Math PBL
| PROJECT DESIGN: OVERVIEW page 1 | ||||||||||||||
| Name of Project: Capisci – Do you understand? | Duration: End of Sept/Early Oct | |||||||||||||
| Subject/Course: Math (adding within 20), Speaking and Listening, Collaboration | Teacher(s): Waldroup, Hickman, Peris | Grade Level: 1 | ||||||||||||
| Other subject areas to be included, if any: | ||||||||||||||
| Key Knowledge and Understanding(CCSS or other standards) | I can use strategies to solve addition word problems. (1.OA.1)I can count to help me add and subtract. (1.OA.5)I can add facts within 20. (1.OA.6)I can follow rules for discussions. (SL1.1)I can talk with others. (SL1.1) | |||||||||||||
| Success Skills(to be taught and assessed) | Critical Thinking/Problem Solving | Self-Management | ||||||||||||
| Collaboration | X | Other: | ||||||||||||
| Project Summary(include student role, issue, problem or challenge, action taken, and purpose/beneficiary) | Students will be presented with a problem that they have a non-English speaking student in their classroom and it will be their job to create a means for teaching their classmate how to add. They will work in groups of 3 or 4 to plan and design an activity or a display (or both) that models the addition process within 20. Students will work primarily on learning the collaboration process during this initial PBL project. They will learn skills related to group work, group accountability, and the creation of a single group product. They will be introduced to the Critical Friends protocol. Students will do a first draft and a final product to learn that process. They will present to the class. | |||||||||||||
| Driving Question | As math experts, how can we teach addition to a friend who doesn’t speak English? | |||||||||||||
| Entry Event | Students will watch a video of a woman reading a story in a foreign language (Farsi) and then be asked to retell the story and answer questions about the story. This will help students have empathy for students who do not understand English. Then, they’ll watch the same woman read the story using visual supplements such as props and puppets. Students will then be asked to retell the story and to answer the same questions. This entry event is geared towards an “a-ha” moment for students to understand what it’s like to not understand English and also to be empowered that they can teach without using verbal language. | |||||||||||||
| Products | Individual: | Specific content and success skills to be assessed: | ||||||||||||
| Team: Math Lesson - Activity or display that teaches addition/presentation | Specific content and success skills to be assessed: Sl1.1, 1.OA.6 | |||||||||||||
| PROJECT DESIGN: OVERVIEW page 2 | ||||||||||||||
| Making Products Public(include how the products will be made public and who students will engage with during/at end of project) | Because this is the very first project that students are doing, the public audience will be smaller. We will have school administration or other school staff watch the presentations to give the students their first exposure to presenting to other adults. | |||||||||||||
| Resources Needed | On-site people, facilities: first grade teachers, ESL teachers, math coaches | |||||||||||||
| Equipment: technology: flip cameras, projector | ||||||||||||||
| Materials: paper, white boards, pencils, markers, etc. | ||||||||||||||
| Community Resources: administration (goal of this project is teaching PBL procedures; building foundation) | ||||||||||||||
| Reflection Methods(how individual, team, and/or whole class will reflect during/at end of project) | Journal/Learning Log | Focus Group | ||||||||||||
| Whole-Class Discussion | X | Fishbowl Discussion | ||||||||||||
| Survey | Other: conference | |||||||||||||
| Notes: Teacher will intentionally not teach all of the addition strategies when students make their first draft. Then students will revisit their draft and reflect on all they’ve learned to create their final product. | ||||||||||||||
| PROJECT DESIGN: STUDENT LEARNING GUIDE | ||||||||||||||
| Project: Teaching Math | ||||||||||||||
| Driving Question: As math experts, how can we teach addition to a friend who doesn’t speak English? | ||||||||||||||
| Final Product(s) Presentations, Performances, Products and/or Services | Learning Outcomes/Targetsknowledge, understanding & success skills needed by students to successfully complete products | Checkpoints/Formative Assessmentsto check for learning and ensure students are on track | Instructional Strategies for All Learnersprovided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments | |||||||||||
| Math LessonAnchor Learning Target: I can collaborate to design and teach an addition lesson that can be understood by a non-English speaker. | I can use strategies to solve addition word problems. (1.OA.1) |
|
| |||||||||||
| I can add facts within 20. (1.OA.6) |
|
| ||||||||||||
| I can follow rules for discussions. (SL1.1) |
|
| ||||||||||||
| I can talk with others. (SL1.1) |
|
| ||||||||||||
For more PBL resources visit bie.org ©2015 BUCK INSTITUTE FOR EDUCATION