It Factor Project Based Learning Proposal
- 1. Prepared for Fairview Elementary School Presented by Ashley Bailey Erica Boswell Kirk Checkwood Martina Claritt Rhonda Davis Jossette Sherwood-Hill
- 2. The Problem Society places certain expectations on students whether they complete their educational career or not. Students are expected to: Participate in the economy in different roles such as workers, consumers, business owners and investors. Exercise their civic duty by becoming a part of the political process through voting and/or holding elected office. Support themselves by selecting a career that will sustain them and their families if they chose to have one.
- 3. The Research The project approach is a promising practice for meeting the needs and interest of today’s young students. Project-based learning involves in-depth investigative activities that culminate with a final product or debriefing event. Some of the benefits of project based learning activities include developing students’ higher level thinking skills such as problem solving, planning and self-monitoring. Students who engage in the project approach are more adept at transferring conceptual ideas across a variety of learning situations. Incorporating the use of Web 2.0 technologies with Project based learning activities as a way to continue to facilitate learning for gifted students. Students' communication skills, their problem-solving abilities, and their capability to work as effective members of a team, which develop and improve from collaborative learning activities, are all attributes highly valued by future employers .
- 4. The Need Fairview Elementary School has identified the following as critical needs areas for student achievement: Developing problem solving Building critical thinking skills Increasing communication skills Transfer of knowledge learned in school to the real world Engaging SAGE (gifted) students more Preparing students for beyond school
- 5. Our Proposal The purpose of this project based learning proposal is to encourage Fairview Elementary School in Henry County to consider engaging 5th grade students in a project that explores the basics functions of a society. The concepts to be explored are economics (including a study of currency), government, career choice and business start-up and ownership. The final results of this venture would be the creation of classroom societies modeled after what students learn during project based learning activities.
- 6. Georgia Performance Standards SS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution. a. Explain the responsibilities of a citizen. SS4CG3 The student will describe the functions of government. a. Explain the process for making and enforcing laws. b. Explain managing conflicts and protecting rights. c. Describe providing for the defense of the nation. d. Explain limiting the power of people in authority. e. Explain the fiscal responsibility of government. SS5E2 The student will describe the functions of four major sectors in the U. S. economy. a. Describe the household function in providing resources and consuming goods and services. b. Describe the private business function in producing goods and services. c. Describe the bank function in providing checking accounts, savings accounts, and loans. d. Describe the government function in taxation and providing certain goods and services.
- 7. Georgia Performance Standards (continued) SS5E3 The student will describe how consumers and businesses interact in the U. S. economy. a. Describe how competition, markets, and prices influence people’s behavior. b. Describe how people earn income by selling their labor to businesses. c. Describe how entrepreneurs take risks to develop new goods and services to start a business. SS5E4 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important. M5P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics
- 8. Information Literacy Standards Standard 1: The student who is information literate accesses information efficiently and effectively. The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need. Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. The student who is socially responsible with regard to information works successfully—both locally and through the variety of technologies that link the learning community—to access, evaluate, and use information. That student seeks and shares information and ideas across a range of sources and perspectives and acknowledges the insights and contributions of a variety of cultures and disciplines. The student collaborates with diverse individuals to identify information problems, to seek their solutions, and to communicate these solutions accurately and creatively.
- 9. Description In keeping with the mission and vision of Fairview Elementary school, this project based learning module was developed to enhance students’ critical thinking skills and to prepare them for the world outside of school. Additionally students, staff and community members will work within a collaborative framework while engaging in the project. This project is also in line with the mission of the Georgia Department of Education in its’ efforts to prepare all students for college or a career. Who: This project is designed for use by 5th grade teachers and students of Fairview Elementary School but involves other outside sources as local experts. What: Students will study various aspects of a society such as government, banking, career choice and starting and owning a business. Students will incorporate the use of different technologies like Blogger, Voice Thread, and Comic Life during this course of study. Each classroom will work to create classroom “mini-societies”. These societies are required to include (but are not limited to) a form of government, a banking system, and various jobs that students may select. Students’ business ownership opportunities should be included as well. When: This project is designed to be completed over the course of eight to twelve weeks which is equivalent to a grading period in most elementary schools. Why: This proposal was developed out from the desire to better prepare students to meet the challenges of fulfilling their daily roles in society and to develop critical thinking and communication skills through collaboration.
