Marisa+Roberts

Problem-Based Learning

Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. || Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Research and Information Fluency Students apply digital tools to gather, evaluate and use information Instructional Objectives: Students will discuss, brainstorm, and research ways to raise funds to go on a field trip. Students will create a plan to raise funds for a field trip. Students will create a product to present their findings. || The students and I will then fill in a K-W-L chart to determine what we know and what we want to know. We will use this chart to help us begin our plan. Next we will create a checklist to guide us in seeing the project to the end. I will inform the students of what the district has allowed in the ways of fundraising to reach our goal. Day 2 - Students will be placed into small heterogeneous groups of 3-5 students to research possible field trip locations, fees, and fundraising ideas. Students will write down notes about their findings on a copy of their KWL chart and bookmark websites. Day 3 - Students will write up their findings in a paragraph. Students will have the option of presenting their findings using Microsoft Word, PowerPoint, or VoiceThread. Day 4 - Students present their findings to the class. || Computers Internet Paper Pencils LCD projector KWL chart Microsoft Word, PowerPoint VoiceThread Rubric generated with student input ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Field Trip, Please |||| Related Lessons: Writing ||
 * Grade Level: Third Grade |||| Unit: Smart Solutions (Houghton-Mifflin Reading series) ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation:
 * I will need to determine locations of appropriate educational field trips and create a page with the links for the students to explore.
 * I will need to find out the cost of a bus, entrance fees, and available dates to attend.
 * Research permissible fundraising allowed by the school district.
 * Make copies of the KWL chart.
 * Bring in a digital camera ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 25-30 minutes over 4 days |||| Day 1 - I will begin by asking the students who would be interested in going on a field trip. I will then proceed to explain to them that money is a huge issue and our problem is finding a way to get money to pay for the field trip. My question to them will be “How would we raise money to go to an educational field trip?”
 * Note student groupings, environmental modifications needed, etc: Initial grouping will be whole group. Then students will be placed into small groups to carry out research and discussions. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Progress on completing the checklist will be monitored closely. The teacher will listen in on groups and provide feedback, support, suggestions, or redirection. Ideas added to the chart will be monitored and checked.

Accommodations and Extensions: Students who need to work individually may do so. ELL students will be placed in groups with good English speaking and writing models. More time will be allotted for students who need extra time. Students who are timid will be allowed to use VoiceThread to share their ideas with the class.

Back-Up Plan: Students can research field trips that travel to school sites. This might be a more practical (hopefully less expensive) way to have the “field trip.” || LESSON REFLECTIONS AND NOTES: Create a rubric using http://rubistar.4teachers.org with the students' input. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will create a checklist with the teacher to ensure that all steps have been met to answer the question. The teacher will use a rubric to grade final product. The rubric will be made with student input.

Social Networking/Online Collaboration Math 2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division. Mathematical Reasoning 1.0 Students make decisions about how to approach problems: Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns 2.0 Students use strategies, skills, and concepts in finding solutions 2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. || 2. Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. d. Contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem-Solving, and Decision Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Figure it Out |||| Related Lessons: Math ||
 * Grade Level: Third |||| Unit: Smart Solutions ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives:
 * Students will use multiple math skills to determine the best fundraiser to use by looking at the number of items that will need to sold and which fundraiser has the highest profit.
 * Students will work collaboratively to find their solution on a social network such as a blog or wiki. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * Create an account for a Wiki and import the class roster
 * Determine which students who do not have access to Internet/computers to complete this assignment and make arrangements with parents to have students come in early, stay after school, take their child to the library, or use a relative’s computer. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 4 days |||| * Day 1 – The teacher will model and demonstrate how to navigate a wiki, discuss etiquette, and expectations. Students will be reminded of the technology agreement that they signed at the beginning of the school year. The teacher will provide a copy of the technology agreement to be reviewed and discussed. Teacher will also demonstrate how to determine which fundraiser will bring in the most money by looking at the profit and number of items that would need to be sold. The teacher will also model and demonstrate how to calculate how many items will need to be sold. A parent letter will be sent home with the wiki address and instructions for the assignment. Students will have class time to practice getting to the wiki, explore the wiki and ask questions. Students and teacher will create a rubric to be used to grade their collaborative work. The teacher and/or students will take photos of the work being done. Time allotted for Day 1 will be 45 minutes to an hour.
 * Days 1-4 – Students will work on the project at home and report back any issues or concerns they may encounter. The teacher will address issues/concerns and review the wiki daily to make comments in the discussion section and share the comments with the students during class time. If needed, the teacher may allow class time for students to work on the project to support students’ needs. || * Computers
 * Internet
 * Paper
 * Pencils
 * Wiki or blog account with student roster imported
 * LCD projector
 * Student and teacher created rubric from http://rubistar.4teachers.org
 * Copy of school Internet/Technology agreement
 * Digital Camera ||
 * Note student groupings, environmental modifications needed, etc: Students will need to work with the same heterogeneous group of students that they worked with in the previous lesson. Students will work from home, school, or where ever their parents allow to complete the assignment. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): The teacher will monitor the wiki daily and address student concerns/issues. The teacher will make comments in the discussion area and share the comments with the students daily. The teacher will have conferences with individuals who are not working on the assignment and address those issues.

