Jillian+Engelhardt

I made a lot of changes to my final project, if anyone is interested in reading it! Common Core Standards Mathematics: Common Core Standards Language Arts:
 * = [[file:pbl.doc]] = ||
 * Lesson Title: Problems @ WTB |||| Related Lessons: Graphing, Reasoning, Percentages and Ratios, Persuasive Writing ||
 * Grade Level: 5th Grade |||| Unit: Math ||
 * ==GOALS== ||
 * Content Standards:
 * MA.5. ** - [//Cluster Statement//] - Represent and interpret data.
 * MA.5.5.G.2 ** - [//Standard//] - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
 * MA.5.5.NF.6 ** - [//Standard//] - Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
 * MA.5. ** - [//Cluster Statement//] - Understand the place value system.
 * LA.5.W.CCR.1 ** - [//Anchor Standard//] - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * LA.5.W.5.1.b ** - Provide logically ordered reasons that are supported by facts and details.
 * LA.5.W.CCR.6 ** - [//Anchor Standard//] - Use __technology__, including the Internet, to produce and publish writing and to interact and collaborate with others. ||
 * ISTE NETS-S

Creativity and Innovation – a: create original works as a means of personal or group expression. Communication and Collaboration – a: interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Research and Information Fluency – c: evaluate and select information sources and digital tools based on the appropriateness to specific task.

Instructional Objectives: Students will be able to collect data interactively from the school community to determine the usefulness of technology in our school. Students will be able to collaboratively research new technology tools for our school using a real-world budget. Students will be able to develop a Google Document presentation displaying the new technology for our school with the allotted budget. || Day 1
 * ==ACTION== ||
 * Before-Class Preparation: Research current budget for technology, find vendors that school has __access__ to, create a rubric for presentation, ||
 * During Class ||
 * Time

Day 2-4

Day 5-9 |||| Instructional Activities Collecting Data: Students will have to develop a method of collecting data to determine the effectiveness of the technology in our school. Students will have to poll the student body of the Walter T. Bergen Middle School to find out whether or not the students feel that the technology at our school is appropriate or not and if not, what aspect needs to be improved. Analyzing Data: Students will then analyze the data that they have collected after polling the student body. Students will need to determine the students’ feelings on the technology in the building and what needs to be improved based on their data. Students will then create graphs and a presentation using Google Documents to display this information.

Technology Budget: Students will now be given the technology budget available for the school; they will have to use the suggestions from their data collection to improve the technology in our school. Students will be able to use the internet as a resource as well as the vendor catalogs that the school uses to do their __purchasing__. Students will have to use their budget in the most cost effective way. Students will be expected to add on to their existing power point to make a compelling argument for the board of education to improve the technology in their school. || Materials and Resources Survey forms, Create a graph website with access to the internet ( nces.ed.gov/nceskids/createagraph/default.aspx), Google Documents || On Day 2 after students have collected an analyzed their data in a cooperative group setting I will stop students for a 25 minute timed writing prompt where each student will have to write an individual essay describing their findings and recommendations. Students will be assessed using the holistic scoring rubric for the NJASK 5 assessment. This will also allow me to see if any students need any support while interpreting their data. Throughout the unit I will be checking in with my students to ensure they understand their tasks. Students will also be graded on participation and effort throughout by keeping running records. I will check for understanding by performing short formative assessment methods such as exit passes and journal responses each day.
 * Note student groupings, environmental modifications needed, etc: Students will be placed in cooperatively learning groups chosen by the teacher, to accommodate my special needs learners. Each group will have a facilitator, recorder, task manager, and presenter. The group will have control over who has what job, but these jobs will ensure that the project runs smoothly. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):

Accommodations and Extensions: My two students with IEPS will be placed together in a group along with two strong students who will be able to help support them throughout their research. Both students have been placed in the general education population with minimal modifications and will be able to handle this project with little modifications. Extra time will be allowed for completing the presentation.

For an extension activity students will be encouraged to see if they are able to provide SMART Boards (or other comparable interactive whiteboards) for every grade while still enhancing the technology in the entire building.

