THE BILLIONAIRES CLUB Seton Hill University TOPIC Name Subject Grade Level Date/Duration Big Ideas Essential

Questions DETAILS Emily Maeder LA, Social Studies, Science, Math, Art 8 5 weeks Small businesses are essential to maintaining a healthy economy. Donating to Project ABLE will help adults over the age of 45 to receive job training and reduce the rate of unemployment. What needs of the community can be utilized to create a successful local small business? What are the key factors of a successful small business plan? What technological innovations have changed the economy over the past one hundred years? How do small businesses stimulate the economy? E08C.1.2.4: Use precise language and domain-specific vocabulary to inform about or explain a topic M08.B-F.2.1.1: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models and in terms of its graph or a table of values. CC.3.6.6-8.B: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. (Art) The students will work in groups of five to use InDesign software to create a logo for their small business and screen-print that logo onto five t-shirts. CK

PA/Common Core/Standards

Objectives Bloom's Taxonomy Webb's Depth of Knowledge (DOK) Formative & Summative Assessment Evidence ISTE Standards for Students Framework for 21st Century Learning

Evaluation of final small business components that encompasses all of the standards stated. Discussion Q&A Observation Civic Literacy Financial, Economic, Business, and Entrepreneurial Literacy Informational Literacy Media Literacy

Accommodations, Modifications

ITC Literacy Communication and Collaboration Critical Thinking and Problem Solving Initiative and Self Direction Leadership and Responsibility Productivity and Accountability Provide alternative books with similar concepts, but at an easier reading level. Provide audiobooks of the small business research and have students follow the text while listening. Provide interesting reading material at or slightly above the students reading level. Provide written materials in alternative formats such as braille or large print. Specify exactly what components of the project are necessary for student to pass. Review this frequently. Modify expectations based on student need. Use both oral and written directions. Show a model of the end product for directions. Provide additional time to complete a task. Provide a partial grade based on individual progress or effort. Pair the student with a student who is a good behavior model for class projects.

SUPERVISING TEACHERS SIGNATURE

SETON HILL UNIVERSITY Space Launch!!!! TOPIC Name Subject Grade Level Date/Duration Big Ideas Essential Questions DETAILS Jamie Kaufman Science, Math, Social Studies, Health/P.E., Language Arts 8th grade 3 weeks Space is a subject that allows discovery Space is a viable option for living in the 21st century. How has media created inventions for the future? Can space give us an alternative place to live? How has the push for space discovery shaped our future and past? S8.A.3.2.1: Describe how scientists use models to explore relationships in natural systems (e.g., an ecosystem, river system, the solar system). E08.B-K.1.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, categories). CK

PA/Common Core/Standards

 Objectives Formative & Summative Assessment Evidence

8.3.8.C: Summarize how continuity and change have impacted U.S. history. 10.1.6.C: Analyze nutritional concepts that impact health. 1.5.8.F: Use grade appropriate conventions of language when writing and editing. All 8th grade students will be able list the different planets and list one characteristic on what makes them unique. (SCIENCE) Students will have a mini bake sale on healthy food they could eat in space Students will complete a time line with important events on Space and integration. Students will complete multiple math problems in groups and by themselves. Students will need to participate in P.E. to receive full credit. Students will finish multiple lab worksheets while completing activities. Students will be observed on how well they use computers. Students will sketch space trays and or food storage units and turn in for a grade. Students will create a travel plan where they will calculate the distance and average rate of speed of travel. Students will complete a Venn-diagram comparing objects in the solar system and then explain their interactions with earth. Students will complete multiple journal entries including diagrams and prompts.

Students will create a space center that they could survive in, in the 21st century. Students will have to identify the different plants and place them in a chart using descriptions of each. Students will react to the movie Apollo 13 and write a short paper on their feelings and emotions. Students will create an interactive solar system that will be placed in the science room for all to share and enjoy. Students will create a chart of their sleeping patterns. Students will compare astronauts hours of sleep to a student in middle school. Students will complete conversions to tell them how much they would weigh on the moon, then compare to other classmates and family members. Students will complete a project in small groups on the Challenger explosion and space in the 1980s. Students will calculate their THR and receive credit for participating for the day. Students will chart ways to minimize health risks and long term effects.

