PBL Design

Name of Project: Catapult Chaos Designers: Kaitlyn Bachus

Subject/Course: 8th Grade Math/Science Duration: 4 weeks Grade Level: 8​th

Grade

Monday Tuesday Wednesday Thursday Friday

Intro Phase DP: 1 (Math 8.4C)

Launch video clip/broadcast K/N2K- whole group (Science 6.8D) WS: Real World Problems WS: Real World Problems

Entry document Driving Question WS: Same Story, Different FA: Exit Ticket (finding slope)
Graphs
K/N2K-independent and small Pre-Assessment
group FA: Task Cards- (categorize
Group Contracts speed, velocity, and
Groupings acceleration)

DT: Research and decide on

catapult design.

(Math 8.5B) DP: 2 (Math 8.5A)

WS: Can You y=mx+b? CP: Peer - (group to group) - (Math 8.4A) WS: Proportional and Non-
(Which designs were chosen Proportional Relationships
and why) WS: Similar Triangle Slope WS: Similar Triangle Slope
CP: Peer (student to student)
FA: Teach Me (student to
student teaching)
DT: Design blueprint, gather FA: Free Write (similar
materials, and begin building triangles)
D: Graph objects’ weights and catapult
sizes.

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DP: 3 DP: 4 (Math 8.4B)

FA: The students will create
their own proportional
relationships in the form of an
equation and then to create its
matching graph and table.
D: Graph distance of objects
thrown based on
characteristics.
(Science 8.6A)
WS: Catapult Chaos
DT: Continue building catapult.
CP: Teacher
FA: Free Write (characteristic
changes)
D: Choose three objects to
launch from catapult.
(Science 6.8C) WS: In a Perfect World
WS: Paper Airplane Contest
FA: Exit Ticket (create graph
based on speed of paper
airplanes)
DT: Begin launching objects.

CP: Group to group (checking DP: 5 CP: Teacher Final Phase

launching success)
(Science 8.6B) FA: Task Cards - (categorize Presentations SA: Post Test
FA: Free Write (steps used to different scenarios between
find slope) WS: Wall Ball speed, velocity, and SA: PBL Rubric Reflection
acceleration)
D: Create graph and table of DT: Perfecting presentation
average speed. D: Calculate speed, velocity and
acceleration of objects thrown.

DP-Design Phase
CP​: Checkpoint
FA​: Formative Assessment
SA​: Summative Assessment
DT​: Design Time
D​: Deliverable
WS​: Workshop

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Standards
TEKS Process​:
Math​:
8.1(A) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate
mathematical understanding. Apply mathematics to problems arising in everyday life, society, and the workplace.
Science:
8.2(D) Scientific investigation and reasoning. The student uses scientific practices during laboratory and field investigatio
n. Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
8.3(A) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving
to make informed decisions and knows the contributions of relevant scientists. Analyze, evaluate, and critique scientific e
xplanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourag
e critical thinking by the student.

Content:
Math:
Readiness
8.4(B)​ ​Proportionality. The student applies mathematical process standards to explain proportional and non-proportional
relationships involving slope. Graph​ proportional relationships, interpreting the unit rate as the slope of the line that models
the relationship.
8.4(C) Proportionality. The student applies mathematical process standards to explain proportional and
non-proportional relationships involving slope. Use data from a table or graph to determine the rate of change or slope
and y-intercept in mathematical and real-world problems.
Supporting
8.4(A) Proportionality. The student applies mathematical process standards to explain proportional and
non-proportional relationships involving slope. Use similar right triangles to develop an understanding that slope, m,
given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two
points (x1, y1) and (x2, y2) on the same line.
8.5(A) Proportionality. The student applies mathematical process standards to use proportional and non-proportional
relationships to develop foundational concepts of functions. Represent linear proportional situations with tables, graphs,
and equations in the form of y = kx.

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8.5(B) Proportionality. The student applies mathematical process standards to use proportional and non-proportional
relationships to develop foundational concepts of functions. Represent linear non-proportional situations with tables,
graphs, and equations in the form of y = mx + b, where b≠0.

