MyGraduationTrip.pdf

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UVA-SCPS Office of Mathematics Outreach with support from VADOE Mathematics and Science Partnership Grant Program NCLB Title II Part B 21st Century Teaching and Learning: Project-based Unit

Snapshot of Unit Content and Student Expectations

Title of Unit: My Graduation Trip Unit Designers:

Angela Williams and Terrie Atkinson, Fauquier County Public Schools

Context of the Project: As you graduate, you have been $2000 for graduation; you decide to take your dream vacation as a reward for your work. This project is focused on financial aspects for after secondary school. The students are responsible for planning their vacation within a budget and must include all expenses while they are there. This includes travel to and from their choice, and all expenses incurred during their trip.

Number of Class Hours:

12-14 hours Unit

Design:

Project-based Unit Other Subject

Areas/Disciplines Addressed in the Unit:

Writing, research, tourism, personal finance.

Driving Question: You receive $2000 upon graduation. Within this budget, you must decide where to go, how to get there, what activities to do there, how to travel around while there, why you are going there, and how much it costs? Mathematics Content

Addressed:

Proportions, percent, regression function, slope, circles and creating pie graphs, personal finance, unit conversion (money, distances, rates), scale factors

Mathematical Process Goals Addressed

XX_Problem Solving XX Communication XX Reasoning XX Connections XX Representations Assumption of Prior

Knowledge:

Proportions, percent, reading pie graphs Courses for Which the

Unit is Appropriate

Personal Finance, Geometry, Algebra (Self – Contained Special Education) College and Career

Readiness/21st Century Skills

BIE Page 35-37

T for skills to be taught and expected to use during the unit,

E for skills student are expected to know and be able to use during this unit A for skills that will be assessed during this unit

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UVA-SCPS Office of Mathematics Outreach with support from VADOE Mathematics and Science Partnership Grant Program NCLB Title II Part B Major Student

Products and/or Performances:

Group (group of 2) –Student chooses the best presentation method for their trip; class has an open forum to present their trips that must include a pie graph of their budget.

Requirements: Oral Presentations, itinerary for trip, written project paper, brochure of location with money, Bid persuasive proposal for parents to allow students to travel to the location, Scrapbook/slide show of the trip with prices

Presentation Audience: XX Class

School

Individual – See above – Self-contained should allow for individuals to work alone. Individuals in self-contained classes can work alone.

Expert Community XX Other: Parent

Engage the students interest and inquiry:

As you graduate, you have been $2000 for graduation; you decide to take your dream vacation as a reward for your work. Within a budget; where will you go, what will you do when you get there, how you will get there, how you will get around when you get there, why would you go there and how much will it cost?

You receive $2000 upon graduation. Within this budget, you must decide where to go, how to get there, what activities to do there, how to travel around while there, why you are going there, and how much it costs? http://travel.yahoo.com/trip-journal-821696-london_madness;_ylt=Agr8wmDaof87_HXA9l2fgvCcItAF

Evaluation: Formative Assessments (During the Unit)

Interview XX Practice Presentations XX

Mathematicians Journal XX - guided

Notes Preliminary

Plans/Outlines/Prototypes

XX Checklists XX

Rough Drafts Concept maps

Field Tests Other:

Summative Assessment (End of Project)

Written Products, with a rubric XX Peer Evaluation, with a rubric

XX Oral Presentation with a rubric Self Evaluation, with a

rubric

XX Other Product(s) or

Performance(s), with a rubric

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UVA-SCPS Office of Mathematics Outreach with support from VADOE Mathematics and Science Partnership Grant Program NCLB Title II Part B Resources Needed: On-site people, facilities: Computer lab, ITRT (technology Resource Person), Instructional Assistants

Equipment/Technology: Computers with Internet access, calculators, Elmo and Projector

Materials: Handouts 1-14, computers with internet access, protractors and compasses for pie chart Community Resources: Travel Agent, Well-Traveled Teachers

Reflection Methods: Individual, Group, and/or Whole Class

Mathematicians Journal XX Small/Focus Groups XX Whole Class Discussions XX Fishbowl Discussions XX

Survey Other:

Material Adapted From:

Trip Planner: http://travel.yahoo.com/trip-journal-821696-london_madness;_ylt=Agr8wmDaof87_HXA9l2fgvCcItAF