 ISTE Standards for Students Framework for 21st Century Learning

Students will share their own health risks from bad choices.

Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities

Accommodations, Modifications

Health Literacy To help students we can: Keep workspaces clear of unrelated materials. Provide alternative books with similar concepts, but at an easier reading level. Provide a computer for written work. Use both oral and printed directions. Give directions in small steps and in as few words as possible. Number and sequence the steps in a task. Have student repeat the directions for a task. Provide visual aids. Provide additional time to complete a task. Allow the student to use a calculator without penalty. Group similar problems together (e.g., all addition in one section). Provide fewer problems on a worksheet (e.g., 4 to 6 problems on a page, rather than 20 or 30). Pair the student with a student who is a good behavior model for class projects. SETON HILL UNIVERSITY Biomass Energy for the Future

TOPIC Name Subject Grade Level Date/Duration Big Ideas

DETAILS Brian Russell McHenry Science, Social Studies, Reading/Language Arts, Mathematics, Art 7 14 days Resources for the Future Biomass Energy will support us in the Future

CK

Essential Questions

PA/Common Core/Standards

What does Going Green mean? What are Biofuels? How do you think we get a biofuel from algae? What are the key ingredients needed from algae to create a biofuel? Why do you think algae produce more biomass than any other organic materials produced from energy from the sun? What can landfill gas be used for? What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy? Science S6.A.1.1.1: Explain how certain questions can be answered through scientific inquiry and/or technological design (e.g., consumer product testing, common usage of simple machines, modern inventions). S6.B.1.1.1: Describe how cells carry out the many functions needed to sustain life. S6.B.1.1.2: Identify examples of unicellular and multi-cellular organisms (i.e., plants, fungi, bacteria, protista, and animals). 3.2.6. A4: Differentiate between physical changes and chemical changes. 3.4.7. C1: Describe how design, as a creative planning process, leads to useful products and systems. History 8.1.8. A: Compare and contrast events over time and how continuity and change over time influenced those events. 8.2.6. A: Explain the social, political, cultural, and economic contributions of individuals and groups from Pennsylvania. 8.2.7. C: Explain how continuity and change have impacted Pennsylvania history as related to local communities. * Belief systems and religions * Commerce and industry * Technology * Politics and government * Physical and human geography * Social organizations Math 2.6.7. A: Identify different ways of selecting a sample and choosing an appropriate sampling technique for a given situation. 2.6.7. B: Organize and display data using an appropriate data display, such as circle graphs, histograms, line graphs, double bar graphs, and stem-and-leaf plots, Venn diagrams, tables, and charts. 2.6.7.C: Use numerical summaries to describe different sets of data M7.E.2.1: Describe, compare and/or contrast data using measures of mean, median, mode or range. Language Arts 1.2.7. A: Evaluate text organization and content to determine authors

purpose, point of view, and effectiveness according to the authors position, accuracy, thoroughness, and use of logic. R7.A.1.3.1: Make inferences and/or draw conclusions based on information from the text. R7.A.1.3.2: Cite evidence from text to support generalizations. Visual Arts 9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities Science Using a worksheet, students will categorize biomass and biofuels, as alternative energy sources that can potentially replace fossil fuels, from renewable resources, with 100% accuracy. Given a worksheet and a microscope, the students will document their observations of algae, with 100% accuracy. Using a credited internet source, students will investigate biomass as a renewable energy source and provide a 1 paragraph summary of the source, with no grammatical errors, with 100% accuracy. Formative - Direct Observations - Questioning and Answers - Anecdotal Records Summative - Rubric - Final Project - Portfolio of Final Design Facilitate and Inspire Student Learning and Creativity Design and Develop Digital Age Learning Experiences and Assessments Civic Literacy Environmental Literacy Use index cards to record major themes Use both oral and printed directions Provide visual aids Use pictures or graphics

