home

PLANNING for 21st CENTURY LEARNING

5th & 6th || **Content Area(s)**: Science, math, technology, LA || Authenticity Score :  ||
 * **Title:** A self directed learning Assessment project that includes School/Community based tasks || **Grade(s):**
 * Unit Description: ||
 * Unit Description: self directed learning Assessment project: School/Community based component

3 school sites working on independent projects based on school\local community needs

Assessment 
 * Journals: progress tracking on the district website
 * KWL charts;
 * Persuasive essay-reasoning for this project
 * Expository essay-explain the implementation
 * Green themed/ Science component
 *  Skyped throuh smartboards sharing project progress
 * <span style="display: block; font-size: 12pt; font-family: 'Times New Roman',Times,serif; text-align: left;"> Meeting as classes altogether at end of project
 * <span style="display: block; font-size: 12pt; font-family: 'Times New Roman',Times,serif; text-align: left;"> Community improvement will be student directed ||

<span style="font-family: Arial,sans-serif;">1.5th grade science standards- 2e,2f,2g: plant structures, transfer of energy. 6A,c,d,h: Scientific process and investigations 2.6th grade science standards- Ecology & understanding Ecosystems: 5a,b,c: exchange of energy, populations and roles in an ecosystem. 6A: resources renewable and sustainable 7a: using graphs, data and technology. 3.//Structural Features of Informational Materials// 2.1Understand how text features (e.g., format, graphics, sequence, diagrams, charts, maps) make information accessible and usable. 2.2 Analyze text that is organized in sequential or chronological order. 4.//Research and Technology// 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. 1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks). 1.5 Use a thesaurus to identify alternative word choices and meanings.
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">

<span style="display: block; font-family: Arial,sans-serif; text-align: left;">. || 1.Photos of projects before and after implementation 2.Student journals 3.Student presentations to other classes, school board, community members 4.Student responses and self evealuations to the project's rubric 5.Completion of projects 6.Student inquiries about college and professions sparked by projects ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Results Indicators
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Instructional Strategies: * Scaffolding self-directed skills (revisit the skills previously taught),

||
 * Develop a rubric and timeline with students for completion and outcome,
 * Teach time management and implement template for managing time.

2) Daily Writing Journals 3) Persuasive Essays to principal or district convincing them on the importance of our project 4) Letters to our material resources (Home Depot, Lowes, etc.) 5) Science test in aligned to the standards || Mow the blacktop =) (weed the blacktop as a class) Home project - help clean home and nieghborhood P/up trash weekly Recycling (plastic/paper) Keeping school clean- designated class areas. Research effect of pollution on environment (global warming, etc) Living Green Understanding of the ecosystem- how people need to be responsible
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">**Summative Assessment Task**: //(Evidence of Success)// 1) Each student will create a website and log in the following weekly:
 * Photos
 * Journaling
 * Conceptual pages (math, LA, science)
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">**Lesson/Activity Ideas**
 * Cleaning**:

Research and identify native plants Writing letters to resources Invite local farmers, horticulturists,ecologist and landscpers || Mapping out areas in need Research soil types and anylize properties of school soil Discuss and create possible irrigation lines (considering angles) PLANT indiginous plants and trees in areas of need Document project with photos and video interviews
 * Planting: School**

Locate areas in community in which plants or trees are needed Contact resources as a class Coordinate timing, jobs, and grouping Walking field trip to plant at the targeted area Involve parents and community Create sign that recognizes the students and can be posted near the project Take photos and upload to Animodo
 * Planting: Community**

Retaining Wall between basketball court and grass (cascaded so that there is seating) Benches in the quad Cement garbage cans through out the campus Exterior paint on ramps and doors Mini ampitheater behind school (dig into the dirt)
 * Constructing: School**

Bulding planter boxes in the nieghborhood Work with organizations within the community (churches, scouts, companies)
 * Constructing: Community**

Being Addressed || <span style="display: block; font-family: Arial,sans-serif; text-align: center;">Teaching Strategies Leading to Culminating Activity || <span style="display: block; font-family: Arial,sans-serif; text-align: center;">Evidence of Success Product/Assessment || Examples of this would be: campus improvement, community improvement, These would be broken down in three basic areas: planting, cleaning and building. || before/after photos or assessments. Journaling by students. || Asking "What do I need to know to carry out this project?" (KWL chart) || KWL Chart/ spread sheet || || Use of KWL to drive knowledge quest. Use of online information, speaking to local businesses, letter writing (persuasive, expository) journaling. || Journaling, bibliography of information sources, including: websites, library material, current events, etc. ||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">21st Century Skills
 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">Self-Direction || Students will brainstorm to decide what focus project will be.
 * <span style="display: block; color: rgb(0, 0, 0); font-family: Arial,sans-serif; text-align: center;">Higher Order Thinking || Making personal connections: ie. how project directly effects each student.
 * <span style="display: block; color: rgb(0, 0, 0); font-family: Arial,sans-serif; text-align: center;">Visual/Media Literacy || Student generated video/ pictures of progress/website updates available to school and community. Skype (on smartboard) with other class to share progress/ideas and updates. Journaling on computer/ upload pictures or video. Produce DVD of project throughout the year- share with donors or volunteers within the community as well as parents. || Ongoing documentation of continuing progress. ||
 * <span style="display: block; color: rgb(0, 0, 0); font-family: Arial,sans-serif; text-align: center;">Information Literacy



<span style="font-family: Arial,sans-serif;">**Links & Other Resources: [|www.communityservice.org.htm] [|www.cityofsacramento.org/volunteers/communityServiceProjects.htm] [|www.squido.com/askformoney] [|www.donorschoose.org] [|www.lowes.com] [|www.homedepot.com]**


 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Click here for full-length lesson ( if available ):


 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Related Rubric[| http://coe.nevada.edu/slefevre/grouprubric.html]
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">[]


 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Student materials: shovels, rakes, trowels,bags, tools,gloves,

<span style="display: block; font-family: Arial,sans-serif; text-align: left;">[|http://shfh.org/hfh/]
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Related websites:Habitat for Humanity:

Principle-Based Design to Foster Adaptive Use of Technology for Building Community Knowledge:[]
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Related websites:


 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Related Investigate It/Try It


 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Other:

||
 * <span style="display: block; font-family: Arial,sans-serif; text-align: left;">Contact Authors: Justin Newcomb, Woodridge 5th 6th looping, Mary Jo Hoffmann, Woodridge 5th 6th loop, Kim Burlin, Sierra View 6th, Chris Barr Sierra View 6th, Kim Wilson DelPaso 6th.