In this project students will create a new game that teaches elements of ecology while applying writing skills in the backstory and instructions, math skills in calculating probability and triangles, and engineering prowess in making the actual game components in the lab.
The culmination of this project will be a game that is targeted at a middle school audience to play and learn about ecology. It may be a board game, "Jenga" type game, operation type game, or whatever else the students venture to create.
Skills gained in this project include storytelling, explicit instruction writing, probability, right triangles, using design process, using CorelDraw, cutting/engraving on CNC laser, and ecological processes.
-English participation in this project will focus on the writing elements of the game, including backstory and instructions.
-Biology will be the content/teaching focus of the created game in providing the understanding of how ecosystems interact, which will be the focus of the game students create.
-Math will teach probabilities of games for students to predict outcomes and make informed decisions, as well as right triangles and how they can be found and used throughout many places.
-Engineering will participate in teaching the design process involved in the prototyping and creation of the physical parts of the game. Students will design their game pieces and create them on a CNC laser.
Careers related to this project can be found from multiple subject areas- a machinist as students learn the lab CNC tools, mechanical engineering from design and creation of game elements, writer, biologist/ecologist, forest service, statistician.
In addition to the CTE/STEM focus of the unit/project lessons, educators will find academic lessons in English, biology and math that supplement the primary core area of study.
This unit is brought to you by James Stockdale (CTE), Bridget Howitt (ELA), Tange Barlow (Science), and Alan Webberley (Math) with support from the CTE Online curriculum leadership team and detailed coordination provided by the Course Team Lead Mina Greas.
CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Construct a prototype from plans and test it.
Evaluate and redesign a prototype on the basis of collected test data.
Use methods and techniques for employing all engineering technology equipment appropriately.
Produce proportional two- and three-dimensional sketches and designs.
HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-4 Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
Use mathematical representations of phenomena to support claims.
As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S.CP.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RST.9-10.4 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.
W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
W.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
W.11-12.2f 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).
W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
WHST.9-10.2a Introduce a topic and organize 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.
WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
SL.9-10.1a 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.
SL.9-10.1b 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.
SL.9-10.1c 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.
SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
SL.11-12.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.