<p> 1</p><p>PROJECT OVERVIEW Name of Project: Fifty Shades of Floor Framing Duration (hrs): 10 days CTE Course: Building Trades and Construction Design Technology 1 Grade Level: 10th Academic Course: English II School: DeLand High School Teachers: Mr. Gebben & Mrs. Darrisaw</p><p>Project Idea: Investigation: Students will research how designs for residential dwellings have changed from the 1960’s to the present, and how those design Summary of the issue, changes have impacted the creation of products used to construct these projects. challenge, investigation, scenario, or problem Driving Question: How has man’s ambition and quest for power caused a change in the design innovation of residential homes and the materials used to construct The question that both them? engages student attention and focuses their efforts Content and Skill CTE Performance Standards Standards: 10.0 Demonstrate rough and finish carpentry skills Those taught and assessed in 10.1 Discuss the carpentry trade. the project 10.2 Identify and use building materials, fasteners and adhesives. 10.3 Use and maintain hand and power tools.</p><p>10.4 Read and interpret approved plans and specifications for residential and commercial drawings. </p><p>10.5 Apply distance measurement and elevation leveling techniques. 10.08 Calculate construct and install floor, wall, ceiling and roof framing. 01.0 Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Building Trades and Construction Design Technology. 01.01.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.1.3 01.02.1 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. LAFS.910.RST.2.4 01.03.1 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. LAFS.910.RST.3.7 01.01 Research to Build and Present Knowledge 01.01.1 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under R E V I S E D 6 / 4 / 2 0 1 3 A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 2</p><p> investigation. LAFS.910.WHST.3.7 01.04 01.04 Range of Reading and Level of Text Complexity 01.04.2 By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently. LAFS.910.RST.4.10 </p><p>Common Core/College and Career Readiness Standards</p><p>Common Core Standards – Language Arts and/or Mathematics LAFS.910.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. LAFS.910.RI.1.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). LAFS.910.RI.2.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). LAFS.910.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. LAFS.910.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. LAFS.910.W.1.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. LAFS.910.W.1.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. LAFS.910.W.1.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. LAFS.910.W.1.2d</p><p>R E V I S E D 6 / 4 / 2 0 1 3 A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 3</p><p>Use precise language and domain-specific vocabulary to manage the complexity of the topic. LAFS.910.W.1.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LAFS.910.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. LAFS.910.SL.1.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. LAFS.910.SL.1.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. LAFS.910.SL.1.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. LAFS.910.SL.1.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. LAFS.910.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. LAFS.910.SL.2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. LAFS.910.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. LAFS.910.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3)</p><p>21st Century Skills : Learning & Innovation Skills Info. Media, & Tech. Skills Life &Career Skills Those taught and assessed in the project x Creativity & Innovation x Information Literacy Flexibility/Adaptability x Productivity/Accountability</p><p>R E V I S E D 6 / 4 / 2 0 1 3 A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 4</p><p>For descriptions follow web x Critical Thinking/Problem Solving Media Literacy x Initiative/Self Direction Leadership/Responsibility links x Communication/Collaboration ICT Literacy Social/Cross-Cultural</p><p>Culminating Products Products: CTE-Scale model of floor framing on a 4 x 8 wooden slab & Performances: Creativity & Elaborate on products Innovation Rubric</p><p>Discuss publication and presentation of projects</p><p>Publication/ Group: ELA- Ten picture portfolio w/paragraph explanation of each day’s progress Presentation Audience Presentation: Presentation Rubric X Class School</p><p>Community</p><p>Individual: Experts x Business/Community Web</p><p>Other: Entry Event/Project CTE-Mankind’s continued drive for power and social status has led to increased levels of