PROJECT OVERVIEW page 1
| Project DESIGN: OVERVIEW page 1 |
|Name of Project: #MyBillion |Duration: 1 month |
|Subject/Course: STEAM Daily Enrichment Class |Teacher(s): Mrs. Jones |Grade Level: 3 |
|Other subject areas to be included, if any: Language Arts, Social Studies, Math, Engineering, Art |
| |
|Significant Content |CCSS.ELA-LITERACY.RI.3.3 |
|(CCSS and/or others) |Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to |
| |time, sequence, and cause/effect. |
| | |
| |CCSS.ELA-LITERACY.RI.3.5 |
| |Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |
| | |
| |CCSS.ELA-LITERACY.RI.3.7 |
| |Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key |
| |events occur). |
| | |
| |CCSS.ELA-LITERACY.RI.3.10 |
| |By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text |
| |complexity band independently and proficiently. |
| | |
| |CCSS.ELA-LITERACY.W.3.1 |
| |Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| | |
| |CCSS.ELA-LITERACY.SL.3.4 |
| |Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. |
|21st Century Competencies |Collaboration |X |Creativity and Innovation |X |
|(to be taught and assessed) | | | | |
| |Communication |X |Other: | |
| |Critical Thinking |X | | |
|Project Summary |Students are to choose a global challenge they are passionate about and imagine themselves as a super hero figure with the power to resolve the issue. They will create |
|(include student role, issue, problem |an representational model of their superhero. They will research obstacles to solving the problem, as well as people who are currently leading the effort to solve it. |
|or challenge, action taken, and |Students will write a letter to this change-maker, asking advice for skills, resources, and knowledge they should gain in order to become part of the solution to this |
|purpose/beneficiary) |problem. |
| |[pic] |
|Driving Question |How can I improve the lives of a billion people? |
|Entry Event |Read the book The Boy Who Changed the World by Andy Andrews - I would cut this book apart and tell the story with a Narrative Input Chart (GLAD Strategy). This way I |
| |could emphasize different parts of the story, and draw more parallels between the different characters through the chart. |
|Products |Individual: representational model of superhero. Students may choose to represent |Specific content and competencies to be assessed: students will create a rubric to |
| |their superhero in any of the following ways: |assess the creativity and critical thinking skills used to develop their |
| |Action Figure |representational models. |
| |Mask | |
| |“Two-Face” – ½ photograph, ½ drawing of self as superhero (kind of like this | |
| |example) | |
| |Team: letter to “change-maker” – someone in the world who is already making a |Specific content and competencies to be assessed: students will create a rubric to |
| |difference in the global challenge each group is studying |assess their research in preparation for writing, as well as the team’s overall |
| | |communication and collaboration. |
| Project DESIGN: OVERVIEW page 2 |
|Public Audience |Students will send their letters to expert “change-makers”, seeking advice for skills, knowledge and resources the students should seek out in order to develop themselves so |
|(Experts, audiences, or product |they can also help to solve this global challenge and improve the lives of a billion people. |
|users students will engage with | |
|during/at end of project) | |
| |
|Resources Needed |On-site people, facilities: Mrs. Jones’ classroom, library |
| |Equipment: iPads, printer, Chrome Books |
| |Materials: all kinds of crafting and making supplies |
| |Community Resources: Public Library |
| |
|Reflection Methods |Journal/Learning Log – individual journal for recording research notes |X |Focus Group – all students who are working on same challenge will work together|X |
|(Individual, Team, and/or Whole | | |to research and write letter | |
|Class) | | | | |
| |Whole-Class Discussion – rubric creation, global challenges discussion |X |Fishbowl Discussion | |
| |Survey | |Other: | |
|Notes: |
a
|Project Design: student Learning Guide |
|Project: #MyBillion |
|Driving Question: How can I improve the lives of one billion people? |
| |
|Final Product(s) |Learning Outcomes/Targets |Checkpoints/Formative Assessments |Instructional Strategies for All Learners |
|Presentations, Performances,|content & 21st century competencies |to check for learning and ensure |provided by teacher, other staff, experts; includes |
|Products and/or Services |needed by students to successfully |students are on track |scaffolds, materials, lessons aligned to learning outcomes |
| |complete products | |and formative assessments |
|Individual: Action Figure |Students will use the design process to create a |Graphic Organizer: (see last page of this document) students|Introduction Lesson: Introduce concept of global impact with|
| |representational model of their superhero. |use this to plan their thinking for their superhero and |story The Kid Who Changed the World |
| | |challenge | |
| |Specific requirements will be determined by students in | |Scaffold: Graphic Organizer, work through as a class, one |
| |class-created rubric. |Sketch: on the back of the graphic organizer students sketch|section at a time, teacher model as boy in story would have |
| | |their design plan. Must be colored and include dimensions. |completed the organizer |
| | |Approval required before starting to build. | |
| | | |In previous units, students have learned about design |
| | | |process, materials available, trade-offs in design, safe use|
| | | |of tools, clean up procedures, etc. |
| | | | |
| | | |Daily observation and conferencing with individual students |
| | | |for support, as needed |
|Team: Letter to Expert |Students will write a letter to an expert in the field they |Daily Research Notes: students will collect notes daily in |In previous units, students have learned about how to |
|“Change-Maker” |are studying, asking for advice on skills, resources and |their journals about the research they have learned. |research on iPads and Chrome Books. |
| |knowledge they should gain to be prepared to make an impact | | |
| |in the world in that way. |Letter Outline: The team will use this graphic organizer to |Scaffolds: Graphic Organizer, peer and teacher feedback on |
| | |organize their plan for writing. |writing process |
| |Specific requirements will be determined by students in | | |
| |class-created rubric. – Students will use CCSS Grade 3 ELA |Letter Drafts: |Daily observation and conferencing with teams for support, |
| |Writing Standards listed above to guide their decisions |Handwritten first draft |as needed |
| |about the rubric. |Revisionary feedback from another peer group and teacher | |
| | |Typed 2nd draft | |
| | |Grammatical feedback from another peer group and teacher | |
| | |Typed, signed final draft in addressed envelope | |
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