Jill+Morris

Updated Lesson 1 of PBL and Collaborative Lesson-

1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual __learning__ and contribute to the learning of others. 2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively. . || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students apply digital tools to gather, evaluate, and use information. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students will choose a theme and be able to use the Internet and other resources to research for their $1,000,000 Project. Students will keep accurate accounting records and successful convert decimals, fractions and percents of each category of project. Students will be able to create an accurate percent circle to demonstrate total costs of each category of theme. Students will demonstrate their learning and research in a final project. || This PBL lesson is a culmination of our unit on converting fractions, decimals and percents. Before beginning this lesson, a packet with PBL guidelines, examples, worksheets and timelines will be developed and copied for students. This is a three-week project. Students are presented with a problem. Their problem is that they have $1,000,000 to spend exactly on a specific theme. Their job is to think of a theme, create at least five different categories of the theme, research costs, do the math to make sure they spend exactly $1,000,000 dollars and develop a project to share their theme and demonstrate how they spend their $1,000,000, including a percent circle showing their spending. || First two weeks Week 3 |||| Students will chose a theme, research at least five different categories and adjust spending so that they spend exactly $1,000,000. Introduce the problem to students. Problem- You have million dollars. You have to spend it all on one specific theme. For example, you can decide to __start a business__, create a nonprofit agency, create your dream vacation, build your dream home, etc. Once you have a theme you have to have a minimum of five different categories within that theme to spend the money. Each category must be at least $10,000 (1% of a million). For example, if you are doing a dream vacation, your categories might be travel expenses (airplane tickets and rental cars), lodging, food, souvenirs, and activities. The total amount of all of these categories must equal a million dollars. Students must research and keep track of resources and costs on their category accounting worksheets. Once they have finished their research, students will finalize their accounting sheets to make sure they spent $1,000,000 dollars. They then need to convert this money into fractions, decimals and percents of money spent per category. Students will then create a percent circle and begin finishing up a final project of their choice, although they had to do a multimedia project to receive a the highest score for a 4. Students had to finish up their projects and present projects to the class. Students will collaboratively reflect on projects in a class blog for the next step of the project. || Internet, $1,000,000 project packet which includes: brainstorming sheets, category sheets, conversion worksheet to find the total percent of each category, and percent circle. Students also will use a calculator, and percent circle tool. || This final project will be assessed by a rubric. Throughout the three weeks, students will be meet with teacher at check-in points where timely- intervention can take place when necessary. For those students who struggle with the project, students will be allowed to round the costs of items from research to the nearest $1,000. This will make it easier for these students to get to a $1,000,000 and convert from fractions, decimals and percents. Also these students will have additional help by the students who finish project early. Timeline will be adjusted as needed for students as well. To extend this project, students will be encouraged to try new multimedia presentation tools that we have not used a lot including Prezi, and VoiceThread. Students with limited technology at home can also come before school and at recess to complete project. For those students who have limited technology available at home, students may chose to do another nontechnology-based project. These students will not be able to receive a 4 on the rubric, but it gives those very nervous about technology an alternative project. || For this lesson students will be evaluated with a rubric. This is the following rubric: This lesson took three weeks to allow for enough time to research and develop a theme on how to spend a $1,000,000. This actually took more Internet time than I anticipated and students were often staying in at recess to use classroom computers. Also, the finally projects the students created varied. Some were amazing and others did not meet all of the requirements of the PBL lesson. Students ended up doing a wide variety of projects to present their solution to the $1,000,000 problem. Many chose to use Google Docs Presentation to be able to collaboratively work with each other at home and at school. Some chose to do Prezi and VoiceThreads as well. Only two groups decided not to use a multimedia project. One group created a large scrapbook of their theme and ideas and data. The other group created a poster. I still have a few groups that need to present. I was impressed with their learning and how they were able to incorporate a variety of skills to create this final project. The next step is to create a reflection/collaborative piece using the classroom blog. In this lesson, students will learn how to use a blog and reflect on the project. Then students will be divided into several groups and collaborate on creating a digital storybook as a collaborative team. || Sean's Comments: My first question is does the theme need to be a school related theme? I am curious because I can see many wanting to spend the money on something not school related. Can the theme be a money making theme, such as selling t-shirts? I really like how they can create a graph to show their spending. A million dollars really is a lot of money and can be difficult to spend on one subject. The graph is a great visual. I also like the presentation idea. This makes it seem very professional, almost as if they were presenting a business plan. The rubric really helps the students learn about their grade and what it takes to get the desired grade. I also agree with the rounding for those students with an IEP. I have several students who would benefit greatly from the ability to round their answer instead of adding and subtracting the exact amounts. I really like your project, that are a lot of possibilities for your students. Sean Bosley
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: $1,000,000 Project |||| Related Lessons: decimal, percent and fraction conversion, percent circles, research skills ||
 * Grade Level: 6th |||| Unit: Math- $1,000,000 Project: conversation of percent, decimal and fractions ||
 * ==GOALS== ||
 * Content Standards:
 * WA State Math Performance Expectations:**
 * 6.3.A** Identify and write [|ratio] s as comparisons of part-to-part and part-to-whole relationships.
 * 6.3.C** Represent percents visually and numerically, and convert between the fractional, decimal, and [|percent] representations of a [|number].
 * 6.3.D** [|Solve] single- and multi-step word problems involving ratios, rates, and percents, and [|verify] the solutions.
 * WA State Technology Standards:**
 * 1.1: Innovate:** Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology.
 * 1.3: Investigate and Think Critically:** Research, manage and evaluate information and solve problems using digital tools and resources.
 * ISTE NETS-S
 * 1. Creativity and Innovation **
 * 2. Communication and Collaboration **
 * 3. Research and Information Fluency **
 * 4. Critical Thinking, __Problem Solving__, **
 * and Decision Making **
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 3 weeks
 * **Note student groupings, environmental modifications needed, etc:**
 * For this unit, students can choose to work with partnerships or on their own.
 * Students also will need additional access to computers, so any extra lab availability is taken to make project successful.
 * Students will also have collaborative work time in class and have the use of my four iPods and two laptops to research and develop project. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**
 * LESSON REFLECTIONS AND NOTES:**

