Carlos+Oliveira

Problem-Based Learning in the Content Areas = = Carlos Oliveira = = Walden University = =

= = EDUC 6713I-4: Integrating Technology Across the Content Areas = = Dr. Suzanne Lebeau = = April 1, 2012 = Daily Lesson GAME Plan = || . || 1. Facilitate and Inspire Student Learning and Creativity:
 * Lesson Title: Community Service Project |||| Related Lessons: ||
 * Grade Level: 8th Grade |||| Unit: Civic duties and Responsibilities ||
 * ==GOALS== ||
 * Content Standards: 6.3.8.A.2 : Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature).
 * ISTE NETS-S

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

Instructional Objectives: Students Will Be Able To
 * Identify the qualities of a good American citizen.
 * Describe the needs of a local community.
 * Determine what any American can do to help others in need. ||
 * ==ACTION== ||
 * Before-Class Preparation: Students will be taught that every citizen no matter what their age is able to complete and participate in tasks that will benefit their local, national, and global community. Students will learn that all citizens no matter how old they are will be able to help make a difference in their communities. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 2 to 3 weeks |||| Teacher will read a loud and discuss the different civic duties and responsibilities of citizens in American. Students will then spend a class period in the computer lab researching way that they could help out their communities. Students will then spend multiple weeks performing their community service projects. Once the projects have been completed students will spend two days in the computer lab preparing multimedia presentations to present to the class and other invited guests. || Textbooks, PCs, notebooks, cameras, and organizers. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will make anecdotal notes as students research their projects. As students develop their projects they will be assessed on their presentation. A rubric will be developed and given to my students so they can develop the best presentation possible.
 * Ongoing Assessment(s): I will make anecdotal notes as students research their projects. As students develop their projects they will be assessed on their presentation. A rubric will be developed and given to my students so they can develop the best presentation possible.

Accommodations and Extensions: Students will be divided into groups that have similar interests.

Back-Up Plan: If students do not have time to complete a community service project they will have to develop one and describe how they would implement it. ||
 * ==EVALUATE AND EXTEND== ||
 * Student will be evaluated on if they were able to meet the needs of their local, national, or global community. Students will be assessed on their ability to identify a need and find a way to address the need of the community. Students will have to explain and document their project as they implement their plans. Students will then have to develop a presentation that focuses on how they planned for their project and carried it out. Students are to photograph and document their projects step by step. If student are to help at a food drive or a soup kitchen they will have to take photos or have photos taken of their services.

LESSON REFLECTIONS AND NOTES: Students will need to have parents’ permission before they can implement a community service project. Students will need a few weeks possibly a month to complete the assignment. Students will be given a strict due date that will accommodate any specific needs for each project. Students will also have to develop an outline with me to assure that they can complete their assignment on time.

Rubric: ||  || I have been wanting to take my lessons beyond the four walls for quite some time now. I have no idea where to start. In your lesson instructions I see where the students are spending 1 class periodsearching for cimmunity service opportunities. What role did you play in assisting students in finding services they could provide and were these things they had to do during or after school? Did you have to get any special permissions from administration, parents, orcommunity members? Because the students were in the community, did they need to get special permission to use community members in the media presentations? There is so much red tape when it comes to students, I want to know what it took toactually get this done.
 * ** Oral Presentation Rubric : Community Service Project ** ||
 * Teacher Name: **Mr. Oliveira** ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Speaks Clearly || Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. || Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. || Often mumbles or can not be understood OR mispronounces more than one word. ||
 * Stays on Topic || Stays on topic all (100%) of the time. || Stays on topic most (99-90%) of the time. || Stays on topic some (89%-75%) of the time. || It was hard to tell what the topic was. ||
 * Posture and Eye Contact || Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. || Stands up straight and establishes eye contact with everyone in the room during the presentation. || Sometimes stands up straight and establishes eye contact. || Slouches and/or does not look at people during the presentation. ||
 * Content || Shows a full understanding of the topic. || Shows a good understanding of the topic. || Shows a good understanding of parts of the topic. || Does not seem to understand the topic very well. ||
 * Volume || Volume is loud enough to be heard by all audience members throughout the presentation. || Volume is loud enough to be heard by all audience members at least 90% of the time. || Volume is loud enough to be heard by all audience members at least 80% of the time. || Volume often too soft to be heard by all audience members. ||
 * Carlos,
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Speaks Clearly || Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. || Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. || Often mumbles or can not be understood OR mispronounces more than one word. ||
 * Stays on Topic || Stays on topic all (100%) of the time. || Stays on topic most (99-90%) of the time. || Stays on topic some (89%-75%) of the time. || It was hard to tell what the topic was. ||
 * Posture and Eye Contact || Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. || Stands up straight and establishes eye contact with everyone in the room during the presentation. || Sometimes stands up straight and establishes eye contact. || Slouches and/or does not look at people during the presentation. ||
 * Content || Shows a full understanding of the topic. || Shows a good understanding of the topic. || Shows a good understanding of parts of the topic. || Does not seem to understand the topic very well. ||
 * Volume || Volume is loud enough to be heard by all audience members throughout the presentation. || Volume is loud enough to be heard by all audience members at least 90% of the time. || Volume is loud enough to be heard by all audience members at least 80% of the time. || Volume often too soft to be heard by all audience members. ||
 * Carlos,
 * Carlos,

