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Project Based Learning Lisa Herrera Touro College EDSE 604 Summer 2011
Project Based Learning Class Description The 6th grade general education class, in which I designed this Project-Based Learning Plan for, consists of 20 students. Of these 20 students, 1 of them has a learning disability. Learning disability is defined as “a condition that causes significant learning problems or an unexpected underachievement” (Smith 2007). This type of performance requires a unique, individualized, and often intensive intervention.
The environmental design of the 6th grade classroom consists of 4 large rectangle tables, which are placed in 2 “rows.” This means that the tables face the front of the classroom, to make the instructors’ lectures, boards, and technology (computer and TV) easily viewed. There are 5 students at each table. There are minimal stimuli to distract the students in the learning environment. Classroom rules are posted in the front of the classroom as a daily reminder to follow them diligently. Decorations and class work are displayed on the bulletin boards in the back of the classroom, by the teachers’ desk, and the hallway. Title of Unit/Curricular Theme The theme of this Project Based Learning Plan is World War II. World War II is a major event in World History that had a significant effect on the world. Objectives • • • • Students will recognize the turning point in world history known as World War II. Students will demonstrate their knowledge of geography. Students will learn about different perspectives during the war. Students will use technology and their use of oral communication to present their projects to their peers.
Project Based Learning New York State Learning Standards The New York State Learning Standards addressed in this Unit Plan are as follows: Social Studies: Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Social Studies: Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global— including the distribution of people, places, and environments over the Earth’s surface. English Language Arts: Standard 2: Language for Literary Response and Expression Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows accepted conventions of the English language for self-expression and artistic creation. English Language Arts: Standard 4: Language for Social Interaction Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Project Based Learning Mathematics, Science and Technology: Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Strategy
Rationale Social Studies: Standard 2: World History is addressed throughout the entire project. Students will learn about a major era that took place in world history. The students will be using their text and the Internet to learn about the facts of WWII. Social Studies: Standard 3: Geography is addressed when the students research maps and world geography prior to and after WWII. ELA: Standard 2: Language for Literary Response and Expression is addressed when the students read excerpts from The Diary of Anne Frank. The students will also address this standard when they are creating their own journal entries.
Project Based Learning
ELA: Standard 4: Language for Social Interaction is addressed when the students need to use their language to interact with their peers during group work and their presentations. Mathematics, Science, and Technology: Standard 5: Technology is addressed when students learn to use power point in order to create their presentations. Content The students will be reading the chapters from their Social Studies text that covers World War II. The students will also be required to read The Diary of Anne Frank. The students will also use this website, http://www.edutopia.org/xtimeline-timeline-website. This is a great site that offers information on a free tool to create timelines. This takes a traditional timeline to a whole new level! Not only could you conduct research while using this tool you could embed photos and videos, edit, and engage in social collaboration. This website can also be used to create the timeline, http://www.teachnology.com/web_tools/materials/timelines/. The students will also use Power Point to create their group presentations. Student Preparation: Prior to beginning this project, the students will have the necessary information about WWII. Most of the chapters in their text will have been read as well as the Diary of Anne Frank. The students will have also already been assigned to keep a journal as they read the book. Motivation: Aside from receiving a great grade for their project, I believe that the use of technology will provide some motivation to the students. As their teacher, I will also provide encouragement throughout the duration of the project. The other motivating factor is the
Project Based Learning fact that they get to present their presentations during The Veteran’s Day and Holocaust Remembrance Fair at school. Technology The students will use technology, specifically Power Point, to show off their group
presentations. The students will also have access to the Internet to assist with research for their presentations. Throughout the Social Studies lessons on World War II, the instructor will also provide her own Power Point presentations to engage the students in learning and expose them to this technology and its uses. Student Product/Performance The school is hosting a Veteran’s Day/ Holocaust Remembrance Fair. The students will create a group presentation on Power Point that includes maps that they have created of Europe, prior to and after WWII, journal entry to remember and honor Anne Frank, and a timeline of important events during the War. The journal entries will give the group a chance to express their own thoughts and ideas. *Please see the section on the session-by-session lesson plan and a mock sample of student work that is attached for further details. Assessment In order to assess whether or not the students have learned anything from this project, there will be a test on their social studies chapter as well as a rubric used to help grade their projects. “Curriculum-based assessment (CBA) is an approach to linking instruction with assessment. CBA has three purposes: (1) to determine eligibility, (2) to develop goals for instruction, and (3) to evaluate the student’s progress in the curriculum” (Cohen and Spenciner 2011).
