Information+Problem+Solving+Storyboard

A.2.3 Trisha Goins and Shelly Paschal

Prewriting

Final Product

Persuasive Presentation: Storyboard (Outline)
NOTE: If you and your partner would like to use a Web 2.0 story boarding tool, you will find some options at: http://ls5443.wikispaces.com/Web_2.0 Audience: Students Relevance: Using the Project Base Learning form of inquiry, students will have a thorough understanding of concepts, use collaboration skills when working with other individuals, and create solutions to problems.


 * Possible video: @http://youtu.be/sNhismExIwU
 * 5kumarkak. "Problem Based Learning." //YouTube//. YouTube, 28 Feb. 2011. Web. 09 July 2013.
 * Possible video: @http://www.youtube.com/watch?v=LMCZvGesRz8
 * Buck Institute for Education. "Project Based Learning: Explained." //YouTube//. YouTube, 09 Dec. 2010. Web. 08 July 2013.
 * == Final product for "What is Project Based Learning": ==
 * []

Persuasion: Some information to help with the persuasion portion... Problem based learning will provide you with opportunities to  "Study Guides and Strategies." Problem-based Learning. N.p., n.d. Web. 09 July 2013.
 * examine and try out what you know
 * discover what you need to learn
 * develop your people skills for achieving higher performance in teams
 * improve your communications skills
 * state and defend positions with evidence and sound argument
 * become more flexible in processing information and meeting obligations
 * practice skills that you will need after your education

"Why are we using the library for our learning?"
The library, and the librarian, is a place rich with information. We will collaborate with the librarian in order to fully access any and all of the resources available in the library. As you are going through the inquiry process, the librarian is also your teacher. She will also be involved with the evaluation and creating rubrics with us. As you answer one question, and another question arises, the librarian will be here to guide you to resources to help you draw your own conclusions. You can ask any question to the librarian or your classroom teacher. We are working together!

"What Is Clipart.com?" Clipart.com School Edition. N.p., n.d. Web. 10 July 2013.
 * == Final product for explaining why we are using the library and justification for collaboration with the librarian: ==
 * http://www.educreations.com/lesson/view/why-are-we-using-the-library-for-our-learning/9217975/?ref=appemail


 * == Final product for explaining the inquiry process ==
 * http://www.haikudeck.com/p/SYN6OeFpk2


 * == Final product for explaining Mapping the Project: ==
 * https://tellagami.com/gami/3ORE7H/

This is the file I told you about on the discussion post.


 * ** What? ** || ** Images/Text ** || ** Sound ** || ** Relevance ** ||
 * Who is your Texas hero? || Websites for students as the go through the inquiry process:

 []

[]

[]

[]

Websites for students to organize their ideas, collaborate with each other, and plan for the final product.

Google docs

[]

[]

Rubrics will be used throughout the process by students, teacher, and teacher-librarian.

[]

[]

Share the final product (student choice) These are a few suggestions; Sometimes students need to know what is out there especially in the beginning.

Animoto Power Point ThingLink iPad Apps These are just a few. || 30 second clip of I need a hero || PBL steps: 1. Begin with the end in Mind: This will be what will be learned throughout the Process (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to: (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto; (B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza; (C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones; (D) describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers; and (E) explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War. 2. Driving questions: 3. Plan the assessment: Rubrics will be used with all Assessments 4. Map the Project: Teacher and librarian plans and answers the following questions: What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? What do we teach so the students can produce a high-quality product? 5. Manage the Process: What was learned? What was not? ||
 * TEKS:
 * Who is your hero?
 * What makes a hero The qualities of a hero?
 * In your opinion, what did this person do that would be considered a hero?
 * How did this person's actions, to now be considered a hero, effect your life or how you live?
 * Beginning Assessment: Journaling about the person; Use Popplet for collaboration and synthesizing notes
 * Middle Assessment: Create a Timeline of the person's life.
 * Ending Assessment: Product is shared with class.
 * ** Sample Projects for use in school: **
 * And why is this process important throughout your life? **

All images:
[]

Tyler, Bonnie “Holding out for a Hero.” . google.com. Bonnie Tyler 7 July 2013.
[]

||  ||   ||   || http://www.empressr.com/View.aspx?token=ugLOpcShsyw=&e=M1Ee1B8nmuo%3d || "What Is Clipart.com?" Clipart.com School Edition. N.p., n.d. Web. 10 July 2013.
 * What? Water Cycle || Images/Text || Sound || Relevance ||
 * Final product for Water Cycle:

@http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
 * Interactive website for students to use for inquiry

