P R O J E C T
D E S I G N :
O V E R V I E W
Name of Project: Upgrade Your Artifact
Subject/Course: Social Studies- 6th grade
page 1
Duration: 4 Weeks
Teacher(s): 6th Grade Team
Grade Level: 6th
Other subject areas to be included, if any: ELA, Art, Science
Significant Content
(CCSS and/or others)
S.S. - 6.3c Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley complex societies and civilizations
adapted to and modified their environment to meet the needs of their population. Students will explore how the selected
complex societies and civilizations adapted to and modified their environment to meet their basic needs of food, clothing, and
shelter.
6.5c A period of peace, prosperity, and cultural achievements may be indicative of a golden age.
Students will examine evidence related to the Qin, Han, and Greco-Roman (Athens and Roman Empire) civilizations and determine if these civilizations have experienced
a golden age.
Students will examine how cultural achievements of these civilizations have influenced contemporary societies.
Reading
RI.6.1- Cite textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text.
Writing
W.6.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.
W.6.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6 -Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
W.6.7- Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8- Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
9.Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking & Listening: 6SL:
1. Engage effectively in a range of collaborative discussions (Collaboration Rubric)
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Visual Art Standards- 1e.- Identify and use, in individual and group experiences, some of the roles and means for designing,
producing, and exhibiting art works.
AASL Standards:
21st Century
Competencies
(to be taught and assessed)
Collaboration: BIE Collaboration RUBRIC
Entry Event for Collaboration Lesson:
PowerPoint Lesson
Communication/Presentation:
Communication/Presentation RUBRIC
PowerPoint Lesson
Critical Thinking
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X
Creativity and Innovation
X
Other:
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Project Summary
(include student role, issue,
problem or challenge,
action taken, and
purpose/beneficiary)
After learning about ancient civilizations, students take on the role of entrepreneurs who are asked to choose an artifact from an
ancient civilization that has evolved over time and still exists today. Students will need to design a new and improved version
of their artifact. Students will need to collaborate with a designer and engage in research to reach their findings.
Driving Question
How can we, as entrepreneurs, use knowledge from the past to design and create the next new model of a specific product?
Entry Event
Robot introduction
Video clip of a child entrepreneurs on Shark Tank
Products
Individual:

Public Audience
(Experts, audiences, or
product users students will
engage with during/at end
of project)
Resources Needed
Product Research Write-Up
Team:
 Timeline of history of artifact
 Design sketch of upgrade
 3D-model of upgraded product
Designer from SU
Designer from Cascade
Retired designer- Hue Papworth
Sales person from Cascade
6th grade teachers
Principal
Specific content and competencies to be assessed:
 SS: 6.3.c; 6.5.c
 RI: 6.1
 W: 6.2, 4, 5, 6, 7, 8
 SELF Reflection: Collaboration
Specific content and competencies to be assessed:
On-site people, facilities:
Equipment:
Materials:
Community Resources:
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Reflection Methods
(Individual, Team,
and/or Whole Class)
Journal/Learning Log
Focus Group
Whole-Class Discussion
Fishbowl Discussion
Survey
Other: ART: Praise and Polish
X
NOTES:
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PROJE C T
DE SIGN:
ST UD E NT
LEARNING
GUIDE
Project:
Driving Question:
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
INDIVIDUAL:
SS:
Product Research
Write Up
-SS: 6.3.c; 6.5.c
-RI: 6.1
-W: 6.2, 4, 5, 7, 8
SELF Reflection:
Collaboration
RI:
I can use evidence from the text to support my
analysis of what the text says and inferences I
make.


Writing:
2. I can write an informative piece which
examines a topic and conveys ideas, where I;
 Introduce an ancient artifact
 Organize facts and ideas in an
appropriate structure
 Use precise language and vocabulary of
the history of the artifact
5. I can use guidance from my peers and adults
to plan, revise, and edit my writing.
6. I can use the internet to interact and
collaborate with my peers on written projects.
7. I can conduct a short product research write
up, that uses several source to answer a specific.
8. I can gather information from multiple
sources; I can quote or paraphrase information
found for my finished Product write up.
8. I can provide basic bibliographic information
for my sources. (NOODLE TOOLS)


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Collaboration:
I can self-reflect and provide evidence how I
collaborate effectively with my team.
PROJE C T
DE SIGN:

