical aspects of China K
Science
Next Generation Science: Middle School Engineering
Design : 7
MS-ETS1 Engineering Design
MS-ETS1-4 Develop a model to generate data for
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iterative testing and modification of a proposed object,

tool, or process such that an optimal design can be
achieved.
Next Generation Science: Middle School Life Science : 7
MS-LS1 From Molecules to Organisms: Structures and
Processes
MS-LS1-1 Conduct an investigation to provide evidence
that living things are made of cells; either one cell or many
different numbers and types of cells.
MS-LS1-6 Construct a scientific explanation based on
evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms.
MS-LS1-3 Use argument supported by evidence for how
the body is a system of interacting subsystems composed of
groups of cells.
Next Generation Science: Middle School Science and
Engineering Practices: 7
NGSS.SEP.6-8.2 Developing and Using Models
NGSS.SEP.6-8.6 Constructing Explanations and Designing
Solutions
NGSS.SEP.6-8.7 Engaging in Argument from Evidence
NGSS.SEP.6-8.8 Obtaining, Evaluating, and
Communicating Information
Learning21
Creativity and Innovation
Applies Ideas
Global Thinking
Culturally literate
A systems thinker
Leadership and Responsiblity
Demonstrates integrity
Inquiry, Critical Thinking and Problem Solving
Derives meaning and understanding
Formulate conclusions and opinions
Evaluates results
L21 Backup
Prototypes idea and evaluates the impact and effects of an
idea in practice
Demonstrates an ability to adjust tone, style and message to
a wide and diverse range of audiences and platforms
Test ideas or solutions as prototypes of ideas
Derives deeper understanding from the prototyping process
and applies these to refine plan or solution
Classifies data, findings, opinions using a given
classification schema
Identifies crucial assumptions in reasoning
Argues convincingly using complex, coherent discussion of
own perspective
Considers diverse and global perspectives in drawing
conclusions
Effectively presents, explains, and defends conclusions to
an audience
Library Standards
Students access information.
Formulate appropriate questions
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 Establish a hypothesis, a position statement, or both.

Identify and locate a variety of resources online and in
other formats by using effective search strategies
Conduct multistep information searches by using various
search strategies to locate digital information that supports
research and writing tasks.
Identify scholarly, accurate, and current sources of
information in a variety of formats.
Use digital resources to access information beyond the
school library collection.
Retrieve information in a timely, safe, and responsible
manner
Demonstrate effective use of digital sources (e.g.,
navigating within the source, searching one source for a
specific topic before searching multiple sources for
multiple topics).
Students evaluate information.
Determine the relevance of the information
Evaluate sources for fact, opinion, propaganda, currency,
and relevance.
Assess the comprehensiveness, currency, credibility,
authority, and accuracy of resources
Evaluate the credibility, comprehensiveness, and
usefulness of print, nonprint, and digital information
sources.
Analyze differences among various categories of
informational materials (e.g., textbooks, newspapers,
magazines, atlases, online resources) in terms of structure
and purpose.
Students use information.
Demonstrate ethical, legal, and safe use of information in
print, media, and online resources
Give credit to authors in an acceptable format when
appropriate in written and oral presentations, including
music and visual content.
STAGE 2: ASSESSMENT EVIDENCE
ASSESSMENT EVIDENCE
Standards
Code
AE1
Curriculum
CCSS.ELA-Literacy.W.7.1
CCSS.ELA-Literacy.W.7.8
CCSS.ELA-Literacy.L.7.1
CCSS.ELA-Literacy.L.7.6
CCSS.Math.Content.7.EE.
B.3
MS-LS1-6
D3.1.6-8.
D3.4.6-8.
D4.1.6-8.
NGSS.SEP.6-8.7
Other Goals
9804
9951
9947
9949
9953

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Application / Transfer

Descr
Name:
Argumentative Proposal
Details:
Summative / Due: 12-13-2015
Assessment Evidence:
Argumentative Proposal
Students, as members of a group will come up with argumen
population. Each student will be responsible for one part of

Background Research: Research into the various fo

Rich and credible Data: Charts and graphs to visua

Cost/ Benefit Analysis: An analysis of the costs and

First Hand Testimonials: Interview data, quotes, etc

Implementation Analysis: A diagram and analysis o

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 Bibliography: A bibliography that includes multiple

