• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
21st century instructional project
 

21st century instructional project

on

  • 316 views

An example of a learning unit developed using the 21st Century Skills Framework and the Common Core Standards.

An example of a learning unit developed using the 21st Century Skills Framework and the Common Core Standards.

Statistics

Views

Total Views
316
Views on SlideShare
316
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    21st century instructional project 21st century instructional project Presentation Transcript

    • Rachel MackieWinter 2012 Using Social Media to Help Solve Social Issues A 21st Century Instructional ProjectOverview/Background Information: This series of lessons is designed for a fifth grade classroom. It integrates standards 21st Century Learning Skills withCommon Core Language Arts and Ohio Academic Content Standards for Social Studies. The lessons would begin at the conclusion of a literature study of thenovel Shiloh by Phyllis Reynolds Naylor. By the end of the five day series, students will have prepared a proposed action plan for helping to prevent animalcruelty. The options for the plan will all include using technology to promote education and activism. Options may include creating a YouTube video,blog/website, organizing a fundraiser with online promotion, or organizing an online letter writing campaign to Congress.
    • Introductory Lesson: Responding to a Social Issue21st Century Information, Media and Technology Skills: Access and Evaluate InformationSkills *Assess information efficiently (time) and effectively (sources) Information, Communications and Technology (ICT) Literacy: Apply Technology Effectively *Use technology as a tool to research, organize, evaluate and communicate informationCommon Core Language Arts: Speaking and Listening: Comprehension and CollaborationStandards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly Language Arts: Writing: Research to Build and Present Knowledge 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources2010 Ohio Social Studies: Government Strand: Civic Participation and SkillsAcademic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayedContent graphically to effectively and efficiently communicate informationStandardsTechnology Smart Board or computers with internet accessUtilizedOther chart paper and markers, clipboards, post-it notes, Protecting Animals: Turning Research into Action packet and pencilsMaterialsActivity 1. Students will view a video of Shiloh author, Phyllis Reynolds Naylor, explaining her motivation for writing the book available online at:(50-60 http://www.readingrockets.org/books/interviews/naylor/ (Naylor wrote it because she found a stray, abused dog and was not able to dominutes) anything to help except write a story.) They will record notes on their packet. Time Allotted: 5 minutes 2. The teacher will facilitate a whole class discussion of other ways citizens could respond to the issue of animal cruelty. Students will share ideas aloud. The teacher will record ideas on chart paper or on the Smart Board. The teacher will help guide the discussion to consider the impact of using social media. Time Allotted: 7 minutes 3. The teacher will ask students to explore the American Society of Prevention of Cruelty to Animals (ASPCA) kid’s website at: http://www.aspca.org/Home/ASPCAKids/ to locate at least 4 additional ways to help protect animals. Each student will record his/her findings on the Day 1 form on his/her clipboard. Students could work independently, in pairs or in small groups to search the site. (Individually is preferred but could be modified based on number of computers/student needs.) Time Allotted: 15 minutes 4. The class will revisit the chart of ideas and add ideas obtained from the website. Time Allotted: 5 minutes 5. At their table groups, students will work to come to a consensus on the 3 ideas that they feel would have the biggest impact in the fight to protect animals. The teacher will circulate and use questioning techniques to help students come to the realization that ideas involving social media will have a larger impact than ideas limited by geography. They will write their each of their “votes” on a post it note (1 idea per note). Time Allotted: 15 minutes 6. Groups will stick their post-it notes next to the corresponding item on the class chart. This will allow for a quick, visual consensus of the top 5 options. Time Allotted: 5 7. The teacher will announce the top 5 options and ask each student to write about which option most appeals to them and why in their packet. She will collect the packets. Time Allotted: 8 minutesAssessment The teacher will collect the packet to see that each student able to complete the responses and indicate participation in the activity. She
    • will use a checklist to record a =/- for completion. As needed, she will meet individually with students to assess personal level of understanding and/or provide additional support.Differentiation The teacher will circulate through the activity provide support as needed. The teacher will use questioning techniques to help students think critically about the various options and their potential impact. She will use the journal at the end of the day to help her place students in groups based on their interests. Students who are having difficulty locating research on the internet could work with a partner to help locate and record the information. Students who are able to easily locate information could be offered the opportunity to begin previewing the research materials (books, additional websites, pamphlets) in the classroom and could take notes in their Reader’s notebook. The teacher will ask each student who did not receive a + to meet with her during