Explorations of the quad cities
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Explorations of the quad cities

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This is an overview of our end of the year Independent Study projec for our 4th and 5th grade ELP students.

This is an overview of our end of the year Independent Study projec for our 4th and 5th grade ELP students.

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Explorations of the quad cities Explorations of the quad cities Document Transcript

  • Bettendorf Elementary ELP 4th Quarter Volume 1, Issue 1 EXPLORATION OF THE QUAD CITIES HOW MUCH DO YOU KNOW ABOUT WHERE YOU LIVE?Did you know that Ashley Wilkes from Gone With surroundings, but to also learn some very criticalThe Wind spent time in the prison located on skills and abilities.Rock Island Arsenal? Yes? No? Either way welive in an area that is rich in history and heritage.Students today need to be exposed to theamazing things located and discovered right here "I LIKE A TEACHER WHO GIVES YOUin their very own backyard. SOMETHING TO TAKE HOME TO THINKThis project has been designed and created to ABOUT BESIDES HOMEWORK." -- EDITHhelp our students not only explore their ANN A LITTLE MORE PLEASE!This project has been designed to allow these students an opportunity for some real world learning andproblem solving. Each child is essentially going to pick one aspect of the Quad Cities to dig deeper. I hate touse the word “research” because that instantly sends a negative vibe into the brains of the students.However, some research is going to occur, but in a different way. We are going to ask them to branch outbeyond the internet and books. We want to them to go out and explore the locations, take pictures andvideos, talk to people, and just get out into the world for a hands on learning experience. Nothing is betterthan to actually get involved physically and mentally. This is what we are after. Simply reading about thingson the computer is boring and leaves a bad taste in our mouth. I am so excited for this project to start. Thisis going to be a six week project that will end in a showcase to all parents, teachers, families, and friends.Let us get into the details of the project on the next page. 7 T H AND 8 T H GRADE MENTORSTo help the elementary students, we have partnered up with Mrs. Dierickx and her students. The 7th and 8thgrade ELP students will be coming into the classroom to act as a mentor. Their job will be to answer anyquestions, help with research, offer advice, and just be a positive role model. They will also go with us on anyfield trips to help the students learn what notes to take, photos to capture, etc. We think this will be a greatopportunity for all the students in the ELP program.
  • WEEK ONE DISCUSS THE PROJECT AS WHOLE FIELD Q AND A TAKE A TOUR OF CITY TO GATHER IDEAS BRAINSTORM POSSIBLE TOPICWEEK TWO SUBMIT TOPIC FORM WI TH PARENT SIGNATURE O INCLUDES THREE POSSI BLE TOPICS O INCLUDES EXPECTATION S O INCLUDES FINAL VISUA L PROJECT IDEA BEGIN BASIC RESEARCH O INTERNET O BOOKS O CLASS DISCUSSIONWEEK THREE CLASS SHARE OUT O STUDENTS WILL SHARE WHAT THEY HAVE LEARN ED SINCE LAST CLASS O MEET WITH 7 T H AND 8 T H GRADE MENTORS O REFLECTION JOURNAL O TEACH SPECIFIC SKILL S CONDUCT FURTHER RESE ARCH TAKE CARE OF ANY QUESTIONS POSSIBLE FIELD TRIP TO…….WEEK FOUR CLASS SHARE OUT O STUDENTS WILL SHARE WHAT THEY HAVE LEARN ED SINCE LAST CLASS O MEET WITH 7 T H AND 8 T H GRADE MENTORS O REFLECTION JOURNAL O TEACH SPECIFIC SKILL S CONDUCT FURTHER RESE ARCH TAKE CARE OF ANY QUE STIONS POSSIBLE FIELD TRIP TO…….