Judy to Jill- Your project is detailed and it seems your students will be deeply involved in the finished product. I was wondering what type of theme they had to choose from. It seems a large sum of money for an adult and wondered what could a student find to spend the money on? Is this similar to a business project? I think you need to clarify their choices. It may be in the handouts you give the students but we would like to see them too. I like the idea of your project. I can see how I could adapt it to fit the math standards for my third grade class. It covers several objectives and technology is easily integrated. I look forward to hearing more about your project. Judy Spears

Thanks Sean and Judy for your comments. I see how I need to be more specific about what the project is. In this project, students can pick any theme they want. For example, they may want to start a business, have a dream vacation, start a nonprofit agency, create an animal shelter, etc. This year some of the themes my students picked include: dream vacation, orphanage, fire station, Vanz shoe store, recording studio (students made own music from Garageband with this), cupcake shop, gas station, costume shop, Mexican restaurant, help Japan's children from the tsunami, etc. Once they picked a theme, they had to create at least five categories where at least $10,000 is spent. In the dream vacation theme, students might have categories of: airfare/transportation, lodging, activities, souvenirs, and food. They then researched the cost of airplane tickets, hotel costs, tickets to activities, etc. Since $1,000,000 is a lot of money and they had to spend it all, a student might end up taking 20 of their closest family members and friends with them. They also would stay in the very nice hotel suites and fly first class, etc. It really is just a fun way for students to think about what they would do with a $1,000,000 if they had to on one thing. The math is challenging as well. This really is a super fun project that all of the students really get into and apply so many math skills. -Jill