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UVA-SCPS Office of Mathematics Outreach with support from VADOE Mathematics and Science Partnership Grant Program NCLB Title II Part B Quick Snapshot for the Sequence of Unit Activities

UNIT TITLE: My Graduation Trip MINUTES PER CLASS: Block = 90 minutes

D a y 1 D a y 2 D a y 3 D a y 4 D a y 5

P R O J E C T W E E K O N E

Notes: 60 minutes 90 minutes 90 minutes 90 minutes 90 minutes

Launch: Yahoo Travel (HO#1Cover page)

Expectations Discussion: Group and Individual (HO#2)

Contract (HO#3)

Skills Know and Need to Know

Team Meeting: Assignments and first meeting:

Initial Task List, Roles, (HO#4)

Lesson: Decision Making/ wants and needs (location choice) (HO#5)

Explanation of Project Details and procedures (calendar) (HO#6)

Explanation of Rubrics (HO#7)

Team Meeting: Task List and location choice

Daily team assessment (HO#8)

Lesson: Budget Worksheet (HO#9)

Team work: Determine daily budget – prioritize money (where to spend what). (HO#10)

Checkpoint: Interviews

Daily Team Assessment (HO#8)

Lesson: Conversions (HO#11)

Team work: Make all conversions needed, begin planning itinerary

Review Need to Know List

Quiz on budgeting and conversions. (HO#13)

Team work: Continue planning and research.

Checkpoint Interviews

D a y 6 D a y 7 D a y 8 D a y 9 D a y 1 0

P R O J E C T W E E K T W O Notes 90 minutes 90 minutes 90 minutes

Lesson: Pie Charts (HO#14)

Team work: Create Pie Chart showing the amounts spent on specific areas of trip. (ie lodging, airfare, etc.)

Daily Team Assessments (HO#8)

Team Work: Creation of final product

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UVA-SCPS Office of Mathematics Outreach with support from VADOE Mathematics and Science Partnership Grant Program NCLB Title II Part B

Overview of Student Knowledge and Skills

What do students need to know and be able to do to complete the unit successfully? Project: My Graduation Trip

Analyze each major task and the final project for the unit for the knowledge and skills necessary to produce a high-quality product.

How and when will students assess their own necessary prior knowledge and skills?

How will they remediate their own gaps or weaknesses in expected prior knowledge and skills? KNOWLEDGE AND SKILLS NEEDED Assumed

already learned

Students will self-assess

Will be learned and assessed during the unit

1. Decision Making XX XX

2. Budgeting XX XX

3. Reading Pie Charts XX XX

4. Creating Pie Charts XX XX

5. Percentages XX

6. Regression Function xx xx

7. Slope/Rate of Change xx xx

8. Personal Finance xx xx

9. Unit Conversion xx xx

What project tools will student’s use to monitor their progress through the unit and especially the project?

XX Student developed Know/need to know lists

 Student developed Daily goal sheet XX Student Mathematician’s Journals  Student developed Briefs/Memos XX Student developed Task lists

 Student developed Planning Calendar XX Teacher developed Rubrics

Other:

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Unit Title: My Graduation Trip

Driving Question: You receive $2000 upon graduation. Within this budget, you must decide where to go, how to get there, what activities to do there, how to travel around while there, why you are going there, and how much it costs?

Project Description: Students choose the best presentation method for their trip; class has an open forum to present their trips that must include a pie graph of their budget. Requirements: Oral

Presentations, itinerary for trip, written project paper, brochure of location with money, Bid persuasive proposal for parents to allow students to travel to the location, Scrapbook/slide show of the trip with prices.

ENGAGE How will student’s interested be piqued so they want to engage in the inquiry in this project-based unit? Number of hours 25 minutes

Teacher Directions: Read the following:

1. You receive $2000 upon graduation. Within this budget, you must decide where to go, how to get there, what activities to do there, how to travel around while there, why you are going there, and how much it costs?

2. Show students the following link:

a.

http://travel.yahoo.com/trip-journal-821696-london_madness;_ylt=Agr8wmDaof87_HXA9l2fgvCcItAF b. Discuss ideas of a dream trip. What do you need to know

when you are planning a trip?

c. Show how they can find their places to stay, food, activities to be used as an outline for their final product.

