SBM6

** 4 weeks ** ||||||  || Summary of the issue, challenge, investigation, scenario, or problem: |||||||||||||||||||||||||||||||||||| Students will learn about the history of Swansboro, historical attractions, local businesses, and area attractions for our local community. W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the iquiry when appropriate.
 * Project Overview page 1  ||
 * ** Name of Project: ** |||||||||||||||||||||||| Swansboro: A Small Town With a Big History
 * Hurricanes of Coastal North Carolina** |||||| ** Duration: **
 * ** Subject/Course: 6th ** ||||||||||  |||||||||||||| **Teacher(s): all**
 * Mark Starlin, Ellen Matthews,**
 * Candace Hinzman, and Sally Rich** |||||| ** Grade Level: 6 ** |||||| 6th ||
 * ** Other Subject Areas to Be Included: ** |||||||||||||||||||||||||||||||||||| all ||
 * ** Project Idea **
 * ** Project Idea **
 * Affects/impacts of hurricanes on the North Caraolina Coast over time (1900-present).**
 * Changes in technology to warn residents of North Carolina hurricanes and how it affected preparation (1900-present).** ||
 * ** Driving Question ** |||||||||||||||||||||||||||||||||||| How can we educate more people about the town of Swansboro and all that it has to offer?
 * How have hurricanes changed and affected our area over time?** ||
 * ** Content Standards ** to be taught and assessed**:** |||||||||||||||||||||||||||||||||||| __**Language Arts**__

__**Math**__ 6.G.1 Recognize a statistical question as one that anticipates variability in /the data related to the question and account for it in the answers. 6.G.5 Summarize numerical data sets in relation to their context, such as by: 6.G.5a Reporting the number of observations 6.G.5b Describing the nature of the attribute under investigation, including how it was mearsured and its untis of measurement. 6.G.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. 6.G.5d Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

6.P.3 Understanding characteristics of energy transfer and interactions of matter and energy. 6.P.3.1 Ilustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects taht may result.
 * Science**

6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time (i.e. Africa, Asia, Europe, and the Americas). || Brochures that educate people about the town of Swansboro A virtual field trip A town bumber sticker Video presentation/newscast Addition to the Swansboro website
 * Social Studies**
 * ** 21st Century Skills ** to be taught and assessed**:** |||||||||||| ** Collaboration - work in partners on research and project components for assigned hurricane. ** |||||| **yes** |||||||||||||| ** Other: ** ||||   ||
 * ^  |||||||||||| ** Communication (Oral Presentation) - News Broadcast on assigned hurricane ** |||||| **yes** ||||||||||||||   ||||   ||
 * ^  |||||||||||| ** Critical Thinking/Problem Solving - development of data display (charts/graphs), project product and presentation. ** |||||| **yes** ||||||||||||||   ||||   ||
 * ** Major Products & Performances ** |||||| Group: |||||||||||||||||||||||| POSSIBLE PRODUCTS:
 * ** Major Products & Performances ** |||||| Group: |||||||||||||||||||||||| POSSIBLE PRODUCTS:
 * ** Major Products & Performances ** |||||| Group: |||||||||||||||||||||||| POSSIBLE PRODUCTS:

 ** Presentation Audience: **    Class  School || launch inquiry, engage stude nts: |||||||||||||||||||||||||||||||||||||| **Research assigned hurricae in partners** || rubric: **__ __News Broadcast and graphing of hurricane data __** ||  ||
 * Research, News Broadcast, Digital Video of Hurricane Broadcasts** |||||||||| ** Presentation Audience **
 * ^  ||||||^   ||||||||||||||||||||||||^   || X |||||||| Class ||
 * ^  ||||||^   ||||||||||||||||||||||||^   ||   |||||||| School ||
 * ^  ||||||^   ||||||||||||||||||||||||^   ||   |||||||| Community ||
 * ^  |||||| Individual: |||||||||||||||||||||||| **Hurricane Tracking Map, Collecting and Displaying Data in various forms (charts, graphs)** ||   |||||||| Experts ||
 * ^  ||||||^   ||||||||||||||||||||||||^   ||   |||||||| Web ||
 * ^  ||||||^   ||||||||||||||||||||||||^   || X |||||||| Other: Digital video of News Broadcast ||
 * Project Overview page 2  ||
 * ** Entry Event **
 * ** Assessments ** |||||||| ** Formative Assessments **   (During Project)  |||||||||| Quizzes/Tests (in individual core classes) |||||| x |||||||||||| Practice Presentations ||   ||
 * ^  ||||||||^   |||||||||| Journal/Learning Log ||||||   |||||||||||| Notes ||   ||
 * ^  ||||||||^   |||||||||| Preliminary Plans/Outlines/Prototypes |||||| x |||||||||||| Checklists ||   ||
 * ^  ||||||||^   |||||||||| Rough Drafts ||||||   |||||||||||| Concept Maps - Hurricane Tracking Map with coordinates ||   ||
 * ^  ||||||||^   |||||||||| Online Tests/Exams ||||||   |||||||||||| Other: ||   ||
 * ^  ||||||||  ** Summative Assessments **   (End of Project)  |||||||||| Written Product(s), with rubric: ||||||   |||||||||||| Other Product(s) or Performance(s), with
 * ^  ||||||||^   |||||||||| Oral Presentation, with rubric **(News Broadcast)** ||||||   |||||||||||| Peer Evaluation ||   ||
 * ^  ||||||||^   |||||||||| Multiple Choice/Short Answer Test ||||||   |||||||||||| Self-Evaluation ||   ||
 * ^  ||||||||^   |||||||||| Essay Test ||||||   |||||||||||| Other: ||   ||
 * ** Resources Needed ** |||||||||| ** On-site people, facilities: ** |||||||||||||||||||||||||||| Computer Lab for research ||
 * ^  |||||||||| ** Equipment: ** |||||||||||||||||||||||||||| **Flip cameras, digital space for News Broadcasts, calculators** ||
 * ^  |||||||||| ** Materials: ** |||||||||||||||||||||||||||| **Graph paper, rulers, hurricane tracking maps** ||
 * ^  |||||||||| ** Community resources: ** ||||||||||||||||||||||||||||   ||
 * ** Reflection Methods ** |||||| **(Individual, Group, and/or Whole Class) **  |||||||||| Journal/Learning Log ||||||   |||||||||||| Focus Group |||| x ||
 * ^  ||||||^   |||||||||| Whole-Class Discussion |||||| x |||||||||||| Fishbowl Discussion ||||   ||
 * ^  ||||||^   |||||||||| Survey ||||||   |||||||||||| Other: display of hurricane data |||| x ||
 * ^  ||||||^   |||||||||| Whole-Class Discussion |||||| x |||||||||||| Fishbowl Discussion ||||   ||
 * ^  ||||||^   |||||||||| Survey ||||||   |||||||||||| Other: display of hurricane data |||| x ||