Original Title: Your Community: What S Your Role?

Profile Sheet

Original Title: Your Community: What’s Your Role? Teacher: Christina Shontz Primary Subject Area: Social Studies Outside Subject Area: Language Arts Class: Social Studies Class Level: Regular Grade Level: 2nd Grade PBL Title: Your Community: What’s Your Role?

Description of Student Roles and Problem Situation: Students will assume the roles of concerned citizens in Panama City. The students will be divided into two groups “For the Grocery Store” and “For the Playground”. The mayor of Panama City, Bob Truck, will place an article in the “Panama City Times” that discusses plans to tear down the recess playing field at the students’ school, Panama City Elementary, and replace it with a grocery store, Feeds-a-Lot. The newspaper article announces that two weeks after the article is printed a “Community Forum” will be held for citizens to express their concerns and to vote on the plans.

Adaptations for a student from a non-Western culture: In the beginning of the school year, I will evaluate all of my students to find out if any of them are from a non-Western culture. Upon identifying those that aren’t from a Western culture, I will begin research on the culture they are from. After I collect this information, I will have a one on one with the student to ask them about their knowledge of their home culture. When the student shares this information, I can identify similarities and differences between the cultures. When I’m teaching the lesson or coaching students in groups, I will point out the similarities/differences to the student from the non-Western culture. The goal here is to have them relate and retain their original culture to our culture.

Adaptations for ESOL learner: In an ongoing effort to help the ESOL learner, I will try to read one on one with the student every day. Reading to them is just like reading to any student, with proper instruction, they can learn. I will tape important lessons so the student can go back at a later time to review the lesson at their own pace. I will make myself available at the time so the student can ask questions. I believe that Elementary students are visual learners; therefore, I plan to utilize a great deal of flash cards and picture dictionaries to help the student develop a more inclusive vocabulary. Title, Learner Characteristics, and Sunshine State Standards PBL Lesson Plan for Diverse Learners

Teacher: Christina Shontz Title: Your Community: What’s Your Role? Primary Subject Area: Social Studies Outside Subject Area: Language Arts Class and Level Social Studies (only one level at this school) Grade Level: 4th Grade

Primary Sunshine State Standards: SS.C.2.2.1 - Understands the importance of participation through community service, civic improvement, and political activities. SS.C.2.2.3 – Knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (e.g., privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, and serving on juries).

Outside Subject Area Sunshine State Standards from Language Arts: LA.4.5.2.2 Plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.

Learner Characteristics of Elementary Grades (4 and 5; Nine and Ten Years): Physical: Although small in magnitude, gender differences in motor skill performance are apparent. Justification: The ability of males and females being able to perform different physical tasks will not have an influence on the classroom. However, at this point students will have learned to control their bodies such as being able to sit quietly for longer periods. This will allow for longer lectures and longer activities without having to take very frequent breaks.

Social: Friendships become more selective and gender based. Justification: There are two things to consider when grouping students according to who their friends are. 1. Students can be placed into groups with their good friends and they can be encouraged to work more efficiently since they don’t have to constantly argue with those who aren’t already in their ‘circle of friends’. 2. If students are placed in groups with others who are not in their ‘circle of friends’, they might waste time arguing with one another because they simply do not agree.

Emotional: Disruptive family relationships, social rejection, and school failure may lead to delinquent behavior. Justification: It is important to identify students who are removing themselves from situations and disconnecting from their peers. If these traits are identified early and persistence in coaching the student is initiated, the student will stand a chance at modifying their behavior so that they may begin focusing on mastering schoolwork. These students should be placed in a group with other students who show compassion and show leadership.

Cognitive: The elementary grade child can think logically, although such thinking is constrained and inconsistent. Justification: At this stage students often try to ‘show each other up’ often times through exaggerating the truth. A possible way to deal with this is to present facts in history and ask students to exaggerate the facts so much that history would have changed had their hypothetical played out. Students will need to be able to measure the consequences of their actions and words and identify the impact their words have.