complexity in construction innovation and design Launch: ELA-View pictures of Shakespearean architecture (during the reading of Macbeth), view pictures of famous architecture (Seven Wonders of the World, largest Introduction/background bridges, skyscrapers, castles, mansions, stadiums) throughout history information to set the stage</p><p>In-Depth Inquiry/ Need to Know Discuss how the project engages students; Develop student guidelines for each phase of project 1. Introduction and Team Planning: Academy Summer Institute Student Project Guidelines 2. Initial Research Phase - Gathering Information: ELA-read stories/articles/essays about architectural masterpieces and discuss what Project Management research is available to explain why that structure was made Log/Group 3. Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s): </p><p>R E V I S E D 6 / 4 / 2 0 1 3 A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 5</p><p>Project Work Log/Individual 4. Second Research Phase - Additional Information & Revision: CTE-research about I-beams, three different floor laminated beams (para- Creativity/Innovation Rubric lam, glue-lam, LVL); then research the strength capacity of each beam, and what material can be used to span various differences wood strength, and span requirements and how they have changed over the last fifty years 5. Final Presentation Development: CTE-in pairs layout, assembly, cutting and sizing of the wood, taking pictures of daily progression of the floor system 6. Publication of Product or Artifacts: CTE- Scale model of floor framing on a 4 x 8 wooden slab and ELA-Ten picture portfolio w/paragraph explanation of each day presented at an “unveiling” for parents and the Advisory Board</p><p>Collaboration: Teachers: Discuss collaboration among colleagues in teaching the Academy Summer Institute project</p><p>Discuss collaborative Students: instructional strategies CTE-in pairs layout, assembly, cutting and sizing of the wood utilized by students ELA-Think-pair-share about ambition, quickwrite about a time they were on a quest for power, Socratic Seminar about why there is a need for ambition amongst mankind, what are its pro’s/con’s, and how/when it can be beneficial/dangerous Collaboration Rubric</p><p>Voice & Choice: CTE-students will research span charts for span and layout, and translate the given measurement from the chart to Describe how students play the project in accordance to the specified plan that they receive a role in project design and implementation ELA-students will create a ten picture portfolio (one front/rear elevation picture and one side elevation picture) to show daily progress of assembly of the floor system </p><p>Instructional Webquests Course Management System Presentation Hardware Technology: Select and discuss the Blogs Alternate Reality Games (ARGs) technology-based RSS Feeds instructional options embedded in the project Simulation Software Digital Video Tools (Software or online) Wikis x</p><p>Social Network Presentation Software Digital Photography Tools(Software or online) x R E V I S E D 6 / 4 / 2 0 1 3 A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 6</p><p>Podcasts Video Conferencing X Other: Edmodo Discussion: </p><p>Public Audience: Describe how business Business partners have donated the wood for this project, and will be invited to judge the completed projects (floor partners contribute to frame systems and portfolios.) project learning.</p><p>Assessments: Formative Quizzes/Tests Practice Presentations Assessments x x (During Project) x Journal/Learning Log x Notes</p><p> x Preliminary Plans/Outlines/Prototypes x Checklists</p><p> x Rough Drafts Concept Maps</p><p>Online Tests/Exams Other: </p><p>Summative x x Other Product(s) or Performance(s) w/ Rubric: Assessments Written Product(s) w/ Rubric: (End of Project) Ten picture portfolio w/paragraph explanation of each day Scale model of floor framing on a 4 x 8 wooden slab</p><p>Oral Presentation w/ Rubric Peer Evaluation</p><p>Multiple Choice/Short Answer Self-Evaluation</p><p>Essay Test Other: </p><p>R E V I S E D 6 / 4 / 2 0 1 3 A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N 7</p><p>Reflection x Individual x Journal/Learning Log Focus Group Methods: Group Whole Class Discussion Fishbowl Discussion Whole Class Survey Other: </p><p>Revision & Reflection: Grades Written Comments Scaffolded feedback and “check points” x x should be routinely provided by the teacher Group Feedback Peer Feedback within the collaborative instructional process. Feedback can be based on either x Individual Feedback Self-Assessment teacher and/or peer evaluations</p><p>R E V I S E D 6 / 4 / 2 0 1 3 A D A P T E D F R O M © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N</p>