“If we teach our children as we taught yesterday, we rob our children of tomorrow.”- John Dewey.

“If we teach our children as we taught yesterday, we rob our children of tomorrow.”- John Dewey

Saint Peter’s College North Plainfield Regional Center Phase II Class project Creating a challenge-based, instructional, cross-content, collaborative, Web 2.0 unit of study through the lens of a core ethical value (character education).

Your emerging learning styles emerging educational Web 2.0 resources Leverage your current devices with teaching and learning. What is a challenge-based learning unit?

A sample outline for a unit from Mac Learning.

Language Arts Core Value Social StudiesTheater Arts Physics Environmental Science Physical Education

THE SIX PILLARS OF CHARACTER EDUCATION / PROFICIENCIES TRUSTWORTHINESS Students will develop appreciation of trustworthiness. Students will understand that genuine sincerity; personal morality and trust in deeds and words must be realized in order to demonstrate trustworthiness. CIVIC VIRTUE / CITIZENSHIP Students will develop appreciation of civic virtue and citizenship. Students will understand the importance of not only knowledge and respect for the law, but the duty to give to society more than one takes. RESPONSIBILITY Students will develop an appreciation of responsibility. Students will understand how all behaviors are accountable and those rights require responsibilities to participate as active citizens in our democratic constitutional system of government RESPECT Students will develop appreciation of respect. Students will understand that genuine respect requires that we all have a moral obligation to honor the essential worth and dignity of the individual, including oneself. We have a responsibility to be the best we can be in all situations. CARING Students will develop appreciation of caring. Students will understand that caring is the heart of ethics and is demonstrated in how we show our emotional concern toward all people. JUSTICE / FAIRNESS Students will develop appreciation of justice and fairness. Students will understand that a just and fair person considers all points of view, listens to others and balances truths in light of evidence.

Duration of Unit: 1 week Grade Level: 9 - 12 Description of Learners: General ed students in an urban/suburban setting. What is the purpose of the unit? A multi-content unit based on justice and fairness. Students will know how to make connections to the terms of justice and fairness.

Duration of Unit Grade Level Description of Learners What is the purpose of the unit? (What will the students be able to do and remember) Unit Assessment 2 MC and 1 OEQ for each content area within the unit

Language Arts

Develop a Wordle that includes elements of the unit per respective content area

Each member of the group develops a lesson plan for their content and includes an aligned NJCCCS / CCS standard for each component of the unit.

1. Anticipatory Set (focus) - A short activity, question or prompt that focuses the students' attention before the actual lesson begins. 2. Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. 3. Input - The vocabulary, skills, and concepts the teacher will impart to the students 4. Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words. 5. Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do. 6. Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? 7. Independent Practice - The teacher releases students to practice on their own based on #3-#6. 8. Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today". Hunter Model

1. Anticipatory Set (focus) - When do actions speak louder than words? Are some laws unjust? What can we do to change unjust laws? Is it ever justifiable for protesters to break the law for the sake of their cause? Students will discuss, take this online survey and add in their own comments. http://www.debate.org/opinions/is-it-ever-justifiable-for-protesters-and-activists-to-break- the-law-for-the-sake-of-their-cause

1.To understand the significance of “non violence” and the role it played in the civil rights movement (social studies) 2.To understand Martin Luther King, Jr’s Role in the movement 3.To analyze King’s Letter from a Birmingham Jail 4.To compare and contrast King’s ideas with current social justice movements 5.To understand social justice issues in an economic context (economics)

Input - Vocabulary Moratorium Paradoxical Retaliating Cognizant Skills Close Reading Dual Entry Journaling Identifying Allusions Sourcing Text Evidence Summarizing Concepts What is non-violent protest Tracing an argument

Modeling (show) - Students will close read their texts by underlining key quotations and phrases Student will use scaffolding chart to help them write a summary of the text

Throughout the month-long unit, the class will participate in a variety of activities including direct instruction, group work/presentations, and independent writing assignments. ●Hear: Introduce a skill like identifying one of the themes in a text ●See: Work with students to identify another theme ●Do: Students identify other themes on their own

