About Compass

Project-Based Sample Unit

Sample Unit:
To Build a Village - During the evolution of this project, students will participate in the planning, construction and operation of a village.  At the Explorer level children might examine the infrastructure of a village. Older students might explore more complex issues such as group dynamics, population pressures, supply and demand, diversity and societal structure.

Focus Area:
Society-Students will explore the range of human interactions that occur in this microcosm of society. They will be prompted to examine the relationships between economic security, social equity, and environmental integrity in their village. The concept of sustainability development that meets the needs of the present without compromising the ability of future generations to meet theirs will be the benchmark against which students evaluate their villages.

Cognitive Objectives:
Mathematics: Students will use problem solving, measurement, geometry, number sense, computation, statistics, and reasoning as they build the infrastructure of their village.

• Explorers will construct a physical model, using concepts of measurement and length. They might determine the population and graph community demographics.

• Investigators will use the population statistics to evaluate resource needs including schools, food and water supply, waste disposal facilities.

• Navigators will predict future community needs using population growth estimates. They might develop budget predictions based on these estimates.

Science:
Scientific concepts will be addressed through the need for natural resources and food production in the village. The water cycle, plant biology, earth materials, and energy sources are integral to this unit.

• Explorers might study plant growth and the relationship of the village to the water cycle.

• Investigators might study the impact of development on the local environment.

• Navigators might examine potential sources of energy (fossil fuels, solar, wind, nuclear) including the costs and benefits of each source.

Language Arts:
Students will develop language arts skills by reading a variety of genre to explore cultures around the world. Writing activities including project log books, creative writing and report writing will be woven into the project.

•  Explorers might write a journal of a village child after researching life in a different culture.

• Investigators might interview members of their local community and develop profiles of different occupations.

• Navigators might write a play depicting the history of an important figure or event.

Social Objectives:
Students develop a sense of social responsibility by examining relationships in the village and beyond. This leads them to an understanding of their relationship to the local and global community. As students explore community and inter-community relationships they will develop questions that lead them toward this objective.

• Explorers might ask, "Who are my neighbors? How do I treat my neighbors?"

• Investigators might ask, "Why are some villagers hungry?"

•  Navigators might ask, "How can we maintain good relations with the people in the next village?"

Physical Objectives:
Students will learn about public health issues related to the village.

• Explorers might examine the components of a healthy diet.

• Investigators might explore the role of vaccines in public health.

• Navigators might examine the relationship between public health and environmental quality.

Emotional Objectives:
Students will have numerous opportunities for self-expression through art, music, drama and dance activities. Accomplishments contribute to self-esteem. For example,

• Explorers will be offered a variety of construction materials, allowing them to freely express themselves.

• Investigators might choose to construct a web page to share their community profiles.

• Navigators will have the opportunity to present their play to family and members of the school community.

Reflective Objectives:
Through reflection on the interdependence of villagers, students will recognize their personal relationship to the local and global community. As each student reports on her/his experience with the village, they will reflect on the success of the project. These questions lead them toward proficiency in setting goals and planning while empowering them to take responsibility for their decisions and choices. ·

• Explorers might ask, "How well did we work together?"

• Investigators might ask, "Did everyone contribute equally?" ·

• Navigators might ask, "If we were starting over, how would we do it differently?"