Objectives Bloom's Taxonomy Webb's Depth of Knowledge (DOK)

Formative & Summative Assessment Evidence

ISTE Standards for Students Framework for 21st Century Learning

Accommodations, Modifications

SUPERVISING TEACHERS SIGNATURE

SETON HILL UNIVERSITY Lesson Plan Template TOPIC DETAILS CK

Name Subject Grade Level Date/Duration Big Ideas Essential Questions PA/Common Core/Standards

Objectives Bloom's Taxonomy Webb's Depth of Knowledge (DOK)

Formative & Summative Assessment Evidence ISTE Standards for Students Framework for 21st Century Learning Accommodations, Modifications

Bethany Campbell Science, Math, Social Studies, Language Arts, Visual Arts 7th 2 weeks Ocean life needs to maintain sustenance for the survival of the ecosystem. How do cultural practices infringe upon natural habitats? (Science)S7.A.3.1.1: Describe a system (e.g., ecosystem, circulatory system, agricultural system) as a group of related parts with specific roles that work together to achieve an observed result. (Math)M07.A-R.1.1.6: Use proportional relationships to solve multi-step ratio and percent problems. (Social Studies) 4.5.7.C: Explain how human actions affect the health of the environment. (Language Arts) E07.E.1.1.1: Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writers purpose. (Visual Arts) 9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities. (Science) Students will be able to describe the role of sharks in the food chain. (Math) Students will be able to calculate ratio and proportions of human deaths due to sharks and shark deaths due to humans. (Social Studies) Students will be able to define aspects of the Asian Culture. (Language Arts) Students will be able to write a letter to the beach shark patrol requesting information about sharks. (Visual Arts) Students will be able to design a Save the Sharks (Stop Finning) visual for the culminating awareness website. Formative assessment- observations of student work and progress and letters written to beach shark patrol Summative assessment- The culminating project at the end of the unit which is the International Awareness Shark Finning Campaign website will have required information from all disciplines included Global Awareness Environmental Literacy Media Literacy Since all students must take part in putting together the website students with physical disabilities will be using computers with assistive technology. For math learning support students instead of completing the problems they will help to find the data online for the other students to use in the math equations.

TOPIC Name Subject Grade Level Date/Duration Big Ideas Essential Questions PA/Common Core/Standards

SETON HILL UNIVERSITY Lesson Plan Template Will You Survive? Interdisciplinary Unit DETAILS Alissa Jones Language Arts, Math, Geography, Science 7th Grade 2-3 Weeks Survival is a set of necessary techniques for all human beings What are the basic needs of all human beings? What can we do to benefit people who are struggling to survive? Math: M7.A.1.1.1: Convert between fractions, decimals and/or percents (e.g., 20% = 0.2 = 1/5) (terminating decimals only). M7.A.2.2.4: Calculate and/or apply unit rates or unit prices (terminating decimals through the hundredth place only). M7.A.3.2.1: Solve problems involving operations (+, -, x,) of whole numbers, decimals, fractions, or mixed numbers (straight computation or word problems)

CK

Literacy: R7.A.1.2.2: Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R7.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. Note: Items may target specific paragraphs. 1.4.7.B: Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions, essays, articles, interviews) -Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs). -Select and use primary and secondary sources, as appropriate, to task. 1.4.7.C: Write persuasive pieces. -Include a clearly stated position or opinion. -Include convincing, elaborated, and properly cited evidence. -Identify appropriate persuasive techniques to anticipate reader concerns and arguments

1.5.7.B: Develop content appropriate for the topic. -Gather, organize, and determine validity and reliability of information using appropriate evaluation strategies. -Select and employ the most effective format for purpose and audience. -Write paragraphs that have details and information specific to the topic and relevant to the focus.

