Dyad+37

- Daily questions, formative assessments, blogs, debates, formal assessments. || Benchmarks, GoogleDocs, blog posts, || Rubrics, benchmark checklists, formative assessments (daily questions), conferences with teachers, evaulations of group members/progress || an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || GoogleDocs, Twitter, Video Software (Animoto, Moviemaker, iMovie, DoInk, FotoBabble, etc.) We plan to use technology to support our instruction, but we also plan to have students create a final product (public service announcement) using technology. ||
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How are you affected by global epidemics? ||
 * II. How are new literacies featured in your compelling question? || Global awareness, empathy, and personal responsibility. ||
 * III. How will you organize or group your students for the PBI? || Predetermined heterogenous groups ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Variables, analyzing graphs, exponential growth and decay, working knowledge of Excel, general knowledge of disease transfer, population growth, characteristics of different cellular DNA, ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || chunking information, first person resources, video clips, interactive activities.
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Blogs/writings, Collaborative writing,
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Remember, Understand, Apply, Analyze, Evaluate, and Create
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it

=Project Based Inquiry=

Essential Question:
How are you affected by global epidemics?

**Science:**
__Bio.1.1 - Understand the relationship between the structures and functions of cells and their organelles.__ Bio.1.1.2 - Compare prokaryotic and eukaryotic cells in terms of their general structure(plasma membrane and genetic materials) and degree of complexity. __Bio.1.2 - Analyze the cell as a living system.__ Bio.1.2.3 - Explain how specific cell adaptations help cells survive in particular environments (focus on unicellular organisms). __Bio.3.4 - Explain the theory of evolution by natural selection as a mechanism for how species change over time.__ Bio.3.4.3 - Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection. []

//Reading Informational Texts//
9-10.1. 11-12.1. 9-10-4-6 11-12.4-6 9-10.8. //Writing// 9-10.1, a-e. 11-12.1, a-e. 9-10.4-6 11-12.4-6 9-10.7-8 11-12.7-8 9-10.10 11-12.10
 * Key Ideas and Details**
 * Craft and Structure**
 * Integration of Knowledge and Ideas**
 * Text Types and Purposes**
 * Production and Distribution of Writing**
 * Research to Build and Present Knowledge**
 * Range of Writing**

The text of these standards are available on the Core Standards Webpage.

**Math:**
FLE.4 For exponential models, express as a logarithm the solution to //abct = d// where //a//, //c//, and //d// are numbers and the base //b// is 2, 10, or //e//; evaluate the logarithm using technology. ACED.1 Create equations and inequalities in one variable and use them to solve problems. //Include equations arising from// //linear and quadratic functions, and simple rational and exponential functions.// FIF.7.E Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. FIF.8.B Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. b. Use the properties of exponents to interpret expressions for exponential functions. //For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.//

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Duration
8 days

Grade Level
High School, 9-12

Individual Daily Activities
Click the links below for individual activities for English, Math, and Science.

English Math Science

Assignment Sheet
Located in this Google Doc

We will show and discuss model examples of PSAs throughout this process (more information can be found in the daily plan for English). The links to the videos are below:

"AT&T Texting while Driving PSA: Yeah:" http://www.youtube.com/watch?v=ZRB6v3wLZXY "I Learned It By Watching You" PSA: http://www.youtube.com/watch?v=Y-Elr5K2Vuo Stop Bullying PSA: http://www.youtube.com/watch?v=__C7sd_UDU0&feature=related

Annotation
After the three of us (Ashlee, Monica, and Megan) worked to develop an idea that would incorporate Science, Math, and English, Ashlee worked on the Science portion, Monica worked on the Math portion, and Megan worked on the English portion. We all collaborated on the assignment sheet and rubric.