Reading Workshop to determine if it was due to a lack of understanding or a lack of effort. She will provide extra support as needed to help students complete the assignment. Students who simply did not complete it will be provided time as well.Day 2: Working Collaboratively to Research a Social Issue21st Century Information, Media and Technology Skills: Access and Evaluate InformationSkills *Assess information efficiently (time) and effectively (sources) Information, Communications and Technology (ICT) Literacy: Apply Technology Effectively *Use technology as a tool to research, organize, evaluate and communicate information Communication and Collaboration: Collaborate with Others *Demonstrate ability to work effectively and respectfully with diverse teams *Assume shared responsibility for collaborative work, and value the individual contributions made by each team member Civic Literacy *Understanding the local and global implications of civic decisionsCommon Core Language Arts: Speaking and Listening: Comprehension and CollaborationStandards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly Language Arts: Writing: Research to Build and Present Knowledge 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources2010 Ohio Social Studies: Government Strand: Civic Participation and SkillsAcademic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayedContent graphically to effectively and efficiently communicate informationStandardsTechnology Computers with internet access and word processing software, list of age-appropriate animal abuse/animal rights websites, ProtectingUtilized Animals: Turning Research into Action packet and pencilsOther Books about animal rights and animal abuse (collection ordered from local library and/or school library), pamphlets from animal rescueMaterials organizationsActivity 1. The teacher will review yesterday’s learning and will place students in groups of 4-6 students based on interest in type of projects (as(50-60 listed on reflection question yesterday in class). She will remind students of group work guidelines and will overview the requirements forminutes) the days’ assignment. Time Allotted: 5-10 minutes
    • 2. The students will use the books, internet resources, and pamphlets to research animal abuse and will record research on the Research Organizer. Students will record the sources used on the Resources Used Sheet. The group will work together to find the answers (using the class’ group-work guidelines) but each student will record his/her own answers. Time Allotted: 30-45 minutes 3. If time, the students will begin to discuss and plan their Social Media Project Proposal as a group. They may begin to use the plan proposal sheet to organize ideas. All students will jot notes on the sheet but only the recorder will type/write on the proposal sheet that will be submitted to the teacher for the group. Time Allotted: As needed by groups who finish early 4. The class will meet back together and discuss research findings. Time Allotted: 5-7 minutesAssessment The teacher will circulate and meet with each group to informally assess progress and cooperation. She will collect the student packets’ and review work to assess if students are participating and recording appropriate information. As needed, she will meet individually with students to assess personal level of understanding and/or provide additional support.Differentiation The teacher will circulate and provide assistance where needed. Students who are struggling to find the answers will be supported by peers in the research process. Students who are moving quickly through the research process will be allowed to begin the next stage of the process. The discussion period will provide further assistance for those struggling to complete the research and will help all students self- correct as needed. The teacher will provide groups with additional time during Reading Workshop as needed.Day 3: Developing a Social Media Project Proposal21st Century Creativity and Innovation: Work Creatively with OthersSkills *Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas *Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work Information, Communications and Technology (ICT) Literacy: Apply Technology Effectively *Use technology as a tool to research, organize, evaluate and communicate information Communication and Collaboration: Collaborate with Others *Demonstrate ability to work effectively and respectfully with diverse teams *Assume shared responsibility for collaborative work, and value the individual contributions made by each team member Civic Literacy *Understanding the local and global implications of civic decisionsCommon Core Language Arts: Speaking and Listening: Comprehension and CollaborationStandards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly Language Arts: Writing: Research to Build and Present Knowledge 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources2010 Ohio Social Studies: Government Strand: Civic Participation and SkillsAcademic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayedContent graphically to effectively and efficiently communicate informationStandardsTechnology Computers with internet access and word processing software, Protecting Animals: Turning Research into Action packet and pencilsUtilized