3. Students participate in discussions about planning their “dream” vacation.

a. Project Cover Page – (HO #1) Anticipated products or artifacts if any –

Journal Entry on the back of the Cover Page

Mathematician Journal Prompts (Guided) Students will answer the questions… 1. What are your initial feelings about this project?

2. Do you have a dream location that you would like to travel to? 3. What

connections can you make to “math” class? -EXPLORE Teacher provides guidance for the explorations to prepare students with

In this unit, the “Explore” activities are connected to the actual project, so that students are learning and reviewing as they work through the project. You may decide that your students do not need all of these activities and allow them more freedom to complete the project on their own. Feel free to use whatever parts of the activity you need for your students to be

successful.

Mathematician Journal Prompts Project-based Learning Unit

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the knowledge and skills to engage in the project-based unit.

Students will self-assess on the prior knowledge and skills assumed for the unit

Number of hours___

EXPLAIN Teacher introduces the project and prepares students to work

independently in small groups

Number of Hours_0.5

A. Introduce the Project: Notes to Teacher

1. Tell the students they are about to create something and learn something at the same time. Read; As you graduate, you have been $2000 for graduation; you decide to take your dream vacation as a reward for your work. Within a budget; where will you go, what will you do when you get there, how you will get there, how you will get around when you get there, why would you go there and how much will it cost?

2. Discuss the many places that the world has to offer. Discuss any vacations some of them have had and what it was like. Use any personal destinations you can to evoke more thought. Ask the students what, if any, planning they did for previous trips. Did they get to decide where, when, or activities for the trip? 3. Use the “what we need to know” chart to discuss what they are

going to learn.

B. Description of final product and clarify expectations for the project product(s) and presentation

1. Clarification of expectations for the final product and/or presentation: Students will choose the best presentation method for their trip; class will have a round table presentation to present their trip, including a pie graph of their budget, oral presentations, itinerary for the trip, written project paper, brochure of the location, persuasive proposal for their parents to allow you to travel to the location, scrapbook/slide show of the trip with budget.

2. Describe the skills or knowledge needed: Proportions, percent, regression function, slope, circles and creating pie graphs, personal finance, unit conversion (money, distances, rates), scale factors, also problem solving, communication, reasoning,

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connections and representations.

3. Materials/equipment/resources needed: computers with internet, calculators, Elmo and projector, chart paper and markers, team folders, team copies of all worksheets

4. Rubric(s) attached identified with a title and handout number (HO #__7_)

5. Answer sheet for teacher or some guiding statements regarding evaluation of student work attached identified with a title and handout number (HO #__7_)

C. Suggestions for what is necessary to preparing students

2. Expectations for working independently in groups and for how students will monitor their own group participation: Project Expectations (HO #2), Group contract (HO #3), Group Role Assignments (HO #3), Project management log (HO #4) 3. Describe the expectations for how groups will plan and monitor

the tasks, timeline, and responsibilities necessary to complete the project on time: Students will follow the calendar set by teachers (HO#6) and monitor during daily team interviews 4. Rubric(s) attached identified with a title and handout number

(HO #__7_) ELABORATE

The student groups are working independently with teacher consultations. Number of Hours_12

Students should be working cooperatively. Monitor negative behavior and students not participating. Remind students of the contract and provide positive feedback whenever possible.

Check in daily that the students are using their contract and logs

appropriately. Collect the team folders to ensure progress is being made. Make notes for the team to review the following day during their team meeting.

Students self-monitoring

1. Tools for group planning attached identified with a title and handout number (HO #_3 and 4__)

2. Tools or rubrics for student self-monitoring of individual participation in group work attached identified with a title and handout number (HO #__7_)

3. Rubric(s) for self-evaluation of product and/or presentation attached identified with a title and handout number (HO #_8__) Below are the step-by-step instructions for students who need daily monitoring, as in a special education classroom or a collaborative classroom.

Students participate in seven days of mini-activities that review the mathematical content involved in the project and refine their mathematical skills.

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A. Launch Activity (HO #1):

1. Introduce the students to planning a vacation within a given budget

2. HO #1

3. No answer sheet

4. Students can use computers with internet access. Group and Individual Expectations Contract (HO #2):

I. Day One: Launch Day

A. You receive $2000 upon graduation. Within this budget, you must decide where to go, how to get there, what activities to do there, how to travel around while there, why you are going there, and how much it costs?

