PBL Lesson Plan B

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PBL Lesson B

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PBL Lesson Plan B

  1. 1. Technology Integration for Meaningful Classroom Use<br />Lesson Plan B – Day 1<br /><ul><li>Lesson Title:Related Lesson: Teen Safety InitiativeGrade Level: 11th & 12thUnit: Teen HealthGoals:Content Standards:Common Core ELA Standards4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.GA Health Standards:HE H.S.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Description: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. High school students will model health-enhancing behaviors to prevent injuries, diseases, and disorders. Students will practice strategies for reducing harmful and risk taking behaviors now and in the future.ISTE NETS-S Technology Standards:Creativity and InnovationCommunication and CollaborationResearch and Information FluencyCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipTechnology Operations and ConceptsAction:Preparation (Before Class):Prepare and copy the STD fact sheetPrepare and copy the Project Info SheetKeep extra paper and writing utensils in the classroom. During Class:Time:Instructional Activities:Materials:15 minutesCatalyst – what is sex education?Catalyst discussionPaper Writing utensils65 minutesPresent students with a fact sheet about STDs in the metro Atlanta areaReview unit problems/project info sheetGroup work: students will get into groups and focus on Essential Question 1 – Should sex education teach more than abstinence? They will research and come up with an answer to this question using the following questions to guide them: Why is abstinence taught? Is the teaching of abstinence practical? Does being informed equal higher sexual activity? Group members will research independently, and log their answers on the group wikiSTD fact sheet (from health department)Project info sheet10 minutesReview the unit objectives with the studentsStudent Survey – each group will work together to create one survey question based on their research from today. PaperMonitor:Ongoing Assessment:Accommodations have been made for students with:Disabilities:Students with disabilities will be given worksheets beforehand as well as preferential seatingSecond Language Learners:The second language learners in my class have basic mastery of the English language but do receive support from the ESOL department. For these students, I will submit the lesson plan and supporting materials to Mr. David, our ESOL instructor so that he can provide translation where necessary as well as to have him kept abreast of class assignments so that he can assist the students when they go to see him for their daily academic support sessionGifted students:Gifted students will be given leadership roles throughout the unit.Visual learners, auditory learners, and kinesthetic learners:For these learners I will include visual aids, auditory aids, and opportunities for collaboration and movement. Special Education Students:Special Education students will be accommodated according to the modifications/accommodations mandated in their IEP. Students with no access to technology:Students with no technological access will be able to use the computers in class, as well as during lunch, advisory, and three days a week after schoolCultural Differences:The health concern that this unit concerns is one that affects teens in general across the metro Atlanta area, all literature will be informative and free of personal/cultural opinions.Different Intelligences:The multiple intelligences will be addressed by providing students with a myriad of opportunities to work through the content in different waysBack-up Plan:</li></ul>Lesson Plan B – Day 2<br /><ul><li>Lesson Title:Related Lesson: Teen Safety InitiativeGrade Level: 11th & 12thUnit: Teen HealthGoals:Content Standards:Common Core ELA Standards4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.GA Health Standards:HE H.S.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Description: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. High school students will model health-enhancing behaviors to prevent injuries, diseases, and disorders. Students will practice strategies for reducing harmful and risk taking behaviors now and in the future.ISTE NETS-S Technology Standards:Creativity and InnovationCommunication and CollaborationResearch and Information FluencyCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipTechnology Operations and ConceptsAction:Preparation (Before Class):Check computers for internet accessHave extra writing utensils and paper During Class:Time:Instructional Activities:Materials:20 minutesCatalyst – do you feel like teens are informed about their bodies and STDs?Catalyst discussionReview unit problem, check student progress, and answer any questions that may arisePaperWriting Utensil50 minutesGroup work: students will get into groups and focus on Essential Question 2 – Are teens contracting STDs because they are not informed about symptoms and safety? Group members will work together and look at research testimonials, past STD research, and decide on whether the surveys they administer should be anonymous or not.Documenting progress – the group will post on their group blog their research methods and progress for today and yesterday.Computers w/Internet AccessPaperWriting Utensil20 minutes Peer Blog Critique – the groups will visit each other’s blogs and create a critique on the research process by providing at least one positive comment and one constructive commentClass wrap up and review- Computers w/Internet AccessMonitor:Ongoing Assessment:Along with progress monitoring during class, the group research posted to the blog, as well as the peer critique will serve as assessment tools. Accommodations have been made for students with:Disabilities:Students with disabilities will be given worksheets beforehand as well as preferential seatingSecond Language Learners:The second language learners in my class have basic mastery of the English language but do receive support from the ESOL department. For these students, I will submit the lesson plan and supporting materials to Mr. David, our ESOL instructor so that he can provide translation where necessary as well as to have him kept abreast of class assignments so that he can assist the students when they go to see him for their daily academic support