Rachel+Stripling's+PBL

Explain the purposes of rules and laws and the consequences of breaking them, including the sometimes unspoken rules of sportsmanship and fair play. || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||  ||   || a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * = Daily Lesson GAME Plan (Problem-Based Learning) = ||
 * Lesson Title: Why do we need rules? |||| Related Lessons: (Authority Figures) ||
 * Grade Level: Kindergarten |||| Unit: Rules ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * d. || contribute to project teams to produce original works or solve problems. ||  ||
 * d. || contribute to project teams to produce original works or solve problems. ||  ||

Instructional Objectives: Students will come up with a set of rules for our ‘problem child’ to follow at home and at school. I will check out four digital cameras from our computer lab in order for the students to complete their “rule video”. || 15 min 15 min 20 min ||||  || Anticipatory intro: I will discuss a ‘problem child’ that is h aving trouble behaving at school. We will discuss certain behaviors that we see at school that are unacceptable. We will also discuss the way that students know how to behave in the proper manner. Students will break off into groups and discuss why this child misbehaving at school is unacceptable. They will come up with a set of rules (made into a skit) that will to help this child demonstrate acceptable behavior. Students will create their videos based on their group discussion. || following rules,pics of classrooms) -paper and pencil -school digital cameras ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * Before-Class Preparation:
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 min
 * || -presentation (pics of children not

Students are grouped as a whole during class discussions, but are broke off into groups of four to record their video about following the rules. || As students create their skit that they will follow, I will walk around the room soliciting help as needed. Before they check out a camera from me, I will review their skit and suggest any changes they may need before recording. Accommodations and Extensions: My ELL students will be grouped with members who speak their native language, but also with students who enhance their language learning skills. For an extension of this lesson, we will discuss consequences of breaking a set of given rules. Back-Up Plan: || Our digital cameras are not always in the computer lab. There are also very few times when we have at least four cameras together. If my camera plan falls through, I will walk the students through creating their skit with presentation software. ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):


 * ==EVALUATE AND EXTEND== ||
 * LESSON REFLECTIONS AND NOTES: || Using a digital camera is a BIG thing, especially for a six year old. Being able to use the camera is a great incentive for having to come up with a skit and work together as a group. I think the topic of the lesson (rules) kept the students on task, since they were creating a product based on what they were supposed to be following. Given the duration of this lesson, it will need to be broken up into two or three time periods. ||


 * Evaluation that will be used in this lesson is as follows: || To evaluate this lesson, I will provide my students with a rubric that they can follow when creating their skit and then recording their video. They will have an opportunity to ‘grade’ themselves before presenting their video to the class. ||

Instructional Objectives: I do not want to begin working with another classroom all the way around the world. I want to begin networking locally, outside of our own classroom and our school. I will contact other Kindergarten teachers in surrounding elementary schools, soliciting their help in beginning and working on our online collaboration skills. I will explain the following lesson so that they will know what to expect when they receive an email from my class. || 15 minutes 20 minutes 15 minutes 15 minutes |||| Instructional Activities Students will observe and describe pictures of people who enforce rules. We will discuss the different types of people and what types of rules they enforce. As a class, we will pick a “rule enforcer” and create a “web”, filling in only a few pieces of descriptive information. We will create the web together using Word, email our unfinished web to our “sister” classroom, asking them to finish the web with more descriptive elements and/or rules that the enforcer may enforce. Students will pick a person of interest (rule enforcer). They will draw a picture of that person enforcing one of the rules that relate to their occupation. || Materials and Resources Computer with picture presentation Computer with Internet access Chart paper Paper, pencils, crayons || The class will be grouped as a whole during direct instruction and in communicating with our “sister” classroom. As we become more experienced with online collaboration, I will start allowing individual responses to the classrooms we are collaborating with. || I will assess student learning by classroom discussion participation. I will also assess through their participation in responses to our “sister” classroom. Accommodations and Extensions: My ELL students will speak to me with another student who can translate their response. I can understand basic Spanish, but when a child is describing their thoughts and ideas, they can start speaking very quickly. I will extend this lesson by bringing in guest speakers to allow students to physically see what they are learning about. Back-Up Plan: Technology is not always the most reliable when it is needed. My back-up plan would be to continue discussing how we would talk with our “sister” classroom about people who enforce the rules. Instead of emailing back and forth, I would try to plan a field trip to visit their school or invite their class to visit our school. || I know that online collaboration is a fairly new teaching strategy, so many classrooms may be learning at the same time. I know our classrooms would email back and forth, so I would like to set a weekly day which would act as a time of regrouping. We would discuss the letters that we received from our “sister” classroom as well as how we would like to respond to their sent messages. || I will use a rubric to evaluate the content of their drawings. The followed and enforced rule should match their person of interest. ||
 * = Daily Lesson GAME Plan (Online Collaboration) = ||
 * Lesson Title:People Who Keep Us Safe |||| Related Lessons: (Authority Figures) ||
 * Grade Level: Kindergarten |||| Unit: Rules ||
 * ==GOALS== ||
 * Content Standards:
 * Political science/government ||
 * ISTE NETS-S:
 * 2. Communication and collaboration
 * 6. Technology operations and concepts
 * Students will identify people in the community and school who enforce the rules that keep people safe. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * LESSON REFLECTIONS AND NOTES:
 * Evaluation that will be used in this lesson is as follows:


 * = Daily Lesson GAME Plan (Digital Storytelling) = ||
 * Lesson Title: People in Authority |||| Related Lessons: (Authority Figures) ||
 * Grade Level: Kindergarten |||| Unit: Rules ||
 * ==GOALS== ||
 * Content Standards:
 * Political science ||
 * ISTE NETS-S:

Instructional Objectives: ||
 * ==ACTION== ||
 * Before-Class Preparation: ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):

Accommodations and Extensions:

Back-Up Plan: ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

LESSON REFLECTIONS AND NOTES: ||
 * Evaluation that will be used in this lesson is as follows: ||