Cognitive: On tasks that call for simple memory skills, elementary grade children often perform about as well as adolescents or adults. But on tasks that require more complex memory skills, their performance is more limited. Justification: The challenge with this learner characteristic will be building on previously learned material as students will have a more difficult time recalling ‘older’ information. By using PBL students will be thinking at higher levels and will be challenged to revisit previous lessons. One way to help students cope with this will be to relate one historic event to another, thereby tying each lesson together. Learning Outcomes, Student Role and Problem Situation, Meet the Problem Method PBL Lesson Plan for Diverse Learners

Original Title: Your Community: What’s Your Role? Teacher: Christina Shontz

Primary Sunshine State Standards with Learning Outcomes: SS.C.2.2.1 - Understands the importance of participation through community service, civic improvement, and political activities. LO #1: After reading the newspaper article from the mayor and being assigned to either the “For the Grocery Store” or the “For the Playground” groups, students will generate a list of reasons how the community will benefit if their group succeeds, giving at least seven plausible reasons. (Analysis) SS.C.2.2.3 – Knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (e.g., privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, and serving on juries). LO #2: In a town hall setting, students will vote for the grocery store or for the playground and will defend their vote by giving at least three accurate reasons. (Evaluation)

Outside Subject Area Sunshine State Standards from Language Arts: LA.4.5.2.2 Plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion. LO #3: After hearing each group give their reasons of how the community will benefit (LO #1), students will make a prediction for how the vote will turn out by correctly citing at least one pro and at least one con from each of the groups list. (Synthesis)

Description of Student Roles and Problem Situation: Students will assume the roles of concerned citizens in Panama City. The students will be divided into two groups “For the Grocery Store” and “For the Playground”. The mayor of Panama City, Bob Truck, will place an article in the “Panama City Times” that discusses plans to tear down the recess playing field at the students’ school, Panama City Elementary, and replace it with a grocery store, Feeds-a-Lot. The newspaper article announces that two weeks after the article is printed a “Community Forum” will be held for citizens to express their concerns and to vote on the plans.

Meet the Problem Documents: A newspaper article (attached) that includes a narrative of the plans and a picture of the new store and details on the “Community Forum” will be used at the “meet the problem” document. January 19, 2008 Panama City Times Volume 1, Issue 1

Special Interest Articles: From the desk of Panama City Mayor, Bob Truck Feeds-a-Lot to Replace Playground • Panama City weather forecast. It is with great pleasure The playground location is The “Community Forum” that I let you know today convenient for parents as will be held in two weeks • Bay area sports of plans for a new grocery they can drop off their kids on Saturday, February 2nd, scores. store to open in Panama at school and go to the 2008. City. The store moving to grocery store right after. At the conclusion of the • New movies in town is called “Feeds-a- Before plans go forward forum, a vote will be held town. Lot” and will offer grocery for the construction of to find out if the store will items at a discount price. “Feeds-a-Lot”, I will hold a be built or not. Some of the items the “Community Forum”. At store will sell include this forum I hope to hear penny candy, cotton from members of the candy and a popcorn community about their machine. support or concerns for “Feeds-a-Lot” will be built the new grocery store. Regards, where the Panama City Bob Truck Elementary playground is. Mayor of Panama City

Proposed sketch of “Feeds-a-Lot”

Proposed site: current Panama City Elementary School playground Problem Statement, Know/Need to Know Boards, and Possible Resources PBL Lesson Plan for Diverse Learners

Problem Statement: How can we, as concerned 4th Grade Panama City Elementary School students, defend the playground or defend the grocery store in such a way that: □ We are prepared by the community forum in 2 weeks. □ We can list the benefits of the success of our side, either for the playground or for the grocery store. □ We can vote for our side and give at least three reasons why we voted that way. □ We provide an alternate location for the opposing side.