B. Brief description of activity

4. Launch (cover page hand out (HO# 1) after the initial presentation.

a. Show students the following link

http://travel.yahoo.com/trip-journal-821696-london_madness;_ylt=Agr8wmDaof87_HXA9l 2fgvCcItAF

b. Discuss ideas of a dream trip. What do you need to know when you are planning a trip? c. Show how they can find their places to stay,

food, activities to be used as an outline for their final product.

5. Expectations Discussion: Group and Individual Expectations (HO# 2) Expectations, Contract

a. Discussion using the Contract

b. Create class descriptions of each bullet

- Example: “We all promise to listen… “What does that mean in our class? 6. Skills Know and Need to Know Discussion

a. Student recorder on chart paper

b. Ask what skills might you need to have in order to complete a full trip itinerary? Student driven discussion with teacher asking leading

questions and monitoring on task behavior. - This will be revisited later as we

continue working on this. 7. Team Meeting:

a. Team assignments – 2 geometry students to 1 algebra student (blending self-contained classes)

b. Initial Task List (HO# 4) c. Assigning of roles and tasks

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1. Project Cover Page (HO# 1)

2. Group and Individual Expectations Contract (HO# 2)

3. Initial Task List (HO# 4)

D. Answer sheet for teacher or some guiding statements regarding evaluation of student work attached identified with a title and handout number (HO #___)

1. Project Cover Page (HO# 1)

2. Group and Individual Expectations Contract (HO# 2)

3. Initial Task List (HO#3)

E. Materials/Equipment/Resources Needed 1. Handouts copied for the group

2. Computer with internet access and projector 3. Chart paper and markers

4. Group folders 5. Team assignments II. Day TWO: Decision Making

A. Decision Making: Now that you have this money, how do you decide where to go?

B. Brief description of activity 8. Launch (hand out (HO# 5)

a. Discussion - Decision Making – what are decisions? Who influences them? What influences them?

b. Decision making worksheets – Introduce Pros and Cons

9. Explanation of Project Details and Procedures a. Calendar handed out and discussed (HO#6) b. Check Points Discussed – What they are and

how they will be handled.

c. Project types will be discussed. How do you persuade someone?

d. Rubrics – Handed out and discussed (HO#7) 10. Team Meeting:

a. Task List - Who needs to do what?

b. Location Choice – Using the decision making sheets, the group will determine their location of choice.

c. Daily Team assessment sheet (HO#8)

C. Student Direction(s) Sheet Attached identified with a Title and Handout number (HO #___)

1. Decision Making sheets (HO#5) 2. Calendar (HO#6)

3. Rubrics (HO#7)

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1. Decision Making sheets (HO#5) 2. Calendar (HO#6)

3. Rubrics (HO#7)

4. Daily Team Assessment Sheet (HO#8) E. Materials/Equipment/Resources Needed

1. Handouts copied for the group

III. Day THREE: Budgeting

A. Budgeting: How do I keep from spending too much? B. Brief description of activity

11. Launch (hand out (HO# 9)

a. Discussion – Budgeting: What is that? b. Budgeting packet by (HO#9)

12. Team Meeting:

a. Determine Daily Budget – Prioritize money (what to spend where). Using Budget Planning Worksheet (HO#10)

b. Daily Team assessment sheet (HO#8) 13. Checkpoint Interviews

1. Budgeting Packet (HO#9) 2. Budget Planning (HO#10)

3. Daily Team Assessment Sheet (HO#8) D. Answer sheet for teacher or some guiding statements

regarding evaluation of student work attached identified with a title and handout number (HO #___)

1. Budgeting Packet (HO#9T) 2. Budget Planning (HO#10T)

3. Daily Team Assessment Sheet (HO#8T) E. Materials/Equipment/Resources Needed

IV. Day FOUR: Conversions

A. Conversions: Money, Temperature, Etc… B. Brief description of activity

1. Launch (hand out (HO#11)

a. Discussion – Conversions: What is that? b. Converting English to Metric (HO#11)