Crystal's comment: First of all, your lesson sounds great and very well thought out. However, I must admit that when I first read this lesson, I thought that if I were one of your students, I might become overwhelmed with having to spend that much money, but then I looked and saw that this lesson was for sixth graders, which would be appropriate for that age level. I am used to teaching third and fourth graders and I often think on their level. I love the fact that your lesson encourages creativity and who wouldn't love to create a plan to spend a million dollars. I think this lesson activates high level thinking skills and the fact that you have created a real-world activity to teach a lesson on percents, decimals, and fractions is great. You have created a lesson that hits several different standards at once and have used several levels of Blooms.I think that allowing some of the students to round up to the nearest $1,000 is a good idea for your struggling students. Just wondering, what made you choose such a large amount of money? Does the money amount have a certain impact on the lesson or? Just something I was thinking about when I started reading your lesson, so I thought I would ask. Great job! =__**Collaborative Lesson:**__= 1.5.1. Publishes in a [|format] that is appropriate for specific [|audience] s and purposes. 1.6.2. Uses collaborative skills to adapt writing process. 2.2.1. Demonstrates understanding of different purposes for writing. 3.3. Knows and applies writing conventions appropriate for the grade level. 4.1. Analyzes and evaluates others' and own writing. 1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. 2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively. || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students will be able to collaboratively reflect on $1,000,000 project through class blog. Students will use effective writing skills to reflect on their own project and to respond to three other students’ reflections. || Prepare a class blog with students each having their own page. Make sure all students have completed and shared $1,000,000 project. Email wiki link to students’ email account. For this blog, I have chosen to use kidsblog.org. My class blog URL is []. || Day 1 Day 2 Day 3 |||| Instructional Activities Computer lab and Internet access throughout the lesson || For this lesson, students will be working in the computer lab and working independently. Their collaborative work will be done digitally online while responding to other students. Students who are unable to complete blogging during computer lab time will be able to use the two classroom laptops and/or finish their blog at home. || A rubric will be used to assess students their blog writing. My reading and writing IEP students and struggling ELL students will be expected to write their reflection, but only reflect on 1-2 other students’ reflections (depend on the students and their needs). My top writers and students that need extensions will be challenged to make sure each student has at least two responses and write additional responses as necessary. If the computer lab is not available or is not working writing, I will have the students initially write up their reflection on paper and type it in Google Docs. Then I will have them cut and paste initial post into their blog. If the blog does not work well, I will have students work in a wiki or Google Docs or another blog. || Initial Writing Reflection Post || Thoroughly answered all parts of the prompt. Reflection is written clearly and effectively in at least 5 well-written complete sentences that demonstrate critical thinking and learning. || Answered all parts of the prompt. Reflection is written clearly and effectively in at least 3 well-written complete sentences that demonstrate some critical thinking and learning. || Answered most parts of the prompt. Reflection may not be written clearly and effectively or in well-written complete sentences that demonstrate some critical thinking and learning. || Answered little to no parts of the prompt. Reflection is **not** written clearly and effectively or in complete sentences. Does not demonstrate critical thinking and learning. || Comments to other students || Responses are well-written and demonstrates critical thinking and learning. Commented on at least three students’ reflections. Each comment included: comment, question, and comparison &/or contrast to own project. || Responses are well-written and demonstrates some critical thinking and learning. Commented on at least two students’ reflections. Each comment included at least two of the following: comment, question, and comparison &/or contrast to own project. || Responses may not be well-written and does not demonstrate critical thinking and learning. Commented on at least two students’ reflections. Comments included at least one of the following: comment, question, and comparison &/or contrast to own project. || Responses are not well-written and does not demonstrate critical thinking and learning. May not have commented on at any student’s reflection. Comments may not included any of the following: comment, question, and comparison &/or contrast to own project. || Final Writing Reflection Post || Final reflection is written clearly and effectively in at least 5 well-written complete sentences that demonstrate critical thinking and learning. || Final reflection is mostly written clearly and effectively in at least 3 well-written complete sentences that demonstrate some critical thinking and learning. || Final reflection may not be written clearly and effectively or in well-written complete sentences that demonstrate some critical thinking and learning. || Final reflection is **not** written clearly and effectively or in complete sentences. Does not demonstrate critical thinking and learning. ||  ||   ||   ||   ||   ||   ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: $1,000,000 Project Collaborative Reflection |||| Related Lessons: $1,000,000 Project, Reflective Writing, Collaborative skills ||
 * Grade Level: 6th grade |||| Unit: $1,000,000 Project ||
 * ==GOALS== ||
 * **__Content Standards:__**
 * WA State Writing Standards:**
 * WA State Technology Standards:**
 * **ISTE NETS-S**
 * 2. Communication and Collaboration **
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time
 * 60-minute computer lesson to demonstrate how to use class blog and establish rules about using and posting on a blog. Give students some exploration time with the blog. Then students will be asked to reflect on $1,000,000 project. In their reflection, they need to talk about their project and why they chose their project and theme. Students will then write at least one thing they learned, one thing that went well and on thing that was challenging in their project.
 * 45-minute computer lab time where students must respond to at least three different students about their project. They must have the following in their response: comment, questions, comparison and/or contrast from their project to their own project. They also need to make sure that they need to make sure each student has at least two responses. Students then need to respond back to those who responded to them. If time, students can respond back to those students who responded to their initial post.
 * 30-minute computer lab time where students must write a final reflection on their blog page. They will make a goal for their next project (which will be a book project) and how they will use their learning from this $1,000,000 Project to help them with future projects. || Materials and Resources
 * **Note student groupings, environmental modifications needed, etc:**
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:** Rubric- ||  ||  **4**  ||  **3**  ||  **2**  ||  **1**  ||
 * **__Reflection-__**
 * **__Comments-__**
 * **__Reflection-__**