@http://www.weatherwizkids.com/weather-forecasting.htm
 * Weather forecasting

@http://teacher.scholastic.com/activities/wwatch/investigate/weather_maker.htm
 * interactive weather maker

@http://www.wildwildweather.com/forecast.htm ||  || TEK 112.15. Science, Grade 4 (b) Knowledge and skills. (8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key; (B) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and (C) collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.
 * Dan's Wild Weather Page-forecasting


 * Entry Event:
 * School visit from a local TV meteorologist
 * Driving questions:
 * What factors effect predicting the weather?
 * What are benefits to predicting the weather?
 * What types of data can be collected to help predict the weather?
 * What patterns can be predicted in the weather?
 * Need to Know
 * Weather data collecting tools
 * Weather symbols
 * Weather maps
 * Weather trends
 * Water Cycle
 * Voice and choice
 * Selection of group individuals
 * Selection of how information will be presented
 * In-depth inquiry
 * internet resources
 * collection of weather data
 * Revision and reflection
 * Plan the assessment: Rubrics will be used with all Assessments
 * Individual Assessment
 * Data collected for current weather sources
 * Visual display of data
 * Group Assessment
 * Overall multimedia presentation of why weather cycles occur.
 * Complete predictions to be shared on the school's morning announcements
 * Ending Assessment
 * Multimedia presentation is shared with members of the class
 * PowerPoint
 * Keynote
 * StoryKit
 * Podcast
 * iMovie
 * Videolisious
 * Other?
 * with self assessment
 * Weather predictions are shared using the morning announcements for the entire school ||
 * What? Life is Expensive! || Images/Text || Sound || Relevance ||
 * Another example of using PBL is discovering how to pay for something really special you want to buy by creating a business.

"What Is Clipart.com?" Clipart.com School Edition. N.p., n.d. Web. 14 July 2013. ||  || TEKS Math 111.7 Grade 5 (b) Knowledge and skills 1(B) 3 (B)(D)(E) (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (3) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: (B) multiply with fluency a three-digit number by a two-digit number using the standard algorithm ; (D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models; (E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;
 * What item is that you want?
 * How will you raise enough money to purchase this item?
 * How much will it cost to open the business?
 * How much will supplies cost?
 * How much money, in total, will the business need to make in order to make enough profits to purchase your special item? || [[image:money.jpg]]
 * Driving questions:
 * What is something that you really want to buy, but your parents won't get it for you?
 * What can you do to earn money to pay for this really special item?
 * Need to know
 * Price of special item
 * Business ideas
 * Multiplication with money
 * Division with money
 * Voice and Choice
 * Students select group memeber
 * Students select special item
 * Students select a business
 * Students select how their business plan will be presented.
 * In-depth inquiry
 * Internet resources
 * catalogs
 * Newspaper flyers


 * Revision and reflection
 * Plan the assessment: Rubrics will be used with all Assessments
 * Individual Assessment
 * Calculations for purchasing supplies
 * Calculations for total cost vs. making a profit to purchase special item
 * Visual display of data
 * Group Assessment
 * Overall presentation of business plan ||

Who is you favorite Fairytale character? Follow the globe to inquire about the many versions of your favorite Fairytales. Did you know in Britain the Cinderella version is Cordelia? Travel the world in Social Studies while learning the various cultures and this fascinating genre. || Images / Text || Sound || Relevance TEKS 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) summarize and explain the lesson or message of a work of fiction as its theme; and (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question. (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. (27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and (B) follow, restate, and give oral instructions that involve a series of related sequences of action. (28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.
 * What? Fairytales

Steps: 1.Driving questions: Who is you favorite Fairytale character? Where would you go to find out if there is another version of your favorite Fairytale? Did you know in Britain the Cinderella version is Cordelia? Travel the world in Social Studies while learning the various cultures and this fascinating genre.

2.Plan the assessment (Need to Know) (Beginning) Research various countries and the fairytale being studied. (During) Compare and Contrast the familiar fairytale to the researched version (power of three, use of magic, some sort of helper, are some of the topics in all fairytales) Different graphic organizers and collaboration tools will be used during this process. Rubrics will be used for certain projects being due in the beginning, during, and ending.

3.Voice and Choice Collaborate and agree on the type of product that will be shared. Assign different jobs to each member.

4. Map the project (Revision) Practice and collaborate - ask the teacher or librarian for help with research or types of presentation tools etc. Share final project to an audience: Parents, PTA, other grades, etc.

5. Manage the Process: (Reflection)What was learned? What was not? Listening skills and learning skills will be attained as students discuss other students' projects. ||

From This!



To This! Bored: (to replace Linus) possible 1st choice: Bored: (to replace Linus) possible 2nd choice: To this! Last slide!