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d. Money: Using the internet find the conversions and rates for their country if leaving the US. 2. Team Meeting:

a. Make all conversions needed on the budget sheet (HO#10)

b. Begin Planning Itinerary

c. Daily Team assessment sheet (HO#8) 3. Checkpoint Interviews

1. Conversions packet (HO#11)

2. Daily Team Assessment Sheet (HO#8) D. Answer sheet for teacher or some guiding statements

regarding evaluation of student work attached identified with a title and handout number (HO #___)

1. Conversions packet (HO#11T)

2. Daily Team Assessment Sheet (HO#8) E. Materials/Equipment/Resources Needed

V. Day FIVE: Review Need to Know

A. Look at the chart paper – What have we learned so far? 1. Discuss what we have learned and what we still

need to know as we continue planning our trip. B. Quiz – Budgeting and Conversions (HO# 13)

C. Team Meeting:

a. Continue planning and research b. Checkpoint Interviews

c. Daily Team Assessment Sheet (HO#8) D. Materials/Equipment/Resources Needed

VI. Day SIX: Pie Charts

A. You will make a “Pie Chart” of the how much money is spent on specific aspects of your trip.

a. Using Google Images, Show multiple representations of pie graphs

b. Discuss how to create a pie graph

c. Team Work – Students will work in their team to create a pie chart using the directions page given to them. (HO#13)

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2. Daily Team Assessment (HO#8)

1. Pie Chart Directions (HO#14) E. Materials/Equipment/Resources Needed

4. Group folders 5. Team assignments VII. Day SEVEN: Review Need to Know

A. Final Review of the Need to Know B. Brief description of activity

1. Discuss the need to know and what we have learned from this project. Is there anything that we still need to know?

2. Discuss how to create a pie graph 3. Team Work – Final project creation

1. Daily Team Assessment (HO#8)

1. Final rubric (HO#7T)

4. Group folders 5. Team assignments VIII. Day EIGHT: Final Presentations

A. Presentation Day

1. Begin with the Presentation Day Checklist (HO#7) a. Discuss what is expected of the class and

individuals as presentations occur. 2. Students will present their trip in a round table

discussion

a. Room will be set up in circle having each group sit together. They will draw numbers from a hat (or alphabetical by the name of their destination) to decide which group goes first.

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presentation (HO#7)

c. Each student will also be responsible for completing a Self-Reflection on their own Project (HO#7)

C. Student Direction(s) Sheet Attached identified with a Title and Handout number (HO #7)

1. Presentation Day Checklist (HO#7) 2. Positive feedback form (HO#7) 3. Self – Reflection of Project (HO#7)

D. Answer sheet for teacher or some guiding statements regarding evaluation of student work attached identified with a title and handout number (HO #7)

1. Final rubric (HO#7T)

4. Group folders Team assignments

EVALUATE Working groups submit products or make

presentations Number of Hours_0.5

A. Directions for Instructor regarding final evaluation: use appropriate rubric and provide positive feedback.

B. Rubric(s) for teacher and/or audience for presentation attached identified with a title and handout number (HO #7)

Mathematician Journal Prompts

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HO #1

Congratulations!! You have finally graduated!!.

As a graduation gift you have been given $2000. What to do with the money? Dream Vacation! You have decided to take your dream vacation as a reward for all your hard work. Within a budget of $2000,

1) You will choose your destination, 2) How you will get there,

3) What you will do when you get there, 4) How you will get around when you get there 5) And any other endeavor you wish to include.

Of course you will have to get your parents’ permission.

GOAL: to create a presentation

that will “sell” your plans to them and they will

let you travel.

‘Vacation’ word only has strength to relax many running minds and to relieve you from all your routine stress and tensions. So, just imagine if you will visit your dream vacation destinations, then how you feel or experience? It’s undoubtedly, the most memorable experience for you. Now,

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HO #2

Group and Individual Expectations Teacher set expectations:

1. Responsibility for yourself – be prepared and ready to work with team and have tasks

complete and on time.

2. Help your team – share ideas, give supportive feedback, and offer to help in any way

3. Respect others – Remember your manners - Listen

4. Work to the best of your abilities

5. Ask for help when needed

Student set expectations:

1. ________________________________________________________________

________________________________________________________________

2. ________________________________________________________________

________________________________________________________________

3. ________________________________________________________________

________________________________________________________________

4. ________________________________________________________________

________________________________________________________________

Group Expectations:

1. Share responsibility for your groups’ success and for mistakes.

2. ________________________________________________________________

________________________________________________________________

3. ________________________________________________________________

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HO #3 Group Contract

Project Name: Members of Group:

Our Agreement



We all promise to listen to each other’s ideas with respect.