LESSON REFLECTIONS AND NOTES:

I have not done this lesson just yet since I still have a few students that need to present their $1,000,000 project. I am looking forward to actually blogging with my students and using the kidsblog.org website.

Koreen to Jill

I think your collaborative lesson looks great! I really like how you implemented the format that we use at Walden into your classroom responses. I think your lesson will provide a great way for students to reflect on their $1,000,000 Project. I think you have ensured that students will participate in a higher level of reflection and pier evaluation by including the criteria; comment, question, compare/contrast or connection with their own project. One question I have is about the kidsblog.com. Do you have to get parent permission for students to post to this site? If so, what will you do if parents do not give their permission? I have a couple students with sticky custody situations and parents may be apprehensive to have their child posting anything online. Your plan looks great! I can;t wait to hear how the reflections went. Koreen Humphries

Jill to Koreen- I introduced the blog this week and it went pretty well. The students said they liked reflecting on the blogs and being able to read other's reflections and comment on them. I found it took a bit longer than I had anticipated for my slower processors and thinkers. Kidblog.org is great because it can be completely blocked from anyone outside of the classroom. Thus, there are no issues with students being online. In our technology agreement at the beginning of the year, all parents already gave permission for students to do things like blogging. Also, in my blog, we will never say anything that could elicit a predator or give out personal identification information. Thus far I have had zero issues.

-Jill

Nicole to Jill

This sounds like a very fun and engaging lesson that will hit content knowledge and useful 21st century skills. I think you have organized the flow of the lesson very well! I was a little bit confused if each student is creating thier own blog, or if you will have a class blog? Also, do you plan to continue the use of this blog after this unit?

Jill to Nicole- On Kidblog.org, the students' blogs are under my blog, so they are on one page. I intend to use this blog for other reflections or writing throughout the rest of the year.

-Jill

** Part 3- Storyboard Lesson **

 * = Daily Lesson GAME Plan = ||
 * Lesson Title: $1,000,000 Project- Storyboard |||| Related Lessons: $1,000,000 Project, Writing and Collaborative skills ||
 * Grade Level: 6th |||| Unit: $1,000,000 Project ||
 * ==GOALS== ||
 * **__Content Standards:__**

1.5.1. Publishes in a [|format] that is appropriate for specific [|audience] s and purposes. 1.6.2. Uses collaborative skills to adapt writing process. 2.2.1. Demonstrates understanding of different purposes for writing. 3.3. Knows and applies writing conventions appropriate for the grade level. 4.1. Analyzes and evaluates others' and own writing.
 * WA State Writing Standards:**


 * WA State Technology Standards:**
 * 1.1: Innovate:** Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology.

1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.


 * 1.3: Investigate and Think Critically:** Research, manage and evaluate information and solve problems using digital tools and resources.