Back-Up Plan: For students who have little access to technology I will provide time before or after school to complete the project, if this is still not enough for students, they maybe create their project using poster board. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: || CATEGORY || 4 || 3 || 2 || 1 ||
 * Presentation || Well-rehearsed with smooth delivery that holds audience attention. || Rehearsed with fairly smooth delivery that holds audience attention most of the time. || Delivery not smooth, but able to maintain interest of the audience most of the time. || Delivery not smooth and audience attention often lost. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentation content. ||
 * Mechanics || No misspellings or grammatical errors. || Three or fewer misspellings and/or mechanical errors. || Four misspellings and/or grammatical errors. || More than 4 errors in spelling or grammar. ||
 * Workload || The workload is divided and shared equally by all team members. || The workload is divided and shared fairly by all team members, though workloads may vary from person to person. || The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. || The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. ||
 * Requirements || All requirements are met and exceeded. || All requirements are met. || One requirement was not completely met. || More than one requirement was not completely met. ||
 * Content || Covers topic in-depth with details and examples. Subject knowledge is excellent. || Includes essential knowledge about the topic. Subject knowledge appears to be good. || Includes essential information about the topic but there are 1-2 factual errors. || Content is minimal OR there are several factual errors. ||

LESSON REFLECTIONS AND NOTES: I like how you had specific roles for your students in the groupings. This definitely gives each student a specific purpose and helps the project to run smoothly. How do you intend to do the school survey? Will you use a digital method, such as Surveymonkey or Google Forms? Will you elicit the help of colleagues to support this project? I really like your use of rubrics to assess students. I am a bit confused on what you will expect the students to write about in day 2. I understand you want them to tell their thoughts on how they analyze the data to see what each student's understanding is. However, do you want the students to give suggestions of what technology to purchase with explanation, or did you want the students to recall and explain the meaning of the data and the importance of gathering data? Overall, great project! I am not sure if I am commenting correctly. I tried to use the comment button and it doesn't make sense to me. Sorry! Great job and what a cool PBL! :-) - Jill Morris

Sean's comments: As I was reading the plan for your PBL, my first thought was whether or not your students understand the need for a filter, and whether or not they agree with the need for the internet filter. My students do not like the filter and often complain about not being able to reach specific sites. This could be the opportunity for them to write about their argument for or against an internet filter. A suggestion for collecting data, I found a survey on line that the students were able to take. It is called Zoomerang. It was very easy for me to create the survey and then I just copied the link. It will also then help with collecting and breaking down the data. Students could then easily take the data collected and can easily create a variety of graphs using on-line tools or even spreadsheet tools. I really like your idea, but I also like math projects. Good luck, Sean Bosley.

Crystal's comments: Wow, your idea sounds great. I must admit that I am wondering how your students will do with this activity. I teach fourth grade and this lesson seems a little challenging, even though it is designed for your fifth graders. I guess since I work with a lot of lower level students, I can't imagine them doing something like this unless I sort of walked them through it step by step. The fact that you have strategically picked the groups and assigned specific jobs to each student, will definitely help make this lesson a success. It is a great way to make a strong statement to your school board about the urgent need for technology. I like how you have extended the lesson to include more stakeholders and that it is the students who have taken the responsibility of presenting a persuasive argument to the board and that their voices are being heard. This actually teaches them about citizenship skills and responsibilities, which is right up my alley (since I teach Social Studies). Nice job!

Common Core Standards Language Arts:
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Online Collaboration |||| Related Lessons: Survey and Data Collection ||
 * Grade Level: 5th Grade |||| Unit: Math ||
 * ==GOALS== ||
 * Content Standards:
 * MA.5. ** - [//Cluster Statement//] - Represent and interpret data.
 * MA.5.5.G.2 ** - [//Standard//] - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
 * MA.5.5.NF.6 ** - [//Standard//] - Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
 * MA.5. ** - [//Cluster Statement//] - Understand the place value system.
 * LA.5.W.CCR.1 ** - [//Anchor Standard//] - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * LA.5.W.5.1.b ** - Provide logically ordered reasons that are supported by facts and details.
 * LA.5.W.CCR.6 ** - [//Anchor Standard//] - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

. || Creativity and Innovation – a: create original works as a means of personal or group expression. Communication and Collaboration – a: interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Research and Information Fluency – c: evaluate and select information sources and digital tools based on the appropriateness to specific task.
 * ISTE NETS-S