Checking For Understanding (CFU) - The teacher will... ●Ask questions during class for immediate feedback ●Give students periodic quizzes on the text being read ●Have students write responses in class journals and exit tickets ●Complete scaffolding worksheets ●Write rough drafts of summary and analysis Results from assessments will determine lesson placing and whether reteaching of a concept is necessary

Independent Practice - ●Students will apply themes and concepts from Letter from a Birmingham Jail to current social justice causes ●Students will pick a protest movement of their choice, create a multi-media presentation on the movement and write an argumentative essay supporting their position on the cause

Closure - Students will take part in a court room trial with opening statements from both sides of the case. Groups of students representing protestors will prove why they feel it’s morally right to break what they see as immoral laws. Other student groups representing the prosecution will argue why disturbing the peace with illegal protests does more harm than good.

STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Multiple Choice - What does King say is a threat to justice everywhere? A)Non violent protests B)Angry mob violent C)Any type of injustice D)Direct action in communities What does estrangement mean? A)Discrimination B) Anxiety C) Sinfulness D) Separation

Open Ended Questions: What does King mean when he says society must protect the robbed and punish the robber? Can extremism be a good thing? Survey is at... https://www.surveymonkey.com/r/Y5YHC8Bhttps://www.surveymonkey.com/r/Y5YHC8B

Group develops a survey of 2 MC and 2 OEQ’s, sends to another group for results and posts them on the a slide.

Rubric for the opening statements in court assignment. RUBISTAR.COM http://rubistar.4teachers.org/index.php?screen =ShowRubric&rubric_id=2610356&

Why stop here....how about....... (0ptional) Special education modifications to unit Cooperative learning in lessons reading strategies Developmental theories cited Questioning techniques Multiple intelligences applied Mentoring log citation (Danielson) podcast resource in lessons

How to get started....... Upload this presentation into Google Doc’s from our class resource folder, share with members develop an online dialogue.......Skype with group...record and place in project....

Social Studies

NJ CCCS 6.1.12.A.8.a: Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer. 6.1.12.A.8.c: Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations. 6.1.12.C.8.a: Analyze the push-pull factors that led to the Great Migration. 6.1.12.C.8.b: Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women. 6.1.12.D.8.a: Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence. 6.1.12.D.8.b: Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values.

1. Anticipatory Set (focus) - A short activity, question or prompt that focuses the students' attention before the actual lesson begins. 2. Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. 3. Input - The vocabulary, skills, and concepts the teacher will impart to the students 4. Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words. 5. Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do. 6. Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? 7. Independent Practice - The teacher releases students to practice on their own based on #3-#6. 8. Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today".

1. Anticipatory Set Watch the short clip from the film Men in Black. https://www.youtube.com/watch?v =NqR6CBFyelw https://www.youtube.com/watch?v =NqR6CBFyelw What Does Kay mean when he says “a person is smart but people are dumb?” Write it Down! Think, Pair, & Share. Discuss human behavior & fish for modern examples or Mob Mentality.

2. Objective We will be able to…. -Analyze the strengths and weakness in other forms of government and understand how authoritarian forms of government are created. -Evaluate the rise anti-immigrant sentiment during WWI and how it led to isolationism and xenophobia in the 1920s. -Evaluate the impacts of the Great Migration on United States Culture. - Analyze the Cultural climate that lead to the the Rise of the Ku Klux Klan, The Palmer Raids, and the outcome of the Sacco & Vanzetti trial. -Analyse the duality of culture in the 1920s: The Harlem Renaissance v. The Rise of the KKK; The Great Migration v.The Chicago Riots; Wealth v. Poverty; Labor Unrest v. Xenophobia; Immigrants & Women v. Justice for All....While making Connections to Art, Music, and Science. Examine notions of Justice and Fairness in the events that unfolded in the 1920s as well as examine justice and fairness in the telling of history.

3.Input The vocabulary, skills, and concepts the teacher will impart to the students… -Unit VOcabulary & GUided Readings. -Unit Mini Lectures, Audio-Visual Devices, Socratic Seminars, and Working with Primary Sources.

