Group 4: Michelle Phillips, Sara Shokry, Sandra Fahmy, Suzy Sakr, Farida El Ezaby Group 4 Project Design: Elly, Sara, Sandra, Suzy, Farida 1. Project Overview Project Title Building Community Driving Question What can we do to get to know each other and strengthen our school community? Grade Level/ Subject First Grade Language Arts/Social Studies/Math/PESE/Global Perspectives/21st Century Skills Time Frame 6 Weeks Project Summary In this project, students will collaborate in groups to create a book, video, or poster and also compile a class video that helps them learn about one another so that they can begin to create a strong school community. Children will first learn what “community” means and then explore their role in their own communities, sharing a bit about themselves, their families, and their homes. They will further extend the idea to learn the roles of others in their community (school and neighborhood) and how these ideas are related. They will also learn about non-fiction texts to learn how to write and create their own content. Children will then bring all of these elements together into one public product. Parental Involvement ● Parents will make videos of their children interviewing various community members in their neighborhood as well as at school. ● Parents will attend the launch party. Community Engagement/Partners: Children will interview various members of the neighborhood community such as employees at local shops & supermarkets, the electric company, nurseries, police stations, etc. Global Perspective Students will share their final product with their class pen pal in another country. Student Voice and Choice Public Product(s) Individual and Team ● Students will choose their project (booklet, poster, video, etc.). ● Students will choose which community members within the school they will interview. ● Students will plan the launch party and choose who will attend (i.e., parents or other students, etc.) ● Students will choose how to share their creations with their pen pals in another country (letters, pictures, zoom, etc.) In groups students will create either a book, poster, or video to describe their communities and to compile and share their ideas of events and activities that will make their school community stronger which will be shared with parents and others via a launch party and also with their class pen pals via a method of their own choosing. 2. Resources What is a community : https://youtu.be/zeM5ewySceQ What community are you from : https://youtu.be/cTujW74tLJw Community helpers : https://youtu.be/jt2q1cHsH6E Types of communities: https://youtu.be/lGC0zxgRNJQ 2 3. Learning Goals: Students will be able to... Social Studies Objectives Math Objectives ● ● ● ● ● ● ● Describe and compare the various communities to which he or she belongs. Explain how communities have natural and constructed features. Recognize the components of a local community. Identify the contributions of different members of a community. Create and share his or her own story about being a community member. Relate what it means to be a good citizen. Relate knowledge of the concept of goods and services to the community. Data Collection ● Explain that sets can be organized by one or more attributes. ● Recognize that information about themselves and their surroundings can be collected and recorded in different ways. ● Collect and represent data in different types of graphs, for example, tally marks, bar graphs. ● Represent the relationship between objects in sets using Venn diagram. Language Art Objectives ● ● ● ● ● ● PESE Objectives ● Examine different factors (heritable and non-heritable) that shape an identity (for example, gender, sexuality, nationality, language group) ● Recognize personal qualities, strengths, and limitations. ● Reflect on how they cope with change in order to approach and manage situations of adversity. Apply knowledge of print concepts Show phonological awareness. Develop a story through planning Practice listening and speaking skills. Use sentence level context as a clue to the meaning of a word or phrase. Distinguish shades of meaning among closely related verbs (e.g., Toss, Throw, Hurl) and closely related adjectives (e.g., thin, skinny, scrawny, slender) 3 Success Skills/ 21st Century Skills ● ● ● ● ● Social and Emotional Learning. Critical Thinking Student agency Self-awareness, Oral/written communication. Key Vocabulary ● ● ● ● ● ● ● ● Community Role System Interview Launch Project Pen pal Citizen 4. Entry Event Part 1: Students will go on a field trip to a fire station where one of the firemen will talk about his community and what his role is in the community and how they work together to be strong. Part 2: The teacher will have pictures laid out on the student’s tables of different representations of communities. These range from family to neighborhoods and may even include bees or ants. Teacher will ask students “Walk around and look at all these pictures. What is the same? What is different? What types of interactions are going on? What words can you use to describe these pictures? Do you think they are strong communities? Why or why not? The student’s answers will be recorded on the board along with initials of who answered. The teacher will explain what it means to be a strong community. 4 Part 3: “I’d like you to pick a partner who is sitting near you to find out what kinds of communities they are part of and if they think their community is strong and why?” The teacher will write these questions on the board: “Which community do you want to tell us about today?” “What kinds of things do you do in your community?” “What words can you list to describe your community?” “What is your favorite thing about your community?” “How is your community different from one of the images we saw in the beginning of class? How is it the same?" The teacher will remind the students of these questions during the interview. After the students interview each other they will be instructed with directions written on the board that says: “Draw a picture representing your partner’s community. Include two things that your partner told you about their community. Circle these two things on your Picture to remind yourself.” 5. Project Milestones Milestone #1 Milestone #2 Milestone #3 Milestone #4 Milestone #5 Milestone #6 Public Product Entry Event / Need to Know/ Inquiry & Discussion (Class) Inquiry & Discussion (Group) Discovery/ Communication (Individual) Inquiry & Discussion/ Critical Thinking (Individual/class) Creating/ Final Product (Group) Planning/Collaborati on/Public Presentation (Class/Group/Individ ual) 5 Key Student Question What can we do to get to know each other and create our school community? Key Student Question Key Student Question Key Student Question Key Student Question Key Student Questions What is a community? What communities do I belong to? What can we do to get to know each other and make our community stronger? How can we put all of our work together to describe our community and how we work together? How can we share what we learned with our community? Formative Assessment(s) Formative Assessment(s) Formative Assessment(s) Formative Assessment(s) Formative Assessment(s) Questions Generated by Students Community Web Model *students will create a mind map of communities to display how they are interconnected 1) Self-portrait of family drawing or family picture with labels 2) Individual videos of interviews *Parents will take students to interview different community members and record a video of the Formative Assessment(s) Student's ideas for... Final Product: 1) events and students will choose activities, e.g. to collect their ideas lunch with a in a book, poster, or staff member play. every once in a while, game nights, bake sales, etc.; 2) what do we want to know to get to know each other How can we share what we learned with someone outside our community? 