Danielle+Thomas's+PBL+(Week+5)

include component="comments" page="Danielle Thomas's PBL (Week 5)" limit="20" = = || 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 interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Students develop cultural understanding and global awareness by engaging with learners of other cultures. Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students identify and define authentic problems and significant questions for investigation and collect and analyze data to identify solutions and/or make informed decisions.
 * Daily Lesson GAME Plan (Digital Storytelling lesson)
 * **//Lesson Title//**: Population Problems //& Potential Solutions// |||| **//Related Lessons//**: urbanization, environmental issues ||
 * **//Grade Level//**: 7th |||| **//Unit//**: The World Today ||
 * ==GOALS== ||
 * **//Content Standards//**: SC 7-7.3**:** Explain the global influences on the environment, including the effects of increases in population, the growth of cities, and efforts by citizens and governments to protect the natural environment. ||
 * **//ISTE NETS-S//**:
 * //Instructional Objectives//**: Students will collaborate to create a digital stories highlighting the problems their assigned city and the world face, and the solutions to solve those problems. ||
 * ==ACTION== ||
 * **//Before-Class Preparation//**: Teacher will practice using digital story programs and/or websites. Teacher will ensure computer lab access. Teacher will determine new groupings. ||
 * During Class ||
 * **//Time//** |||| **//Instructional Activities//** || **//Materials and Resources//** ||
 * 20 minutes

30 minutes

Three 55 minute periods

55 minutes

One to two 55 minute periods

30 minutes |||| Teacher will show student digital story example and review some basics concerning storytelling programming. Teacher will also review rubric and hints to successful digital storytelling. Students will ask any questions they have.

Student groups will compile research data and develop a plan, including assigning roles, for completing the digital story.

Student groups will work to complete story, gather images, write a script, complete a storyboard and edit.

Student groups will share digital stories. Teacher and students will chart problems and solutions as they are covered.

Student groups will rotate, dividing original group members with new members from other groups. Each group member will have their previous group’s work and a new digital story will be created by splicing together the original videos. The second video’s focus will be to develop a video that acknowledges the problems and solutions for population growth worldwide. Students will repeat the steps of developing and carrying out a plan.

Students will complete a gallery walk, viewing group videos. They will then vote on their favorite video to place on classroom and school websites. || Digital story example

LCD projector

Digital story rubric

Digital story hints sheet

Computer lab access

Computers with digital storytelling programs & internet access

Polling devices or paper/pencils

Posters if needed || = Daily Lesson GAME Plan (Collaboration lesson) = 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 interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Students develop cultural understanding and global awareness by engaging with learners of other cultures. Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students identify and define authentic problems and significant questions for investigation and collect and analyze data to identify solutions and/or make informed decisions. 55 minutes Two 55 minute periods One to three 55 minutes (depending on time it takes to connect with e-pal) 55 minutes 55 minutes |||| Beginning activity: Think, Pair, Share. Using list of problems (due to population issues), students will chose one problem and think of two potential solutions. (Students will be divided by rows for ease and discussion.) Students will turn to their partner(s)/neighbor(s) and discuss their response. Partners will share their top two solutions for the problem they were assigned. Students will work with previous groups. Each group will be assigned an e-pal in China/India. They will make initial connection (either through email or Skype) with student(s) abroad, and introduce themselves. Students will work in groups to research efforts taken by cities where their assigned e-pals live to offset the problems population present to those respective cities. Students will reconnect with their partner(s) abroad and share their research findings. They will ask what other efforts are being used and how their lives are impacted by the population. Students will present their findings to their classmates via media or their choice. Teacher will facilitate a class discussion, comparing various efforts to curb population problems. Teacher will chart different efforts according to country. || Chart created previously Paper/pencil and/or computer with word processor Computer lab access; computers with internet access and/or word processor Posters (if needed) || include component="comments" page="Danielle Thomas's GAME PLAN 11" limit="20"
 * **//Note student groupings, environmental modifications needed, etc//**: Students will be grouped heterogeneously, to have one person per group with more advanced computer and researching skills. ||
 * ==MONITOR== ||
 * **//Ongoing Assessment(s)//**: Teacher will observe students’ progress and collaborative efforts. Students will complete group member evaluations, rating and justifying their own contributions as well as their teammates.
 * //Accommodations and Extensions//**: Accommodations will be made according to individual student needs. These may include a variety of assistive technology tools.
 * //Back-Up Plan//**: If the computer lab is unavailable, students will alternate time slots on the students computers in my room. Those who are more artistic will be allowed to produce their work on posters if they prefer. The combined world view videos may be omitted if needed due to lack of access to computer lab. ||
 * ==EVALUATE AND EXTEND== ||
 * **//Be specific and include the evaluation that you will use for this lesson at the end of the plan//**: The presentation will be their formative assessment. Groups will be assessed using a rubric that follows the project guidelines, in addition to the quiz. Students’ grades will also be affected by their involvement, per their group members’ confidential responses.
 * //LESSON REFLECTIONS AND NOTES//**: *//lesson not yet used with students// ||
 * **//Evaluation that will be used in this lesson is as follows//**: ||
 * **//Lesson Title//**: Population Problems //& Potential Solutions// |||| **//Related Lessons//**: urbanization, environmental issues ||
 * **//Grade Level//**: 7th |||| **//Unit//**: The World Today ||
 * ==GOALS== ||
 * **//Content Standards//**: SC 7-7.3**:** Explain the global influences on the environment, including the effects of increases in population, the growth of cities, and efforts by citizens and governments to protect the natural environment. ||
 * **//ISTE NETS-S//**:
 * //Instructional Objectives//**: Students will determine existing solutions to population-related problems and expand and develop those. ||
 * ==ACTION== ||
 * **//Before-Class Preparation//**: Teacher will review previous student groupings, address any issues, and make any necessary changes. Teacher will post class-developed chart. Teacher will find classrooms/students in China, India and populated cities in the US for collaboration purposes, and make appropriate connections with those. ||
 * During Class ||
 * **//Time//** |||| **//Instructional Activities//** || **//Materials and Resources//** ||
 * 30-40 minutes
 * **//Note student groupings, environmental modifications needed, etc//**: Students will be grouped heterogeneously, to have one person per group with more advanced computer and researching skills. ||
 * ==MONITOR== ||
 * **//Ongoing Assessment(s)//**: Teacher will observe students’ progress. Teacher will closely review all emails between my students and their e-pals. Students will maintain a group journal of their progress and data collection, along with daily reflections reviewing what was accomplished and what still needs completing. Teacher will review these daily. The presentations will serve as another means of formative assessment, along with the digital story each group will create at the end of the unit.
 * //Accommodations and Extensions//**: Accommodations will be made according to individual student needs. These may include a variety of assistive technology tools.
 * //Back-Up Plan//**: If the computer lab is unavailable, I will provide students with printed resources for researching purposes. They will likewise take turns using the computers in my room to connect with their e-pals. ||
 * ==EVALUATE AND EXTEND== ||
 * **//Be specific and include the evaluation that you will use for this lesson at the end of the plan//**: The presentation will be their formative assessment. Groups will be assessed using a rubric that follows the project guidelines, in addition to the quiz. Students’ grades will also be affected by their involvement, per their group members’ confidential responses.
 * //LESSON REFLECTIONS AND NOTES//**: *//lesson not yet used with students// ||
 * **//Evaluation that will be used in this lesson is as follows//**: ||