2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively. ||
 * **ISTE NETS-S**

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * 1. Creativity and Innovation **

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * 2. Communication and Collaboration **

Students apply digital tools to gather, evaluate, and use information.
 * 3. Research and Information Fluency **

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
 * 4. Critical Thinking, Problem Solving, **
 * and Decision Making **


 * __Instructional Objectives:__**

Students will be able to collaboratively work together to create a shared Google Presentation to demonstrate how to be successful in the $1,000,000. ||
 * ==ACTION== ||
 * **Before-Class Preparation:**

Divide students into groups of 2-3. These groups will be responsible for one topic of the shared Google Presentation that will be used as a storyboard on how to be successful doing the $1,000,000 Project. Begin a shared Google Presentation for storyboard. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

Day 2

Day 3

Day 4 |||| *45-minute class session- As a class, use Inspiration to brainstorm all of the skills and tools needed to be successful on the million-dollar project. We will then group these ideas into different categories. Then as a class, we will put these categories into order as an outline to our digital storyboard.


 * 30-minute class session- Divide students into groups of 2-3. Each group will pick one or two of the different categories to work on. They will create one-two slides on Google Presentation on their category. They will receive guidelines that must be in each slide. Guidelines include- Title, image(s), captions, short text explaining the process from that slide, correct writing usage including: spelling, capitalization, grammar, and work usage. During this session, student will draw out and make a hand version of their slide.


 * 45-minute computer session- Partners will begin creating their slide(s) on a shared Google Presentation. If students do not complete this during the allotted time, they will be able to use the two classroom computers to finish their slides.


 * 30-minute class session- As a class, go over final Google Presentation Storyboard. Edit and adjust as needed as a classroom. This document will be shared with the other sixth grade teacher’s classroom, since they have not done the project yet and will do so this year. Having a real audience will motivate the students to make sure we have a quality “How To” story to help guide another class doing the same project. || Inspiration, projection and computer. Computer lab not needed for this lesson.

Paper and Pencil

Computer lab, paper slides from Day 2 lesson, Google Presentation, Internet access to email

Projection, computer, Internet access, and Google Docs. Computer lab not needed for this lesson. || For the groups of 2-3, I will make sure students will have a variety of talents and skills for each group. Each group will have at least one strong technology student to help with creating slides. || Since this is a classroom project, students will be graded on their participation on the storyboard. Partners will also evaluate each other as well. Students will also have a guideline checklist to make sure they include important components on their slide. Guidelines include- Title, image(s), captions, short text explaining the process from that slide, correct writing usage including: spelling, capitalization, grammar, and work usage.
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

My struggling students will be placed in groups of 3 with stronger students to help guide them with the process. My students with more technology skills will be leader of each group.
 * Accommodations and Extensions:**

If the computer lab is not available for this lesson, groups will rotate onto the two class laptops to create our project. This will take more time, but the project still can be completed. ||
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**

For this lesson, students will be evaluated individually on participation. Students will use this rubric to assess themselves and their group members. The rubric for this is: ||  ||  **4**  ||  **3**  ||  **2**  ||  **1**  ||
 * **Participation Grade** || Student always worked successfully with group on slides and consistently shared ideas. Student positively encouraged everyone to participate. Student actively helped edit and revise final storyboard. || Student usually worked successfully with group on slides and shared some ideas. Student participated. Student helped edit and revise final storyboard. || Student sometimes worked successfully with group on slides and shared few ideas. Student sometimes worked well with group and participated. Student sometimes helped edit and revise final storyboard. || Student rarely worked successfully with group on slides or shared ideas. Student rarely worked well with group or participated. Student rarely helped edit and revise final storyboard. ||


 * LESSON REFLECTIONS AND NOTES:**

This lesson needs access to Google Presentation. Students should have some knowledge on how to use Google Presentation before beginning this lesson. Students also need to be reminded to not edit or change other groups’ work unless given permission by that group or the teacher. This storyboard is a group project. It might be beneficial to view other storyboard projects before beginning is project so students have a better grasp on what a storyboard should look like.

Judy to Jill - Prior to this class I found it difficult to integtrate technology into students' work in math. In looking at your unit, it is in-depth and the students are involved in a lot of problem sovling to spend this amount of money. I think your digital stories will inspire other students in other classes as they prepare to carry out their own activity. If this is the first time you have ever implemented this unit, then I think they will help your students better understand what is expected of them. Sharing them with other teachers within your school, district may work to inspire them to implement the same or similar unit. Especially once they see the engagemnet, excitement and learning that takes place. Your unit looks great. Good luck finishing it!

Judy Spears