Know/Need to Know Sample Board What we Know: 1. “Feeds-a-Lot” offers grocery items at a discount price. 2. The proposed location for “Feeds-a-Lot” is the current Panama City Elementary School playground. 3. The playground location is convenient for parents dropping their kids off at school. 4. The mayor is holding a Community Forum in two weeks. 5. A vote will be held to determine if the plans for “Feeds-a-Lot” go forward or not. 6. There are benefits for the community regardless of which side wins. 7. The mayor is involved in the plans.

What we Need to Know: 1. How do the discounts at Feeds-a-Lot compare to other local stores? 2. What other locations are possible sites for “Feeds-a-Lot”? 3. Does convenience for the parents overtake the needs of the children? 4. What is our responsibility as a citizen to participate in the forum? 5. What are our rights as citizens to vote? 6. Why is it important to get involved in decisions that affect me? 7. Are there more benefits to the community if my side wins? 8. What are the responsibilities or influences of the mayor when it comes time to vote? 9. Are there any laws that might prevent the grocery store from being constructed? 10. What can I do to present my information in a way that makes me look professional and respected?

Resources Newspaper Article: The meet the problem article “Feeds-a-Lot to Replace Playground” in the fictitious “Panama City Times” newspaper article.

World Wide Web: Division of Elections – Florida Department of State. “Frequently Asked Questions” article retrieved from: http://election.dos.state.fl.us/online/faq.shtml. Ben’s Guide to U.S. Government for Kids. “Responsibilities of Citizens” article retrieved from: http://bensguide.gpo.gov/3-5/citizenship/responsibilities.html. Kids Health. “Community Service: A Family’s Guide to Getting Involved” article retrieved from: http://www.kidshealth.org/parent/positive/family/volunteer.html

Books: Speaking Up, Speaking Out: A Kids' Guide to Making Speeches,Oral Reports, and Conversation is written by Steven Otfinoski and illustrated by Carol Nicklaus. The book was published by The Millbrook Press in 1996.

Videos: Schoolhouse Rock! - America Rock (1973), by Walt Disney World.

Human Resources: Students will seek out input from their parents about possible alternate locations for “Feeds-a- Lot” or the playground. Rodney Dobbins, City of Panama City Director of Human Resources. Mr. Dobbins will be used as a reference to describe the roles and responsibilities of the mayor. Capstone Performance PBL Lesson Plan for Diverse Learners

Capstone Performance Description: For the Capstone Performance, students will assume the roles of concerned citizens in Panama City. The teacher will divide students into two groups: 1. For the Grocery Store and 2. For the Playground. Students will be placed in two groups to challenge their thinking. In these groups, students will research information and come back to the group to share what they found. Before reporting back to the group, the individual student will compile a list of at least seven reasons how the community could benefit should their side win. After all the information is compiled, the groups will generate a list of seven reasons of how the community could benefit should their side win. The teacher will bring the class together and make a list on the board of the benefits each group came up with. The students will have two weeks after receiving the meet the problem article to prepare for the town hall meeting. Prior to the town hall meeting, a press conference will be held. At this press conference students will assume the role of a reporter and make a prediction on how the vote will turn out by citing at least one pro and one con from each of the groups’ lists. Students may work in pairs or individually on this assignment. Students will be evaluated individually when presenting at the town hall meeting. At the town hall meeting, students will vote either for the grocery store or for the playground based on the information they gathered during research. At this time, students must give at least three reasons why they voted the way they did. The student will offer two alternative solutions citing at least four justifications for it. A classroom aide will assume the role of the “judge” at the town hall meeting. This aide will be encouraged to dress the part, black robe, gravel, maybe even a white wig. To challenge student thinking, the “judge” will ask the student the question, “What one part of this assignment made you think the most? Give me three reasons why.” The “judge” will offer their verdict after all the students have presented. Note: the verdict has no impact on student grades. The classroom will be set up as follows for the town hall meeting:

