�ݺ�ߣ

McHenry High School Dist. 156 – Integrated Unit
Name of Teachers:
Erin Grant
Tim Mosbach
Stuart Walker
Subject Areas:
English
Social Studies – Honors U.S.
History
Math – Honors Pre Calculus
Length of Unit: 5 weeks
Jan. 4th
–Feb. 10th
, 2012
Presentation on Feb. 11th
,
2012
Description of the Integrated Unit:
This unit is designed to introduce generations together through the medium of modern
technology in hope of building a stronger sense of community. Modern technology, over the
centuries, has grown in such a way to make communication much more efficient. Because of
this, we are introducing students to the history of communication—from when it began to where
it currently is—and then we will utilize that knowledge of its benefits to help bridge the gap of
generational discrimination. By learning the capabilities of modern technologies, students will
be able to put them into perspective by comparing them to earlier methods of communication and
thus understand how far we’ve come and what is possible within the realm of communication.
For our 5-week unit, our Junior level students will attempt to bridge that gap with the Baby
Boom Generation by way of a culminating presentation of the technology of modern
communication at Del Webb’s Sun City in Huntley, Illinois.
Essential Question of the Integrated Unit:
How does technology “Qinect” generations?
Objectives for Students:
ENGLISH:
• Examine the characteristics of a play
o Students will be able to define and analyze theme, dialogue, narrative, and plot
o Students will be able to analyze characters and setting
o Students will be able to define setting, stage movement and rhythm.
• Examine the qualities of great communication
o Students will be able to define communication and the elements of proper
communication
o Students will be able to analyze the importance of communication
o Students will be able to present proper communication through presentations and
group work
• Examine the characteristics of the persuasive essay
o Students will be able to define the elements of the persuasive essay

o Students will be able to showcase their abilities in outlining and research
o Students will be about to portray their thoughts in a persuasive essay
MATH:
Applications to Radio (early 20th
century one-way communication)
• Identify general periodic functions and periodic circular functions and their properties
(period, frequency, phase, amplitude, wavelength and their physical dimensions) in both
written function and graphical form.
• Determine properties of a given periodic circular function.
• Use order of magnitude to compare numerical quantities.
• Examine and understand the radio frequency spectrum described in terms of frequency
and wavelength. Use order of magnitude to compare frequencies and wavelengths.
• Use the properties of periodic functions and trigonometric identities to derive a
mathematical expression for an amplitude-modulated (AM) wave. (more difficult
problem)
• Use specific numeric values to plot the graph of the AM wave on a computer using
mathematical software such as MATLAB or possibly on their graphing calculators.
Relate graph features to corresponding parts of the AM wave expression.
• Identify amplitude modulated (AM), frequency modulated (FM), and phase modulated
(PM) radio waves by examining both their graphs and mathematical representations.
(Instructor provides graphs and mathematical expressions)
• Find a valid approximate expression for radio range to horizon given simplifying
assumptions and a geometric diagram of the problem. Explain in writing, the logic you
used to find the expression.
• Demonstrate mathematical understanding of a “light-year”
• Use scientific notation in finding out how long it takes a radio signal to travel from earth
to moon, to sun, to another star, e.g. Alpha-Centauri. (mini- research project)
Applications of exponential and logarithmic functions (19th
and early 20th
century applications.
Preps students for using slide rule)
• Using calculator, compute values of exponential and logarithmic functions given
numerical inputs.
• Solve problems involving practical applications of exponential and logarithmic functions
such as exponential growth of a bacteria sample, exponential decay of radioactive
material, calculation of earthquake magnitude using Richter scale, and electromagnetic
power computations using decibels. (Note to teacher: This will be a review of exponential
and logarithmic functions, which students learn in Algebra II. The applications may be
new to them though.)
Using a slide rule (late 19th
to mid- 20th
century computing technology)