Accommodations and Extensions: The teacher will follow any IEPs and make accommodations based on the IEP. EL students will be given the opportunity to work with English-speaking students to support each other. The teacher will allow for students who do not have Internet/computers to work before, after, and during school time. Students will be allowed to work in groups to work out the math and support each other. Those that finish early may look ahead to the next lesson to begin thinking of ideas about how they want to share their findings.

Back-Up Plan: The teacher can ask fellow teachers to use the computers located in their classrooms for this project. Students may use the computers in their classrooms to work on the assignment. The teacher may also ask to borrow other colleagues’ laptops during this time. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: The teacher will have the students evaluate themselves using the rubric that was created at the beginning of the lesson. Additionally, the teacher will look at accuracy of math, student contributions, participation, and conflict/resolution of issues. The teacher will also use the rubric to assess the students.

====LESSON REFLECTIONS AND NOTES: A problem that I ran into was some of the fundraiser sites did not list the profits gained and needed someone to contact them for further information. In the future, I will look for websites that have this listed and bookmark them for my students. I also need to make sure to show the students how to use the +, -, =, and” x” and their locations on the keyboard. Overall the students enjoyed the experience and are excited to use the Wiki in the future. Sample of possible rubrics attached after the reflection. ====


 * ** Collaborative Work Skills : Smart Solutions ** ||
 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * Quality of Work || Provides work of the highest quality. || Provides high quality work. || Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||


 * ** Math - Problem Solving : Smart Solutions Rubric ** ||
 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Mathematical Concepts || Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). || Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). || Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). || Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. ||
 * Mathematical Errors || 90-100% of the steps and solutions have no mathematical errors. || Almost all (85-89%) of the steps and solutions have no mathematical errors. || Most (75-84%) of the steps and solutions have no mathematical errors. || More than 75% of the steps and solutions have mathematical errors. ||
 * Explanation || Explanation is detailed and clear. || Explanation is clear. || Explanation is a little difficult to understand, but includes critical components. || Explanation is difficult to understand and is missing several components OR was not included. ||
 * Completion || All problems are completed. || All but one of the problems are completed. || All but two of the problems are completed. || Several of the problems are not completed. || ||


 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Digital Storytelling |||| Related Lessons: Writing ||
 * Grade Level: Third |||| Unit: Smart Solutions ||
 * ==GOALS== ||
 * Content Standards:

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
 * 1.0 Listening and Speaking Strategies**

//Organization and Delivery of Oral Communication//

1.5 Organize presentations to maintain a clear focus.

1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).

1.7 Recount experiences in a logical sequence.

1.9 Report on a topic with supportive facts and details. ||
 * ISTE NETS-S

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Instructional Objectives:

Students will create and share a digital story about researching and funding their field trip experience. || Days 3-5 Students will share their presentations. || * SMARTboard
 * ==ACTION== ||
 * Before-Class Preparation: Teacher will get the VoiceThread website up. Teacher will load images that have been taken throughout the unit onto each of the computers from the jump/flash drive. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 4-5 thirty to forty-five minute sessions |||| Days 1-4 The teacher will explain to the students that it is now time to share their experiences with the rest of the class and other stakeholders (principal, district board members, parents). The teacher and students will create a rubric as a guideline for the digital story. Students will open up the VoiceThread website and upload their images in a logical sequence for their group presentation. The students will then record and/or type in information about the images.
 * Computers with internet connection
 * VoiceThread accounts
 * Digital camera
 * Jump/flash drive ||
 * Note student groupings, environmental modifications needed, etc: Students will work with the same heterogeneous group of students from the beginning of the unit. Students will be allowed to work on projects at home if needed. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): The teacher will take notes, conference with groups, and use observations to monitor progress.

Accommodations and Extensions: IEPs and 504 plans will be followed to meet the needs of those students. Extra time will be allowed for students who need additional time. Students may work on the project from home, before or after school as well. English language learners will be paired or grouped with strong English speaking students to help model and support correct grammar. Students who finish early may journal write about this experience by answering some of the following questions: Do I feel that a solution was found for this problem? What was the outcome? What other real-world problems are there that I would like to address? What are some ways in which I can begin to research possible solutions? Who might be or is affected by this problem? Who else has similar concerns (family, friends, community)?

Back-Up Plan: I can borrow laptops from teachers who are not using their laptops. Students can also use other teacher’s computers in their room. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: The teacher will use a rubric to evaluate the students’ projects. The teacher will have the students evaluate each member using a different rubric and use that as a part of their grade as well.

LESSON REFLECTIONS AND NOTES: The following rubric will be used for assessing the digital story telling. The one after will assess collaboration. ||
 * |||||||||| ** Digital Storytelling : Smart Solutions Rubric ** ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Images || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * 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. ||
 * Voice - Consistency || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * Point of View - Purpose || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure out the purpose of the presentation. ||
 * Voice – Pacing || The pace (rhythm and voice punctuation) fits the story line and helps the audience really \"get into\" the story. || Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || 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. || No attempt to match the pace of the storytelling to the story line or the audience. ||
 * Voice – Pacing || The pace (rhythm and voice punctuation) fits the story line and helps the audience really \"get into\" the story. || Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || 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. || No attempt to match the pace of the storytelling to the story line or the audience. ||


 * ** Collaborative Work Skills : Smart Solutions Rubric ** ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * Quality of Work || Provides work of the highest quality. || Provides high quality work. || Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||  ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||  ||