wvde.us · Web view2018/04/03 · Points 4 3 2 1 Capitalization I have 0 – 2 mistakes with capitalization. (I capitalize proper nouns, the pronoun I, important words in a title,

Project Title: Making a Difference in Our World Community

Project Idea: The students will recognize how people make a difference in the world by researching the volunteer work of others and showing others what they have learned.

Entry Event: Students will read a news article about a young woman who has had her life changed by one event http://www.cbsnews.com/news/beatrices-goat-fed-a-dream/ . After reading and discussing the article, an e-mail from “Beatrice” will be shown on the smart board asking the students to spread the word about how volunteering makes a difference in our world.

Content Standards:

Standards Directly Taught or Learned Through Discovery

Identified Learning Targets Evidence of Success in Achieving Identified Learning Target

SS.3.6 Participate in a local service project to discover the importance of working together and how participation leads to improvement in the lives of individuals, as well as communities.

Participate in a local service project.

Give examples of how working together helps accomplish goals.

Students will complete the Research and Inquiry worksheet (see below)

ELA.3.24-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Write a composition using the 5 step writing process.

Students will use the Kids Can Volunteer Too worksheet (see below) to guide them through the writing process.

ELA.3.21-Write informative/explanatory texts to examine a topic and convey ideas and information clearly:

Introduce a topic and group related information together

Develop the topic with facts, definitions, and details

Use linking words and phrases

Provide a concluding statement or section

Write an informative/explanatory composition with a clear beginning, middle, and end.

Students will use the Kids Can Volunteer Too worksheet (see below) to guide them through the writing process.

TCS.3-5.9 Explore Complete an oral presentation See Presentation Rubric, Poster Rubric

http://www.cbsnews.com/news/beatrices-goat-fed-a-dream/

multiple ways to share ideas and information about themselves and the world around them, considering the expected audience.

accompanied by a multimedia presentation and an informational poster.

TCS.3-5.2 Recognize and utilize the features, terminology, and functions of a variety of technology tools.

Find appropriate graphicsInsert graphics into presentationMove/resize graphics in presentation Insert new slidesChoose background for slideChoose layout for slides

See Presentation Rubric

TCS.3-5.4 Create original work through the use of age-appropriate technology and digital tools.

Create a multimedia presentation See Presentation Rubric

TCS.3-5.16 Use appropriate digital and non-digital tools to plan and manage a design process.

Students will plan their presentation See Presentation Planning Form

DSS.3-5.4 Set goals, develop a plan, and follow it through to completion

Students will plan their presentation See Presentation Planning Form

DSS.3-5.11 Interact with a variety of community members.

Students will interview community volunteers

See Poster Rubric & Joural Log

Performance Objectives:

KnowWhat impact a charity has on a communityHow to access a web pageHow to use a response journalHow to conduct an interviewHow to use the who, what, where, when, how question generating strategy

DoResearch various charities and the impact they have made on the communityDesign and create a poster to encourage volunteeringCreate a presentation that will inform the school and community about the impact an individual can have

on a community by volunteeringPresent to another class and/or a panel from the community a presentation to show how volunteering can make a difference in our world or communityCreate a service project, as a class, to help the school or community.Write an informative/explanatory essay on a chosen volunteer group.

Driving Question: How can we demonstrate the positive benefits of volunteering to our community?

Assessment Plan:

Major Group ProductsMulti-media presentation to show how volunteering can make a difference. (See Presentation Rubric)

Major Individual Products Internet project- (see Research and Inquiry Worksheet)Poster (See Poster Rubric)Informative/explanatory essay about a chosen volunteer group (See Presentation Rubric & Writing Rubric)

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration (see Collaboration Rubric)

X Written Communication (See Poster Rubric & Writing Rubric)

X

Critical Thinking & Problem Solving

Content Knowledge (See Presentation Rubric & Writing Rubric)

X

Oral Communication (See Presentation Rubric)

X Other

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluation (See Self Reflection)

X Notes

Internet Usage (See Kids Can Volunteer Too)

X Checklists/observations

Online tests and exams Concept maps (See Presentation Planning Form)

X

Reflections: Survey Focus GroupDiscussion Task Management ChartJournal Writing/ Learning Log (See Journal Log)

X Other (See Research & Inquiry Worksheet)

X

Map the Product: Product: Multimedia presentation to other classes and and/or members of the community to educate others on how an individual can work together with others to make a difference.