• Describe how a slide rule is designed.
• Use a slide rule to multiply and divide numbers, find numerical values of logs and
exponents, and find roots of positive numbers.
• Compare different methods of finding the square root of a positive number that is not a
perfect square. (Calculator, slide rule, by hand using Heron’s iterative method).
RADAR antennae and telescope lens shapes (first radar-1930’s, first telescopes-17th
and 18th
centuries)
• Identify graphically how to find conic sections, a.k.a. two dimensional cross sections
(circle, ellipse, hyperbola, parabola), from the basic 3 - dimensional double cone
configuration.
• Identify equations of conic sections written in standard form.
• Calculate/find characteristics associated with each conic section, (e.g. for parabola find
vertex, focus and directrix.)
• Graph conic sections by hand and with graphing calculator.
• Show graphically, using the characteristics of a parabola and of a hyperbola, how light
rays or microwave rays reflect off of these surfaces. (Teacher will demonstrate how
certain waves can be shown to propagate as rays.)
• Explain in writing with the assist of graphical depiction why the parabola was used in the
design of some early RADAR antenna dishes. Cite references. Use knowledge of
reflection pattern of rays from a parabola. (mini-research project)
• Explain in writing with the assist of graphical depiction why the hyperbola was used in
the design of telescope lenses. Cite references. Use knowledge of reflection pattern of
rays from a hyperbola. (mini-research project)
Mathematical basis for digital computer and portable digital communication device operations
( digital computer-1960’s, portable digital comms-1980’s)
• Use binary (base 2), (base 8), and hexadecimal (base 16) number systems in
computations and explain practical uses for each. (mini-research project)
• Convert a number from base 10 to base 2, base 8 and base 16 and vice-versa.
• Perform addition and subtraction in base 2, base 8, and base 16.
• Learn the definitions of bits and bytes. Understand computer and portable digital
communication device memory storage capacity in terms of bits and bytes.
• Measure central processing unit (CPU) speed and define what the units of measurement
are.
• Use order of magnitude to compare the processing speed of ENIAC, the first electronic
computer built in 1946, to that of a modern portable digital communication device such
as an Android, to that of a desktop computer, and to that of a modern supercomputer.
(mini- research project)

Math Resources:
Source: Pre-Calculus Mathematics, Crosswhite, Hawkinson, and Sachs, 1976.
For periodic functions, trigonometric identities, exponential and logarithmic function
application problems, conic sections.
Source: Howstuffworks.com
Video of how simple radio works, list of technologies that use radio waves, radio
geometric distance to horizon problem, slide rules.
Source: Winbuyer.com--$7 slide rules
Source: Wikipedia
Electro-magnetic spectrum, Amplitude modulation (AM) wave expression.
Source: http://www.tpub.com/neets/book18/81c.htm
RADAR parabolic reflectors
Source: http://www.w1ghz.org/antbook/conf/Multiple_reflector_antennas.pdf
Radar and telescope lens reflectors
HISTORY:
• Students will be able to understand origins of various communication technologies (i.e.-
phone, film, media, video games, etc.) and learn how they have made communication
more efficient.
• Students will be able to identify the difference between a primary resource and a
secondary resource.
• Students will be able to write a persuasive argument.
• Students will be able to develop social skills in a group setting through the various group
work activities presented in the classroom.
• Students will be able to use the Internet for purposes of finding primary resources.
• Students will be able to read resources for understanding and for apply them in arguments
when taking a position on a topic.
• Students will be able to cite their research.
• Students will be able to integrate media into a presentation.
• Students will be able to use technology to assist in writing projects.
Common Core/College Readiness Standards Per Subject Area (List all that apply)
English:
CC.11-12.R.L.1: Key ideas and Details
English:
Topic Development in Terms of Purpose and
Focus