4. Modeling Document Based Questions… I will read an example of a Primary Source from the Chicago Race Riots of 1919. I will discuss and direct what we Will be looking for to complete the Graphic Organizer.

5. Guided Practice: We will read the First Two sources on the Chicago Riots together and Discuss Similarities and Differences as we go. The students will reread the Documents in Pairs and complete the graphic organizer while I circle to assist.

6. Checking For Understanding (CFU) -Multiple Response Strategies to Directed Questions- - Blink Twice of You Understand Me…. Make Eye Contact When you are Done… Demonstration of Learning (DOL)

7. Independent Practice - DBQ Practice: Go to page 658 in your textbook. Summarize how the Textbook portrays the Chicago Race Riots of 1919. Comparing this portrayal to the video and two Sources… Do you find this account accurate? Why or Why Not? Why might the author have told this story in this manner?

8. D.O.L. / Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today". D.O.L. Explain two events that Lead to Xenophobia during this time Period. Closure/Next Time: We discussed the Chicago Race Riots through multiple accounts in order to gain a clear picture of the event as well as to detect bias within each author’s account. We will continue to see the impacts of the Great Migration on United States Culture in a little town called Harlem...

Why stop here....how about....... Special education modifications to unit (Allot for Verbal Assessments and Alternative Texts) Cooperative learning in lessons (Think, Pair, Share) reading strategies (Circle Words that are unclear. Define for Extra Credit.) (How to Take Notes) Multiple intelligences applied (Audio/Visual/Writing Activities) i.e. the Assembly Line Project Other Resources (Google Classroom... Daily Post of what we did that day)

The End!

Theater Arts

Standards Use 1.1.5.C.1 Evaluate the characteristics of a well-made play in a variety of scripts and performances. 1.3.5.C. Create original plays using script-writing formats that include stage directions and technical theatrical elements, demonstrating comprehension of the elements of theatre and story construction.

Anticipatory Set After reading about the play ‘Fences’ (reviewing the cover, reading character synopsis, playwright’s bio, reviews and production history) what specific influences does history have on theater and vice versa?

Objective: SWBAT analyze examples of theatres influence on history and history’s influence on theatre in Western and non-Western theatre traditions.

(INPUT) Vocabulary: Aspiration, Discrimination, Justice, Fairness, Opportunity, Hope Skills: Reading aloud, Script analysis and demonstrated understanding through performance of scenes and monologues. Concept: What happens when injustice denies opportunity? Opportunity denied leads to bitterness or death… the death of identity, manhood, relationships, and even life.

Modeling Teacher will initiate questions and facilitate a discussion about how the play Fences explores justice and fairness.

5. Guided Practice Student actors read and analyze the script in the round and answer a series of open ended and multiple choice questions (written assessment) and choose scenes to perform (performance assessment) in groups in order to demonstrate their understanding of the play’s theme(s) and context.

6.CFU Students are assessed on their ability to perform with conviction.

7. Independent Practice Students write two-three page scenes exploring the themes justice and fairness. 8.Closure Student playwrights read their scenes again in the round to their peers. end...

1. Anticipatory Set (focus) - A short activity, question or prompt that focuses the students' attention before the actual lesson begins. video image article question link

Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. Make at least two connections to other content areas

Input - The vocabulary, skills, and concepts the teacher will impart to the students

Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words.

Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do.

Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up?

Independent Practice - The teacher releases students to practice on their own based on #3-#6.

Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today". Create a sample of a finished product

Group determines which best standard(s) is aligned with the unit plan.

