ITL 516 Signature Assignment

Project-Based Learning
Teacher Name: Mrs. Kuiper	Grade Level: 6th Grade	Project Title: Ancient Greece Olympic Games
Classroom Composite: Brief summary of whole group and 3 learners (ELL, IEP, SEL) describe their assets and needs.  The class is composed of 19 students: 10 girls, 9 boys. Students sit in table groups of 4 throughout the classroom. The class is known to be talkative, but can be redirected easily. There are students in the class who try to push the limits, having a direct set of expectations and behaviors will best suit the class. Libby: Cerebral Palsy, has a 1:1 aide. Physical activity is modified to due to Libby’s arm crutches. Accommodations to the lesson plan: Libby will take breaks standing as needed. Libby’s aide will help Libby complete Athen Games. Logan: ADHD. Can be distracted easily, and distracts others. Logan benefits from having expectations and behaviors repeated to him when he is acting up. Accommodations for this assignment: Logan can take breaks as he sees fit. Logan will self-monitor his behavior. Abel: ELL, Speech/language, SLD. May struggle with vocabulary used in this lesson. Abel will benefit from connecting English vocabulary to Spanish. Providing a Spanish translated lesson plan will benefit Abel. Accommodations to this assignment: Abel will work with other Spanish speaking students, in order to immerse himself in English and Spanish simultaneously.
Content Standards Addressed: Develop understanding of statistical variability. CCSS.MATH.CONTENT.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages. *Students will compete in a series of Ancient Olympic Games. Students will find the average of the group, and decide who is the winner in each event. Cross-Curriculum Connections: 6th grade standards: PHYSICAL EDUCATION: 5.1 Participate productively in group physical activities. *Students will actively participate in a series of Olympic Games, students will know wanted/unwanted behavior, and learn sportsmanship. SOCIAL STUDIES: 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. *The Olympic Games are based on Ancient Greece. Students will be immersed into Ancient Civilization culture.
STAGE 1: PLANNING:
Driving Question:	Who scored the 1st, 2nd and 3rd place in the class?
Project Summary: (what students will do, learn and accomplish by the end of the project) How will you assess the evidence that students have met the standards?	Students will complete in a series of Athen Olympic type games: Shot put (students will throw an object as far as they can, and measure the length), long jump (students will jump as far as they can, and measure the length), 100 meter dash (students will be timed while running the 100 meter). Students will be utilizing their ability to find the average score, variabilities, and determine the winner in each category. (Mathematics) Students will actively participate in each activity, increasing knowledge in sportsmanship and ability to work in a group setting. Students will gain a deeper understanding of physical activity, and how this is beneficial to the body. (Physical education) Students will be researching Ancient Greece “olympic games” and create a presentation that coincides with this activity. Students will be introduced to Ancient Greece culture. (Social Studies) Students will be aware of desired behaviors and expectations during the Olympic Games. Students will be redirected as necessary, and disciplinary action may follow. Students will work in small groups to complete a presentation on Ancient Greece Olympic Games. I will monitor student progress for the presentation, and be actively involved with student cooperation during the Olympic Games.
21st Century Skills: (to be taught and assessed) Based on 4Cs Framework	Creativity: Students will be given the option to use digital media, pen/paper, or oral presentation to complete the assignment. The Olympic Games will give students a real life example into Ancient Greece culture.		Critical Thinking: Students must determine who the 1st, 2nd, and 3rd place winners are for the Olympic Games. Students use critical thinking to compete for 1st place. Students use critical thinking to create project.
	Collaboration: Students will be working in small groups of 4 to complete the research project. Students will work in a whole group to compete in Olympic games.		Communication: We will have whole group discussions before and after the Olympic games are completed. Students will communicate within their small groups to complete the research project.
The Hook: How will you engage the students and spark their interest	The Ancient Greece Olympic Games are a fun way for students to immerse themselves in ancient civilizations. Students compete for 1st, 2nd and 3rd place. Students will then complete a small group research assignment. Prior to breaking off into groups, I will guide the class in a group discussion. ‘Winners’ of the Olympic Games will win a special prize. (CANDY!)
Resources & Materials	Technology: Students will be using Chromebooks to research Ancient Greece. Pen/pencil Measuring tape Heavy object for shot put Stop watch Group presentation (exit ticket)

Learning Outcomes & Targets:

Students will gain knowledge of Ancient Greece Olympic Games. Students will better understand how physical fitness affected Ancient Greece society. Students will use mathematical tools (measuring tape) to determine the distance of shot put attempts and long jumps. Students will use a stopwatch to record how long each student takes to run the 100 meter dash. Students will use mathematics, social studies and physical education knowledge to complete this project/activity. CCSS.MATH.CONTENT.6.SP.A.1 5.1 Participate productively in group physical activities. 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.