CC.11-12.R.L.7: Integration of Knowledge and
Ideas
CC.11-12.W.1.c: Text types and purposes
CC.11-12.W.7: Research to build and present
knowledge
CC.11-12.W.HST.1.d Text types and purposes
20: Identify the central idea or main topic of a
straightforward piece of writing
Determine relevancy when presented with a
variety of sentence-level details
33-34: Determine whether a complex essay has
Accomplished a specific purpose
Add a phrase or sentence to accomplish a
complex purpose, often expressed in terms
of the main focus of the essay
35: Consider the need for introductory
sentences or transitions, basing decisions
on a thorough understanding of both the
logic and rhetorical effect of the paragraph
and essay
Sentence Structure and Formation
20: Recognize and correct marked disturbances
of sentence flow and structure (e.g.,
participial phrase fragments, missing or
incorrect relative pronouns, dangling or
misplaced modifiers)
30: Correctly use reflexive pronouns, the
possessive pronouns its and your, and the
relative pronouns who and whom
Ensure that a verb agrees with its subject in
unusual situations (e.g., when the subjectverb
order is inverted or when the subject is
an indefinite pronoun)
Main Ideas and Author's Approach
20-23: Infer the main idea or purpose of
straightforward paragraphs in uncomplicated
literary narratives
Understand the overall approach taken by an
author or narrator (e.g., point of view, kinds of
evidence used) in uncomplicated passages
Locate important details in uncomplicated
passages
Make simple inferences about how details are
used in Passages

24-27: Identify a clear main idea or purpose of
any paragraph or paragraphs in uncomplicated
passages
Infer the main idea or purpose of straightforward
paragraphs in more challenging passages
Summarize basic events and ideas in more
challenging passages
Understand the overall approach taken by an
author or narrator (e.g., point of view, kinds of
evidence used) in more challenging passages
Locate important details in more challenging
passages
Locate and interpret minor or subtly stated
details in uncomplicated passages
Discern which details, though they may appear
in different sections throughout a passage,
support important points in more challenging
passages
Math
N.Q.1, 2, 3
A.SSE.1, 1a, 1b, 2, 3
A.CED.1, 2
A.REI.1,4, 10, 11
F.IF.1, 2, 3, 4, 5, 7, 7e, 8, 8b
F.BF.1, 1a, 1b, ,3, 5
F.LE.1, 4, 5
F.TF.2, 3, 4, 5, 9
G.SRT.8
G.GPE.2, 3
G.GMD.4
G.MG.1
Math
13-15: Perform common conversions (e.g.,
inches to feet or hours to minutes).
16-19: Substitute whole numbers for unknown
quantities to evaluate expressions.
20-23:
-Exhibit knowledge of elementary
number concepts including rounding.
-Perform straightforward word-to-symbol
translations.
- Locate points in the coordinate plane.
- Exhibit knowledge of slope*
- Use geometric formulas when all
necessary information is given.
- Evaluate quadratic functions, expressed in
function notation, at integer values.
24-27:

- Solve multistep arithmetic problems that
involve planning or converting units of
measure (e.g., feet per second to miles per hour).
- Work with numerical factors
-Work with scientific notation
-Work with squares and square
roots of numbers
-Work problems involving positive
integer exponents*
-Work with cubes and cube roots
of numbers*
-Determine when an expression is undefined
- Determine the slope of a line from points or
equations *
-Match linear graphs with their equations *
28-32:
- Interpret and use information from
figures and graphs
-Apply rules of exponents
- Manipulate expressions and equations
- Interpret and use information from graphs in
the coordinate plane.
- Recognize special characteristics of
parabolas and circles (e.g., the vertex of a
parabola and the center or radius of a circle)†
- Use the Pythagorean theorem
33-36:
-Analyze and draw conclusions based on
information from figures and graphs
- Draw conclusions based on number concepts,
algebraic properties, and/or relationships
between expressions and
numbers
-Exhibit knowledge of logarithms
- Write expressions that require planning and/or
manipulating to accurately model a situation
-Write equations that require planning,
manipulating, and/or solving.
- Identify characteristics of graphs based on a set
of conditions or on a general equation such as y
= ax² + c
-Solve problems integrating multiple algebraic
and/or geometric concepts
-Analyze and draw conclusions based on