Rubric for the project created by group. RUBISTAR.COM

Physics

1. Anticipatory Set When is it justifiable to use these weapons? Who should make these decisions? How can we prevent terrorist groups acquiring these technologies? How can scientists ensure that their research is used for ethical purposes? Students will discuss and complete http://www.peep.ac.uk/content/fileadmin/user_upload/documents_peep/worksheets/0 7._PEEPDISC_Nuclear_Weapons.pdf

Purpose (objective) - The objectives of this unit are: 1. To understand the historical context in which nuclear weapons were invented 2.To understand the physics of nuclear fission and fusion 3.To develop an opinion on the justification of nuclear weapons based on science and research

Input - 1.Historical Context of Nuclear Weapons: a.Einstein’s Letter b.Manhattan Project c.Hiroshima/Nagasaki d.Current Nuclear Weapons 2. Nuclear Physics a.Radiation and Half-Life b.Nuclear Fission c.Nuclear Fusion d.Nuclear Energy 3.Justification a.Ethics in Science b.Nuclear Weapons as Deterrence c.Other uses for Nuclear Energy

Modeling (show) - Students will complete a physics quest on Nuclear physics. Deliverables: 1. Wiki Site (see https://drglennon.wikispaces.com/Physics+Note s+and+Presentions for an example https://drglennon.wikispaces.com/Physics+Note s+and+Presentions 2.Create Glogster with position on nuclear weapons

Guided Practice (follow me) - Throughout the month-long unit, the class will participate in a variety of activities including direct instruction, online simulation (e.g. http://phet.colorado.edu/en/simulation/build-an- atom), guided and independent problem solving (https://njctl.org/courses/science/algebra-based- physics/nuclear-physics/) and independent and group research projects http://phet.colorado.edu/en/simulation/build-an- atomhttps://njctl.org/courses/science/algebra-based- physics/nuclear-physics/

Checking For Understanding (CFU) - Understanding will be assessed periodically through Check Points. A series of 3 checkpoints will assess student understanding of historical perspective, scientific content knowledge and current events in nuclear research.

Independent Practice - 1. Complete a Physics Webquest and create a Wiki-Log of your answers (http://physicsquest.homestead.com/nuclear.h tml)http://physicsquest.homestead.com/nuclear.h tml 2.Create a User Guide on Nuclear Fusion or Nuclear Fission Including: Cover Page, Definitions, Example Problems solved, Practice Problems 3.Create a poster using Glogster to either Justify the use or abolishing of Nuclear Weapons

Closure - Students will conduct a debate about the justification of nuclear weapons. Students will be assigned a position (either for or against continued research) and a specific topic to research. Students must present three to five statements during the classroom debate with fact-based arguments.

STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Open Ended Question: 1.Do you think the US should continue to research nuclear technologies? Justify your answer with scientific and historical evidence. 2.What is the difference between nuclear fission and nuclear fusion?

Multiple Choice Questions 1. A reaction that releases more energy than is put into it is called: A. endothermicB. exothermic C. nuclear D. chemical E. radioactivity 2. A 100 g sample of a radioactive element has a half-life of 5 days. How many grams of radioactive material will remain after 15 days? A. 100 gB. 50 gC. 25 gD. 12.5 gE. 0 (answers 1. B, 2. C)

Create Rubistar Rubric: Rubric for final debate http://rubistar.4teachers.org/index.php?scr een=ShowRubric&rubric_id=2609026

Environmental Science

1. Anticipatory Set (focus) - A short activity, question or prompt that focuses the students' attention before the actual lesson begins. 2. Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. 3. Input - The vocabulary, skills, and concepts the teacher will impart to the students 4. Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words. 5. Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do. 6. Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? 7. Independent Practice - The teacher releases students to practice on their own based on #3- #6. 8. Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today". Hunter Model

1. Justice and Fairness _ Environmental Science -Anticipatory Set ●60 % of global warming is done by a handful of countries(Seven countries). ●However, most of the World’s poorest countries will be affected from Global Warming. ●How can environmental science help us understand global warming? ●How can we reduce the impact of global warming and save our planet from this environmental catastrophe?

Global Warming

Summer - 2050

The Worst Polluters

RankCountryTotal Carbon Dioxide Million Metric Tons (2011) Metric Tons Carbon Dioxde per Person (2011) 1china8715.316.52 2United State5490.6317.62 3Russia1788.1412.55 4India1725.761.45 5Japan1180.629.26

The Worst Polluter

The Most Vulnerable Impact

Those who have the least has the most to lose.