    • Other Books about animal rights and animal abuse (collection ordered from local library and/or school library), pamphlets from animal rescueMaterials organizationsActivity 1. The teacher will review yesterday’s learning and will overview the expectations for the Social Media Project Proposal with the class as a(50-60 whole group. Students will ask questions to clarify understanding. Time Allotted: 5 minutesminutes) 2. The students will work with their group to develop a plan proposal for a Social Media Project Proposal as a group. They will use the plan proposal sheet to organize ideas. All students will jot notes on the sheet but only the recorder will type/write on the proposal sheet that will be submitted to the teacher for the group. The teacher will circulate and provide assistance as needed. Time Allotted: 45 minutes 3. The teacher will facilitate a discussion about the process and group collaboration. Students will share any questions and concerns and help each other solve problems. Students will assess if their group needs to utilize extra work time during lunch (optional). Time Allotted: 5-10 minutesAssessment The teacher will circulate and meet with each group to informally assess progress and cooperation. She will collect the student packets’ and review work to assess if students are participating and recording appropriate information. As needed, she will meet individually with students to assess personal level of understanding and/or provide additional support.Differentiation The teacher will circulate and provide assistance where needed. Students who are struggling to find the answers will be supported by peers in the research process and may need to work on-on-one with the teacher for additional support during Reading Workshop. Students who are moving quickly through the research process will be allowed to begin the next stage of the process. The discussion period will provide further assistance for those struggling to complete the research and will help all students self-correct as needed. The teacher will provide groups with additional time during Reading Workshop and/or Lunch as needed.Day 4: Finalizing Social Media Project Proposal and Developing a Persuasive Argument Presentation21st Century Creativity and Innovation: Work Creatively with OthersSkills *Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas *Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work Communication and Collaboration: Collaborate with Others *Demonstrate ability to work effectively and respectfully with diverse teams *Assume shared responsibility for collaborative work, and value the individual contributions made by each team member Communication and Collaboration: Communicate Clearly *Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts *Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Civic Literacy *Understanding the local and global implications of civic decisionsCommon Core Language Arts: Speaking and Listening:Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes: speak clearly at an understandable pace Language Arts: Writing: Research to Build and Present Knowledge 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase
    • information in notes and finished work, and provide a list of sources2010 Ohio Social Studies: Government Strand: Civic Participation and SkillsAcademic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayedContent graphically to effectively and efficiently communicate informationStandardsTechnology Computers with internet access and word processing software, Protecting Animals: Turning Research into Action packet and pencilsUtilizedOther Books about animal rights and animal abuse (collection ordered from local library and/or school library), pamphlets from animal rescueMaterials organizationsActivity 1. The teacher will review yesterday’s learning and will lead the students in a review of persuasive techniques. Time Allotted: 5 minutes(50-60 2. The students will work with their group to finalize the Social Media Project Proposal as a group. The focus of today’s work time will be tominutes) develop a persuasive argument convincing classmates to vote for the group’s project. Students will decide how to best utilize strengths for the presentation while allowing each group member to have a role (speaking, creating a visual aid, acting in a skit, leading a discussion etc.) Time Allotted: 40-45 minutes 3. The teacher will facilitate a discussion about the process and group collaboration. Students will share any questions and concerns and help each other solve problems. Students will assess if their group needs to utilize extra work time during lunch and/or Reading Workshop in order to be ready to present during next class. Time Allotted: 5-10 minutesAssessment The teacher will circulate and meet with each group to informally assess progress and cooperation. She will collect the student packets’ and review work to assess if students are participating and recording appropriate information. As needed, she will meet individually with students or with groups to assess level of understanding and/or provide additional support.Differentiation The teacher will circulate and provide assistance where needed. Students who are struggling to find the answers will be supported by peers in the research process and may need to work on-on-one with the teacher for additional support during Reading Workshop. Students who are moving quickly through the research process will be allowed to begin practicing their group presentation. The discussion period will provide further assistance for those struggling to complete the research and will help all students self-correct as needed. The teacher will provide groups with additional time during Reading Workshop and/or Lunch as needed.Day 5: Presenting Social Media Project Proposal and Voting21st Century Creativity and Innovation: Work Creatively with OthersSkills *Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas Communication and Collaboration: Collaborate with Others *Assume shared responsibility for collaborative work, and value the individual contributions made by each team member Communication and Collaboration: Communicate Clearly *Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts *Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Critical Thinking and Problem Solving: Make Judgments and Decisions *Effectively analyze and evaluate evidence, arguments, claims and beliefsCommon Core Language Arts: Speaking and Listening: Comprehension and CollaborationStandards 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to
