They used research skills in their history class to gather information and to investigate and evaluate the development of cardiopulmonary health. The biology science class provided the understanding of the anatomy and physiology of the cardiopulmonary system and the effects of the environment and lifestyle on these systems. The mathematics class provided the ability to incorporate mathematical analysis into their projects. Finally, the Health Tech I class trained the students in CPR for certification and was the site of the physical development of the action-based projects. The Health Tech I class evaluates and grades the action-based component of the fall semester project.
Students evaluate their work in narrative form, answering questions from a worksheet.
They then interpret their presentation on a rubric, identifying criteria that determines the quality of their performance on the project. The same rubric is used for a peer evaluation by fellow group project members and by the teacher. The final project grade is a blend of these three rubric totals. Each teacher will assess students' processes and products related to activities and specific competencies addressed within her or his own discipline. . This thematic curriculum unit was reprinted with the permission of the California Partnership Academy.