Lakeva Carlos, I always think it is a great idea to get our students out into their community and helping or connecting with others. Since this lesson is supposed to focus around creating a PBL, what specific problem are you presenting to your students? While you and I may think it is important for people to be involved with their communities, I know that many of my students would not agree. Would it benefit your students to focus on coming to that realization first? I am not sure how you can necessarily get students to come to this conclusion, but my students would either not complete the community service, or complete it just for the grade. I am sure that is not exactly your objective. By presenting students with a potential problem, you may capture their interest more. Your description about your instructional activities was brief, so I am not sure how you plan to devote the research class period. One thought is to present students with potential community problems that can be solved with various community service projects. Another idea is to actually have students create a list as a whole class of problems that they see within the community that they could possibly address. Also, it is my understanding that a PBL allows students to find their own solutions. Considering this, would it be possible for students to not necessarily perform community service and insteadaddress the community needs in another way (for example, creating a persuasive letter to legislatures with a petition, creating an awareness campaign, and so on)? Or is your content focus here more on the community service portion of the lesson? I think it's great that you are working towards getting students to understanding their role in a community!

Caitlin

Carlos,

I really like the idea that you are creating a lesson in which your students are learning what they personally can do to help improve their community. I think that this is a very powerful lesson that too many students never receive and thus they do not realize their own potential to change their environment. This can cause students to feel powerless and thus not even attempt to make a change. It is great that you are trying to empower your students in this way. I was wondering how you are going to grade your students on their ability to identify and meet the needs of their community. You mention that this will be one way that you assess your students, but how will you determine who was successful and who was not? Is it going to be based on if they were able to complete their community service or not? What if they identified a true need, but it was too difficult to meet on their own? Are they able to elicit help from others, or does it need to be completed on their own? I really like what you are doing here, and I wish you and your students great success in your endeavors.

Tyler D. Williams ||||||||  || . ||
 * = Daily Lesson GAME Plan = ||  ||   ||
 * Lesson Title: Community Service Wiki |||| Related Lessons: ||
 * Grade Level: 8th Grade Civics |||| Unit: Civic Duties and Responsibilities ||
 * ==GOALS== ||
 * Content Standards: 6.3.8.A.2 : Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature).
 * ISTE NETS-S

1. Facilitate and Inspire Student Learning and Creativity: b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

Instructional Objectives: ||
 * ==ACTION== ||
 * Before-Class Preparation: Teacher will develop the main wiki page in which all projects will be added to. Students will need to develop a list of needs students determine their local communities need. Students will need time scheduled in the computer lab during class and after school. Students will think of two ways to meet the needs of the community. Teacher will give students a list of useful websites that explain and show students how they can help with specific community service projects. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 2 to 3 Weeks |||| Students will be able to:


 * Identify a need that must be met for their local, national, or global community.
 * Develop a plan for meeting the communities need.
 * Create a digital representation of their plan of action and implementation.
 * Design a wiki page that will show their plan of action, how they carried out the community service project, and a reflection of what they learned. || Student lists, internet access, textbooks, teacher generated list of helpful websites, and ||
 * Note student groupings, environmental modifications needed, etc:

At this time students may work in pairs if they have similar community service projects. Each student must develop their own wiki page. The computer lab will be opened and monitored by my before and after school hours, allowing students without internet access the ability to complete the assignment.