Presenting Student at Podium

Teacher Rubric for Assessing the Capstone Performance

Criteria Superior Adequate Unacceptable Research 10 Pts. 7 Pts. 5 Pts. Student accurately utilizes Student accurately utilizes Student accurately utilizes at least seven of the eight at least five of the eight at least two of the eight available resources to available resources to available resources to research. research. research. Student compiles a list of Student compiles a list of Student compiles a list of seven accurate reasons how five accurate reasons how two accurate reasons how the community would the community would the community would benefit should their side benefit should their side benefit should their side win. win. win. Student identifies at least Student identifies at least Student identifies at least one correct source for each one correct source for five one correct source for two of the reasons on their list. of the reasons on their list. of the reasons on their list. Student shares all seven Student shares all five Student shares all two reasons from their list with reasons from their list reasons from their list their group. with their group. with their group.

Prediction 30 Pts. 21 Pts. 16 Pts. Student offers a reasonable Student offers a Student offers a prediction for how the vote reasonable prediction for reasonable prediction for will turn out. how the vote will turn out. how the vote will turn out. One pro from the One pro from the A pro from the classroom classroom list is cited classroom list is cited list is not cited correctly. correctly. correctly. A con from the classroom One con from the OR list is not cited correctly. classroom list is cited One con from the Student clearly didn’t correctly. classroom list is cited consider pros and cons in Prediction contains facts correctly. developing a prediction. and is clearly thought out Prediction contains facts and correctly utilizes and is somewhat thought resources. out. Vote 50 Pts. 35 Pts 22 Pts. Student votes for either the Student votes for either Student votes for either grocery store or the the grocery store or the the grocery store or the playground in alignment playground in alignment playground in alignment with the rights voters have. with the rights voters with the rights voters Student gives at least three have. have. accurate reasons for voting Student gives at least two Student gives one accurate the way they did. accurate reasons for reason for voting the way Student offers two correct voting the way they did. they did. alternatives to the side they Student offers one correct Student fails to offer a voted against. alternative to the side they correct alternative to the Student cites at least four voted against. side they voted against. accurate justifications for Student cites at least two Student fails to cite any their offered alternatives. accurate justifications for accurate justifications for their offered alternatives. their vote. Thinking 20 Pts. 14 Pts. 11 Pts. Challenge Student offers a well Student offers a thrown Student offers an ill- thought out answer that together answer that thought out answer that demonstrates competency. somewhat demonstrates has a lack of competency. Answer cites at least three competency. Answer cites at least one correct reasons why. Answer cites at least two correct reason why. The answer refers to at correct reasons why. The answer fails to refer least two accurate The answer refers to at to any experiences from experiences from the least one accurate the lesson. lesson. experience from the lesson.

Score Conversion 99 – 110 A 88 – 98 B 77 – 87 C 66 – 76 D 0 – 65 F Two Alternative Solutions and “Best” Solution Analysis

PBL Lesson Plan for Diverse Learners

Solution One: The concerned 4th Grade Panama City Elementary School students do not support the playground being maintained in its current location. The area surrounding the school has much vacant land to offer that is more suitable for a playground than the current location. The vote would be cast to support the construction of the grocery store in the location of where the current playground is. The current location of the playground is not as safe as possible for students in that it has many unfixable pot holes, ditches and piping sticking up from the ground. The convenience to parents of the grocery store will help save them time. PRO CON Students will still have a playground. The construction of the alternate playground may take a long time. The students won’t risk hurting themselves The purchase of the land for the alternative on the pot holes, ditches, and piping any location may take a long time. longer. Parents will be able to shop close to school Some students may become upset about the for groceries. alternative location for the playground. There are a variety of locations surrounding Students may injure themselves if the the school to choose from for the alternate playground stays in its current location due playground location. to unfixable items on the grounds.

Consequences: The school may face unanticipated costs in the purchase of the land for the alternative location. In addition, there may be unanticipated costs in obtaining permits for construction and costs for the construction itself.