information from graphs in the coordinate plane
- Draw conclusions based on a set of conditions
-Solve multistep geometry problems that involve
integrating concepts, planning, visualization,
and/or making connections with other content
areas.
- Use scale factors to determine the magnitude
of a size change.
- Use trigonometric concepts and basic identities
to solve problems
-Exhibit knowledge of unit circle trigonometry
-Match graphs of basic trigonometric functions
with their equations.
History - Reading
Key Ideas & Details:
• Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Craft & Structure
• Analyze and evaluate the effectiveness
of the structure an author uses in his or
her exposition or argument, including
whether the structure makes points clear,
convincing, and engaging.
• Determine an author’s point of view or
purpose in a text in which the rhetoric is
particularly effective.
Integration of Knowledge & Ideas
• Integrate and evaluate multiple sources
of information presented in different
media or formats (e.g., visually,
quantitatively) as well as in words in
order to address a question or solve a
problem.
• Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S.
documents of historical and literary
significance.
Range of Reading & Level of Text Complexity
• Read and comprehend literary nonfiction
Social Studies – Reading
• Main Ideas and Author's Approach
• Supporting Details
• Generalizations and Conclusions
• Meanings of Words
Social Studies – Writing
• Expressing Judgments
• Focusing on the Topic
• Developing a Position
• Organizing Ideas
• Using Language

in the grades 11–CCR text complexity
band proficiently.
History – Writing
Text Type & Purposes
• Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
• Write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
Production & Distribution
• Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
• Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach,
focusing on addressing what is most
significant for a specific purpose and
audience.
• Use technology, including the Internet,
to produce, publish, and update
individual or shared writing products in
response to ongoing feedback, including
new arguments or information.
Research and Build Present Knowledge
• Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or
solve a problem.
• Gather relevant information from
multiple authoritative print and digital
sources, using advanced searches
effectively.
• Draw evidence from literary or
informational texts to support analysis,
reflection, and research.

•
History – Speaking & Listening
Comprehension & Collaboration
• Initiate and participate effectively in a
range of collaborative discussions (one-
on-one, in groups, and teacher-led) with
diverse partners.
• Evaluate a speaker’s point of view,
reasoning, and use of evidence and
rhetoric, assessing the stance, premises,
links among ideas, word choice, points
of emphasis, and tone used.
Presentation of Knowledge of Ideas
• Present information, findings, and
supporting evidence, conveying a clear
and distinct perspective, such that
listeners can follow the line of
• Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings and
reasonings.
History – Language
Conventions of Standard Language
• Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
• Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
General In-class Activities/Strategies per Subject Area:
English:
• Reading aloud and Acting in front of the class
• Class discussions on themes, ideas,
• Computer lab for research
• In class peer editing workshops

• Weekly journals
Math Activities:
Computer lab graph plotting and animation, computer lab website research, showing of
explanatory videos, class discussion and brainstorming on how to solve certain difficult
problems, short instructor lectures/explanations giving hints on how to attack difficult problems,
group and individual solving of problems from text books or handouts from instructor (groups of
distributed talent will sometimes be assigned by instructor so that students can help other students
out), confidence builders—[ (1) students solve problems on board and verbally explain to class
their method and logic with other student and instructor help, if necessary, and (2) practice in
clearly explaining their method and logic used to solve a problem in writing by individual
journaling], “bell ringer” warm up problems, entrance, and exit slips to check student
understanding , occasional “change of pace” games (e.g., buckets game—groups solve a
problem; if they get it right, then each member of group gets to shoot ball from chosen distance
into garbage can for points. Group with highest point total wins).
Math Strategies: Students keep “logic and reasoning” journals; students explain logic and
reasoning verbally; instructor reinforces the connection between the math and the technology;
students verbally and in writing explain the basic connection between the math and its related
technology; instructor facilitates placing students’ learning and knowledge in the context of the
essential question, that is, having students compare our modern communications and computing
technology to what was available to earlier generations.
History:
• Group work
o Quill pen, typewriter, computer project
o Finding a radio program
o Analyzing smart phone video recording of interview
o Creating instructions on how to use Facebook, Skype, Smart Phone
o Making a video game in class that demonstrates good education value, connecting
generations together, community building
o Creating a poster on an activist
• Use computer for internet research
o Find resources using sites such as Google Books and Library of Congress to find
primary resources.
o Find a old time radio program
o To make instructions on how to use Facebook and Skype
• Classroom discussion
o From Bell Ringers (YouTube clips, cartoons, trivia questions)
o Pre-assessment prior to a lesson
o Post lecture
o Thoughts and feelings regarding Civil Rights movement, Gay Rights movement,
Occupy movements. Key lesson/strategy here is that a reason for discrimination is
the lack of knowledge that someone has of the people they are discriminating