  • WEEK FIVE CLASS SHARE OUT O STUDENTS WILL SHARE WHAT THEY HAVE LEARN ED SINCE LAST CLASS O MEET WITH 7 T H AND 8 T H GRADE MENTORS O REFLECTION JOURNAL O TEACH SPECIFIC SKILL S BEGIN TO FINALIZE PR OJECTS, RESEARCH, AN D LAST MINUTE DETAIL SWEEK SIX BOTH GRADE S WILL MEET ON TUESDAY AND WEDNESDAY TOGETH ER BEGIN TO SET UP PROJ ECTS RUN THROUGH HOW SHOW CASE NIGHT WILL OPER ATE MAY 4 T H – PARENT NIGHT * O 4 T H GRADE O 5 T H GRADE O 6 T H GRADE O 7 T H GRADE O 8 T H GRADE* * TH IS W IL L B E OUR L A ST MEET ING AS A CLA SS. TH E LAST C OUPLE W EEK S G ET WAYT OO H ECTIC W ITH AL L TH E EVENT S O F EL EMEN TAR Y BU ILD ING S AND I T JU ST IS NO TPO SSIBL E T O G ET AN Y F INA L PRO JEC TS CO MPL ET ED .INVESTIGATION REQUIREMENTS GATHERING NECESSARY INFORMATION FROM BOO KS AND INTERNET TO BUILD A BASIC KNOWLEDGE BASE OF TO PIC EXPLORE RESOURCES OU T IN THE COMMUNITY T O LEARN MORE INFORMATION BOTH IN AND OUT OF THE CLASSROOM INTERVIEW A PERSON I N THAT PARTICULAR FI ELD O INTERVIEW SHOULD LAS T MORE THAN 10 MINUT ES O INTERVIEW SHOULD BE RECORDED VIA AUDIO O R VIDEO PHOTOS AND VIDEO OF TOPIC WILL BE PART O F RESEARCH IF TIME PERMITS A ON E PAGE MAGAZINE/NEWS PAPER WRITE UP ON TOPIC THAT WE COULD USE TO MAKE AN ELEME NTARY ELP BOOK ON WHAT THEY RESEARCHED ABOUT THE QUAD CITIE S IF TIME PERMITS COND UCTING SKYPE VIDEO C ONFERENCES WITH OTHE R QUAD CITIE STHIS PROJECT IS GOING TO REQUIRE A JOINT EFFORT BETWEEN STUDENTS,TEACHERS, AND FAMILIES. IN THE END IT SHOULD BE THE STUDENTS DOING THEMJORITY OF THE WORK, BUT THIS PROJECT WILL NOT BE SUCCESSFUL WITHPARENTAL/FAMILY HELP.
  • What is the 3-2-1 Contract?_ Is a model for students to plan independent studies._ Encourages collaborative group work_ Students are responsible for choosing, designing and completing contract work_ Teacher provides some choices but allows student input for choice as well_ Activities can be tiered to allow a variety of activities based on the same theme or objectives_ May be used for individual students or for small groups._ Can be used with any age level for both specific objectives and for interest-based projectsSteps for using the “3-2-1 Contract” for Specific Objectives:1. Select a specific curriculum objective2. Create 6-7 possible activities for your students to choose from3. Students brainstorm for 1-2 student choices to fill other contract choices4. Groups are formed and leaders are appointed5. Students discuss topic, choices and choose 3 activities to complete6. Group leaders fill in the 3 choices decided upon as a group7. Teacher provides completion date and any other checkpoint dates as needed8. Students sign and teacher signs contract9. Each student is given a copy of the contract for their notebook or portfolioSteps for using the “3-2-1 Contract” for Interest-based Projects:1. Students individually brainstorm for areas of interest2. Create student groups according to common interest areas3. Groups fill in the contract board with possible activities4. The teacher may choose to give 1 or 2 generic ideas5. The group discusses and contracts for 3 choices6. Group members discuss roles and responsibilities for choices7. Each student is given a copy of the contract for their notebook or portfolio
  • 3-2-1 ContractThis contract verifies that both students and parents have read through the material andunderstand the expectations of the project. This also verifies that both students and parentsunderstand that they will be expected to complete this project for our ELP Showcase night onMay 4th as well as meeting weekly expectations. This project will require work outside of classin order for it to be completed at the high level of achievement capable by all students in theprogram.Student name #1 _____________________ Parent Signature ____________________Student name #2 _____________________ Parent Signature____________________Quad City Topic Choice #1 _________________________________________________What will your final project look like if you get this topic?(Please describe below) Remember it has to be visual and creative Remember that it has to be self-explanatory in case you are not at your station when others examine your project.Quad City Topic Choice #2_________________________________________________What will your final project look like if you get this topic?(Please describe below) Remember it has to be visual and creative Remember that it has to be self-explanatory in case you are not at your station when others examine your project.Quad City Topic Choice #3__________________________________________________What will your final project look like if you get this topic?(Please describe below) Remember it has to be visual and creative Remember that it has to be self-explanatory in case you are not at your station when others examine your project.