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the Project

1. Working knowledge of PowerPoint/presentation program.

X

2. How to pair visuals with text X3. How to assemble information from books and

internetX X

4. Website navigation skills X X5. Basic sentence writing X6. Group responsibility and behavior X7. Oral presentation skills X X8. 5 step writing process X X9. Informative/explanatory writing X

Resources:

School-based Individuals:Technology specialistArt teacherOther classroom teachers

Technology:ComputersData projectorPower Point program/Presentation programProjectorSmartboard

Web resources: http://www.cbsnews.com/news/beatrices-goat-fed-a-dream/http://www.goodnet.org/articles/6-outofthisworld-nonprofits-masterminded-by-kids-listhttp://www.educationworld.com/a_tsl/archives/00-2/lesson0023.shtml

Community:Community Volunteers (people who work with volunteer organizations within the community.

Materials:Paper, pencil, rubrics, Research & Inquiry Worksheet, Journal Log, Presentation Planning Form, Self

Reflection, poster board, art supplies, chart paper

Manage the Process: Entry Event:

Project the news article about Beatrice Biira. Read and discuss. The movie about lottery day will be shown to the class. News article can be found here: http://www.cbsnews.com/news/beatrices-goat-fed-a-dream/After reading and discussing the article, the children will be shown an email written by “Beatrice” asking the students to research how kids have volunteered and made a difference. She will proceed to ask them to share their new knowledge with others to show how people have made a difference in their communities. She will ask them to create a presentation of their choice to spread the word of how others have helped their community.

At this time the students will begin their internet project. The teacher will model how to navigate the web site. The students will visit http://www.goodnet.org/articles/6-outofthisworld-nonprofits-masterminded-by-kids-listAt this web site they will research different charities started by children and complete the charity research project individually (see Research & Inquiry Worksheet) Students with reading difficulties will be assigned a peer tutor to help them complete this activity. This activity will give the students ideas of how young people were able to help their communities through volunteer work. Use the Research & Inqui8ry Worksheet as assessment. At the end of each day the students will write in their Journal Log (see Journal Log). In this journal, they will reflect on the day and make a “to do” list for the following day.

Part 2:

Hold a discussion about community volunteer groups. To activate prior knowledge brainstorm how the various community groups help the community. The students will then write questions on index cards that they will ask the volunteers. They will write one question beginning with who, one beginning with what, one beginning with where, one beginning with when, one beginning with why, and one beginning with how. The students will have used this question generating strategy before. If the students have not used this question strategy, model it by writing a question starting with each of the sentence starters listed above. Various community volunteers will be invited into the classroom (this should be set up in advance of beginning this project. The students will visit each volunteer in rotating groups to listen to the volunteers talk about how they help the organization that they are involved with. Students with special needs will be provided a peer tutor to assist with the interview. The students will ask questions that they have prepared prior to the presentations and write the answers given on the back of their cards. After the volunteers have left, brainstorm with the students about how the volunteers have helped the community. The students will use the five-step writing process and use this information from the interviews and the internet project to write an informative/explanatory on a charity organization or how people make a difference. Writing workshop, which includes conferencing with the teacher will be utilized to scaffold the writing process. The students will utilize peer tutors to read their paper and give constructive criticism about making the essay better. The essay will be assessed by the Writing Rubric (see Writing Rubric). The students will then design a poster (8 1/2 x 11) to represent the ways people make a difference. The poster will be assessed by the Poster Rubric (see Poster Rubric). Students should also write about this experience in their Journal Log.

http://www.goodnet.org/articles/6-outofthisworld-nonprofits-masterminded-by-kids-list


http://www.educationworld.com/a_tsl/archives/00-2/lesson0023.shtml



After discussing volunteering and the various volunteer groups, the class will decide on a project to help the school or immediate community (canned food drive, boxes for soldiers, penny drive for local charity, etc.) The teacher will gain the appropriate approval and students will create posters, press releases, etc. The duration of the project is up to the teacher/school. At the end of the project, students and teacher will discuss the project and the effect it had on the school/community.