- 10. Audience 5th Grade Teachers 5 Highly qualified teachers with a combined total of 40+ years of teaching experience Prior to key instructional activities teachers who have not participated in staff development opportunities with the various technologies (Comic Life, Blogger and Voice Thread) will be provided an opportunity to attend informational sessions on each technology. All teachers have had the opportunity to attend the Mini-society training provided by the Henry County School system but those teachers new to fifth grade are currently enrolled in the county wide bi-monthly training meetings. 5th Grade Students Each fifth grade class (130 total students) will participate all of the instructional activities in order to create their classroom society. They will work in small collaborative groups to complete the activities. Students will be introduced to the various technologies (Comic Life, Blogger and Voice Thread) prior to beginning the Mini-Society unit during the classroom rotation to the school computer lab. This introduction will be done by the Instructional Technology Specialist.
- 11. Goals/Objectives To teach students various business structures and the roles they play in society. To develop and experience real world examples in context of citizenship, economics, career and government. To teach students how to discover and set goals for achievement. To teach students the importance of cooperation. To teach students an attitude of spirit of entrepreneurship
- 12. Goals Knowledge: (The student will know ) There are certain responsibilities of citizens. The government functions to manage conflicts and protect the rights of citizens. Citizens help the economy function by providing resources and consuming goods and services. Private businesses help the economy function by producing goods and services. Banks help the economy function in providing checking accounts, savings accounts, and loans. People earn income by selling their labor to businesses. People make choices about their careers. Entrepreneurs take risks to develop new goods and services to start a business.
- 13. Goals Skills: (The student will be able to) Explain (Communicate) Describe Identify Make connections Recognize Apply Understand
- 14. Timetable Module Week Monday Tuesday Wednesday Thursday Friday Pre-Planning 01 Google Docs Google Docs Google Docs Google Docs Google Docs Brainstorming Brainstorming Brainstorming Brainstorming Brainstorming Review of or Review of or Review of or Review of or Review of or Introduction to Introduction to Introduction to Introduction to Introduction to use of Comic Life use of Comic Life use of Comic Life use of Comic Life use of Comic Life , Voice Thread, , Voice Thread, , Voice Thread, , Voice Thread, , Voice Thread, Blogger Blogger Blogger Blogger Blogger *Prior to unit *Prior to unit *Prior to unit *Prior to unit *Prior to unit students will be students will be students will be students will be students will be introduced to the introduced to the introduced to the introduced to the introduced to the technologies by technologies by technologies by technologies by technologies by the I.T.S during the I.T.S during the I.T.S during the I.T.S during the I.T.S during their computer their computer their computer their computer their computer lab time. lab time. lab time. lab time. lab time. 01 - business 02 Students will Students will Students will post Students will Groups will start up work in generate a list of questions to their generate a list of brainstorm and collaborative questions about blog and begin a ideas for their start to create a groups to set up starting a small dialogue with a business. They prototype for their a group blog for business to post local business will determine if good with a cost interaction with a on their group owner. *This blog they will provide plan or market business owner blog for a local will be an on- a good or survey with a from the business owner going source for service. Groups cost plan. community to respond to. students will pitch their individual ideas to their group members to determine one produce for their business.
- 15. 02 - career 03 Students will Students will Students will Students will Students will choice pick a career visit the site use class time use class time display their from a person listed below to to type out the to gather board at a in their family get additional answers to images (with career fair. to interviews background their interview proper They will be information questions. citations) and interviewed by about the Students will complete their other fifth family be required to poster board grade teachers member's use the word for display on and career. application, the fifth day. administrators. http://www.bls. using correct gov/k12/ grammar, and to learn what citations. is involved in their chosen career. 03 - Banking 04 Creation of Completion of Opening of Reconciling of Summarize Comic life for Comic Life for “bank account” account. activities and “cost of living” “cost of living” with starting put together fund of $100.00 banking packet (packet includes examples from each stage by student). 04 – Government 05 Creation of Bill of Creation of Bill of Creation of Bill of Creation of Bill of Creation of Bill of Rights Graphic Rights Graphic Rights Graphic Rights Graphic Rights Graphic Organizer and Organizer and Organizer and Organizer and Organizer and Student Lead Student Lead Student Lead Student Lead Student Lead Discussion based Discussion based Discussion based Discussion based Discussion based on Bill of Rights on Bill of Rights on Bill of Rights on Bill of Rights on Bill of Rights Graphic Organizer. Graphic Organizer. Graphic Organizer. Graphic Organizer. Graphic Organizer.