We all promise to do our assigned work to the best of our ability.



We all promise to turn in our work on or before due dates.



We all promise to ask for help if we need it.



We all promise to share responsibility for our success and for our mistakes.



We all promise to turn in work that is our own.



We all promise to fulfill our job listed on the back of this contract.



________________________________________________________



________________________________________________________

If someone in the group breaks one or more of our rules, the group has the right to call a meeting

and ask the person to follow the rules. If the person still breaks one or more rules, we have the

right to vote to fire that person.

Date: ______________________

Group Member Signatures:

_____________________________

___________________________

_____________________________

___________________________

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HO#3 Group Role Assignments:



Group facilitator: moderates discussions, keeps the group on task, assures work is done

by all, and makes sure all have opportunity to participate and learn.

o

______________________



Timekeeper: monitors time and moves group along so that they complete the task in the

available time, keeps area clean, assumes role of any missing group member if there is no

wildcard member.

o

_____________________



Recorder: takes notes of the group's discussion and prepares a written conclusion.

o

_____________________



Checker: makes sure that all group members understand the concepts and the group's

conclusions.

o

_____________________



Summarizer: restates the group's conclusions or answers and completes the “work report”

o

_____________________



Elaborator: relates the discussion with prior concepts and knowledge.

o

_____________________



Research-Runner: gets needed materials and is the liaison between groups and between

their group and the instructor. Completes the Check Point Interview.

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HO #4

Project Management Log: Group Tasks

Task Who Is Responsible Due Date Status Done

Adapted from Buck Institute for Education PBL Starter Kit

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HO #5 Decision-Making Worksheet

Group Members:

Problem: Where should we go on our Senior Trip?

Location 1: Location 2: Location 3:

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HO#6 Project Calendar

D a y 1 D a y 2 D a y 3 D a y 4 D a y 5

P R O J E C T W E E K O N E

Notes: 60 minutes 90 minutes 90 minutes 90 minutes 90 minutes

Launch: Yahoo Travel (HO#1Cover page)

Expectations Discussion: Group and Individual (HO#2)

Contract (HO#3)

Skills Know and Need to Know

Team Meeting: Assignments and first meeting:

Initial Task List, Roles, (HO#4)

Lesson: Decision Making/ wants and needs (location choice) (HO#5)

Explanation of Project Details and procedures (calendar) (HO#6)

Explanation of Rubrics (HO#7)

Team Meeting: Task List and location choice

Daily team assessment (HO#8)

Lesson: Budget Worksheet (HO#9)

Team work: Determine daily budget – prioritize money (where to spend what). (HO#10)

Checkpoint: Interviews

Lesson: Conversions (HO#11)

Team work: Make all conversions needed, begin planning itinerary

Quiz on budgeting and conversions. (HO#13)

Team work: Continue planning and research.

Checkpoint Interviews

D a y 6 D a y 7 D a y 8 D a y 9 D a y 1 0

P R O J E C T W E E K T W O Notes 90 minutes 90 minutes 90 minutes

Lesson: Pie Charts (HO#14)

Team work: Create Pie Chart showing the amounts spent on specific areas of trip. (ie lodging, airfare, etc.)

Team Work: Creation of final product

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HO #7

Final Presentation

Student Name: ________________________________________

CATEGORY 4 3 2 1

Preparedness Student is

completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more

rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Content Shows a full

understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Evaluates Peers Fills out peer

evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation but scoring appears to be biased.

Listens to Other Presentations

Listens intently. Does not make distracting noises or

movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Speaks Clearly Speaks clearly and

distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Stays on Topic Stays on topic all

(100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

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Persuasion

Student Name: ________________________________________

CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards 1 - Below Standards

Attention Grabber

The introduction has a strong hook or attention grabber that is appropriate for the audience.

The introduction has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.

The author has an

interesting introduction but the connection to the topic is not clear.

The introduction is not interesting AND is not relevant to the topic.

Accuracy All supportive facts

and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

Sequencing Arguments and

support are provided in a logical order that makes it easy and interesting to follow the author\'s train of thought.

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\'s train of thought.

A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.

