Different Level Content
Students have several options within each part of this ITU. While not every option has different level content, some sections, such as art consumption, allow students to choose what they want to do. Some art will be more in depth while other will cover a broader overview of the content. Students can choose which will help them more. For example, student who choose nutrition can choose from this content menu of art assignments (different level content explained on the menu).
Each student will participate in a math and science project that will form the basis for their art and presentation work. Students will form groups to collaborate on these projects, but will be responsible for turning in individual projects. Each of the four projects will be designed to be low entry high exit to allow wide participation and room for high achievement students to remain engaged.
Vocabulary Development
Vocabulary development will be integrated into each section. Students will receive this graphic organizer with vocab that they can fill out as they study their topic.
Graphic Organizer (beyond vocabulary)
Students design their own graphic organizers to represent the information they learn while studying their chosen topics. Because this unit will occur in the spring semester, students will have experience in both of our classes creating graphic organizers. At this point they should not need the scaffolding of using organizers created by their teachers. Instead, they will create their own unique graphic organizers for ideas and relationships between ideas as they study their chosen topic.
We will provide students with this project graphic organizer to serve as a sort of flow chart to help each art and presentation group develop their ideas.
Multiple Intelligence Activities
We have multiple intelligence activities built in throughout our unit. Our opening activities where students work independently through a task menu for their chosen topics helps students grow in intrapersonal intelligence. By having students choose from a list of tasks for part of their learning about their chosen topics, we also provide opportunity for students to learn in the best way that works for them. For example, students that are visual-spatial or musical may choose to mostly watch videos from the task menu above. Students who are linguistic or logical/mathematical may decide to analyze a website or presentation.
Our art and presentation projects also provide opportunities for students to grow in their multiple intelligences. Students will grow in both interpersonal and intrapersonal intelligence as they develop their collaboration skills. Each project will also allow each student to express their multiple intelligences so that the group functions smoothly. The wide variety of potential for students to communicate what they learn through presentation and art production gives them opportunity to engage every intelligence (e.g. art production could include music and/or dance (kinesthetic), while presentation could include social justice).
Choice Assignment
Students have multiple opportunities to choose what they do. First, they get to choose which topic in science and which topic in math they would like to focus on. Then they get to choose subject they would like to do a presentation on and which they would like to create an art project on. They also get some choices when they study their chosen subject. For example, students who study nutrition can choose from this content menu of art to consume.
Sample Presentation Options:
Sample Art Production Options:
Rubric(s)
Students will have rubrics throughout the ITU to guide them and so that they can self assess and know how we will be assessing them. An example rubric is found at the end of the following sample math project "Get Out of Debt." Students will also receive rubrics for their presentation and art projects. An example of this rubric is found in the sample "Planning Milestone" rubric.
Students have several options within each part of this ITU. While not every option has different level content, some sections, such as art consumption, allow students to choose what they want to do. Some art will be more in depth while other will cover a broader overview of the content. Students can choose which will help them more. For example, student who choose nutrition can choose from this content menu of art assignments (different level content explained on the menu).
Each student will participate in a math and science project that will form the basis for their art and presentation work. Students will form groups to collaborate on these projects, but will be responsible for turning in individual projects. Each of the four projects will be designed to be low entry high exit to allow wide participation and room for high achievement students to remain engaged.
Vocabulary Development
Vocabulary development will be integrated into each section. Students will receive this graphic organizer with vocab that they can fill out as they study their topic.
Graphic Organizer (beyond vocabulary)
Students design their own graphic organizers to represent the information they learn while studying their chosen topics. Because this unit will occur in the spring semester, students will have experience in both of our classes creating graphic organizers. At this point they should not need the scaffolding of using organizers created by their teachers. Instead, they will create their own unique graphic organizers for ideas and relationships between ideas as they study their chosen topic.
We will provide students with this project graphic organizer to serve as a sort of flow chart to help each art and presentation group develop their ideas.
Multiple Intelligence Activities
We have multiple intelligence activities built in throughout our unit. Our opening activities where students work independently through a task menu for their chosen topics helps students grow in intrapersonal intelligence. By having students choose from a list of tasks for part of their learning about their chosen topics, we also provide opportunity for students to learn in the best way that works for them. For example, students that are visual-spatial or musical may choose to mostly watch videos from the task menu above. Students who are linguistic or logical/mathematical may decide to analyze a website or presentation.
Our art and presentation projects also provide opportunities for students to grow in their multiple intelligences. Students will grow in both interpersonal and intrapersonal intelligence as they develop their collaboration skills. Each project will also allow each student to express their multiple intelligences so that the group functions smoothly. The wide variety of potential for students to communicate what they learn through presentation and art production gives them opportunity to engage every intelligence (e.g. art production could include music and/or dance (kinesthetic), while presentation could include social justice).
Choice Assignment
Students have multiple opportunities to choose what they do. First, they get to choose which topic in science and which topic in math they would like to focus on. Then they get to choose subject they would like to do a presentation on and which they would like to create an art project on. They also get some choices when they study their chosen subject. For example, students who study nutrition can choose from this content menu of art to consume.
Sample Presentation Options:
- PowerPoint
- Prezi
- Infographic
Sample Art Production Options:
- Skit/Dance
- Mural/Visual
- Musical (rap, song w/lyrics)
Rubric(s)
Students will have rubrics throughout the ITU to guide them and so that they can self assess and know how we will be assessing them. An example rubric is found at the end of the following sample math project "Get Out of Debt." Students will also receive rubrics for their presentation and art projects. An example of this rubric is found in the sample "Planning Milestone" rubric.
Sample Math Project "Get Out of Debt" |
Sample "Planning Milestone" rubric |