Daily Lesson GAME Plan (PBL) Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students identify trends and forecast possibilities and use models and simulations to explore complex systems and issues. Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students identify and define authentic problems and significant questions for investigation and collect and analyze data to identify solutions and/or make informed decisions. 5 minutes 30 minutes 3-55 minute periods 55 minutes 55 minutes |||| Beginning activity: Students will view video outlining one of the problems associated with population growth. Following the video, teacher will facilitate class discussion through Silent Graffiti. Students will brainstorm other potential problems related to an increasing population on Promethean Board. Students will view chart of 10 most populated nations. Students will be divided into groups, which will then choose one of the most populated nations. Students will then review project guidelines and devise an appropriate research plan. Students will research their nation, gathering data on its population and environmental, political, and social problems it faces. Below is a recommended website for beginning research: [] Students will create a map of their nation using the National Geographic website. They will label their nation and share their findings. [] Students will present their findings. Teacher will chart list of problems the world faces, due to increased population. || //Earth's Water Supply: A Limited Resource (Louisana Public Broadcasting, 1999)// Computer with internet access LCD projector Paper/pencil and/or computer with word processor Computer lab access; computers with internet access and word processor || include component="comments" page="Danielle Thomas's PBL (Week 5)" limit="20"
 * **//Lesson Title//**: Population Problems |||| **//Related Lessons//**: urbanization, environmental issues ||
 * **//Grade Level//**: 7th |||| **//Unit//**: The World Today ||
 * ==GOALS== ||
 * **//Content Standards//**: SC 7-7.3**:** Explain the global influences on the environment, including the effects of increases in population, the growth of cities, and efforts by citizens and governments to protect the natural environment. ||
 * **//ISTE NETS-S//**:
 * //Instructional Objectives//**: Students will explain the effects of increased population growth. ||
 * ==ACTION== ||
 * **//Before-Class Preparation//**: Teacher will locate articles and/or videos to present. Teacher will gather websites to assist less experienced researchers. Teacher will determine the top 10 populated nations for students to research. Teacher will practice using National Geographic’s map maker tool. Teacher will determine student grouping. ||
 * During Class ||
 * **//Time//** |||| **//Instructional Activities//** || **//Materials and Resources//** ||
 * 5-10 minutes
 * **//Note student groupings, environmental modifications needed, etc//**: Students will be grouped heterogeneously, to have one person per group with more advanced computer and researching skills. ||
 * ==MONITOR== ||
 * **//Ongoing Assessment(s)//**: Teacher will observe students’ progress. Teacher will meet with each group on the first day of research and conclude research Day 1 with a group debriefing to discuss challenges and learning thus far. A student quiz will be given at the completion of the lessons, assessing students’ knowledge and understanding of problems that result from increasing population.
 * //Accommodations and Extensions//**: Accommodations will be made according to individual student needs. These may include a variety of assistive technology tools.
 * //Back-Up Plan//**: If the computer lab is unavailable, I will have printed information available for researching as well. Likewise, if the National Geographic website is unavailable, students will present their findings using a PowerPoint presentation or on butcher paper or poster board. ||
 * ==EVALUATE AND EXTEND== ||
 * **//Be specific and include the evaluation that you will use for this lesson at the end of the plan//**: The map will be their formative assessment. Groups will be assessed using a rubric that follows the project guidelines, in addition to the quiz. Students’ grades will also be affected by their involvement, per their group members’ confidential responses.
 * //LESSON REFLECTIONS AND NOTES//**: *//lesson not yet used with students// ||
 * **//Evaluation that will be used in this lesson is as follows//**: ||