Audience Demonstrates a clear

understanding of the potential reader and uses appropriate vocabulary and arguments.

Demonstrates a general

understanding of the potential reader and uses vocabulary and arguments

appropriate for that audience.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

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Collaborative Work Skills Student Name: ________________________________________

CATEGORY 4 3 2 1

Contributions Routinely provides useful

ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work Provides work of the

highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked/revised by other group members to ensure quality.

Provides work that usually needs to be

checked/revised by others to ensure quality.

Time-management Routinely uses time well

throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s

procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.

Problem-solving Actively looks for and

suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems. Lets others do the work.

Attitude Never is publicly critical of

the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Preparedness Brings needed materials

to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work

Often forgets needed materials or is rarely ready to get to work.

Pride Work reflects this

student\'s best efforts.

Work reflects a strong effort from this student.

Work reflects some effort from this student.

Work reflects very little effort on the part of this student.

Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

(25)

HO #8 Daily Assessment Sheet

Group: ________________________________ Trip Location:__________________________________ For the Time Period: Day ________________________

During this time period I had the following goals for project work:

1 2 3

During this time period I accomplished…

1 2 3

My next steps are …

1 2 3

My most important concerns, problems, or questions are…

(26)

HO #9

Budgeting Activity Sheet

Needs Vs. Wants

You may have many things you want and need. This worksheet should help you think about

which is which!

I need…

Least Important Most

Important

1 2 3 4 5

I want…

1 2 3 4 5

(27)

Budgeting Handout

What if you saved the money instead?

Expenses Costing $25 - $30 Per Month

Cost Per

Month

Savings Over

5 yrs. 10 yrs. 15 yrs.

Large Pizza w/2 toppings (every two weeks)

Cable TV

Cell Phone

Six pack of Soda every Friday night

Expenses Costing About $50 per Month

Cost Per

Month

Savings Over

5 yrs. 10 yrs. 15 yrs.

Dinner out after every paycheck (Pay every 2 weeks)

Haircut/color at fancy salon ($70 every 6 weeks)

Expenses Costing about $100 per Month

Cost Per

Month

Savings Over

5 yrs. 10 yrs. 15 yrs.

(28)

BUDGETING ACTIVITY SHEET

Spending Plan

Weekly

Amount

Monthly

Amount

Rent

Heat

Utilities

Telephone

Cable

Cell phone/pager

Groceries

Restaurant meals

School meals

Child care

Transportation (car payments, gas, T pass)

Clothing

Furnishings & household upkeep

Personal needs (haircuts, makeup)

Family recreation (movies, videos, games, etc.)

Medical insurance/Medicaid

Other insurance (fire, life, rental, etc.)

Debt

Taxes

Savings

Gifts (holidays and birthdays)

Other:

TOTALS

(29)

BUDGETING HANDOUT

Monthly Payment Schedule

(30)

HO #10

Budget Planning Worksheet

After completing the “Economic Empowerment Program”, create the budget for your trip.

First plan how much you will budget for each. Then research the prices and list them in the

actual column. Subtract the two to find the difference.

Transportation

Budget

Actual

Difference

Airfare Adults

Airfare Children

Airfare Parking at Airport

Airfare Car Rental

Airfare Car R. Extras (child seats, ins)

Gas [price x miles / MPG]

Road Tolls

Bus Tickets

Other

Total

Insurance

+ Add Row

Budget

Actual

Difference

Cancellation Insurance

Travel Insurance - Medical

Travel Insurance - Valuables

Total

(31)

Lodging

Budget

Actual

Difference

Hotels and Motels

B&B's

Hostels

Cabin Rentals

Campsite Rental

Other

Total

Things to Get Here

Budget

Actual

Difference

Suitcases

Maps / Road Atlas

Guide Books

Language Guides

Books & Magazines

Gifts for Hosts

Other

Total

Things to Get There

Budget

Actual

Difference

Souvenirs

Clothes

Tax-free Perfume

(32)

Things to Get There

Budget

Actual

Difference

Total

Food & Drink

Budget

Actual

Difference

Snacks

Bottled Drinks

Breakfasts

Lunches

Dinners

Groceries for Cooking

Coffee

Other

Total

Tickets

Budget

Actual

Difference

Museums

Amusement

Night Club Covers

Sport Club Fees

Other

Total

Summary Calculation

Budget

Actual

Difference

(33)