Purpose - By exposing students to the causes and effects of Global Warming. 1. They will appreciate the impact of global warming on the world’s economies, agriculture and industries. 2. They will suggest ways that they can help to reduce global warming and save our planet from climate change. 3. They will propose a fair and justifiable solution to global warming.

●Input - Terminology: Global Warming, Greenhouse Gases, Carbon Dioxide, Methane, Water Vapor, Deforestation, Aerosols, CFC, Reforestation, Agriculture, Fossil Fuel, Combustion ●Modelling - The teacher will explain how Global warming occurs, and the general impact of global warming on the environment. ●Guided Practice - Under the guidance of the teacher, Students will used the information presented to them to suggest ways they can solve the problems created by Global warming.

Closure - Is it fair that the rich countries are the greatest polluters of the environment but the poor countries will suffer the most? Should countries who do not pollute the environment as much, but will be affected most by climate change, be compensated by the big polluters? What would be a fair and equitable solution to the climate change?

Ture or False 1.Global warming is a man made disaster. ________ 2.Global warming is caused greenhouse gases. __________ 3.Carbon dioxide, methane, sulphur dioxide and nitric oxide are all greenhouse gases. ______ 4.Only developed countries must reduce the amount of greenhouse gases emitted. ________ 5.Only poor countries will be affected by climate change. ______ Open Ended: 1.Who should pay for the damages caused by Global Warming? 2.Should the non-polluters be compensated by the polluters for the damages created by global warming? 3.What would be a fair and equitable solution to global warming?

http://rubistar.4teachers.org/index.php?ts=1 457571745 Rubric for the question: What would be a fair and equitable solution to climate change?

Physical Education

Purpose (objective) The learner will demonstrate proper basketball shooting technique while participating in the cooperative basketball game “JUSTICE” Cross Content: Math, Language Arts

VOCABULARY “JUSTICE”, Fairness, basketball hoop, Jump-shot, lay-up

The students will complete their daily warmup, stretching, and exercise routine. Warm-up- jog and dribble 10 laps around gymnasium. Stretches- Neck Circles (10 each direction), shoulder stretch, tricep stretch, Standing Calf Stretch, standing hamstring stretch, standing quad. stretch, butterfly stretch, cobra stretch. Excercises-jumping jacks(20),sit-ups (20) push-ups (10), leg lifts (10), plank (30 sec)

1. Anticipatory Set -”Who wants to know the secret to making millions of dollars!?!?!”” “Are You Sure?” “Well the secret is……...having a great jump-shot!”

MODELING/CFU Teacher will model and demonstrate proper basketball shooting form. Students will demonstrate without then with ball. Teacher will make corrections if necessary.

Active Learning -To continue with our theme of justice and fairness today we will play the basketball shooting game “JUSTICE” - For fairness the class will be divided into groups of 4 or 5 grouped accordingly by ability levels.

Active Learning Class will play basketball shooting game “JUSTICE”. 1-Students will determine a shooting order, which will remain throughout the game. 2-First student in line will attempt a jump shot, or layup. If the shot is made, each player in line must attempt the same shot.

Active Learning 3- If one of the remaining students in line miss the shot they receive a letter. 4- Players are eliminated when they completely spell the word “JUSTICE”. 5- Play continues until there is one player remaining.

Closure What offensive skill did we work on today? What would happen if… jumped backwards not straight up? guide hand placed wrongly?

RUBRIC

Special education modifications Equipment modifications-lighter ball, smaller ball, lower hoop Playing Area- Smaller playing area if necessary Rules- eliminate letters if necessary

“If we teach our children as we taught yesterday, we rob our children of tomorrow.”- John Dewey.

Similar presentations

Presentation on theme: "“If we teach our children as we taught yesterday, we rob our children of tomorrow.”- John Dewey."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

“If we teach our children as we taught yesterday, we rob our children of tomorrow.”- John Dewey.

Similar presentations

Presentation on theme: "“If we teach our children as we taught yesterday, we rob our children of tomorrow.”- John Dewey."— Presentation transcript:

Similar presentations

About project

Feedback