History: 8.2.7.A: Identify the social, political, cultural, and economic contributions of specific individuals and groups from Pennsylvania. 8.2.7.C: Explain how continuity and change have impacted Pennsylvania history as related to local communities. Belief systems and religions Commerce and industry Technology Politics and government Physical and human geography Social organizations

7.1.7.A: Explain how common geographic tools are used to organize and interpret information about people, places, and environment. 7.2.7.A: Explain the characteristics of places and regions. 7.4.7.A: Describe and explain the effects of the physical systems on people within regions.

Science: S7.A.2.2.2: Apply measurement systems to record and interpret observations under a variety of conditions. S7.C.2.1.1: Describe how energy is obtained and used by organisms throughout their lives. S7.A.2.1.1: Use evidence from investigations to clearly describe relationships and communicate and support conclusions. S7.A.2.2.3: Describe ways technology is used to enhance scientific study

and/or human life. S7.A.3.1.3: Distinguish between system inputs, system processes, system outputs, and system feedback. 4.3.7.A: Explain how products are derived from natural resources. Describe the process of converting raw materials to consumer goods. Differentiate between renewable and nonrenewable resource Objectives Bloom's Taxonomy Webb's Depth of Knowledge (DOK) Overall Objectives: 1. Students will be able to dictate what they think is needed to help out the homeless population in their area and determine the homeless population in their area 2. Students will be able to create a foundation for a new community resource plan and homeless shelter in the area. 3. Students will study and list the elements of Maslow's Hierarchy of needs and the recite the psychology behind the needs of human beings. 4. Students will be able to use communication skills to fundraise for their future shelters and resources for homeless people and create homeless survival kits Math: 1. Students will be able to manage amounts of money given to them for every day life products (they will be given a pay check and bill expenses, etc. 2. Students will be able to understand the balance of needs and wants within their lifestyles and understand that people do not always get what they want and barely make what they need 3. Students will be able to calculate formulas to build a shelter and or a community needed for survival Literacy (ABCD Objectives): 1. All seventh grade students will be able to differentiate between wants and needs of human beings by completing a Venn diagram in groups of three and then presenting it to the rest of the class. 2. All seventh grade students will be able to individually write persuasive letters to their chosen sponsors to solicit donations for their foundation fund

and/or items for the homeless survival kits and send them out in the mail. 3. All seventh grade students will individually write a blog on the computer of daily progress and accomplishments they have made in order to advertise their fundraising techniques. The blog may be viewed by all other seventh graders. 4. All seventh grade students will individually create and maintain a data notebook of their knowledge of the survival situation in the area.

History/Social Studies: 1. Students will be able identify and list the elements that classify a person as homeless 2. Students will be able to identify the age, gender, status of people who are homeless 3. Students will be able to identify ways to survive in the different areas of the world focusing on their hometown's climate 4. Students will be able to look at the community to see if they have issues in the community that allow for homelessness Science: 1. Students will be able to identify the types of metals that can be recycled and what they will be recycled into 2. Student will be able to create a fundraising plan to benefit their homeless shelter foundation 3. Students will be able to create a floor plan and blueprint for the future homeless shelter Formative & Summative Assessment Evidence ISTE Standards for Students Framework for 21st Century Learning Question and Answers Teacher monitoring Completion of writing projects Blueprint for homeless shelter Rubric for the culminating project Pod Casts Advertisements Blogging Global Awareness

Accommodations, Modifications

Financial, Economic, Business, and Entrepreneurial Literacy Environmental Literacy Students with hearing impairments will be provided with auditory adjustments Teachers will be provided with microphones in order to project their voices for the students with hearing impairments Students with cognitive disabilities will be placed in a group based on their comprehension scores Students with social issues will be placed with a peer buddy Permit students to re do their work if unsatisfactory or with incorrect answers

SUPERVISING TEACHERS SIGNATURE