Solution Two: The concerned 4th Grade Panama City Elementary School students support the playground being maintained in its current location. The area surrounding the school has much vacant land to offer that is more suitable for a grocery store than the current proposed location. The vote would be cast to support maintaining the playground in its current location. Moving the playground to a different location would cost a great deal of money. Although there are hazards on the playground (pot holes, ditches, and piping sticking out of the ground) these are more easily fixed than moving to another location.

PRO CON Students will still have a playground. The alternative location for the grocery store isn’t as convenient as where the current playground is. The school will save money by not having The students still have to be worried about to move the location of the playground. injuring themselves on the hazards on the playground. The proposed alternate location for the The school will still have to spend money store is still very close to school and is to fix the hazards on the playground. convenient for parents. Students won’t have to play inside while The grocery store owners will have more waiting for a new playground to be work to do to find an alternative location. constructed.

Consequences: The school will still have to look into the cost involved to upkeep the playground. The school will need to spend money to fix the current hazards on site. The school will need to weigh the cost benefits of selling the land where the playground is versus the costs involved in purchasing alternative land. Justification: The best solution is solution one. The two main concerns that need to be addressed are money and the safety of children. First, schools do not have a great deal of money and this school plans to propose purchasing an alternate piece of land which will cost money the school does not have. Even if the school sells the playground site to the grocery store, the profit may not be enough to cover costs for the purchase of land, the permits to construct, the cost of construction and the cost of the new playground equipment. Secondly, the boundaries for a school campus are important for student safety. If the playground is moved to an alternate location where students will have to cross a street, the city will have to become involved to ensure the safety of the students is not compromised. The city will have to put up more signs, paint the roads appropriately with crosswalks and additional traffic lights might have to be installed to control traffic. The safety of the students is more important than any profit the school might make from the sale of the playground. Although the cost to accomplish this would not be on the school, it is still an unnecessary cost to the community. The repairs for the current playground are still needed and the current amount in the school’s budget is enough to cover these repairs. If more funds are needed, fundraising can be done and donations can be solicited. Debriefing Plan & Coaching Questions PBL Lesson Plan for Diverse Learners

Review of Student Generated Reponses: Each individual student will present their vote in the City Hall (classroom) in front of a judge (a classroom aide). The entire class will hear everyone’s votes and explanation for why the vote was cast in favor of or against the playground.

Rating of Solutions: As each student is giving their presentation and citing reasons for why they voted the way they did, the remaining students will rate the explanation on a scale of one to five: 1 = They didn’t convince me at all 2 = They somewhat convinced me 3 = I’m in the middle on this one 4 = I’m likely to side with this person 5 = I’m going to vote the way they did, they were right on

After all the presentations have been made, the teacher will tally up the results and will present to the class the top two rated solutions. The class will reflect on the two solutions to see if they can come up with a better solution that everyone could agree on.

Required Coaching at end of Debriefing Session: The “best” solutions will contain the following: 1. A vote either for or against the playground. 2. A reference to material that was researched is given. 3. Three reasons are given to support their vote. 4. A prediction of how the vote will turn out. 5. One pro and one con are given when offering a prediction. If a student fails to address any of these five items, the teacher will prompt students to address the missed items by asking the student questions. Also, the teacher will encourage the class to prompt the voter by asking questions at the end of the voter’s explanation.

Type of Question Question Meet the Problem C After reading the newspaper article, what two sides are there? M Where do you think you could go for more information about this topic? E Do you think this problem could happen in real life? Know/Need to Know Board C Who is gets a vote at the Community Forum? M How do you know who gets to vote and who doesn’t? E What else do you need to know about voting rights before the Community Forum? Problem Statement C What kind of time frame do you have to find a solution? M What can help you get ready in that time frame? E What do you think the other side might say to your solution? Research C Who or what might be a good reference for explaining your rights as a citizen? M Why do you think the reference you used is a good reference? E How do you think the other side might use this same reference? Generating Possible Solutions C What is your reason for voting the way you did? M Based on the votes you’ve heard so far, how do you think the vote will turn out? E Based on your vote, what is an alternate solution for the side you are voting against?