Professional Documents
Culture Documents
Title
Project Idea:
Entry Event:
Content
Standards &
Objectives:
21st Century
Skills
Information and
Communication
Skills:
Thinking and
Evidence of Success in
Achieving Identified Learning
Target
RLA.6.1.10
Evaluate connections (e.g.,
cause/effect, order) among the facts,
ideas, events and concepts of literary
and informational texts to self, to
other texts and to the world.
RLA.0.6.1.15
Increase the amount of independent
reading to comprehend, analyze and
evaluate literary text and
informational text.
RLA.0.6.3.5
Create and present an
age-appropriate media product that
demonstrates format, purpose, and
audience.
21C.O.5-8.2.LS2 - Student
Evidence of Success
Chart (showing at least 5 pictures) of
how people are affected which will be
used in their presentations
Cite the source
Journal Writing
Thinking and
21C.O.5-8.2.LS2 - Student
Reasoning Skills: draws conclusions from a
variety of data sources to
analyze and interpret
systems.
Personal and
21C.O.5-8.3.LS1 - Student
Workplace Skills: manages emotions and
behaviors, engages in
collaborative work
assignments requiring
compromise, and
demonstrates flexibility by
assuming different roles and
responsibilities within various
team structures.
Performance
Objectives:
Driving Question:
Assessment Plan:
Know:
How to research
How to cite sources of relevant information
How to cut and paste from the Internet
How to generate questions that will lead to obtaining the information that is relevant
How to plan, create, and present a multi-media project
Do:
Complete research
Take notes of relevant information and cite sources
Write an essay
Generate questions they need to answer
Save pictures from the Internet and insert them into documents
Plan, create, and present an age-appropriate media project with your group
Evaluate presentations of peers
Self-assess your work on the project
How do gas prices affect what you do every day?
Major Group Products
Major Individual Projects
Assessment and
Reflection:
Journal Writing
Multi-Media Presentation
Student Essay
Collaboration
Collaboration Rubric
Critical Thinking & Problem
Solving
Content Knowledge
Presentation Rubric
Oral Communication
Other
Quizzes/Tests
Practice Presentations
X
X
Self-Evaluation
Self- Assessment
X Notes
Peer Evaluation
Collaboration Rubric
X Checklists/Observations
Research Log Checklist
X Written Communication
WV Writing Rubric Grade 6
Survey
Discussion
Concept Maps
X Focus Group
Task Management Chart
X Other
Already Have
Learned
1. Research skills
Taught
During the
Project
3. Compiling a bibliography
Taught
Before the
Project
School-based Individuals:
Reading/Language Arts Teacher
Technology Integrationist Specialist
Technology:
Computers
ELMO Projector or other document camera
Some websites students might use with the project include:
http://www.eia.doe.gov/oil gas/petroleum/data publications
http://www.newyorkgasprices.com
http://ww.torontogasprices.com
Community:
Owner of local gas station
Newscaster from local television station
Manage the
Process:
Materials:
Books
Cameras
Chart paper
Markers
Research materials
Journals
Students will be grouped heterogeneously for investigating information in five geographic regions of the
US . The teacher will continually make observations throughout the project to see if students are staying
on task and then can differentiate in any learning tasks that students may be experiencing difficulty. The
teacher and students will collaboratively complete a Research Log Checklist as an informal assessment.
The students will conduct a Survey with students, as well as, adults to find out how they prioritize the daily
things they spend their money on. The results of the Survey will allow the students to better understand
what is important to the average teenager. The teacher will utilize a daily journal to assess the group
project and meet with the team leader from each of the five groups to check the progress. The journal will
be kept similar to that of a diary. Members of the teaching staff, as well as, selected community members
will evaluate the final multimedia group presentations utilizing the Presentation Rubric provided.
Grouping: Students will be grouped based on the strengths and weaknesses of each individual
(heterogeneously).
Pre-launch:
Teacher will group students. Contact local news station to set up presentation (video to share with other
classes). Contact local gas station owner or manager to set up presentation (video to share with
other classes)
Launch:
Deliver Entry Event
Student activities (note-taking from presentations, question-answer session)
Teacher will select group leaders based on leadership qualities.
Students will meet in their groups to assign group tasks.
Step 1:
Students begin individual research.
Complete daily journal, outlining what they have discovered including daily gas prices from their assigned
region.
Step 2:
Students will conduct surveys with selected students and adults.
Step 3:
Students will begin the prewriting process and continue to work on a rough draft of their essay.
Step 4:
Students will complete peer review of the rough draft within their groups.
Step 5:
Students will begin putting together pieces of their multi-media presentation. Students will
work collaboratively to decide what individual components of their research will be used in the
group presentation.
Step 6:
Students need to practice their multimedia presentation as a group. Students will complete their final draft
of the essay.
Step 7:
Students will complete their final multi-media presentation.
Step 8:
Audience (members of the school staff and selected community members) will evaluate the final
multimedia presentation through the use of a Presentation Rubric provided.
Step 9:
Students will complete their final journal entries. Final project review.
Project Evaluation: Students will work on the Self Assessment Rubric and the Collaboration Rubric. Students will use
journals throughout the project activity to record daily information. This information can be delivered
through KWL charts, exit slips, journal prompts, or other teacher-created ideas. Teachers will assess the
project through observation, reviewing daily journal entries, personal communication with students, team
meetings, project rubrics, and a final class discussion at the completion of the project.
Resource Files
Resource Files
Uploaded
UP3492WS2.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3492WS2.doc)
UP3492WS3.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3492WS3.doc)
UP3492WS4.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3492WS4.doc)
UP3492WS5.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3492WS5.doc)
UP3492WS6.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3492WS6.doc)
UP3492WS7.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3492WS7.doc)