In this assignment students will develop a wiki page that first describes a need in their community and how that need could be met. Students will then plan out their community service project and outline the steps in the project. As they complete and work to meet the requirements of the project they then add images and describe their experience. The hope is that others will see what my students have done and they too will want to help out their own communities. || Students will be given deadlines for the each of the task needed in the project. Students will be graded on defining a need in their community and then meeting that need. Students will also have to identify that they are helping a local, national, or the global community. Students will also be graded on the plan they develop to meet this need was it well thought out or just created for the sake of the assignment. Students will then be graded on the feedback they gave other classmates and the explanation of their experience while completed their community service project.
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Students will be divided into groups that have similar interests. Students that do not have access to the internet time I will have extended computer lab time for them both before and after school.

Back-Up Plan: If there is not enough time to complete the community service project students will then just complete the identifying a need, and developing a plan to meet that need. Students will also have to provide feed back on other students wikis. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||  ||   ||   ||

Carlos, I like your idea here about using a class wiki to help students develop their plan and keep track of their progress. I also want to have my students create their own wiki, but did not even think about creating the main page myself, and have the different groups make their own page off of that. I will add this to my plan, so thank you for that. I was wondering how you were going t o have students comment on each others' wiki. Are you going to have them add ideas and comments while they are developing their page, or will it be done after they finish? Is this to be a type of peer editing, or peer evaluation? Also, I still do not fully understand how you are grading them on their ability to meet the need of their community. If one student picks a local issue and another a national issue, do they receive the same grade if they both accomplish the same level of success in meeting the needs, or will the one who did the national need get more credit since it was a larger and possibly more complicated issue? Will part of their grade depend on the issue they choose, or will it be more on the amount of change they enact in the community. I really like this concept, but worry that the expectations are not as clear as some students might need them to be. I know that some of my students are prone to doing the bare minimum asked and yet expect full credit for it. I find that the more specific the instructions are, the more likely the end result will meet my expectations.

Tyler D. Williams

Carlos, This is a great idea! I like how you have students researching about a need that people in your community are facing. This provides a real world experience and allows students to step outside their comfort zone and see how the decisions they make impact the larger community. I believe that this project would be highly valued by the students and will be something they remember. I also like the fact that your class will be using one wiki to track their progress. This seems like it would be a good opportunity for students to view others work to provide feedback and gain insight on how they might manage their own project. I am also curious about the structure and expectations of individual projects. Have students had previous experience with community service project s? Have they viewed examples of work done by other students? Will the actual community service component be completed during school hours or will students be responsible for doing this on their own time? I hope you have an opportunity to implement this lesson with your students and I would love to watch your class develop this wiki.

Katie

Carlos, Place based education is seeing a large push in my area. My school is part of a group that works with schools to incorporate outdoor science learning, community service, and learning opportunities with local means. Your idea fits right in with this plan. Though students may or may not work with a scientific topic, the community focus is incredible. Students are motivated when they can see real results in what they do. Using a wiki to present their work to the world is also great motivation. When students realize that their friends, family, and strangers can view their work, they will be motivated to do better work. Many students will also be motivated to make a difference in their local or global community. I am curious how your students will respond to such a variety of issues to choose from. I think it will help that you have provided website resources to help them decide, but students that have no particular interest may struggle in this area. I would be interested to know if anyone could not find an area of interest. I think most, if not all, of your students will do a great job. Nice work.

- Curt G.



= Daily Lesson GAME Plan = || 6.1.8.D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.
 * Lesson Title: Reenactment of our Founding Father |||| Related Lessons: ||
 * Grade Level: 8th Grade |||| Unit: Development of the United States ||
 * ==GOALS== ||
 * Content Standards:

6.1.8.D.2.a Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas. ||
 * ISTE NETS-S

1. Facilitate and Inspire Student Learning and Creativity

a. Promote, support, and model creative and innovative thinking and inventiveness

2. Design and Develop Digital Age Learning Experiences and Assessments

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

3. Model Digital Age Work and Learning

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

Instructional Objectives: Students will be able to


 * Develop a digital story in which they reenact one of the Founding Fathers’ views and contributions to the development of United States.