Project Based Learning Project Element Class Participation
A perfect scoring will include frequent participation during class discussions.
7 Total Points Possible 10 Grade for this Element
A perfect scoring will include frequent participation in the group, taking on a task given by the group, and following classroom rules.
A perfect scoring will include a neat and organized map. The map also needs to be correct.
A perfect scoring will include a neat and organized entry. This will include text, pictures, art, etc. to express group’s emotions.
A perfect scoring will include a complete and correct timeline of WWII.
Power Point Presentation
A perfect scoring will include an original presentation created by the group.
Presentation at the Fair
A perfect scoring will include participation during the presentation at the fair. The student will be well versed in the subject of WWII.
A perfect scoring will include getting all of the correct answers on the test.
Student’s Total Modifications/Accommodations
“Differentiated instruction is designed to improve access to the general education curriculum by adapting instruction to each student’s diverse learning needs” (Hoover & Patton 2004). In this Unit Plan, the teacher will include differentiated instruction
Project Based Learning throughout each activity for the one student with a learning disability. This teacher has provided multiple methods of teaching the 6th grade class about WWII. A non-fiction novel and text are used for reading assignments. A visual power point presentation is utilized, not only for a novel way to present the material to the class, but to use the
learning disability student’s strengths. This student is a visual thinker and does quite well when material is visually presented. The activity involving the map of Europe is completed with peers. Peer tutoring is an effective way to present material to a student with a mild learning disability. If needed, the instructor will provide the student with a learning disability a little more time to complete assignments and more one on one intervention. References: New York State Learning Standard retrieved from: http://www.p12.nysed.gov/nysatl/ssstand.html http://www.p12.nysed.gov/nysatl/engstand.html http://www.p12.nysed.gov/nysatl/mathstand.html Cohen, L.G., & Spenciner, L.J. (2011). Assessment of children and youth with special needs (4th ed.). New York: Pearson Hoover, J.J. & Patton, J.R. (2004). Differentiating standards-based education for students with diverse needs. Remedial and Special Education, 25, 74-78 Smith, D.D. (2007). Introduction to special education: Making a difference: 6th Edition. New York: Pearson
Project Based Learning Dear Mrs. Apple (covering teacher),
Welcome to my 6th grade Social Studies class! I am sorry that I am leaving you with such a major project but I needed these 2 weeks off to get married. Yay! Attached are the lesson plans for each day with my students. I’ve also attached a sample of the PBL, that I’ve completed myself, in which the students can use as a model to assist them in completing the project. Please refer to my lesson book to see any notes that I’ve made in regards to specific students. As you will see from my notes that one of my students has a learning disability. I’ve attached a copy of her IEP. I’ve also assigned the children to groups already. Thank you for finishing the lesson on World War II and beginning the PBL for the World War II Veteran’s Day and Holocaust Remembrance Fair. Invitations have been sent to the families, Veteran’s from World War II, and Holocaust survivors and their families. Your help is greatly appreciated! Good Luck! Warmest Regards, Lisa Herrera (soon to be Mrs. Keane)
Project Based Learning Session 1: Diary of Anne Frank Time Allotted: 1 hour (45 minutes to complete the last chapter and 15 minutes for discussion)
General: The students will take turns reading aloud from the last chapter of the book. After the reading is completed, please lead a discussion about the book. Some questions to ask are: How does Anne respond to imprisonment and loss of personal rights? How would you feel if this happened to you? Why did Germany invade the Netherlands? Who else went into hiding with the Franks? What was the relationship to he Franks? How long did they live in the Secret Annex? How were they captured? Who survived the Holocaust? How do you feel about this injustice? Goals: Complete the book, which helps in the student’s own journal assignment. They have been assigned to write a daily journal when they began reading this book. Logistics: The students will remain at their desks. Teacher Narrative: Please let the students know that they should chose one excerpt from their journals that they feel can contribute to their project. Materials and resources: The Diary of Anne Frank Notebook Writing Utensil Session 2: Social Studies Text Time Allotted: 1 hour ( 30 minutes to read text and 30 minutes for PPT and discussion) General: The students will take turns reading aloud from the last chapter of the text pertaining to WWII. During the reading, which is about the Holocaust, tie in the book with the text. Goals: Complete the chapter on WWII, which helps in the students to get the rest of the facts on the War and tie in the text with the book they’ve just completed. I have a Power Point Presentation that summarizes the facts they just read. Logistics: The students will remain at their desks. Teacher Narrative: Please let the students know that they should pay close attention to the facts of the War. This will assist in completing the timeline for the project.
