Christina Rubbino April 15, 2012EdSE 604 Professor Gura

Final PBL Unit Lesson Plan

Theme of PBL Unit: Communities in Our World

Grade Level: 3rd grade

Product: The students will collaborate to develop their choice of a travel brochure, a virtual tour or collage that will represent their assigned country or region that is part of the continent they are representing. Each student’s work will be combined in a multimedia presentation which will be published as well as presented to their class.

Objective: Students will demonstrate knowledge of geography, the ability to identify valid resources for information on the internet, and an understanding of different cultures. They will also effectively collaborate with their group using time management and interpersonal communication skills. They will participate in and complete any activities related to the PBL unit as well as follow the timeline of tasks geared toward the final product of the PBL unit of study.

Focus/Driving Question: What characteristics define people of a community, contributing to our cultural diversity?

Time Frame: 3 weeks

Standards:

SOCIAL STUDIES

Standard 2-World HistoryUse a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 3-GeographyUse a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local,

national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 4-Economicsuse a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5-Civics, Citizenship and GovernmentUse a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

ART

Standard 4: Understanding the Cultural Contributions of the ArtsStudents will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION

Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

ELA: Standards for Literature (RL)

Standard (RL.3.2)Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Assessment: Assessment will occur throughout the process of the PBL unit during each session as well as for the final product. The use of various

assessment forms will be implemented such as a checklist for the project, a project grading rubric, a collaboration rubric, peer review forms for the project presentations as well as a teacher assessment form. Procedure:WEEK 1:Session 1 Students will be given an outline of PBL unit in the form of a checklist

along with a rubric for the final product. The teacher will explain the process of the project and what is expected of

the final project, reviewing any rubrics, checklists or forms. The class will be shown a sample student project, both good and poor

examples. The students will then have an opportunity to ask any questions they may

have. The class will be divided into seven groups to represent each continent

through random selection. This will be done by having the students pick an index card from a hat. There will be three index cards labeled for each continent, which will determine the members for each respective group.

Session 2

Students will meet with their groups. On the Smart Board, using one of the online interactive map software

sites, the teacher will do a mini lesson on map concepts, which are vital to understanding geography. This will entail demonstrating ways that the students can make the maps their own using markers and drawing tools. Students will also be shown other information that may be contained on these sites such as population, climate and distance from one country to another (in kilometers or miles).

Each group will practice on these sites collaboratively and identify where their continent is on a world map using the computer, an atlas or blank map delineating each region or country.

Students will identify as many regions or countries within their assigned continent in the time allotted on a blank sheet of paper. From that list, they will choose a region or country they will research.

Session 3

Once each member of the group has established the region or country they are responsible for, they will draw on prior knowledge they have for each country and begin brainstorming what information they need and want to investigate further.

Each group will create their own map for their continent, clearly identifying the countries or regions they are researching.

They will also create individual maps for the countries or regions within that continent. (Student created maps can be computer generated or printed and personalized, scanned or imported from a digital photo taken with the camera.)

Session 4 Class will go to their scheduled Computer Lab special where students will

be seated next to members of their group but will concentrate on researching their own country or region.

They will explore sites that they were suggested and learn to use other reliable resources they come across to gather information.

Students will document sites they visited when they use information from a site.

They will also print or save images that will be used for their project.

Session 5

As an art lesson, students will identify their country or region’s flag and create their own flag digitally or by decorating one that has been printed.

The flags will be saved to a file or scanned or imported from a digital camera.

WEEK 2Session 1 Students will be taken on a virtual field trip to reinforce the presence of

cultural differences and similarities in our world using YouTube. This will be followed by reading a story such as Too Many Tamales by

Gary Soto to demonstrate different traditions that exist from culture to culture even if cultures celebrate the same holidays. During this session, the focus is on Mexican traditions during the Christmas holiday.

Students will write about a holiday tradition they celebrate and compare and contrast it to what they have learned about Mexican traditions.

Session 2 Students will create a “Flat ____”, either online or using a printed

template, to represent their country or region, illustrating traditional clothing worn.

Their finished product will be saved on the computer or scanned and saved. The students will be able to copy and paste or insert their “Flat

____” into their presentation. Students will be able to crop and resize the image when necessary.

The original artwork for the “Flat ___” will be made into puppets using popsicle sticks, which will be used for the presentation.

The teacher will crop the saved copies and print miniature versions for each student to use as markers on the world map that will be displayed on the bulletin board.

Session 4 Class will go to their scheduled Computer Lab special and continue

working on their projects to finalize.

