Name of Year:

Grade 8 Year End PBL

Subject/Course:

LA , Social Studies ,
Math and Science

Duration :

6 Weeks

Teacher(s): Macmillan ,
Lorenz, Gordon and
Allison

Grade Level: JH

Other Subject areas to be

included:

None

Project Idea
Summary of the issue,
challenge, investigation,
scenario, or problem:
Driving Question:

HOOK: Ted Talk - 19 year old solution

Essential Program of
Studies Outcomes to be
taught and assessed: (can be
I CAN statements)

See the I Can statements for each of the CORE subjects

21st Century Skills to be

taught and assessed:

Digital And Technological fluency

How can we solve the issue of the Great Pacific

Garbage Patch and who is responsible?

Social, Cultural, Global and

Environmental
Creativity and Innovation
Communication
Major
Products &
Performances

Partn
er or
Indiv
idual

Science - Prototype of garbage removal system

Presentation of information

Indiv
idual

LA Essay

Critical Thinking, Problem Solving

and Decision Making
Collaboration and Leadership
Lifelong Learning, Personal
Management and Well-being
Creativity and Innovation
Presentation Audience
*
Class
School
Community
Experts
Web
*

Entry Event to launch

inquiry, engage students:
Assessme
Formativ
nts
e
Assessme
nts

Summati
ve
Assessme
nt

Mrs Allison & Miss

Lorenz

Hook
Rough drafts

Practice Presentations

practice session

Daily Check-Ins

conference

I can daily check lists

final presentation

Tests

Final Rubric

Oral Presentation, with rubric

Self and Peer Assessments

Final Essay

Resources
Needed

On-site people,
facilities:
Equipment:
Materials:

Other teachers, gym, videos, mats, audio/visual equipment, video camera or iPad
Kiddy pool & microscopic litter, tools for assembly

Community
Resources:
Reflection
Methods

Individual,
Group, and/or
Whole class

Journal/ Learning Log

Whole-Class Discussion

Focus Group

x
x

Survey

Other (disucssion with teacher)

Math I Can Statements /72

Stats and Probability/ Numbers
I can

Collect, display, and analyze the data to

solve problems.

Yes

No

Yes

No

Yes

No

Yes

No

Boat variables for each boat;

- Speed
- Volume of cargo holder
- Cost of Captain
- Cost of gas
Truck variables for each;
- Time to get to recycle, garbage
dump
- Cost of truck driver
- Cost of gas for truck
I can

Demonstrate an understanding of
multiplication and division of integers.
- How does the current affect
the speed of the boat you picked?

I can
I can

Critique ways in which data are presented.

Model and solve problems using linear
equations.
Boat variables for each boat;
- Speed
- Volume of cargo holder
- Cost of Captain
- Cost of gas
Truck variables for each;
- Time to get to recycle, garbage

dump
- Cost of truck driver
- Cost of gas for truck

Front Matter
I can

communicate in order to learn and

express their understanding.
- All students in the group can
answer questions from audience with
confidence.

Yes

No

I can

connect mathematical ideas to other

concepts in mathematics, to everyday
experiences and to other disciplines.

Yes

No

I can

Demonstrate fluency with mental

mathematics and estimation.

Yes

No

I can

Develop and apply new mathematical

knowledge through problem solving.

Yes

No

I can

Develop mathematical reasoning.

Yes

No

I can

Select and use technologies as tools for

learning and for solving problems.

Yes

No

Develop visualization skills to assist in

processing information, making
connections and solving problems.

Yes

No

I can

Shape and Space/ Numbers

I can

Understand perfect squares and square roots.

Truck
- What is the distance to the
recycle planting?
- Distance to the garbage dump?

Yes

No

I can

Determine the approximate square root of

numbers that are not perfect.
- What is the distance to the

Yes

No

recycle planting?
- Distance to the garbage dump?
I can

Understand percents greater than or equal to

0% including greater than 100%
Truck
- How much can the truck hold in
one load?
- If 65% is being recycled, how
much is that per load? How much is
35% being dump per load at the
garbage dump?

Yes

No

I can

Understand Ratio and Rate

Boat
- Which boat is the best one for
you to use? Why? (Show mathematical
work)
Truck
- Which truck is the best one for
you to use? Why? (Show mathematical
work)

Yes

No

I can

Solve problems that involve rates, ratios and

proportional reasoning.

Yes

No

Yes

No

Yes

No

Boat
- What is the speed of each type of
boat?
Truck
- What is the speed and distance
for each truck?
I can

Apply the pythagorean theorem to solve

problems.
Boat
- What is the distance from the
port to the garbage patch? Which
garbage patch?
- Distance from garbage patch to
the port to recycle center and garbage
dump.

I can

Determine the surface area and volume of the

3-D objects.
Boat
- How much plastic can each type
of cargo hold? (Triangular prism,
rectangular prism, cylinder).
- Tessellation of the cargo holders
to represent your company.
I can

Demonstrate an understanding of multiplying

Yes

and dividing positive fractions and mixed

numbers.
- How does the current affect the
speed of the boat getting to and from
the garbage patch.

Each I can statement will be marked out of 4.

4- Excellent
3- Proficient
2-Satisfactory
1- Outcome not met

No

Science I Can Statements

/84

I Can

Describe the distribution and characteristics of ocean

environments, and identify the significance of water
supply and quality to the needs of humans and other
living things

Yes

No

I Can

Recognize that salt water contain varying amounts

of dissolved materials, particulates and biological
components; and interpret information on these
component materials

Yes

No

I Can

Describe the movement of ocean currents and its

impact on regional climates

Yes

No

I Can

Investigate life forms found in salt water, and

identify and interpret examples of adaptations to
these environments

Yes

No

I Can

Investigate and interpret examples of seasonal,

short-term and long-term change in populations
of living things found in aquatic environments

Yes

No

I Can

Analyze human water uses, and identify the nature

and scope of impacts resulting from different uses

Yes

No

I Can

Identify current practices and technologies that affect

water quality, evaluate environmental costs and benefits,
and identify and evaluate alternatives

Yes

No

I Can

Illustrate the role of scientific research in monitoring

environments and supporting development of appropriate
environmental technologies

Yes

No

I Can

Provide examples of problems that cannot be solved

using scientific and technological knowledge alone

Yes

No

I Can

Investigate and describe stream characteristics

Yes

No

I Can

Describe processes leading to the development of

ocean basins and continental drainage systems

Yes

No

I Can

Identify science-related issues and problems

Yes

No

I Can

Identify questions to investigate, arising from

science-related issues

Yes

No

I Can

Select appropriate methods and tools for collecting

relevant data and information

Yes

No

I Can

Design an experiment, and identify the major

variables

Yes

No

I Can

Use appropriate vocabulary, including correct

science and technology terminology, to
communicate ideas, procedures and results

Yes

No

I Can

Communicate questions, ideas, intentions, plans

Yes
and results, using lists, notes in point form, sentences,
data tables, graphs, drawings, oral language and other means

No

I Can

Evaluate individual and group processes used in

planning, problem solving, decision making and
completing a task

Yes

No

I Can

Demonstrate sensitivity and responsibility in

pursuing a balance between the needs of humans
and a sustainable environment

Yes

No

I Can

Present my solution to the clean up of the

Great Pacific Garbage Patch with
Organization and professionalism on time
with multiple technological tools in a stimulating
presentation to the UN council

Yes

No

I Can

I can persuade the UN contractors that

my bid is the best solution to clean up the
Great Pacific Garbage Patch

Yes

No

Each I can statement will be marked out of 4.

4- Excellent
3- Proficient

2-Satisfactory
1- Outcome not met