- 16. 04 – Government 06 Introduction to Work in Computer Work in Computer Present Bill of Present Bill of Continued Bill of Rights Lab on Bill of Lab on Bill of Rights Rights VoiceThread Rights Rights VoiceThread VoiceThread Assignment VoiceThread VoiceThread Assignment Assignment Assignment Assignment 05 - business 07 Whole Group Purpose of Market Day - Students will Ebook ownership Instruction - businesses in Create your complete an presentations What is a society . own unique ebook that and brochures Business? Discuss product/service introduces What is disadvantages/ s that can be product/service Business advantages sold to your s, target Ownership? of various classmates audience, price, What are the business forms. Activity sheet etc. different forms Intoduce of business? concept of Associated entreprenuers. Vocabulary 06 ‑ Final 08 The final event Assesment for each class will be a market day event for grades K-2.
- 17. Links Bailey-Banking Boswell-Law Enforcement Claritt- Career Choice Checkwood- Government Davis-Starting a Business Sherwood-Hill
- 18. Experts Bailey Boswell Claritt Checkwood Davis Sherwood-Hill
- 19. Budget –Anticipated Expenses Materials Classroom materials for Mini-Society- $600 ($100 per classroom) *provided annually by PTSA Software applications Comic Life (Seat license for 250 computers)- $499.00 Other resources Miscellaneous including teacher training expenses (copies, refreshments, etc…)- $200 Total anticipated expenses: PTSA- $600 Fairview - $699
- 20. Existing Resources at Fairview Elementary Materials Mini-Society Resources provided by The Georgia Council on Economic Education Equipment Computers with Microsoft Office and Internet access Smart boards, Doc Cameras, Active Hubs and Slates Software applications Microsoft Office Suite Internet Access (Voice Thread, Blogger, etc…) Services from school personnel School Library Media Specialist Instructional Technology Specialist Other resources Partners in Education Parents who own and operate small business Local Political leaders
- 21. Potential Challenges and Concerns Inability to access Web 2.0 technologies because of school internet filtering system Insufficient time and funding of need materials Lack of teacher knowledge about using Web 2.o technologies Lack of teach knowledge about use of Project- Based learning activities Unwillingness of all team members (teachers and/or students) to fully participate
- 22. Unanticipated Benefits and Rewards for Stakeholders Students Responsibility of own learning Decrease in discipline problems Teachers Increase collaboration with colleagues Better classroom management Administrators Increased time on task Less office referrals for discipline Community Business Members Increased involvement in the schools in a role other than financial Possible increase in business
- 23. Reflections- Teachers REFLECTION Did the lesson/s depart from what you had planned in any way? If yes, why did you think this was so? Did your learners learn anything in this lesson/s additional to what you had planned? If yes, why do you think this was so? do Having taught these lessons, will you anything differently the next time you implement a project of this sort? If yes, say what you will change and try to explain why. Briefly describe the ways in which participation in this module has influenced your classroom practice, if at all. Try to explain how or why this was so.
- 24. Reflections- Students REFLECTION How was this learning experience different from others you have experienced? Did you learn something unexpected during these learning activities? If so what? What would you want your teacher do differently next time? What would you do differently next time you have this type of learning experience Do you think what you learned during this unit will help you in life outside of school? If so how?
- 25. Conclusion Project-based learning is an instructional model that involves students in investigations of compelling problems that culminate in authentic products. Students become more engaged in learning when they have a chance to dig into complex, challenging, and sometimes even messy problems that closely resemble real life. Projects grow out of challenging questions that cannot be answered by rote learning Projects place students in active roles and serve specific, significant educational goals; they are not diversions or an add-on to the "real" curriculum.
- 26. Resources Eckstein, M. (2009). Gifted and talented education for the 21st century. Enrichment 2.0 , 32 (1), 59-63. Retrieved November 5, 2009, from Ebscohost. Kapp, E. (2009). Improving student teamwork in a collaborative project-based course. College Teaching , 57 (3), 139-143. Retrieved November 5, 2009, from Ebscohost.