Instructional Objectives: Students will be able to survey the 5th grade population using the website, [|www.surveymonkey.com]. Students will be able to analyze their data that they have collected electronically and create a presentation using wikispaces.com. ||
 * ==ACTION== ||
 * Before-Class Preparation: create survey monkey and wikispaces accounts for all 3 math classes ||
 * During Class ||
 * Time

Day 1:

Day 2-4: |||| Instructional Activities

Students have already been exposed to data collection and analysis through the previous assignments throughout the unit. Now it’s their turn to make their own projects and ask their own questions. First, I will model how to use the website, [|www.surveymonkey.com] on the SMART Board in the tech lab so the students are comfortable using the site. Then, students will create their own survey on any topic that they like, ie: favorite color, sport, food, subject, teacher, etc. Then they will create a survey using the website, [|www.surveymonkey.com], students will create this survey and then the entire 5th grade class will have 2 days to answer the surveys.

After 2 days have gone by students will be able to go back into their [|www.surveymonkey.com] survey and analyze their data. Students will then create graphs on the website: nces.ed.gov/nceskids/createagraph/default.aspx, save the files as jpegs and then upload them to their class wikispace page. Each class will have their unique page with each student having their own tab. Students can all add to the page and collaboratively work together. I will model showing students how to save their graphs as a jpeg, and show students how to upload their jpeg files to the wikispace page. Students will be graded using a rubric that will be handed out at the start of day 2. Students will be able to monitor their progress on the website with their classmates by clicking through the tabs, students will be encouraged to collaborate and share their ideas with each other. || Materials and Resources

[|www.surveymonkey.com], nces.ed.gov/nceskids/createagraph/default.aspx, www.wikispaces.com || Students will be graded through observations throughout the unit. I will monitor students’ progress by checking their wikispace pages. The great thing about wikispace is that I can make updates to their page immediately and show students my feedback so they are able to apply my comments to their final work.
 * Note student groupings, environmental modifications needed, etc: Students will work on this part of their unit independently. Students will be able to observe what other classmates are doing through the wikispace page. Students can gain ideas and share theirs through this website. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):

Accommodations and Extensions: For students with an IEP I will load a template to the wikispace page so they are able to focus on the content rather than the formatting. For students needing an extension lessons, they will be encouraged to then write an introduction and conclusion to their page showing why they chose their question and what their findings told them. They can also draw conclusions on their findings.

Back-Up Plan: If the computers are not working then students will be able to create the same presentations using poster board, makers, rulers, and pencils in the classroom. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Teacher Name: **Ms. Engelhardt**

Student Name: || CATEGORY  || 4 || 3 || 2 || 1 ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || Content is logically organized for the most part. || There was no clear or logical organizational structure, just lots of facts. ||
 * Mechanics || No misspellings or grammatical errors. || Three or fewer misspellings and/or mechanical errors. || Four misspellings and/or grammatical errors. || More than 4 errors in spelling or grammar. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentation content. ||
 * Content || 4 graphs included that are appropriate and attractive. || 3 graphs included that are appropriate and attractive. || 2 graphs included that are appropriate and attractive. || 1 graphs included that are appropriate and attractive. ||

LESSON REFLECTIONS AND NOTES:

Jillian-

I like your use of the Internet to survey the entire school. Our second graders come around every year and during their week long unit several students will stop periodically into the classroom to survey the students. I had never heard of the web site before but I will share with my colleagues and hope they use it to help incorporate more technology into the class. I like how you are going to have them upload their graphs to the class wiki. There is so much you can do with a wiki that I am not familiar with. I like the collaboration your students will have with each other in reflecting on each other’s projects. It helps them to become analytical thinkers. I also think your adaptation for your IEP student will be beneficial because it will help alleviate some of the stress he/she may feel with such an in-depth project. It sounds great! Good luck with it! Judy Spears

