Becca Pawley

PBL Project - 20 Points

Project Template - 5 Points
Name Becca Pawley
Date 7/10/14
Project Title We the 6th Grade People...
Grade Level/Subject Area(s) 6th Grade
Purpose To take a stance, research and prepare, and debate
efficiently with fact based opinions.
CCLS/ISTE Standards CCLS SL.6.4
Present claims and findings, sequencing ideas logically
and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
CCLS SL.6.3
Delineate a speakers argument and specific claims that
are supported by reasons and evidence from claims that
are not.
CCLS SL.6.1
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues, building on
others ideas and expressing their own clearly.
CCLS W.6.1
Write arguments to support claims with clear reasons and
relevant information.
ISTE Standard 4: Critical thinking, problem solving,
and decision making
Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources.
a. Identify and define authentic problems and significant
questions for investigation
b. Plan and manage activities to develop a solution or
complete a project
c. Collect and analyze data to identify solutions and/or
make informed decisions
d. Use multiple processes and diverse perspectives to
explore alternative solutions
Desired Outcome - Knowledge Students will understand opinions that are the same and
that are different than their own and will use researched
facts to prove their opinions.
Desired Outcome - Skills Students will use technology to research facts to support
their opinions and then use these facts to develop a strong
argument. Students will then use argument skills to
participate in a debate supporting their opinion and
constructively discussing opposing opinions.
Essential Question(s) How much input should government have in the lives of
citizens? How can we compare school administration to
government? Is a dress code for school infringing the
rights of students, or within the rights of school officials?

Project Plan - 5 Points
Phase 1: Activity(ies) to set the
stage for the project
We will have spent some time researching and
discussing, as a class, court cases and trials and
debates that deal with governments interfering with the
personal lives of citizens and weighing the pros and cons.
Phase 2: Activity(ies) that engage
students in learning (including
field trips, other explorations,
visiting experts, etc.)
1. Students will take a stance - either in favor of a school
regulated dress code or opposed to it.
2. With students that share their opinions - groups will
conduct research on rights of people and/or rights of
government, trials/debates/cases that support their
argument, they may interview school administration or
other relevant figures in the community.
3. Students will work together to come up with their
opening statement using media. They will also prepare
points they would like to share
Phase 3: Activity(ies) in which
students share their knowledge in
a culminating event, as well as
reflect on the project and their
learnings
We will hold a class debate with two opposing sides. I will
be the facilitator and ask guiding questions throughout.
Students will first present their opening statement using
media of their choice as a team. Once each team has
presented we will begin the debate. Students will use their
research, facts, and opinions to present their argument.

Project Schedule - 5 Points
Include a calendar overview of the sequence of lessons
Time Frame Objective Task
40 minutes per
day for 5 days
Students will gather relevant facts
and research supporting their stance
Work together to gather facts, write
out your argument and points to be
in preparation for debate. Students
will create an opening statement
presentation using media of their
choice.
shared during the debate, create your
opening statement presentation.
60 minutes Students will present their opinion as
a team with facts and effectively
discuss and counter opposing ideas.
Present opening statements, engage
in discussion with opposing side,
answer guiding questions using
previously gathered research and
thoughts.

Monitoring/Assessing the Project - 5 Points
Benchmarks/Formative
Assessments
Students will have a checklist of tasks that need to be
completed as well as space to fill in notes about what was
accomplished that day. I will check in with each team daily
to monitor and guide progress.
Assessing the Project The debate presentation will be rubric scored. Students
will also individually write a 1 page reflection about their
feelings on government involvement in the lives of citizens
and if the opposing side offered any information that
changed his or her thinking.
Evaluating the Experience Self-reflection to be included with 1 page reflection.