Session 3 and 5

One class period on each of these days will be dedicated to the groups collaborating to work on, finalize and upload their projects to www.slideshare.net.

They will also practice their presentations.

WEEK 3Sessions 1 through 4 Students will present their final project as tour guides using their “Flat

____” puppets to guide their classmates, the tour group, on a sightseeing expedition across the countries or regions through their continent.

Teacher will videotape presentations. There will be two groups presenting on the first three sessions and one

group presenting on the fourth session. After each group presentation, the remaining students will make entries

in their individual travel journals noting two interesting pieces of information.

After each group’s presentation, the students (the tour group members) will complete anonymous Peer Feedback forms.

At the end of each day’s presentation(s), the student’s will take their mini “Flat ___” markers and place them in the appropriate location on the world map on the class bulletin board. The bulletin board will display the class’ travels around the world, from the first destination to the final destination.

Session 5

The class will have a “World Culture Day”, where each student will share an artifact, food, music and/or dance representing their country or region.

Family members will be invited to participate in this event.

Materials:

laptop computers for each group atlases and other reference guide books art supplies i.e. crayons, paints, fabrics and other craft materials,

markers, glue, buttons, google eyes, etc. scanner camera video camera

Resources:

Websites with interactive maps, map quizzes, map puzzle games, map printables plus country and region information:http://www.sheppardsoftware.com http://education.nationalgeographic.com/education/mapping/interactive-maphttp://www.yourchildlearns.com/megamaps.htm http://www.imapbuilder.net http://www.eduplace.com/ss/maps

Other sites for exploring the countries and regions in more detail:www.nationsonline.orgwww.everyculture.comhttps://www.cia.gov/library/publications/the-world-factbook/index.html

Flat Stanley templatehttp://www.flatstanley.com/user/home

Flag websiteshttp://www.printableworldflags.com/country/UnitedNations http://www.coloringcastle.com/flag_coloring_pages.html

PBL Rubrics and Forms:

Communities in Our World Project Checklist

The final presentation may include items suggested in the list below and must include those marked with an *:

a world map* map of the group’s continent* map of the country or region* capital of the country or region* a student created flag* climate language 2 to 3 landmarks currency time zone religion government body or leader food art music dance traditional clothing famous people natural resources transportation Flat ____ to represent country or region* holidays any other interesting fact(s) that is (are) not listed above

You may use sound clips, video and narrations but they are not required.

Name:

Research Log

Date Accesse

d

Website Address Facts and Ideas

Name: Collaboration Rubric

4 3 2 1

Contribution to Group

I contribute consistently and actively to the group discussions

I accept and perform all of the tasks I take on

I help the group set goals

I help direct the group in meeting our goals

I contribute to the group discussions

I complete my assigned tasks

I contribute to setting our goals

I contribute to meeting our goals

I contribute inconsistently to the group

I complete my assigned tasks with encouragement

I contribute sporadically in setting our goals

I have trouble in meeting goals

I choose not to participate

I do not complete my assigned tasks

I get in the way of the goal setting process

I delay the group from meeting goals

Cooperation with group

I share many ideas and contribute relevant information

I encourage other members to share their ideas

I balance my listening and speaking

I’m concerned about others’ feelings and ideas

I share ideas when encouraged

I allow all members to share

I can listen to others

I show sensitivity to other people’s feelings and ideas

I share ideas occasionally when encouraged

I allow sharing by most group members

I listen to others sometimes

I consider other people’s feelings and ideas sometimes

I don’t like to share my ideas

I do not contribute to group discussions

I interrupt when others are sharing

I do not listen to others

I’m not considerate of others' feelings and ideas

Group Dynamics

I ask the group to consider how well we are working together

I help the group make fair decisions

I work actively with the group to solve problems

I help the group work together better

I consider how well we are working together

I help the group make decisions

I offer suggestions to solve problems

I participate in the changes needed to help the group work better together

Sometimes I help the group work together

Sometimes I help the group in making decisions

Sometimes I’ll offer suggestions to solve problems

I do not impede the group’s efforts

I discourage us thinking about how well we are working together

I choose not to get involved in making decisions

I choose not to participate in problem-solving and sometimes cause problems for the group

I get us off task some of the time

Name:

Project Rubric

Teacher Reflection

1. What worked:

Entry Event:

Research:

Role-play:

Written work:

2. What didn’t:

Entry Event

Research

Role-play

Written work:

3. What changes need to be made, what things need to be added or deleted, revamped?