Name of Project: |
From a Kids Point of View | Duration: 3 Weeks |
Subject/Course: |
SS | Grade Level:4 |
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Other subject areas to be included, if any: |
LA | |
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Project Idea Summary of the issue, challenge, investigation, scenario, or problem: |
Students in fourth grade usually believe that you have to be a "grown up" to make a difference in current issues going on in their world. The idea of this project will be to help guide students to discover a variety of current public issues and help them realize that their opinions can make a difference if conveyed appropriately.
Project in 3 parts: 1)A given problem; which is the best choice to make at the grocery store, paper or plastic? Complete an online webquest in a small group where the position you need to defend is given to you. 2) Choose an area of interest to research and write a positon paper on. In this phase, students will choose their position. 3) In small groups where a position is agreed upon, decide how best to take action. |
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| Driving Questions |
How do I make my opinion count or matter?
Sub Questions What are some issues interesting to fourth graders? Can fourth grader's have an opinion if they can't vote? Are opinions always right or wrong? How do I find information on an issue? How can my voice be heard? Why should an adult listen to a kid? Why should I have or voice an opinion? Will adults take my opinion seriously? What if someone disagrees with me? Should my opinion be everyone's opinion?
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| Content and Skills Standards to be addressed: |
Social Studies P3.3 Persuasive Communication About a Public Issue Communicate a reasoned position on a public issue. 4 – P3.3.1 Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument. P4.2 Citizen Involvement Act constructively to further the public good. 4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue. 4 – P4.2.2 Participate in projects to help or inform others. Language Arts; Writing W.GN.04.03 write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features. |
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| T+A | E | T+A | E | |||
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21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by projectwork, but not taught or assessed: |
Collaboration | x | Other: | |||
| Presentation | x | |||||
| Critical Thinking | x |
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| Presentation Audience: | ||||||
| Culminating Products and Performances |
Group: 1) Poster as result of "Paper or Plastic" webquest 2) Share opinion on an issue with a group that thinks similarly to you in an agreed upon manner and convey this opinion or position to a voting member of society. |
Class: | x | |||
| School: | ||||||
| Community: | x | |||||
| Individual: Write a position paper which examines two sides of a controversial issue. | Experts: | |||||
| Web: | ||||||
| Other: | ||||||
| "Grabber" to launch inquiry & generate interest: | As students enter the room I will ask each student, "Paper or Plastic?" A pile of each will be next to me and I will give the student the bag of choice without answering any other questions. | Entry Documentpbl.docx | |||
| Assessments: |
Formative Assessments: (Checkpoints during Project) |
Quizzes/Tests | Practice Presentations | ||
| research paper on chosen topic | Journal/Learning Log | Notes | |||
| Preliminary Plans/Outlines/Prototypes | Checklists | ||||
| Rough Drafts | x | Concept Maps | |||
| Online Tests/Exams | Other: | ||||
| multiple choice test on fact/opinion |
Summative Assessments: (End of Project) |
Written Product(s), with rubric:
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x | Other Product(s) or Performance(s), with rubric: | |
| Oral Presentation, with rubric | Peer Evaluation | ||||
| Multiple Choice/Short Answer Test | x | Self-Evaluation | |||
| Essay Test | Other: | ||||
| Culminating poster from group webquest (rubric), position paper draft and final (rubric) MyRubric.xls | |||||
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Debriefing Methods |
(Individual, Group, and/or Whole Class) | Journal/Learning Log | Focus Group | ||
| Whole-Class discussion | Fishbowl Discussion | ||||
| Survey | x | Other: | |||
Survey Monkey.com...
| Resources Needed | On-site people, facilities: | |
| Equipment: | ||
| Materials: | ||
| Community resources: |
Project Teaching and Learning Guide
| Project: | Course/Semester: | |
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Knowledge and Skills Needed by Students to successfully complete culminating products and performances, and do well on summative assessments |
Scaffolding/Materials/Lessons to be Provided by the project teacher, other teachers, experts, mentors, community members--Describe the active teaching needed to support learning |
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| How to use a graphic organizer to see how opinions change based on information. | -> | Use the interactive white board to make a 5 column chart with the labels always paper, usually paper, undecided, usually plastic, always plastic. Students can put their name in the column they choose. Read informational articles on both sides of the debate, allowing students to move their name in any column at any time. Discuss how the chart changed based on information received. |
| Be exposed to ways that young people can make a difference for their own future. | -> | Watch the video from "Kids Speak Up." This is an example of how kids' views wer influencial in adult decision making on capitol hill. http://www.epilepsyfoundation.org/advocacy/events/Kids-Speak-Up/ksu08-photos.cfm |
| How to complete a webquest | -> | direct instruction in completing a webquest. Some review of proper use of computers may need to be reviewed. Paper or plastic webquest: http://oncampus.richmond.edu/academics/education/projects/webquests/paper/index.html |
| Understand the difference between facts and opinions | -> | read and compare two informational articles, one that is fact filled and one that is an opinion. play the online game called "fact or opinion" from PBS |
| write an informational paper clearly stating two sides of an issue | -> | read and analyze 3 or 4 articles of interest which clearly outlines different sides of an issue. Brainstorm topics that have two sides of an issue. Possibilities include; Should the state bird for Michigan be changed? Should non-carbonated beverage cans be subject to a deposit? Should our lunchroom be using real silverware instead of plastic? Should students be allowed to wear hats in school? Students will be involved in creating the grading rubric. An outline of structure for paper will also be given.Position Paper Format.doc |
| Understand the value of surveys | -> | how to navigate "Survey Monkey" and analyze the results of the survey. Survey will be set up based on topics chosen to study. This will be used as a tool to help find classmates who have similar opinions on the chosen topics. Topics ideally will have 3 or 4 students in a group. Another survey will be used at the end of the project to evaluate the effectiveness of the project as a whole. |
| How to make your opinion matter | -> | depending on the topics chosen, small groups can brainstorm ways to communicate their position. Possibilities include posters, video commercials, letters to officials. |
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Project Start Date:
| Week(s) | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
| One |
Intro (grabber) Paper or plastic? Give bag of choice. Put post it on 5 column chart. Read information on each choice and move post it as opinion changes. |
Play "Fact or Opinion" game online to review the difference. Be sure facts/opinions are distinguished between in articles read. Discuss bag choice and pros/cons of each. Discuss why people make the choices they do. Begin Webquest "paper or plastic?" | Continue Webquest |
Continue Webquest Students collaboratively create poster rubric. |
Complete Poster in groups of 3 to encourage or inform grocery store patrons regarding their choice of bag. |
| Two | Watch video "Kids Speak Up" explore possible topics interesting to students. | Choose a topic to research and begin writing. Share grading rubric. | draft paper | draft paper and use the author's chair to share ideas or voice concerns, or ask questions to peers. | final draft |
| Three | After topics have been shared, students will choose a topic to explore further in a small group. Use Survey Monkey to poll interests. | brainstorm ideas for taking actions | Plan action | Plan action | Share action with voting member of society. |
| Four | Evaluate success of project using "Survey Monkey" | ||||
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