against. Communication is a way to disseminate knowledge of those you don’t
know. And with modern technology you can do it in a much more efficient
manner, even when it comes to “generational discrimination.”
• Watching videos
o YouTube clips
o Video presentations by students
o Various clips during discrimination section
• Writing in class
o Journal reflection
o To demonstrate understanding
o To create instructional sheet to use Web sites.
• In class Artwork
o To create posters during discrimination section
Formative Assessment Descriptions per Subject Area (Checking for understanding):
English:
• Quizzes and a test on “Death of a Salesman” and the characteristics of a play
• Mini-project presented in front of the class
• Persuasive paper
• Weekly journals
Math:
• Weekly quizzes on assigned problems from book or handouts or on specific topics to
assess students’ understanding of concepts and problem solving skills.
• Mini-research projects that (1) assess the student’s ability to apply mathematical concepts
learned in class or via homework to a new situation, (2) assess the students’ ability to
connect math concepts to its associated technology and (3) assess the students’ ability to
write clearly about mathematical and technological topics.
• In class discussion that checks student participation and assessment of whether students
are using the correct vocabulary related to each topic.
• Periodic checking of journal entries to assess students’ progress in learning to concisely
explain their logic and reasoning in solving problems.
• Do Now activities that will either prime the knowledge for the next class period or will be
a review of topic(s) covered the previous class period. This is to check that no student
falls behind.
• Homework assignments from textbook, worksheets, or in the form of open-ended
questions to be used as entry slips.
History:
• Weekly quizzes
• Journals/reflections to check for understanding for certain sections
• In class discussion
• In class presentations

o Quill pen, typewriter, computer Del Webb presentation
o Present a Revolutionary War era letter in class
o Radio program presentation
o Interview someone from an different generation
o Poster of activists
o Clearly written instructions on how to (1) use Facebook, (2) start a Skype
conversation (or any other video chatting service like Google Talk), and (3)
common uses of a smart phone that also includes popular, helpful apps and other
tips and tricks.
• Homework
• Mini-Research Projects & Position Papers
o Go to a school-related event and write a letter about it to the teacher, documenting
the event.
o Group project, turn in your interview of a person from a different generation and
the analysis of it. Determine if you agree with interviewee and why or why not.
o Video Game Position Paper, argue why your game you chose is a game everyone
should have. Cite specific reasons such as educational content, community
building, etc. (see included artifacts/articles on video games and their benefits to
senior citizens)
o Activist 2-3 page paper – Basic info on an activist who has worked to end some
form of discrimination and what kind of communication he or she used to help
bring about change (how did he or she get all those people on the same page).
Common Assessment Description (or Summative Assessment):
Portfolio for each student that will include a section for each subject area. Each section will be
graded by subject teacher and will be worth 25% of student grade for the unit. Portfolios will also
include a copy of the first day’s brainstorming notes about the EQ and the student’s final
reflection about the EQ once the Service Learning Component is complete. Portfolios are due
Tuesday, Feb 14, 2012.
English portfolio will include:
• Journal Entries
• Mini Project on how the media attempts to bridge communication gap
• Persuasive paper
• Quizzes
• Mini project on how you communicate
• Reflection after "Death of a Salesman"
Math portfolio will include:
• Mini - research projects
• Journal entries
• Copies of computer graphs and manually drawn graphs with explanations