sessionGifted students:Gifted students will be given leadership roles throughout the unit.Visual learners, auditory learners, and kinesthetic learners:For these learners I will include visual aids, auditory aids, and opportunities for collaboration and movement. Special Education Students:Special Education students will be accommodated according to the modifications/accommodations mandated in their IEP. Students with no access to technology:Students with no technological access will be able to use the computers in class, as well as during lunch, advisory, and three days a week after schoolCultural Differences:The health concern that this unit concerns is one that affects teens in general across the metro Atlanta area, all literature will be informative and free of personal/cultural opinions.Different Intelligences:The multiple intelligences will be addressed by providing students with a myriad of opportunities to work through the content in different waysBack-up Plan:If internet access is not available through the school, I will use my mobile hotspot to help each group on a one by one basis. The blog entries will be written and saved until Internet access is restored. </li></ul>Lesson Plan B – Day 3<br /><ul><li>Lesson Title:Related Lesson: Teen Safety InitiativeGrade Level: 11th & 12thUnit: Teen HealthGoals:Content Standards:Common Core ELA Standards4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.GA Health Standards:HE H.S.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Description: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. High school students will model health-enhancing behaviors to prevent injuries, diseases, and disorders. Students will practice strategies for reducing harmful and risk taking behaviors now and in the future.ISTE NETS-S Technology Standards:Creativity and InnovationCommunication and CollaborationResearch and Information FluencyCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipTechnology Operations and ConceptsAction:Preparation (Before Class):Check computers for operation and Internet connectivityKeep extra paper and writing utensils During Class:Time:Instructional Activities:Materials:10 minutesCatalyst – you have all heard about extreme teen sexual activity such as sex parties and sex at school. How do you think this behavior can be avoided?Catalyst discussionReview unit objectives, check student progress, and answer any group questionsPaperWriting Utensils70 minutesGroup work: students will get into groups and focus on Essential Question 3 – what can be done in schools and communities in order to make teens safer? They will brainstorm ideas; which they will log on their wiki, and they will develop at least one survey question that they will use when they survey their peers about this issue.Commenting on the Issue – each group will write an editorial blog about the conclusions that they came up with during today’s group work, they will add tags accordingly, and will respond to the blog of at least one other group.Website Design – students will create a group website using either Googlesites or something comparable. They will post their information from today’s blog on the homepage of the website. Computers with Internet accessPaperWriting UtensilsGooglesites10 minutes 7. Class Q&A and wrap upMonitor:Ongoing Assessment:Along with ongoing progress monitoring during the lesson, I will also assess the students based on their written Catalyst responses, their wiki posts, and their preliminary work on their website. Accommodations have been made for students with:Disabilities:Students with disabilities will be given worksheets beforehand as well as preferential seatingSecond Language Learners:The second language learners in my class have basic mastery of the English language but do receive support from the ESOL department. For these students, I will submit the lesson plan and supporting materials to Mr. David, our ESOL instructor so that he can provide translation where necessary as well as to have him kept abreast of class assignments so that he can assist the students when they go to see him for their daily academic support sessionGifted students:Gifted students will be given leadership roles throughout the unit.Visual learners, auditory learners, and kinesthetic learners:For these learners I will include visual aids, auditory aids, and opportunities for collaboration and movement. Special Education Students:Special Education students will be accommodated according to the modifications/accommodations mandated in their IEP. Students with no access to technology:Students with no technological access will be able to use the computers in class, as well as during lunch, advisory, and three days a week after schoolCultural Differences:The health concern that this unit concerns is one that affects teens in general across the metro Atlanta area, all literature will be informative and free of personal/cultural opinions.Different Intelligences:The multiple intelligences will be addressed by providing students with a myriad of opportunities to work through the content in different waysBack-up Plan:</li></ul>Lesson Plan B – Day 4<br /><ul><li>Lesson Title:Related Lesson: Teen Safety InitiativeGrade Level: 11th & 12thUnit: Teen HealthGoals:Content Standards:Common Core ELA Standards4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.GA Health Standards:HE H.S.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Description: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. High school students will model health-enhancing behaviors to prevent injuries, diseases, and disorders. Students will practice strategies for reducing harmful and risk taking behaviors now and in the future.ISTE NETS-S Technology Standards:Creativity and InnovationCommunication and CollaborationResearch and Information FluencyCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipTechnology Operations and ConceptsAction:Preparation (Before Class):Check computers for operation and Internet connectivityKeep extra paper and writing utensilsExtra copies of the Project Info SheetDuring Class:Time:Instructional Activities:Materials:10 minutesCatalyst – how many times have you wanted to go to the doctor, but you either felt uncomfortable about going, or you didn’t have a way to get there?Catalyst discussionReview unit objectives, check student progress, and answer any group questions. PaperWriting UtensilsProject Info