Part 3:

Prior to this project, the students should have learned how to complete a multimedia presentation including how to insert and manipulate text and pictures. If students have not learned this, you can access a lesson here to teach it: http://www.educationworld.com/a_tsl/archives/00-2/lesson0023.shtml .

At the beginning of the year the class will develop norms for group work for all groups to follow. Give each student a presentation rubric and discuss what will have to be present to achieve the grade they want.The students will be placed in mixed ability groups determined by the teacher based on students’ progress with previous multi-media projects. The groups should include 3 or 4 students. Students that are highly proficient with multi-media presentations will be grouped with students that need more direction. Prior to working on the project the groups will complete a Presentation Planning Form (see below) to show what they will include on the PowerPoint. As a whole group, the class will list some of the volunteer groups that they have learned about. The class will then do a web search to find the volunteer groups listed. The students can use this information to complete the presentations. The teacher will act as a monitor, rotating around the room and giving assistance when needed. The groups will work on a multimedia presentation (PowerPoint presentation) to inform others about how people can make a difference through volunteering or about a specific volunteer organization. The students will be assessed with a Collaboration Rubric (see below).

Conclusion: The students will give their presentations to the assigned classes or a panel of community volunteers. The Presentation Rubric (see below) will be used to assess the presentations.

Project Reflection and Evaluation:

The students and teacher will complete a Self-reflection (see below) on the project. In this self-reflection, the students and teacher will reflect on what they learned, what they liked best, what they liked least, and things they would do to make it better. Throughout the project the students will keep journals and respond about progress on a daily basis (see Journal Log).

http://www.educationworld.com/a_tsl/archives/00-2/lesson0023.shtml

Research and Inquiry WorksheetName: ________________________ Date: _________________________

Connect to this link: http://www.goodnet.org/articles/6-outofthisworld-nonprofits-masterminded-by-kids-list

Read the paragraph under the heading “Organizations started by kids.” Choose one organization that sounds interesting to you. Read the paragraph

about that organization carefully. Fill in the chart below.

Who started the organization?

How old were they when they started it?What does the organization do?

What services does it perform?

How can someone get in touch with the organization to help out?

Type in the URL http://startasnowball.com/how-can-kids-raise-money-for-their-cause/ Read the list of ways to raise money for a good cause. List three ways below.1. ___________________________________________________________

2. _____________________________________________________________

3. ____________________________________________________________

http://startasnowball.com/how-can-kids-raise-money-for-their-cause/



Daily Journal Log Name: __________________________ Date: _______________

Group: _________________________

Reflection:

To Do List:

Kids Can Volunteer Too!

Points 4 3 2 1Capitalization I have 0 – 2 mistakes with

capitalization. (I capitalize proper nouns, the pronoun I, important words in a title, the first word of a sentence, the first word in a direct quotation.)

I have 3 – 5 mistakes with capitalization.

I have 6 – 8 mistakes with capitalization.

I have more than 8 mistakes with capitalization.

Punctuation I have 0 – 2 mistakes with capitalization (I used a period at the end of each sentence, a question mark at the end of each question, an exclamation mark at the end of an exclamation, and commas between words in a list)

I have 3 – 5 mistakes with punctuation

I have 6 – 8 mistakes with punctuation

I have more than 8 mistakes with

punctuation

Ideas All or most required elements are present:I used the four square to organize my ideas, my introduction is exciting and inviting, my essay has a beginning, middle, and end, I listened to suggestions from others, and I used transition words

Most required elements are present

Some required elements are

present

Few required elements are

present

Word Use All or most word requirements are present:Every word seems just right, synonyms are used to replace words I used a lot, I use new vocabulary words when appropriate, verb forms match the nouns, and spelling is correct.