 * Identify the key factors that led to the Declaration of Independence as well as the Revolutionary War


 * Determine how their Founding Father help shape our country today. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will develop a list of useful resources for my students. Students will also be taught how to cite from different resources. Students will also have to pick one of the Founding Fathers from a hat so that there are no repeated choices. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

Day 2

Day 3

Day 4

Day 5 |||| Students will be asked to develop a list of resources for their Do Now assignment. This will take five minutes to complete. The class will then determine which if any resources are primary and which are secondary sources. The class will work as a whole group to divide the resources into each category. Teacher will then ask for students to try to develop a definition for both sets of resources. This part of the lesson will take about ten minutes. The teacher will then model for students how to properly write a resource page. Teacher will only model how to do a website, textbook, and a book. Students will then be given a sheet theat has information about different resources scattered around the page. Students will work with a partner to determine the proper way to site their resources.

Students will use this time to research their Founding Father they will look to use primary and secondary sources. Students will site their resources as they find them. The class will use the whole 50 minutes to research.

Students will take the information they found and use it to develop a story board. Teacher will model for the class how to develop a story board using key information, photos, and videos then placing it into the proper order for the digital story. This mini lesson will take from 10 to 20 minutes. Students will use the remaining 30 minutes to develop their own story boards. Students who finish early will be able to attempt to develop a script.

Students will use their story boards to develop a script for their Founding Father. The teacher will model how to write a proper script and then share previous examples with the rest of the class. Students will begin writing their scripts they will then share it with two other students and wait for their feedback. The students will modify and practice their scripts before recording it to their digital story.

Students will be given time to complete the assignment and return to the final product to share with the class their digital stories. The class will observe each video and be scored by the teacher. ||  || Students will be assessed as they complete their story boards. Teacher will note to see if students have photos or videos developed to help tell their digital story, as well as does the story follow the correct progression.
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Students will also be assessed while they develop their scripts are they telling a story that demonstrates what their Founding Father did, and do they tell the story in and accurate progression.

Finally students will be assessed on their digital stories, do they meet all of the requirements of the project. Does the digital story tell and accurate story of their Founding Father.

Accommodations and Extensions: Extra computer lab hours will be extended to the students who do not have computers or internet access at home first, students who want to work on the project will be allowed time as well. Students who are struggling with the project will be given until the last day of presentations to complete the project.

Back-Up Plan:

Students who are struggling with the assignment will be given an extension. Students who are advanced will be encouraged to learn and add new details to their project, such as sound effects, and visual effects. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Students will be assessed using a rubric:|||||||||| **Digital Storytelling : Our Founding Fathers **  ||
 * Teacher Name: **Mr. Oliveira** ||  ||   ||   ||
 * Student Name: ________________________________________ ||  ||
 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Point of View - Awareness of Audience || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || Limited awareness of the needs and interests of the target audience. ||
 * Images || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Duration of Presentation || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Length of presentation was 4 minutes. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Length of presentation was 3 minutes. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Length of presentation was 2 minutes. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Presentation was less than 2 minutes long OR more than 4 minutes. ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Voice - Pacing || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">The pace (rhythm and voice punctuation) fits the story line and helps the audience really \"get into\" the story. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">No attempt to match the pace of the storytelling to the story line or the audience. ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Point of View - Purpose || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Establishes a purpose early on and maintains a clear focus throughout. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Establishes a purpose early on and maintains focus for most of the presentation. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">There are a few lapses in focus, but the purpose is fairly clear. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">It is difficult to figure out the purpose of the presentation. ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Duration of Presentation || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Length of presentation was 4 minutes. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Length of presentation was 3 minutes. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Length of presentation was 2 minutes. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Presentation was less than 2 minutes long OR more than 4 minutes. ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Voice - Pacing || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">The pace (rhythm and voice punctuation) fits the story line and helps the audience really \"get into\" the story. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">No attempt to match the pace of the storytelling to the story line or the audience. ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Point of View - Purpose || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Establishes a purpose early on and maintains a clear focus throughout. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Establishes a purpose early on and maintains focus for most of the presentation. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">There are a few lapses in focus, but the purpose is fairly clear. || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">It is difficult to figure out the purpose of the presentation. ||

LESSON REFLECTIONS AND NOTES: