Jonah+Tornberg's+PBL

include component="comments" page="Jonah Tornberg's PBL-Week 5" limit="40"

The Problem Based Learning unit is focused on a problem I have on my campus with stray dogs wondering onto the elementary school each day.

- //K-12 California’s common core standards for mathematics// (2011) 6SP.1 states, “ Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.” || -Communication and collaboration -Creativity and Innovation -Technology operations and concepts
 * = Daily Lesson GAME Plan: Lesson 1 = ||
 * Lesson Title: Data Preparedness |||| Related Lessons: Surveys and statistics ||
 * Grade Level: 6th |||| Unit: Dog Problems ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:

Given the problem with stray dogs wondering onto the school campus, students will develop surveys and collect data about the problem. ||
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:** Speak to the school principal and the custodian about talking to the students about their concerns with the stray dogs. May also want to contact the local animal shelter to see if an animal control officer could speak to the students too. I need to prepare the recording devices to document the presentations. ||
 * During Class ||
 * Time

15 minutes

30 minutes

5 minutes

40 minutes

30 minutes |||| Instructional Activities:

Anticipatory set: Whole class discussion about the problem. Develop a KWHL chart to try to begin develop a plan of action for the problem. This is also an opportunity for students to devise questions for the expert presenters who will speak to the class.

Discussions with the experts in the area of concern. Students will use a variety of recording devices to capture the discussions for later references. Also, to back up the electronic devices, students will make notes of the presentations in their problem-based learning journals. A few students will download the recordings of the presenters to a specified web page designated for the project.

The class will add to or modify the KWHL chart.

Students will collaborate in small groups to brainstorm survey questions for school staff, students, and parents about the problem with dogs on campus. Students will also construct a method to tally the number and breeds of dogs that enter the campus in a given week. Groups will then share their suggestions with the whole class, so that one uniform document could be constructed.

Students will type their surveys into the computer to prepare it for their field data. They will then save their survey template and email it to their teacher for assessment purposes. || Materials and Resources:

-Images of dogs, KWHL charts.

-Journals for note taking. Video cameras, digital cameras, and MP3s.

-Large poster paper, variety of colored markers

-Word document software ||
 * **Note student groupings, environmental modifications needed, etc.:** Students desks are already arranged in groups, therefore, students will not have to move to collaborate on the surveys. Also, students may decide to use additional technology time in the classroom to complete their work if they were unable to finish in the computer lab. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** As students move through the lesson, they will check in with the teacher to show their progress. Just as I will use a checklist to keep the unit on pace towards completion, the learners will also have a checklist towards completion. Before they may move onto the next lesson, they need to have their work checked off by the teacher.
 * **Ongoing Assessment(s):** As students move through the lesson, they will check in with the teacher to show their progress. Just as I will use a checklist to keep the unit on pace towards completion, the learners will also have a checklist towards completion. Before they may move onto the next lesson, they need to have their work checked off by the teacher.


 * Accommodations and Extensions:** English language learners would benefit from having sentence frames to help them with conversations during the small group collaborations. For those who require extensions, students could write an email letter to the guest speakers thanking them for their time and asking follow-up questions.


 * Back-Up Plan:** This activity may be completed without the presenters. Although it may not have the same motivational effects on the learners, students could still accomplish the lesson. ||
 * ==EVALUATE AND EXTEND== ||
 * **Evaluation that will be used in this lesson is as follows:** I will create formative assessments and rubrics to assess notes about the information shared by the presenters, their participation in the small groups, and the email of their surveys.


 * LESSON REFLECTIONS AND NOTES:** Expert presenters are highly motivating for learners at the onset of a unit. It may be helpful to create a small group that could work with me for those for those who may struggle with the standard. This provides additional support for their learning needs. ||

Reference //K-12 California’s common core standards for mathematics// (2011). Retrieved from []

numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered (K-12 //California’s common core standards for// //mathematics,// 2011). || -Communication and collaboration -Research and Information Fluency -Critical Thinking and Problem Solving -Technology Operations and Concepts
 * = Daily Lesson GAME Plan: Lesson 2 = ||
 * Lesson Title: Collaborating for Solutions |||| Related Lessons: Data analysis, quantitative measures, probability, and statistics. ||
 * Grade Level: 6 |||| Unit: Dog Problems ||
 * ==GOALS== ||
 * Content Standards: Common Core Mathematics Standard, 6.SP.5 says students will summarize
 * ISTE NETS-S:

Instructional Objectives: Given the problem with dogs either attempting to or who are entering my school campus, students collaborate between two classes to pull together their research to create a collaborative project that will organize and document their findings to design a GAME plan to solve the problem. ||
 * ==ACTION== ||
 * **Before-Class Preparation:** Prepare Moodle (n.d.) site with wiki shells for student teams. Students will need research data from their spreadsheets about the dogs entering or attempting to enter school. They will also need their computations from previous the lesson on their predictions as to how many students will possibly receive a dog bite at school. Will need file links/ attachments of recordings from presenters/ experts. Schedule computer room times over two or three periods for each class. ||
 * During Class ||
 * **Time**

15 minutes

15 minute

10 minutes

20 minutes

20 minutes

30 minutes

30 minutes |||| **Instructional Activities**

Teacher model for students the purpose of the project and explain how to create the wiki.

Students will review several preselected wikis. They will take notes of features they would like to include in their wiki page.

Students from each class will collaborate with their team members to agree upon some basic outlines for the wiki page. They may want to decide where to include any recordings, images, data, etc., from the previous lesson.

Identify their wiki page, create a title page as well as additional pages need for their work, i.e., data, GAME plan, reference pages (if needed). Students will have the freedom to enhance the wiki as creatively as they feel, as long as they meet basic expectations.

Each team will copy and paste their survey data and graphs to the wiki. Then each team will have to evaluate the team’s data from the other class in approximately 100 words. The teams may also want to discuss how their data compares and contrasts to their own.

The teams will work together to create a single GAME plan on how they can solve this problem (Cennamo, Ross, and Ertmer, 2009). The teams may want to integrate their data and the interviews from the previous lesson to justify their GAME plan. Hyperlinks of relevant ideas may be used too.

Once all of the wikis are completed, students will select the strongest GAME plan or create a new one with elements from other teams to improve the situation in the school. || //Materials and Resources// -Interactive whiteboard

-Technology journals

-Computers, Moodle wiki pages

-Computers, Moodle wiki pages

-Computers, Moodle wiki pages

-Interactive whiteboard, projector, computer ||
 * **Note student groupings, environmental modifications needed, etc.:** I teach two technology periods. In each class, students will be partner with someone from their own class. Then they will receive a team from the other period to collaborate with to build their wiki page. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** How well do the students integrate their notes on wikis to the their draft of their team wiki page. Also, I will have to monitor how well students are communicating between class periods to make sure they are meaningful and substantive.
 * **Ongoing Assessment(s):** How well do the students integrate their notes on wikis to the their draft of their team wiki page. Also, I will have to monitor how well students are communicating between class periods to make sure they are meaningful and substantive.


 * Accommodations and Extensions:** Teams that are having difficulty with the wiki may use a template to design their wiki. They may also choose to send emails for clarifications about the wiki. To keep the teams organized, they will receive a checklist with due dates.

Reference
 * Back-Up Plan:** I will have some back-up websites available for learners incase they are having difficulty locating resources for their GAME plan. If necessary, I may need to schedule class time or additional computer lab time. ||
 * ==EVALUATE AND EXTEND== ||
 * **Evaluation that will be used in this lesson is as follows:** The evaluation I will use is in three key areas. The first is the overall design of the wiki page. Second is their analysis of the statistical data. The last is on the overall design of the GAME plan that uses their data and resources to improve the problem will become a major element of the grading. The overall creativity, design, and inclusion of required elements of the wiki page are important too.
 * LESSON REFLECTIONS AND NOTES:** Creating classroom norms for collaboration on the internet needs to happen first, so that all members of the wiki groups understand their roles. Some students do become frustrated when peers change their work. They need to learn that the modifications did not necessarily mean their work was wrong, but others were trying to be helpful. ||

Cennamo, K., Ross, J. & Ertmer, P. (2009). //Technology integration for meaningful classroom use: A standards-based approach//. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning

//K-12 California’s common core standards for mathematics// (2011). Retrieved from []

Moodle (n.d.). Retrieved from http://moodle.org/ -Creativity and innovation -communication and collaboration -Critical thinking, problem solving and decision making -Digital citizenship Given the research and data collected on the overarching problem of dogs attempting to or are entering the school campus, teams of students will create a digital storyboard explaining the problem and include a proposed solution. ||
 * = Daily Lesson GAME Plan: Lesson 3 = ||
 * Lesson Title: Digital Storyboard Solution |||| Related Lessons: ||
 * Grade Level: 6 |||| Unit: Dog Problems ||
 * ==GOALS== ||
 * Content Standards: California Common Core Mathematics Standard //(K-12 California’s common core standards for mathematics,// 2011), Standards for Mathematical Practices 3 is Construct viable arguments and critique the reasoning of others. The second standard is a continuation of standard 6.SP.5 from the previous lessons. ||
 * **ISTE NETS-S:**
 * Instructional Objectives:**
 * ==ACTION== ||
 * Before-Class Preparation: Locate a website that will most effectively support the digital storytelling lesson. Verify that this site is approved by my school district. ||
 * During Class ||
 * Time

30 minutes

40 minutes

60 minutes

20 minutes

120 minutes

30 minutes

30 minutes |||| Instructional Activities:

Teacher will show several examples of digital storytelling. Then the teacher will model how to create a digital story as described by Dr. Abrams (Laureate Education, Inc., 2010), while they fill in notes on a teacher provided outline.

Students are assigned teams of 5-6. First, the teams will brainstorm their ideas, puling together the information they created on the previous lesson on the wiki pages. Teams will present their ideas to the class and receive suggestions.

Teams will sequence the events, write a script, and create a storyboard of their idea.

Each team member will locate 3-5 relevant images in the computer lab. They will save their hyperlinks of the images on a blank writing document page. Following this, they will copy and paste the links to a team discussion board, so other team members can view the images for evaluation.

The teams will begin storyboarding the images, creating a unique and creative digital story: including captions, music, interviews, etc. I will review how to give appropriate credit to copyrighted material.

Groups will preview their digital stories with their classmates for suggestions. Prior to sharing, each team will be given a rubric and suggestion form and will learn how to use the rubric and suggestion form. Once this happens, students will share their digital stories with the class. During this time they will solicit feedback and give feedback in return. Then students will revise their work based on the suggestions provided by the other teams.

Student teams will present their final work to the site administrators to explain their solution to their situation. || Materials and Resources -Interactive white boards, media cart with digital projector and computer

-Paper storyboard outline

-Moodle discussion boards

-digital storytelling links, links to open source music and images

-Interactive whiteboards ||
 * Note student groupings, environmental modifications needed, etc: Students in the class will be assigned partners within their own computer class. This way, students are able to follow the digitals storytelling procedure correctly and efficiently. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will have due dates and check-ins at certain steps in the process, such as storyboarding or writing a script for example. One assessment is through the feedback given by the class to each team. I will evaluate the mathematical components of their digital stories as they are completing the process.
 * Ongoing Assessment(s): Students will have due dates and check-ins at certain steps in the process, such as storyboarding or writing a script for example. One assessment is through the feedback given by the class to each team. I will evaluate the mathematical components of their digital stories as they are completing the process.

Accommodations and Extensions: To extend this activity, students could create a digital invitation for the guests invited to view the digital stories. Accommodations may happen with some small group instruction for some of the learners prior to their PBL group meeting. This way I could preview some of the content, procedures, and strategies, so they are able to effectively contribute to their teams.

Back-Up Plan: I will need a back-up activity if administration is unable to view the digital stories at a specified time because she is called away for a situation in the office. I may have to have some selected web links with images and music to support their projects as needed. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan: Students will receive an overall grade on their final digital storytelling project based on a rubric. Students will also evaluate their teammates based on their contributions to the digital story.

LESSON REFLECTIONS AND NOTES: I am assuming since not all digital storytelling sites are the same, having a few to choose from would allow greater group creativity and options in their presentations. Therefore, I will model how to use the digital storytelling sites for their projects. ||