1) Plan a launch party to exhibit and explain their final products 2) Choose a method to share their final products with their class pen 6 interview which will be compiled into one video for viewing at the launch party. *each student must contribute at least 1 idea for both pals in another country. 6. Project Calendar Driving Question What can we do to get to know each other and strengthen our school community? Week # 1 Project Milestone Launch the project, share the driving question and introduce the public product. Then, generate a list of questions your children need to know in order to answer that driving question. Those questions will guide the project. Inquiry/innovation (Key What is a community? Can I be part of more than 1 community? Is the school a community? What do we want to know about each other? Student Questions) Anticipated Challenges Students may object to their groups, students may feel uncomfortable talking about their homes and families, may be shy to join groups, need to ensure groups are mixed levels and abilities and intelligences Driving Question What is a community? Week # 1 7 Project Milestone Students will explore the concept of “community” and dig deeper into this topic by investigating the different types of communities, including their own. Inquiry/innovation (Key Is a community big? Is a family a community? Is a sports club a community? Do people make a community? Is a community a place? Student Questions) Anticipated Challenges Students may struggle with the concept of different types of communities especially family or school as a community, groups will need adult support and supervision Driving Question What communities do I belong to? Week # 2 Project Milestone As students become familiar with the different aspects of a community, they begin to understand how different members of the community, including their family, plays an important part in the school community. Inquiry/innovation (Key Student Questions) How can I be in more than one community? Do I need to join all the communities? Is everybody part of the same community? Is everyone part of my community? Anticipated Challenges Students may come from broken homes, some students are shy and insecure Driving Question What can we do to get to know each other and make our community stronger? Week # 3 Project Milestone Students learn about how group activities and events require important social and emotional skills that help make us closer to each other and build a strong community. 8 Inquiry/innovation (Key Student Questions) What do I want to know about someone I meet for the first time? What activities do we enjoy? What activities make us have to work together? What can we do to help others? Anticipated Challenges Students will have to be instructed on how to conduct an interview and be guided through the interview itself. Parents and community members might not cooperate, students may be shy to conduct an interview Driving Question How can we put all of our work together to describe our community and how we work together? Week # 4 Project Milestone Students learn about the important parts of informational books, posters, and videos and collaborate to put all of their work together in the creation of their public product. Inquiry/innovation (Key Do we need pictures? How can we get them? What do I need to create my book/video/poster? Student Questions) Anticipated Challenges Students not collaborating well with groups Driving Question How can we share what we learned with our community? How can we share what we learned with someone outside our community? Weeks # 5&6 Project Milestone Children rehearse and then share their work with families and other school members in either in a virtual family celebration or in person. They then share their work with their pen pals in another country in various ways (letters, videos, virtual meetings, etc.) 9 Inquiry/innovation (Key Student Questions) Anticipated Challenges Who will be invited? Who else will share with us? What do we need for our party? What's the best way for our pen pals to see what we did? Can our pen pals come to visit us? Did our pen pals do this project? Is our pen pal part of their community? Technical difficulties, arranging a time and the organization for the launch party, funding or providing necessities for the party 7. 4Cs Clarity Students will be given a question and come up with their own “need to know” however the learning objective will be made clear and they will be shown examples of the final product. Context Students are exploring their own communities from the smallest to the largest scale (family, school, neighborhood, global) and their role within each. Challenge Students will explore the idea that they can belong to more than one community and think of ways to make their community stronger. Culture Multiple Intelligences Considered: Visual-Spatial, Verbal-Lingusitic, Logical-Mathematical, Kinesthetic, Interpersonal, Intrapersonal Consideration is taken for ADHD students and students with LD Groups will be designed by mixing students who are approaching level, on-level, and advanced level. Roles will be assigned. 10 8. Rubrics Milestones 1-Emerging 2-Developing 3-Proficient Milestone#1&2 What is community? Need to know Students incapable to describe their family and community. Students are able to describe their family and their places in it with support. Milestone #3 Discovery communication. Students are not clear with the different aspects of community Students are able to describe who am I as a member of our community only? Milestone# 4 What can we do to know each other and make our community stronger? Students incapable to share or give any idea for how to make our community stronger. students can give one idea for what can we do and make our community stronger. Milestone# 5 Provides rough or specific Students are typically on task 4- Extending Students are able to describe significant places they belong to, including their family, community and school. Students are able to confidently describe a wide range of places they belong to, include their family, community and school with details and accuracy Student are able Students became to collect familiar with information different aspects about what of a community communities are and understand we a apart of how family is an outside of important part of school. school community. Students start to Student challenge set goals and do each other to do some research better, comes up and activities. with many ides and many good activities as lunch party, games and bake sale. Students provide In addition of kind, help, proficient 11 Collaboration /student engagement feedback to others. and focused so as not to distract the team focused and on track throughout work time. Milestone# 6 Project create whatever book or video or poster… Not clear and the information is not correct Little clearly and information is a little bit correct. The project is clearly and information is correct students support others in order to help the team or group of student succeed. Very clearly and attractive to the audience. 12