Embedded Files
Driving Question: When do you recognize your society needs to be changed and why?
Driving Question: When do you recognize your society needs to be changed and why?
Standard(s): SS6H1, SS6CG1, SS6E1, SS6E4, SS6E10, L6WHST4-6, L6WHST7-9
Objective: Students learn about political activism and actively engage in the political process in their community. After identifying a problem or an issue of concern, students write an issue statement about this challenge.
Objective: Students learn about political activism and actively engage in the political process in their community. After identifying a problem or an issue of concern, students write an issue statement about this challenge.
Project Product(s): Students design and implement an action plan that raises awareness and/or provides a solution to the problem.
Project Product(s): Students design and implement an action plan that raises awareness and/or provides a solution to the problem.
Project Timeline:
Project Timeline:
Entry Event: Students are presented with a historical event that led to change. They then brainstorm what needs to be changed in modern society, what the change should be and what they would can do to effect the change.
Entry Event: Students are presented with a historical event that led to change. They then brainstorm what needs to be changed in modern society, what the change should be and what they would can do to effect the change.
Individual Product: Each student joined a team based upon a shared interest in what they wanted to change. They then created an individual action plan by identifying the audience to address the needed change and laying out the reasons for the change, alternative solutions, a recommended solution and a discussion of historical example(s) of how a related change has been effected.
Individual Product: Each student joined a team based upon a shared interest in what they wanted to change. They then created an individual action plan by identifying the audience to address the needed change and laying out the reasons for the change, alternative solutions, a recommended solution and a discussion of historical example(s) of how a related change has been effected.
Group Product: Each group then took their combined Individual Products and created a presentation for their target audience. Groups were given the option of how to prepare their presentation, choosing the platform on which they thought it would be most effective.
Group Product: Each group then took their combined Individual Products and created a presentation for their target audience. Groups were given the option of how to prepare their presentation, choosing the platform on which they thought it would be most effective.
What We Already Knew:
What We Already Knew:
As part of our tour of South America, Central America and Canada, we have been focusing on how colonization and other change agents have affected the region and led to the formation of current societal organizations. Specifically, we have focused on key events and leaders that have affected change.
As part of our tour of South America, Central America and Canada, we have been focusing on how colonization and other change agents have affected the region and led to the formation of current societal organizations. Specifically, we have focused on key events and leaders that have affected change.
What We Needed to Learn:
What We Needed to Learn:
What issues and concerns are relevant to students’ lives?
What issues and concerns are relevant to students’ lives?
How do you effect change?
How do you effect change?
What is an example of a change we have studied or other historical event that relates to the modern change for which you are advocating?
What is an example of a change we have studied or other historical event that relates to the modern change for which you are advocating?
Our Products:
Our Products:
Pollution
Pollution
Brady, Jayden, Kingston, Jayla & Jeremiah
Cyber-Bullying
Cyber-Bullying
Daniel R, Micah & Micheal B
Animal Rights
Animal Rights
Daniel D., Chaelem & Jasmine
Water Pollution
Water Pollution
Averie, Kamron
Bullying
Bullying
Stefani, Kayla and Jayden
ELA PBL Click on the name
Project Reflections:
Project Reflections:
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?
2020 Q2 (Dec) 6th Grade Comments.pdfPage updated
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