L21:

A systems thinker
Chinese Integration / Experiential Learning:

In the process of data collection, students will visit a numbe

vegetables for consumption. They will also interview those
disadvantages of each method.
Resources

RES3 - Argumentative Writing Proposal Rubric - (file)

Rubric

RES1 - Argumentative Writing Integrated Rubric (file)

RES2 - Science Rubric - Focus on Core Ideas, Usin

Obtaining, Evaluating & Communicating Informati

Curriculum
MS-LS1-6
NGSS.SEP.6-8.6
NGSS.SEP.6-8.2
Other Goals

AE2

Name:
Food Production Model
Details:
Summative / Due: 12-09-2015 / Type: Open-Ended Task
Assessment Evidence:
Students will create a small scale food production model to
Chinese Integration / Experiential Learning:
Much of the experiential learning related to the creation of t
involved in food production. Students will take part in the p
implementation of the system.
Resources

RES2 - Food Production Model Rubric - - Food Pro

Assignment

RES1 - Science Summative Rubrics - - Phoenix Su

Other Goals

AE3

Name:
Government Podcast
Details:
Summative / Due: 11-25-2015 / Type: Oral Report
Assessment Evidence:
Students will create a podcast to defend their chosen form o
include claims backed up by evidence with specific example
Chinese Integration / Experiential Learning:
This is an entirely simulated event to represent an authentic
Chinese village governance and meetings, students will be t
components.
Resources

RES1 - Simulated Government Proposal Rubric - Assignment

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 RES2 - Podcast Outline Handout - - Podcast Descr

RES3 - Podcast Rubric - - Grade 7 Podcast Rubric.

RES4 - Podcast Exemplar - - Dictatorship Essay an

Curriculum
CCSS.ELALiteracy.RI.7.1
CCSS.ELALiteracy.RI.7.2
CCSS.ELALiteracy.SL.7.1
CCSS.ELALiteracy.SL.7.4
D3.1.6-8.
D3.4.6-8.
Other Goals
9949
9947

AE4

Name:
Socratic Seminar Discussion
Details:
Summative / Due: 11-12-2015 / Type: Oral Assessment
Assessment Evidence:
Students will participate in two Socratic Seminar style discu
form of government they will use for their society. The guid
Resources

RES1 - Socratic Seminar Rubric - - Grade 7 Socrat

AE5
Curriculum
CCSS.Math.Content.7.RP.
A.1
CCSS.Math.Content.7.RP.
A.2a
CCSS.Math.Content.7.RP.
A.2b
CCSS.Math.Content.7.RP.
A.2c
CCSS.Math.Content.7.RP.
A.2d
CCSS.Math.Content.7.RP.
A.3
CCSS.Math.Content.7.EE.
B.3
CCSS.Math.MP.1
CCSS.Math.MP.2
CCSS.Math.MP.4
CCSS.Math.MP.7
Other Goals

Name:
Rates and Ratios Unit Assessment
Details:
Summative / Due: 12-07-2015 / Type: Test/Quiz
Assessment Evidence:
End of Uit written test

AE6
Curriculum
CCSS.ELA-Literacy.W.7.7
Other Goals

Name:
Phoenix Project Process Journal
Details:
Summative / Due: 12-17-2015 / Type: Personal Project
Assessment Evidence:
Students will maintain a project process journal that include
production model. The process journal will include:
* Relevant science notes
* Research on advantages and disadvantages of:

Forms of government
Food production models
Various crops

* Argumentative Writing research, notes and multiple drafts

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Alignment
Code
P1
Curriculum
CCSS.ELA-Literacy.W.7.1
CCSS.ELA-Literacy.W.7.7
CCSS.ELA-Literacy.W.7.8
CCSS.ELALiteracy.SL.7.4
CCSS.ELALiteracy.SL.7.5
CCSS.ELA-Literacy.L.7.1
CCSS.ELA-Literacy.L.7.6
CCSS.Math.Content.7.RP.
A.2b
CCSS.Math.Content.7.RP.
A.2c
CCSS.Math.Content.7.RP.
A.3
CCSS.Math.Content.7.EE.
B.3
CCSS.Math.MP.1
CCSS.Math.MP.2
CCSS.Math.MP.4
MS-LS1-6
MS-ETS1-4
D2.Civ.1.6-8.
D2.Civ.10.6-8.
D3.1.6-8.
D4.1.6-8.
NGSS.SEP.6-8.6
NGSS.SEP.6-8.2
Other Goals
9884
9953
9954
9951
9949
T/U/Q/K/S
T1
U4
U5
U6