Sheet75 minutesGroup work: students will get into groups and focus on Essential Question #4 – should there be health clinics/full time medical staff inside of high schools? Students should research the broad spectrum teen medical problems, and not just focus on STDs, they should create a t-chart about the advantages and disadvantages of having medical clinics/staff in high schoolsGroup Blogging – students should add their T-chart to their blog, they should review the blogs of at least 2 other groups to look for ideas that they overlooked. Group Website – groups will add a Advantages/Disadvantages tab to their website, and on the corresponding page should include their t-chart and a brief description of their conclusions in respect to having medical personnel on campusComputers with Internet accessWord processing software5 minutes Class Q&A and wrap up Monitor:Ongoing Assessment:Along with ongoing progress monitoring during class, I will also monitor student progress through the group responses to the essential question, the t-charts posted on the blogs, the responses to other groups blogs, and the new post on the group website. Accommodations have been made for students with:Disabilities:Students with disabilities will be given worksheets beforehand as well as preferential seatingSecond Language Learners:The second language learners in my class have basic mastery of the English language but do receive support from the ESOL department. For these students, I will submit the lesson plan and supporting materials to Mr. David, our ESOL instructor so that he can provide translation where necessary as well as to have him kept abreast of class assignments so that he can assist the students when they go to see him for their daily academic support sessionGifted students:Gifted students will be given leadership roles throughout the unit.Visual learners, auditory learners, and kinesthetic learners:For these learners I will include visual aids, auditory aids, and opportunities for collaboration and movement. Special Education Students:Special Education students will be accommodated according to the modifications/accommodations mandated in their IEP. Students with no access to technology:Students with no technological access will be able to use the computers in class, as well as during lunch, advisory, and three days a week after schoolCultural Differences:The health concern that this unit concerns is one that affects teens in general across the metro Atlanta area, all literature will be informative and free of personal/cultural opinions.Different Intelligences:The multiple intelligences will be addressed by providing students with a myriad of opportunities to work through the content in different waysBack-up Plan:</li></ul>Lesson Plan B – Day 5<br /><ul><li>Lesson Title:Related Lesson: Teen Safety InitiativeGrade Level: 11th & 12thUnit: Teen HealthGoals:Content Standards:Common Core ELA Standards4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.GA Health Standards:HE H.S.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Description: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. High school students will model health-enhancing behaviors to prevent injuries, diseases, and disorders. Students will practice strategies for reducing harmful and risk taking behaviors now and in the future.ISTE NETS-S Technology Standards:Creativity and InnovationCommunication and CollaborationResearch and Information FluencyCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipTechnology Operations and ConceptsAction:Preparation (Before Class): During Class:Time:Instructional Activities:Materials:10 minutesCatalyst – how well do you think people in your community respond to medical professionals? Do many people that you know go to the doctor regularly? Why or why not?Catalyst discussionReview unit objectives, check student progress, and answer any group questions. PaperWriting utensils75 minutesGroup work: students will get into their groups and focus on Essential Question #5 – do we need more community health centers? For this question, students should broaden their focus and look for research on health problems that affect all members of the community, and document how many community health centers are available in the community. Group Blogging – students will create a persuasive paper that they will add to their blog that responds to the essential question and supports their assertions with facts from their research. Computers with Internet accessWord processing software5 minutes Class Q&A and wrap upMonitor:Ongoing Assessment:Along with ongoing progress monitoring during class, students will also be assessed on their catalyst responses, their persuasive group blog, and the accuracy of their research for their blog post. Accommodations have been made for students with:Disabilities:Students with disabilities will be given worksheets beforehand as well as preferential seatingSecond Language Learners:The second language learners in my class have basic mastery of the English language but do receive support from the ESOL department. For these students, I will submit the lesson plan and supporting materials to Mr. David, our ESOL instructor so that he can provide translation where necessary as well as to have him kept abreast of class assignments so that he can assist the students when they go to see him for their daily academic support sessionGifted students:Gifted students will be given leadership roles throughout the unit.Visual learners, auditory learners, and kinesthetic learners:For these learners I will include visual aids, auditory aids, and opportunities for collaboration and movement. Special Education Students:Special Education students will be accommodated according to the modifications/accommodations mandated in their IEP. Students with no access to technology:Students with no technological access will be able to use the computers in class, as well as during lunch, advisory, and three days a week after schoolCultural Differences:The health concern that this unit concerns is one that affects teens in general across the metro Atlanta area, all literature will be informative and free of personal/cultural opinions.Different Intelligences:The multiple intelligences will be addressed by providing students with a myriad of opportunities to work through the content in different waysBack-up Plan:

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