Common Core Standards Language Arts: Creativity and Innovation – a: create original works as a means of personal or group expression. Communication and Collaboration – a: interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Research and Information Fluency – c: evaluate and select information sources and digital tools based on the appropriateness to specific task.
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Digital Storytelling |||| Related Lessons: Data Collection and Graphing ||
 * Grade Level: 5th |||| Unit: Math ||
 * == GOALS == ||
 * Content Standards:
 * MA.5.** - [//Cluster Statement//] - Represent and interpret data.
 * MA.5.5.G.2** - [//Standard//] - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
 * MA.5.5.NF.6** - [//Standard//] - Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
 * MA.5.** - [//Cluster Statement//] - Understand the place value system.
 * LA.5.W.CCR.1** - [//Anchor Standard//] - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * LA.5.W.5.1.b** - Provide logically ordered reasons that are supported by facts and details.
 * LA.5.W.CCR.6** - [//Anchor Standard//] - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. ||
 * ISTE NETS-S

Instructional Objectives: Students will be able to independently create a presentation using Frames to display their data collection and graphs. Students will be able to analyze data and interpreter the information to make recommendations and opinions for the overall 5th grade population. ||
 * == ACTION == ||
 * Before-Class Preparation: Before class I will need to meet with our technology teacher to make sure I understand how to run Frames. ||
 * During Class ||
 * Time

Day 1 & 2:

Day 3-5:

Day 6 |||| Instructional Activities

Understanding the Program Frames: When students arrive we will head to the technology lab to utilize the computers and SMART Board. I will teach students how to create a presentation using the program Frames. Students will not have been exposed to this program before since they don’t start using it until 6th grade. I have planned 2 days for students to explore the program and become more comfortable with it before they have to begin their project. I will use the website: [], to show students digital stories using the program Frames.

Creating a Digital Story: Students will then create a digital story using their information that they have collected throughout this unit. This time students will be working independently to create their own project. They may use either one of the survey questions that they have asked the student population. Students will be given a rubric so they are able to see what is exactly expected of them. Students will be expected to make at least a 1 minute long project that includes their voice, text, and pictures explaining their survey question, why they chose the question, their findings, and then any recommendations that they have based on their findings.

Presentations: Finally each student will present their projects using the TV in the library. I chose a change of location so that students become more engaged. During the presentations students will complete a simplified rubric for each student using a 1-4 scale. The reason that I would like each student to complete a rubric is so they are able to see the differences between each project and then see what they need to improve in the future. I also believe that this will keep students engaged throughout the entire presentation. Students will NOT write their names on the rubric, but each rubric will be given to the student presenting their digital story. || Materials and Resources

Frames || Students will work on this project independently since they have been working cooperatively throughout the entire unit. This is the time for students to show what they know. ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * == MONITOR == ||
 * Ongoing Assessment(s): Throughout the project students will be monitored through observation. When a student is struggling with the content I will give one-on-one assistance on the different types of graphs, how to make them, what is needed to create a graph (titles, labels, appropriate scale). Before the final viewing each student will meet with me for a private viewing where I will make recommendations and give feedback to improve their presentation.

Accommodations and Extensions: For students needing accommodations I will provide private time before or after school for us to work cooperatively on their presentation, ensuring that they know and understand the content and are comfortable presenting their information to the class. As an extension, students will be able to create a digital story about their favorite lesson in math class throughout the year. This will ensure that students are still able to utilize the frames program and then revisit another math lesson to share with the class.

Back-Up Plan: If we are unable to use the computers I will bring in a video camera and allow students to present their information using pictures and their voice on video. ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:|| CATEGORY  || 4 || 3 || 2 || 1 ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || Content is logically organized for the most part. || There was no clear or logical organizational structure, just lots of facts. ||
 * Mechanics || No misspellings or grammatical errors. || Three or fewer misspellings and/or mechanical errors. || Four misspellings and/or grammatical errors. || More than 4 errors in spelling or grammar. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentation content. ||
 * Length || 1 minute or more || Between 45-59 seconds || Between 30-44 seconds || Less than 30 seconds ||
 * Interpretation of Data || Data is clear and all graphs are appropriate for the information and easy to read || Data is clear and all graphs are appropriate for the information and somewhat easy to read || Data is unclear and some graphs are not appropriate for the information || Data is unclear and all graphs are no appropriate for the information ||

LESSON REFLECTIONS AND NOTES: Creating this lesson was a little challenging since this is a program that I have never used before. I have met with the technology teacher who uses this program quite a bit in her Science and Technology class and I believe that this will be an extremely useful tool for my students and myself in the future. I think that this lesson is an excellent culminating activity for my graphing unit.