HO #11

Conversions English to Metric

1)

_____

2)

11 _____

3)

_____

4)

_____

5)

_____

6)

_____

7)

_____

8)

_____

9)

_____

10)

_____

11)

_____

12)

_____

13)

_____

(34)

HO#11T

Conversions English to Metric

Teachers Answers

1)

_

15.53 __

2)

11

27.94 _

3)

_

12.74 _

4)

_

212.62 5)

_

26.25 _

6)

_

7.94 _

7)

1.63 8)

88.29 _

9)

_

0.51 _

10)

_

1.32 _

11)

_

40.64 _

12)

_

16.82 _

13)

_

10.94

(35)

Converting Fahrenheit to Celsius and Celsius to Fahrenheit

1)

____

2)

____

3)

____

4)

____

5)

____

6)

____

7)

____

8)

____

9)

____

10)

____

11)

____

12)

____

13)

____

14)

____

15)

____

1)

_____

˚

F

2)

_____

˚

F

3)

_____

˚

F

4)

_____

˚

F

5)

_____

˚

F

6)

_____

˚

F

7)

_____

˚

F

8)

_____

˚

F

9)

_____

˚

F

10)

_____

˚

F

11)

_____

˚

F

12)

_____

˚

F

13)

_____

˚

F

14)

_____

˚

F

(36)

Converting Fahrenheit to Celsius and

Celsius to Fahrenheit

Answers

1)

_-67.8___

2)

_-43.9_

3)

36.7_

4)

_25

5)

_-5.6_

6)

_16.1

7)

-15

8)

_-33.3

9)

_-17.8

10)

28.3 11)

_37.8_

12)

-60_

13)

-43.3_

14)

_7.2

15)

17.2_

1)

__-47.2_

˚

F

2)

_102.2_

˚

F

3)

_127.4_

˚

F

4)

_-81.4_

˚

F

5)

_26.6_

˚

F

6)

_73.4_

˚

F

7)

_109.4_

˚

F

8)

_152.6_

˚

F

9)

_-101.2_

˚

F

10)

_116.6_

˚

F

11)

_167_

˚

F

12)

_194_

˚

F

13)

_-50.8_

˚

F

14)

_163.4_

˚

F

(37)

HO #12 Senior Trip Itinerary

Print and take a copy of this form with you on your trip. Also leave a copy at home with a friend or relative.

Personal Information

Full names & Nicknames Home address Home phone Cellular phones

Departure Info

Date Airline Flight Number From Departure Time Departure Terminal/Gate To Arrival Time Length of Flight Seat Numbers Confirmation Numbers Meal Airline Telephone Number

Car Rental

(38)

Lodging

Date of Reservation Hotel Name Hotel Address Hotel Phone Number Check-in Day/Time Check-out Day/Time Confirmation Number

Activities

Activity 1 Dates/Times Date of Reservation Confirmation Number Activity 2 Dates/Times Date of Reservation Confirmation Number

(39)

Return Info

Date Airline Flight Number From Departure Time Departure Terminal/Gate To Arrival Time Length of Flight Seat Numbers Confirmation Numbers Meal Airline Telephone Number

Travel Insurance

Insurance Company Telephone Number Coverage Type Confirmation Number Purchase Date Coverage Dates

Emergency Contacts Phone Number/Alternate Phone Number

(40)

HO #13

Conversions Quiz

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

11)

12)

13)

14)

(41)

Conversions Quiz

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

11)

12)

13)

14)

(42)

HO #14

Pie Chart

Steps to creating your pie chart…

1)

Prepare your budget

2)

Calculate the totals being spent in each category

3)

Write your data down in descending order (from largest amount to smallest amount)

4)

Add up your total budget (should be $2000)

5)

Write a proportion for each data point

a.

Numerator is the total for category

b.

Denominator is the total amount ($2000)

6)

Find the decimal per category (divide numerator by the denominator)

7)

Calculate the angle of each pie slice (multiply each decimal by 360)

8)

Draw your pie chart

a.

Start with a perfect circle

b.

Draw a radius

c.

Place your protractor on the circle, with the center of the circle being your vertex

d.

Draw each angle of your pie chart moving the bottom line of the angle each time

e.

Label each angle with the degrees as you create the slice

(43)