    • support main ideas or themes: speak clearly at an understandable pace2010 Ohio Social Studies: Government Strand: Civic Participation and SkillsAcademic 11. Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayedContent graphically to effectively and efficiently communicate informationStandardsTechnology Computers with internet access and word processing software, Protecting Animals: Turning Research into Action packet and pencils, smartUtilized board to display student proposalsOther Group member evaluation sheetMaterialsActivity 1. Groups will finalize preparations for their presentation and will rehearse. Time Allotted: 15 minutes(50-60 2. Groups will present their Project Proposals and attempt to persuade the class to select their project. Classmates will take notes aboutminutes) each presentation Time Allotted: 5 to 7 minutes per group for a total of 35 minutes 3. Students will review their notes and be given time to reflect on which project they feel would be the best for our class to complete. Students will be asked to think critically about which idea would have the greatest impact and would allow for all students to participate in meaningful ways. Students will highlight their choice on their note sheet. The teacher will tally the results and report back during the next class. Time allotted: 5 minutes 4. Students will complete group member evaluations (printed copies of the rubric available online at: http://www2.uwstout.edu/ content/profdev/rubrics/secondaryteamworkrubric.html) for homework.Assessment The teacher will collect the completed Protecting Animals: Turning Research into Action packet and the group member evaluations. She will use a rubric to assess mastery of indicated standards.Differentiation Students who excelled in this activity will serve as group leaders for the class project selected (i.e. leaders of the various teams involved in the project. Sample teams might include: Writers, Illustrators, Advertisers, and Online Discussion Moderator etc.). Students who continue to struggle with the standards addressed will have additional experiences and opportunities provided as the class works through the project. The teacher will provide extra support during class sessions, use peer modeling, and also provide additional assistance and corrective instruction as needed.
    • Name:____________________________________________________________ Protecting Animals: Turning Research into Action Packet Part 1: Phyllis Reynolds Naylor’s Motivation for Shiloh Directions: Record notes about the author’s motivation based on the video clip. Part 2: Identify Ways to Protect Animals Directions: Explore the ASPCA Kids website and locate at least 4 ways kids could help protect animals. (Hint: Be an internet detective. Investigate the entire site.) Part 3: Reflection Directions: Identify which project you would like to complete and explain your choice. (Hint: Think about your interests, strengths/weaknesses, background knowledge, and personality etc. to find the best fit for you.)
    • Research Organizer What is animal cruelty and why is it a problem? What can be done to prevent animal cruelty? Why is it important for people to be aware of animal cruelty?What is the most important information you want people to learn from your project?
    • Resources UsedWebsites:1. Web Address: http://www.aspca.com/kids Name of Site: American Association for the Protection of Animals for Kids2. Web Address: _______________________________________________________________________ Name of Site: _______________________________________________________________________Books:1. Title: __________________________________________________________________________________ Author: ________________________________________________________________________________ Year of Publication: ______________________________________________________________________2. Title: __________________________________________________________________________________ Author: ________________________________________________________________________________ Year of Publication: ______________________________________________________________________Pamphlet: Title: __________________________________________________________________________________ Organization: ___________________________________________________________________________
    • Social Media Project ProposalGroup Members: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________Title of Project:__________________________________________________________________________________________________________________________________________________________________ Part 1: OverviewBriefly explain your project. Be sure to explain the form(s) of social media used. Also, explain how the community will participate in the project.
    • Part 2: Educating OthersExplain what the community will learn from your project.Explain why it is important to educate the community.
    • Part 3: Taking Action Part 4: Class InvolvementHow does your project help animals? If our class selects your plan, how will you make sure that everyone can participate?
    • Part 4: PersuasionWhy should our class select your project?(Hint: You may want to review the notes about persuasion in your Writer’s Notebook and the advertising techniques in your Reader’s Notebooks.)
    • Notes on Group PresentationsGroup 1:_________________ (+) (-)Group 2:_________________Group 3:_________________Group 4:_________________Group 5:_________________Group 6:_________________