Most required elements are present

Some required elements are

present

Few required elements are

present

Poster RubricTeacher Name:

Student Name:

CATEGORY 4 3 2 1 Required Elements

The poster includes at least 4 ways that people make a difference

The poster includes at least 3 ways that people make a difference

The poster includes 2 ways that people make a difference

The poster includes 1 way that people make a difference

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Mechanics Capitalization and punctuation are correct throughout the poster.

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Writing RubricORGANIZATION DEVELOPMENT SENTENCE STRUCTURE WORD CHOICE/GRAMMAR USAGE MECHANICS

Score of 6

Exemplary Organization Clear and logical progression of ideas Strong beginning, middle and end Strong, well-developed multiple paragraphs Strong use of transition

Exemplary Development Strong use of examples, evidence or supporting details Clear focus maintained

Exemplary Sentence Structure Complete and correct Strong evidence of sentence variety: (types/length)

Declarative Interrogative Exclamatory Imperative

Exemplary Word Choice/Grammar Usage Vivid, specific, precise Consistent grammar usage

Subject/verb agreement Singular/plural nouns Regular/irregular verbs

Exemplary Mechanics May have minor errors

Punctuation Capitalization Spelling

Needs little or no editing

Score of 5

Effective Organization Logical progression of ideas Clear beginning, middle and end Appropriate, effective paragraphing Sufficient use of transition

Effective Development Clear use of examples, evidence or supporting details Clear focus

Effective Sentence Structure Complete and correct Clear evidence of sentence variety: (types/length)


Effective Word Choice/Grammar Usage Specific, precise Mostly consistent grammar usage


Effective Mechanics Few errors


Needs some editing

Score of 4

Adequate Organization Some evidence of a logical progression of

ideas Beginning, middle and end Some evidence of appropriate paragraphing Some use of transition

Adequate Development Sufficient use of examples, evidence or supporting

details Some evidence of a continued focus

Adequate Sentence Structure Minor errors in structure Some evidence of sentence Variety: (types/length)


Adequate Word Choice/Grammar Usage Appropriate, somewhat simplistic Somewhat consistent grammar usage


Adequate Mechanics Some errors


Needs editing but doesn’t impede readability

Score of 3

Limited Organization Limited evidence of a logical progression of

ideas Beginning, middle and/or end Attempts at appropriate paragraphing Limited use of transition

Limited Development Some use of examples, evidence or supporting details Some evidence of focus

Limited Sentence Structure Some errors in sentence structure Limited evidence of sentence variety:

(types/length) Declarative Interrogative Exclamatory Imperative

Limited Word Choice/Grammar Usage Inadequate, repetitive Several inconsistencies in grammar usage


Limited Mechanics Frequent errors


Begins to impede readability

Score of 2

Minimal Organization/Minimal Response Lacks evidence of a logica/l progression of

ideas Lacks a beginning, middle and/or end Minimal evidence of paragraphing Lacks clear transition

Minimal Development/Minimal Response Lacks sufficient examples, evidence or supporting details Unclear focus

Minimal Sentence Structure/Minimal Response Contains some incomplete sentences and/or run-

ons Minimal evidence of sentence variety:

(types/length) Declarative Interrogative Exclamatory Imperative

Minimal Word Choice/Grammar Usage/Minimal Response

Inadequate, incorrect Frequent inconsistencies in grammar usage


Minimal Mechanics/Minimal Response Consistent errors


Impedes readability

Score of 1

Inadequate Organization Little or no progression of ideas; difficult to

follow No evidence of beginning, middle or end Lacks evidence of paragraphing No transition

Inadequate Development Lacks examples, evidence or supporting details No focus

Inadequate Sentence Structure Contains numerous incomplete sentences and/or

run-on Lacks evidence of sentence variety: (types/length)


Inadequate Word Choice/Grammar Usage Rambling, inappropriate, incorrect Distracting inconsistencies in grammar usage


Inadequate Mechanics Serious and consistent errors


Impedes understanding/communication

Presentation Planning Form, page 1

Presentation Planning FormNames of people in this group:_____________________________________

What ideas will we include about how volunteering makes a difference in our community? (Have at least 4 ideas)

What will our title be?