Self-reflection rubric at each PBL
meeting
ST UD E NT
LEARNING
GUIDE
Project:
Driving Question:
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(individual and
team)
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©2014 BUCK INSTITUTE FOR EDUCATION
For more PBL resources visit bie.org
©2014 BUCK INSTITUTE FOR EDUCATION
PROJE C T
DE SIGN:
ST UD E NT
LEARNING
GUIDE
Project: Upgrade Your Artifact
Driving Question: How can we, as entrepreneurs, use knowledge from the past to design and create the next new model of a specific product?
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
INDIVIDUAL
I can examine Mesopotamian and Egyptian
historical evidence. (SS6.3b)


Product Research
Write up




SS: 6.3.c;
6.5.c
RI: 6.1
W: 6.2, 4, 5, I can conduct short research on ancient
7, 8
civilizations (W.6.7)
I can gather information from multiple
sources, assess credibility of those sources,
and paraphrase information found. (W.6.8)
I can cite sources when I do research. (RI.
6.1)
I can write a research report on one ancient
civilization (Greece or Rome). (W.6.2)
I can produce clear coherent writing in
which the development organization and
style are appropriate for sixth grade tasks
purposes and audiences. (W.6.4) *Report
card standard
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





Whole group graphic organizer of
Mesopotamia
Small group graphic organizer of Egypt
–complete together with their group
Rough draft of news brief- peer checkswitch drafts with another group
Final broadcast- **Make rubric
- used individual and peer reflection

Notes in their notebook
Graphic organizer- done in stages
Check citation pages
Rough draft of research report- Use
information rubric
Final research report- Use information
rubric










Whole group instruction on
Mesopotamia- modeling of graphic
organizer
Small group research projects on
Egyptian artifacts: pyramids, mummies,
hieroglyphs, pharaohs, Nile, tombs
Whole group instruction on Egyptcomplete graphic organizer together
Writing Workshop- How to write news
brief
Note-taking skills
Paraphrasing
Citing
Noodle Tools
Small group instruction for graphic
organizer needs
Provide 6 charts for students to record
artifacts as they research
Lucy Calkins unit of study-information
-5th grade Sessions 2, 3, 6, 8, 10, 13, 15,
17, 19
©2014 BUCK INSTITUTE FOR EDUCATION
PROJE C T
DE SIGN:
ST UD E NT
LEARNING
GUIDE
Project: Upgrade Your Artifact
Driving Question: How can we, as entrepreneurs, use knowledge from the past to design and create the next new model of a specific product?
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
TEAM
I can conduct short research on the timeline
of their artifact. (W.6.7)
Timeline (group)
I can gather information from multiple
sources, assess credibility of those sources,
and paraphrase information found. (W.6.8)
Roles of group
members:
-Project Manager
-Designer
-Research
-Technical Writer
-Support Specialist
I can cite sources when I do research. (RI.
6.1)





Choose an artifact to upgrade-approved
by teacher
Document 4-5 key elements of change
for your artifact
Document evolution of the artifact with
pictures/photographs
Rough draft of timeline-use rubric- must
get approved by teacher before moving
into design phase
Check citation pages


Mini-lesson on narrowing down choices
to the most significant
Mini-lesson on writing timeline captions
I can produce clear coherent writing in
which the development, organization and
style are appropriate for sixth grade tasks
purposes and audiences. (W.6.4) *Report
card standard
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Design of Upgraded
Artifact




Develop a sketch of their idea-how will
you upgrade your artifact?
Turn sketch into a blueprint
Blueprints will be used to make a clay
model
The clay model will be used to design
the product in a computer program
Final copy of
timeline





Designer from Cascade to talk about
strategies students can use to help
develop their ideas
Retired engineer to support students
during the design phase
Art teacher to provide mini-lesson on
making blueprints and clay models
Mini-lesson on timeline
program/powerpoint
Mini-lesson on how to create a scale for
your timeline

Writing the Pitch
(technical writer)
Presentation to
SharkTank




Sales person from Cascade
Mini-lesson on persuasive pitch writing
Mini-lesson on slogan
Practice presentation with your boss
a
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Project Calendar and Day-by-Day Plan
Day/Dates
Learning Target(s) -I Can Statement(s)
Lesson / Activity / Formative Assessment
Materials
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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Day/Dates
Learning Target(s) -I Can Statement(s)
Lesson / Activity / Formative Assessment
Materials
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
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