  • Directions: In the boxes below fill in possible activities for you and your group (if you decide towork with a partner) that you could complete to help you learn and understand more aboutyour topic. Some boxes have been filled in already for you as these are required activities.Interview somebody in Go on location to learn the field of your topic. more about your topic of interest. Take pictures, videos, and notes. Create a final product to showcase your learning. This can be anything of your choice, but make it interesting as it will be viewed by many people on our showcase night.
  • Possible TopicsThis is simply a list. They are not required to choose from this list, but this list at least provides some foodfor thought. Some of these are also not directly Quad Cities, but are still close enough to where we live to beconsidered. Any other ideas are also accepted as long as they can fit the guidelines of the project. Lock and Dam Centennial Bridge Bald Eagles Fort Armstrong Mississippi River Ragbrai 1st Bridge over Mississippi Naibi Zoo Monuments in the area Airport William Bettendorf Confederate Cemetery Joseph Bettendorf Bix Beiderbecke Col. Davenport Antoine Le Claire National Cemetery Black Hawk Grant Wood D.D. Palmer Government Ronald Reagan o Jobs Sports o Duties Steamboats, barges, etc. Arsenal History of anyone of the Quad Figge Museum Cities that served a purpose Tourism Wildlife Train Civil War Festivals Battle of Credit Island John Deere Pop Culture Farmers Bettendorf Airport Factories Duck Creek Museum of Natural History @ Atlatl University of Iowa Pre-Historic Native Americans Buffalo Bill Geology Amana Colonies Gilbert and Lillienthal Putnam Museum Plant Life Government/Arsenal Bridge Bread Slicer
  • Common ?’sWhat does the final project have to look like or be? The final project is wide open. I don’t want to confine students to a certain type of product. The final project should reflect all of their research and findings/discoveries. I envision a museum type display with information presented along with artifacts, objects, etc. I want the students to choose their approach to the project so that they can utilize their strengths and create something that they can be very proud of. After this year I will be able to compile lists of what students have done in the past, but being the first year everyone is a test subject in this project.Do students have to write a paper? No, I am not requiring a research paper for this project. I am more focused on the process of this project focusing on the real world skills being developed through taking notes, going on tours, speaking with people in the field, etc. Their final project should have their facts that they have gathered displayed in some manner, but I am not asking them to write a paper on top of everything else. I feel that they have their work cut out for them enough as is. If a student wishes to write a paper to include in their display that is perfectly fine. The written word is a wonderful skill that some of these students have in their toolkit.When is the last day of ELP? The last day of ELP will be May 4th which is the day of our showcase. Details on the time and format of the showcase will come later once we see how things develop, but this will sum up our year together. The last few weeks of the school year are just too hectic trying to keep students on the same page and it is best for them to wrap up their school year by staying in the elementary buildings.Where can I go for more information? I currently have a tab on http://coffeechug.wikispaces.com/ where students and parents can go to see the journey documented. I will post updates, resources, photos, and eventually the work of the students here. Depending on how things develop I may move this to a new site devoted strictly to this project. However, at this time I will keep things here on the wiki above. If you are interested in sharing information, photos, etc. on the wiki please select the “join” option on the wiki and I will grant you
  • permission to upload and edit the wiki and you will be able to share out with everyone as well. I think that would be an amazing thing if we had a collective effort of bridging our learning in one location. This is just one more tool in our collaborative efforts to bring students, parent, and teachers together to help our amazing kids. Final Thoughts (for now anyways)I would just like to take this little opportunity to thank everyone in advance for the time andeffort that is going to go into this project. When it is all said and done we need to rememberthat the students should be the ones doing more work than the rest of us. However, in orderfor that to happen we all have to get involved. Remember when these students are trying totrack down an interview or take photos/videos that we want them to be the ones doing it all.It may be rocky and not as perfect as we like, but that is how we learn. In class and outsideof class we will be working with them on how to conduct an interview, how to call someoneup, how to take notes when speaking with people in the field, and how to really immersethemselves in the experience. I realize that none of this would be possible without the strongfoundation of great parents and families. I think that these students and us as teachers aretruly blessed to have such a great group of parents of families working with these students.After the parent meeting I was even more excited about this project. My excitement growseveryday as I continue to see the possibilities and opportunities unfold for these great kids.Thank you again for all that you do and remember at any point that you have a question,concern, problem, etc. feel free to contact us so we can work things out. Communicationand collaboration are the two major essentials for this project.Thanks and let us get to exploring the great things about the Quad Cities.