Project Based Learning
Materials and resources: Social Studies Text Notebook Writing Utensil Computer and Projector to show PPT (PPT is located on my desktop) Session 3: Maps Time Allotted: 1 hour ( 30 minutes to research 30 minutes to begin map) General: The students will be broken into 4 groups of 5, please refer to assigned groups list. Model how to use the Internet and/or text to research the facts needed to complete the project Goals: The students will learn to use the computer to research. They will also use their facts to create a map of Europe prior to and during WWII. This is done to show the difference in the maps and the impact the war had on the world. Logistics: The students will use the computer room for research. They will then return to the classroom to create their maps. Teacher Narrative: Please assist students where necessary. Materials and resources: Social Studies Text Scrap Paper Writing Utensils Computer Session 4: Maps Time Allotted: 1 hour (complete maps) General: The students will go back into their 4 groups of 5. Assist students with completing this project of necessary. When completed allow for 15 minutes to scan documents to save on their computers. Goals: The students will learn to use the computer scan documents to save to their computers. Logistics: Completing maps will be done in the classroom in their groups. The students will use the computer room for scanning and saving the documents. Teacher Narrative: Please assist students where necessary.
Project Based Learning Materials and resources: Social Studies Text Paper Colored Pencils Writing Utensils Computer Session 5: Timeline
Time Allotted: 1 hour (10 minutes to show how to complete a timeline and 50 minutes to create timelines) General: The students will go back into their 4 groups of 5. Show the website, http://www.edutopia.org/xtimeline-timeline-web-site for a tutorial on timelines. Ask the groups to work out which events they’d like to include on the timelines. Steps to start timeline: Just register, log in, and hit Create. Fill in the basic information for your new timeline, then click the next Create button. From there, it's simply a matter of adding events. You can customize each event with data, images, embedded videos, links to source information, and so on. Goals: The students will learn pick out important information. The students will also learn to create their own timelines, which can prove useful while studying. Logistics: Completing maps will be done in the classroom in their groups. The students will use the computer room for scanning and saving the documents. Teacher Narrative: Let students know that this will be included in their PBL. Materials and resources: Social Studies Text Computer Session 6: Journal Entry Time Allotted: 2 hours (30 minutes to choose the best journal entries and 1.5 hours to create a document to include in the PPT) General: The students will go back into their 4 groups of 5. The students will discuss which of their journal entries they’d like to include in the presentation. Each student must pick one per student to include. Goals: The students will be able to compare and contrast their lives to Anne’s life of imprisonment and persecution. The students will also refresh their Power point skills. They may include personal pictures or artwork to enhance their entries. Logistics: Groups will meet in the classroom. The students will use the computer labs to
Project Based Learning complete their own journal entries on the computer Teacher Narrative: Let students know that this will be included in their PBL. Materials and resources: Journal Entries Computer Session 7: Power Point Time Allotted: 2 hours
General: The students will go back into their 4 groups of 5. The students will compile the projects for the PPT. Goals: The students will be able to work as a group to design their own PPT. Logistics: The groups will use the computer room to create their PPT. Teacher Narrative: This is the compilation of all of their projects. Materials and resources: Maps Timelines Journal Entries Computer Session 8: Practice Time Allotted: 1 hour General: The students will go back into their 4 groups of 5. The students will practice their oral presentations as a group. Goals: The students will learn to work together to disseminate information. Logistics: Groups will meet in the classroom with a computer for each group. Teacher Narrative: Assist students with their presentations. Materials and resources: PPT Computer Session 9: Welcome to the Veteran’s day and Holocaust Remembrance Fair
Project Based Learning Time Allotted: Duration of Fair
General: The students will stay with their groups during the fair to do their presentations on WWII. Goals: The students will be able to disseminate valuable information. They will also honor brave people and show respect to their hardships. Logistics: The fair takes place in the school’s cafeteria and gym. Teacher Narrative: Let students know that this is the last day of their PBL. Materials and resources: Computer
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