Science:
Readiness
8.6(A) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy.
Demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion.
Supporting
6.8(C) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. Calcul
ate average speed using distance and time measurements.
6.8(D) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. Measu
re and graph changes in motion.
8.6(B)
Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. Difference
between speed, velocity and acceleration.

ELPS Math and Science:

C. 2. G
2)​ ​Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers,
peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas.
ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
nd the general meaning, main points, and important details of spoken language ranging from situations in which topics,
language, and contexts are familiar to unfamiliar;

C. 4. F.
4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with
an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning
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expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language
proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not
yet at the stage of decoding written text. The student is expected to:
F) ​ ​use visual and contextual support and support from peers and teachers to read grade-appropriate content area text,
enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language;
C. 4. K.
4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with
an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language
proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not
yet at the stage of decoding written text. The student is expected to:
K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating
written information and performing critical analysis commensurate with content area and grade-level needs.

CCRS
Math:
C. Connections between geometry and other mathematical content strands

1. Make connections between geometry and algebra. a). Describe lines in the coordinate plane using slope-intercept and
point-slope form. b). Use slopes to describe the steepness and direction of lines in the coordinate plane and to determine
if lines are parallel, perpendicular, or neither.

Science:
VIII. Physics

C. Forces and motion

1. Understand the fundamental concepts of kinematics.

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3. Understand the concept of momentum.

C. Understand relationships among geometry, algebra, and trigonometry

1. Understand simple vectors, vector notations, and vector diagrams, and carry out simple calculations involving vectors.
a). Carry out simple mathematical operations such as those presented in pre-calculus courses (e.g., determining slopes of
lines or rates of change).

Project Idea
Summary Standards Summary:​ Utilizes 8​th​ grade math and science TEKS (Students use patterns to interpret data).

Project Summary: ​Students create a catapult and hurl an object, of their choice, with the goal of making it go farther
than their classmates’ objects.

Enduring Interpret data and how it continually relates to the world around you.
Understanding

Driving How can you use relationships to predict how far the catapult will throw the object?
Question

Culminating Product/Assessment
Description of Culminating Project ​(​Underline words directly correlated to the standards)
Students need to research different catapult styles, build their catapult, choose three objects of different weights, test the objects and
make any corrections to their catapult until satisfied with their product. They will be able to get this result based on their understanding
of how force, motion and energy relate to one another

Pre-Assessment
Pre-Assessment

Post-Assessment
Post-Assessment

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Rubric
Content Rubric
21st Century Rubric

Know Need to Know

● James McConville (Chief of Army Staff) is asking us
to make a catapult
● We will present our catapult to him
● Groups of three to make the catapult
● 10 minutes to explain and demonstrate the catapult
launching an object
● Catapult launches at a 45 degree angle
● How do you make a catapult?
● What material can we use to build the catapult?
● What factors in creating a catapult was James
McConville talking about?
● What object is going to be launched?
● What goes into making a catapult?

Facilitating “How do you make a catapult?”

Questions: “How do you think catapults work?”
“What did James McConville mention when building the catapult?”
“Do you know what will be launched? Did he mention a specific size of object?”

Entry Launch
https://www.youtube.com/watch?v=prVZbB_cdTQ

Teacher: “Situations like this have been happening all around the United States recently.”
*Teacher shows video of the broadcast*
Teacher: “When I came into class this morning, I received a call from James McCorville explaining that he needed my class’s help in
saving our country. Please read the letter that he has written to each of you and complete a know/N2K from the letter.”
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Entry Document
Letter from James McConville

Writing Across the Curriculum

Writing The students will be writing throughout the PBI due to the formative assessments. They must write what
Prompts information they have learned using the format “free-write.”

Presentation
Presentation The students must prepare a catapult that they will launch. They will have created this catapult to complete the task
Details that James McCorville asked them to do. They will be evaluated by their teacher, principal and mayor. The best
catapult according to the panel will be used by the army to kill the zombies. They will sign up for a presenting
position and shoot off their catapults one at a time. They will get ten minutes to explain what material they used to
build their catapult, what and why they decided on this specific design, and how the relationship between force,
motion and energy affected the ability to successfully hurl their object.

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