PROJECTS
Information
Name:
Phoenix Project
Start/End Date:
10-25-2015 - 12-17-2015
Description:
Students will complete the ISB design cycle to come up with a model for food production for
their new society. They will present and vote on the most feasible model in an authentic town
hall meeting to the governing body of the new society.
Driving Question:
As members of a new society, how do we feed our population?
Entry Event:
Students face a make belief disaster and are transported to an open field where they are given
various roles and most start thinking about how they will rebuild the society and feed their
population.

STAGE 3: LEARNING PLAN

Standards
Curriculum
CCSS.Math.MP.1
MS-LS1-6
NGSS.SEP.6-8.8
NGSS.SEP.6-8.3
Other Goals
9804

Code
LE1

Description of Learning Activity

Start/Finish Date:
11-08-2015 - 11-12-2015
Activity:
Visit to two farms. One to model hydroponics and the other to demonstrate/ learn about aquaponics. T
help them in determining the model they will use in feeding their population. The attached resource o
outcomes in addition to some planned activities.
L21:

A systems thinker
Resources

RES4 - Proposal for farming outcomes - - Phoenix Project Experiential Learning Proposal.d

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Curriculum
NGSS.SEP.6-8.3

LE2

Start/Finish Date:
10-25-2015 - 10-29-2015
Activity:
Visit from local farmer to learn soil farming and to plant crops. The visit will help expose students to
farming and the conditions necessary for planting wheat.

Curriculum
D2.Civ.1.6-8.
D3.1.6-8.

LE3

Start/Finish Date:
11-01-2015 - 11-05-2015
Activity:
Interviews of local government officials. These interviews will target how local officials make decisi
production and distribution. They will help students in determining their own model of food producti
their new society.

Other Goals
9953

LE4

Start/Finish Date:
11-29-2015 - 12-17-2015
Activity:
Government simulations. Students will be exposed to several models of government and take part in
explore which model they would like to propose for their own society.

Curriculum
CCSS.ELALiteracy.RI.7.1
CCSS.ELALiteracy.W.7.1
CCSS.ELALiteracy.W.7.7
CCSS.ELALiteracy.W.7.8
MS-LS1-1
MS-LS1-3
D3.1.6-8.
Other Goals
9796
9950
9814

LE5

Start/Finish Date:
10-30-2016 - 11-10-2016
Activity:
Students will investigate four methods of modern farming and produce an argumentative essay in wh
research to defend his or her choice of farming method. This is a collaborative unit joining mathemat
humanities and information literacy into a single assessment piece.
L21:

Applies Ideas
Evaluates results
Formulate conclusions and opinions
Resources

RES1 - Databases - Students will conduct research using the ISB databases including ProQu
Students will also investigate web resources and validate their resources.
Code

Chinese Integration / Experiential Learning Info

<<isbCIEL>>

ADDITIONAL INFORMATION
RESOURCES
No.
RES1
RES1
RES1
RES1

Description

Grad
Phoe
Argu
Gove

RES2

Socratic Seminar Rubric Science Summative Rubrics Argumentative Writing Integrated Rubric Simulated Government Proposal Rubric Databases - Students will conduct research using the ISB databases including ProQuest and WorldBook. Students will also investigate web
resources and validate their resources.
Food Production Model Rubric Science Rubric - Focus on Core Ideas, Using Models, and Engaging In Argument From Evidence
Obtaining, Evaluating & Communicating Information

RES2
RES3
RES3
RES4
RES4
RES5

Podcast Outline Handout Argumentative Writing Proposal Rubric Podcast Rubric Proposal for farming outcomes Podcast Exemplar Science Summative Rubrics -

Podc
Argu
Grad
Phoe
Dicta
Phoe

RES1
RES2
RES2

COMMENTS / NOTES

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Gove
Food

FA S