Slide 1 (describe what you will include on this slide; remember this is your introduction to your idea) What picture or graphic will we use?

Slide 2 What big idea about how volunteering helps will we include on this slide? What picture or graphic will we use? (each slide should include one big idea about how volunteering helps the community)

Slide 3What big idea about how volunteering helps will we include on this slide? What picture or graphic will we use? (each slide should include one big idea about how volunteering helps the community)

Presentation Planning Form, Page 2Slide 4What big idea about how volunteering helps will we include on this slide? What picture or graphic will we use? (each slide should include one big idea about how volunteering helps the community)

Slide 5What big idea about how volunteering helps will we include on this slide? What picture or graphic will we use? (each slide should include one big idea about how volunteering helps the community)

Slide 6What will we include in our conclusion?

Collaboration Rubric4 3 2 1

Contribution to Group

I contribute consistently and actively to the group discussions

I accept and perform all of the tasks I take on

I help the group set goals

I help direct the group in meeting our goals

I contribute to the group discussions

I complete my assigned tasks

I contribute to setting our goals

I contribute to meeting our goals

I contribute inconsistently to the group

I complete my assigned tasks with encouragement

I contribute sporadically in setting our goals

I have trouble in meeting goals

I choose not to participate

I do not complete my assigned tasks

I get in the way of the goal setting process

I delay the group from meeting goals

Cooperation with group

I share many ideas and contribute relevant information

I encourage other members to share their ideas

I balance my listening and speaking

I’m concerned about others’ feelings and ideas

I share ideas when encouraged

I allow all members to share

I can listen to others

I show sensitivity to other people’s feelings and ideas

I share ideas occasionally when encouraged

I allow sharing by most group members

I listen to others sometimes

I consider other people’s feelings and ideas sometimes

I don’t like to share my ideas

I do not contribute to group discussions

I interrupt when others are sharing

I do not listen to others

I’m not considerate of others' feelings and ideas

Group Dynamics

I ask the group to consider how well we are working together

I help the group make fair decisions

I work actively with the group to solve problems

I help the group work together better

I consider how well we are working together

I help the group make decisions

I offer suggestions to solve problems

I participate in the changes needed to help the group work better together

Sometimes I help the group work together

Sometimes I help the group in making decisions

Sometimes I’ll offer suggestions to solve problems

I do not impede the group’s efforts

I discourage us thinking about how well we are working together

I choose not to get involved in making decisions

I choose not to participate in problem-solving and sometimes cause problems for the group

I get us off task some of the time

Presentation RubricPoints 4 3 2 1

Appearance Words on our slides are easy to read Words on our slides are spelled correctly Titles and headings are easy to read Pictures on my slides are easy to see Pictures are related to the information on

the slide

All requirements are present

Most requirements are present

Some requirements are present

Few requirements are present

Organization Included a meaningful title Included our names Presentation explained my topic clearly Ideas were organized Included interesting or exciting information Used pictures to make the presentation

more interesting Included a strong ending to my

presentation




Few required elements are present

Preparation Planned and used time wisely Stated plan for the project clearly Knew what I had to find, make, or do

before I began





Media Used photographs or graphics Media made the presentation more

interesting Media made presentation more clear





Content Included benefits that communities see

due to volunteer groups Used persuasive language to convince

people to help their community Used resources compiled from the project

(internet inquiry, volunteer interviews, poster, essay) to show the benefits





SELF-REFLECTION ON LEARNINGSpend a few minutes to analyze your performance on group and individual tasks.

Name:Project Name:

Describe the project in a sentence or two:

What is the most important thing you learned during this project:

What do you wish you had spent more time on:

What big idea(s) did this project help you understand?

What do you wish you had done differently:

What part of the project did you do your best work on:

What was the most enjoyable part of this project:

What was the least enjoyable part of this project:

How could your teacher(s) change this project to make it better next time:

www.novelapproachpbl.com

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wvde.us · Web view2018/04/03 · Points 4 3 2 1 Capitalization I have 0 – 2 mistakes with capitalization. (I capitalize proper nouns, the pronoun I, important words in a title,