Around the World PBL

Created Jan. 24, 2024 by AMY HARTMAN

PROJECT DESIGN: OVERVIEW						page 1
Name of Project: Around The World					Duration: Nov/Dec
Subject/Course: Social Studies (culture) ELA Reading/Writing (Informational Text)		Teacher(s): First Grade			Grade Level: 1

Key Knowledge and Understanding(CCSS or other standards)	RI1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.RI1.1 Ask and answer questions about key details in a text.W1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).1.C.1.1 Compare the language, traditions, and holidays of various culture.
Success Skills(to be taught and assessed)	Critical Thinking/Problem Solving			Self-Management			X
	Collaboration		X	Other:
Project Summary(include student role, issue, problem or challenge, action taken, and purpose/beneficiary)	Each 1st grade class will choose a cultural topic (food, sports, celebrations, etc) to focus on. They will research that topic throughout the world, choosing countries relevant to student’s own lives as well. Students will work together to learn about dance/music, art, words or phrases from the language, and include this in a culture box. The culture boxes will offer a kind of “sampling” of food or sports or music around the world. They will work together to develop an informational text to include in the culture box to teach others about their cultural topic around the world. The culture boxes will be presented then displayed in a prominent place to highlight the pride we have in the many diverse cultures represented at Green.Cultural Topics: Food, Celebrations (Birthdays), Sports/Games, Entertainment (Music/Dance), Clothing/Jewelry, Losing Teeth, Houses/Homes**Invite parents and families in to help research and teach us about their cultures.

PROJECT DESIGN: OVERVIEW					page 2
Driving Question	How can we create a culture box to teach others about diverse cultures represented at Green?
Entry Event	Share Wendy Bateman’s culture box from South Africa (in the future share culture boxes created by past classes)
Products	Individual: Research notes written in sentence form.			Specific content and success skills to be assessed: RI1.5, W1.7, W1.1, 1.C.1.1
	Team: Informational TextCulture Box			Specific content and success skills to be assessed: 1.C.1.2 (Inf writing)W1.7 (Inf writing and Culture Box)

Making Products Public(include how the products will be made public and who students will engage with during/at end of project)	Each group will create a culture box which will include an informational text created by the class and based on their research on their chosen country. The culture boxes will be presented to the public. The culture boxes will be set up in each first grade classroom. The school community, parents and other community members will be invited to tour the classrooms to learn about the different cultures in each classroom. After this event, the culture boxes will be displayed in a prominent area (display cases, media center, etc.) to highlight our celebration of the diverse cultures at Green.

Resources Needed	On-site people, facilities: First grade team, WL teachers, music teacher, art teacher, reading specialist, special education teacher
	Equipment: Tables, technology: projector, music player, instruments,
	Materials: Boxes with lids, posters, books, brochures, ppt presentations, costumes, craft supplies, food items
	Community Resources: Parent input, Carolina Navigators

Reflection Methods(how individual, team, and/or whole class will reflect during/at end of project)	Journal/Learning Log		Focus Group			X
	Whole-Class Discussion	X	Fishbowl Discussion
	Survey/Rubric	X	Other: teacher conference, video			X
Notes:

PROJECT DESIGN: STUDENT LEARNING GUIDE
Project: Around The World
Driving Question: How can we create a culture box to teach others about diverse cultures represented at Green?

Final Product(s) Presentations, Performances, Products and/or Services	Learning Outcomes/TargetsKnowledge, understanding & success skills needed by students to successfully complete products	Checkpoints/Formative Assessments To check for learning and ensure students are on track	Instructional Strategies for All Learners Provided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments
Informational TextAnchor Learning Target: We can divvy out tasks for researching, writing, revising, editing, and illustrating our country’s text.	RI1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.	Research page (facts) Teacher conference with text features checklist	Teacher models nonfiction text features-using them and finding good facts for research CAFÉ lessons Teacher conferences Peer conferences Teacher reads model texts
	RI1.1 Ask and answer questions about key details in a text.	Research page (facts) Readers Responses
	W1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure	Rubric score Planning page/graphic organizer	Teacher models nonfiction text features-using them and finding good facts for research CAFÉ lessons Teacher conferences Peer conferences Teacher reads model texts
	W1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).	Synergizing Rubric score Talking Stick Observations	Teacher models nonfiction text features-using them and finding good facts for research CAFÉ lessons Teacher conferences Peer conferences Teacher reads model texts
	1.C.1.1 Compare the language, traditions, and holidays of various culture.	Writing Prompt: writing about two different countries their class researched	Teacher models nonfiction text features-using them and finding good facts for research CAFÉ lessons Teacher conferences Peer conferences Teacher reads model texts
Culture BoxesAnchor Learning Target: We can create a culture box of the information we have learned about our country’s culture and present our findings	RI1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.	Culture box rubric Presentation rubric Media lesson by media teacher	Media lesson by media teacher Teacher models technology options Art and music teachers support learning and help students create their products
	1.C.1.1 Compare the language, traditions, and holidays of various culture.	Culture box rubric Presentation rubric Media lesson by media teacher	Media lesson by media teacher Teacher models technology options Art and music teachers support learning and help students create their products

PROJECT DESIGN: Student Mastery and Supports
Assessments: How do we know if students are on track for mastery?
RI1.5 I can identify features of informational text. I can use text features to find important facts in informational text.
Pre-Assessment	Formative Assessments/Checkpoints	Summative Assessment

Supports for ELL mastery and discourse:
W1.1 I can write an informational text.
Pre-Assessment	Formative Assessments/Checkpoints	Summative Assessment
		Research notes (in sentence form)
Supports for ELL mastery and discourse:
W1.7 I can participate in shared research and writing projects.
Pre-Assessment	Formative Assessments/Checkpoints	Summative Assessment
		Research notes (in sentence form)
Supports for ELL mastery and discourse:
1.C.1.1 I can compare the languages, traditions, and holidays of various cultures.
Pre-Assessment	Formative Assessments/Checkpoints	Summative Assessment
Vocabulary matching	Sorting cards with terms and explanations. Students match term to explanation. Can be played like concentration game.	Vocabulary matching Evidence of language, customs, traditions, and holidays of country in All About book and in the culture box.
Supports for ELL mastery and discourse: Vocabulary cards with visual and QR codes for repeated practice in hearing and seeing explanation of terms. Visuals including images and video of these terms in the chosen country and in our country. Realia from country or similar to country. Videos from country or examples of topic. Culture boxes from other countries to use for comparison.
1.C.1.2 I can use literature to help people understand diverse cultures.
Pre-Assessment	Formative Assessments/Checkpoints	Summative Assessment
Book and country match. Students will match literature to countries chosen by each class.	Literature descriptions and how each book helps others understand about cultures. (Bibliography)	All about book created by class. Bibliography list of literature used to create the all about book and the culture box (ie. Website, books, articles, images, etc.)
Supports for ELL mastery and discourse: Literature available, audio recordings of important text (QR code), varied material with strong visuals Examples of All About books about other countries.

Alternative Tasks:

Technology:

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Learning Goals

Around the World PBL

Alternative Tasks:

Technology:

Standards

North Carolina Essential Standards for Social Studies