• Definitions of important mathematical or technological terminology
• Re-worked quiz problems that students got wrong
• Based on what was covered during the unit and on the EQ, compare modern
communications and computing technology to what was available to earlier generations.
History portfolio will include:
• Mini-research/Position papers discussed above
• Journal entries
• Presentation materials
• Del Webb brochures used during 1st
presentation
• Write up of your groups video game you made up
• Write up of your radio program you analyzed during class
• CD of recorded interview during the unit
• Quizzes that were returned
Service Learning Component:
Does this Integrated Unit have a Service Learning Component: YES
Describe the Service Learning Component: Students will present modern technology of
communication to the active seniors of Del Webb’s Sun City in Huntley, IL on Saturday, Feb 11.
We feel that this strategy, of using something that our students are interested in as a means of
meeting and connecting with the Baby Boom generation, is just one way that we can build a
stronger and better community. Furthermore, we also feel that just being able to simply
communicate and learn more about each other, will help diminish any form of generational
discrimination that may exist.
Prior to this presentation students will use one whole class period each from English, Math and
Social Studies during weeks 3, 4, and 5 to work on their presentations. The SLC will be worth
25% of their grades.
This unit will consist of 3 separate group presentations to those at Del Webb who have
voluntarily signed up to attend this presentation that will have been coordinated between the
teachers and a representative at Del Webb. The three group presentations are as follows:
1. Internet Communication Presentation: This will include students showing the active
seniors of the Del Webb community how and why to use Facebook, Skype (or any other
video chatting service like Google Talk), email, YouTube, and any other areas the
students feel are necessary. Along with this, the students will also give out the instruction
sheets that they created during the history unit to help them login in the future.
2. Video Game Play: There is a growing community of people using the interactive video
gaming systems such as Wii, X-Box Kinect and PlayStation Move, and older generations
are no exception. For this presentation, students will demonstrate a few games of their
choosing like Bowling, educational, mind-stimulating games, and game that require a

little more movement than other game. Also as part of this presentation, other
communication features such as chatting (with headphone) and use of video component
(Kinect).
3. Smart Phone Demonstration: Students will showcase how to use a smart phone and go
over the most common functions of them, including texting, taking photos and videos,
accessing the internet, ability to email, post on Facebook, Twitter, etc. Some even have
the ability to video chat. Also, as part of this demonstration, they will go over popular
and helpful apps and how to get them. Even if some people at Del Webb don’t have a
smart phone, it will be a useful for them to at least see how they work and to learn the
capabilities of them.
Also, during the presentation, students must give out their contact information to those attending,
and request that if anyone has future questions, that they send them utilizing any form of modern
communication that the students presented on.
Walker Reflection:
Erin Grant (English) and Tim Mosbach (history) were the other members of my group. We had
difficulty coming up with an Essential Question at first. In retrospect, I’m not sure why, given
Tim’s propensity for “on the spot” creativity. Eventually we narrowed it down via email
exchange and occasional meetings. The face-to-face meetings were hard to come by given
everyone’s schedule. Once we finalized our EQ, the design of the Service Learning Component
came pretty easily, I thought.
Our topic was definitely ripe for mathematical investigation at a level, I think, that was
appropriate to sufficiently challenge my honors pre-calculus students. In developing my math
objectives, I tried to be as specific as possible, so that I could estimate what material relevant to
the EQ I could cover in 5 weeks. I also took into consideration to cover topics that included some
of the College Readiness Standards and ISBE Common Core Standards. I pared down my list of
objectives because I thought it was too ambitious. Maybe it still is, but I don’t really have a good
idea yet of what students in an honors pre-calculus class can handle as a reasonable challenge. I
would just have to adjust as I went along. Furthermore, I don’t know if all of our objectives
(math, english, history) taken together would be too much for our students to handle in 5 weeks.
In developing lesson plans, I spent a lot of time (probably too much time) to ensure continuity
in my 5 consecutive plans for the first week of the unit, including estimates of how long each

instructional activity would take. I’m sure with more experience and a better knowledge of my
students’ capabilities, my lesson planning would go faster. Finally, regarding formative
assessment, I used this in my lesson planning, but I just realized that I did not include it as a
small percentage of my students’ final subject area grade.

�ݺ�ߣ

Integrated Unit_TechQinectsGens

Recommended

More Related Content

Similar to Integrated Unit_TechQinectsGens (20)

Integrated Unit_TechQinectsGens