Embedded Files
The PBL Process
The PBL Process
What we wanted to learn next from our last PBL:
What we wanted to learn next from our last PBL:
After the conclusion of our second project, "Changemakers," we polled 5th grade students to see what they wanted to learn about next. The overwhelming majority wanted to focus on World War II. Thus, began our quest to learn more about changemakers or legacies and how to preserve the history of our families and communities.
Driving Question: How can we preserve history?
Driving Question: How can we preserve history?
Original DQ: How can we preserve the stories of our family and community?
What We Knew:
What We Knew:
How to tell a story
Basic elements of a story: characters, settings, plot
Major events happened in the world after World War I
What We Needed to Learn:
What We Needed to Learn:
How to write a friendly letter?
How to research a topic from multiple sources?
What needs to be included in a narrative?
What were the major historical events in US History from 1939- 1975?
What are some ways to preserve history?
Standards Addressed:
Standards Addressed:
SS5H4 Explain America’s involvement in World War II.
SS5H5 Discuss the origins and consequences of the Cold War.
SS5H6 Describe the importance of key people, events, and developments between 1950- 1975.
ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
ELA-LITERACY.W.4-6 Writing Process (Letter Writing)
Authentic Experts We Engaged:
Authentic Experts We Engaged:
Historian
Historian
Clark Atlanta University BA, History
Brown University MA, Public Humanities
Beverly Patt
Beverly Patt
Gwinnett Historical Society President
Our PBL Products
Our PBL Products
*Our project is in progress. Please give students feedback on their narrative first drafts considering: Project Choice Board & Narrative Writing Rubric.
Jocelyn Towns
Legacy: Grandfather (Vietnam War and Cuban Missile Crisis)
Mathematics Connection:
Mathematics Connection:
Scholars wrote a letter to their PBL legacy explaining a concept from "Unit 4- Adding, Subtracting, Multiplying, and Dividing Fractions".
Ms. Newman's Homeroom
Ms. Newman's Homeroom
Peer Feedback Nearpod Boards:
https://docs.google.com/presentation/d/1yzZ2LeOb4pG6EHMjGV2X4eM05zVSwnf1BtQsP5lDtjA/edit?usp=sharing
Ms. Turner's Homeroom
Ms. Turner's Homeroom
Peer Feedback Nearpod Boards:
https://docs.google.com/presentation/d/10yvUss7fQaHzUBSV_ButkuOJUvJJ8Ge4nHbUiekJKTY/edit?usp=sharing
Ms. Rice's Homeroom
Ms. Rice's Homeroom
Peer Feedback Nearpod Boards:
https://docs.google.com/presentation/d/1sOkpeRoBFtqxF0RPQB3xNm0BPk6B0MpyX1x2_l13R7c/edit?usp=sharing
What We Want to Learn Next:
What We Want to Learn Next:
Complete a census. Create a video letter to our community stakeholders advocating for our legacy needs.
Feedback and Reflection
Feedback and Reflection
Please leave reflect on our PBL journey and products using the "I like, I wish, I wonder" protocol in the padlet below.
HOW to use I Like, I Wish, I Wonder ProtocolExpress your thoughts and feedback to your child in sentences that begin with I Like, I Wish, I Wonder. Share all or your likes first, then wishes, and finally wonders.
Some EXAMPLES of how to use the protocol to give students feedback on their process: “I like how you described the use of technology to research new ideas.”“I wish that you would have included more information about possible answers to the driving question.”“I wonder how you could have included coding your project?
2021 Q3 (March) 5th Grade Comments.pdfPage updated
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