Instructional Strategies: This project will be done in class, and will take a few days to complete. Day one: students will be introduced to the assignment and will pick their groups for the presentation. Day two: students participate in Ancient Greece Olympic Games, and determine who the winners are. Day three: students begin research for Ancient Greece project. (main figures, society standards, population growth, how income was made, who was considered wealthy, what the society ate, art of the society) Day four: students continue project research, and should be finished by the end of the period. Day five: Class presents their projects! Students will compete in Olympic Games as a whole group Students will work in small groups, and join together for whole group instruction Students will work in groups to complete a presentation of the project (digital media, oral, pen/paper, etc.)

Checkpoint: Before breaking into small groups, I will explain the project to students.  Students will be reminded of acceptable group behavior, and sportsmanship needed during Olympic Games. Day 1: students are introduced to project details, and we spend a majority of the day discussing expectations during Olympic Games. Day 2: students participate in Olympic Games. Day 3: students begin research for presentation, students should be about half way done by the end of the period Day 4: students should be working on presentation, must be done by the time class ends Day 5: students are ready to present.

STAGE 2: ASSESSMENT

Assessment Products:	Individual: Student behavior in group setting. Student’s ability to accurately measure long jump and shot put results. Students are able to record 100 meter dash times. Students presentation is turned in and group presents to the class.	Specific Evidence and Completion: Students find adequate information regarding Ancient Greece,, can accurately measure and record times, and analyze results. Students can work in a group setting. Students use proper grammar on presentation, and cover each topic that is required.
	Group: Informal Group Assessment The group is on task, focused, and completing work. Students show proficient research skills, and can record information found. Students are able to measure each other’s jumps, throws, and running times.	Specific Evidence and Completion: Students find adequate information regarding Ancient Greece, can accurately measure lengths and record running times, and analyze results. Students can work in a group setting. Students create a presentation to showcase what they have learned from this assignment.
Reflection Methods: (how will students capture their thinking across the scope of the project)	Individual: (graphic organizer/journal) Students will keep a journal of their findings and analyze research.	Group/Team: The team will create a presentation of their research and present to the class. Students showcase what they have learned from this assignment.
	Whole Class: Each student will keep a journal, and contribute to the group presentation.	Other: Students will collectively contribute to the small group presentation.

 Lesson Reflection:

●      Based on what you know about your learners and class how does this lesson support their needs and integrate their assets?

Students will enjoy the physical activity in the Olympic Games (students can be squirrly when sitting too long.) This lesson will be great for students in this class because it is hands on and require group work. Students will be able to talk in a positive learning environment. Students will collaboratively work in groups, and can rely on each other for help.

●      What specifically will you do to support students with language acquisition throughout this lesson?

I will discuss the important concepts used in this project, and check for understanding before students break off into groups. For students who struggle with the academic language used, I will connect new vocabulary to Spanish (or other 1st language). Students will write new vocabulary in their journal, along with a definition and a picture.

●      How will you make accommodations so that your student with an IEP can meet grade level standards?

Students with IEPs will be able to take self-monitored breaks when feeling overwhelmed with the assignment. Students with an IEP will receive more direct instruction with the assignments and I will monitor student progress. I will redirect students when necessary to ensure focus and attention is on the project tasks.

●      How will your student with social-emotional issues feel supported throughout the lesson to ensure this is a safe learning environment?

I will provide positive feedback to students who are on task. I will encourage students who are struggling, and redirect when needed. I will give students the opportunity to self correct their mistakes, enhancing student confidence. Students will be encouraged to ask questions for clarification, and reassured that the class has an open door policy.

●      In what ways does this lesson meet the principles of UDL (multiple means of action & expression, representation and engagement)?

This lesson meets the principles of UDL for several reasons: 1) students use digital media to conduct research and organize results. Students will actively participate in Athen Games. (engagement)  2) students create a presentation using digital media, pen/paper, posters, oral presentation, etc. (representation) 3) students converse in a whole group and small group setting (action). At the end of the project students showcase what they have learned, and reflect upon their work ethic as a group.

ITL 516 Powtoon

Link to Jessica Kuiper’s Powtoon:

https://www.powtoon.com/online-presentation/gr8rmCgIhDc/?utm_campaign=google%2Bshare%2Bby%2Bowner&utm_content=gr8rmCgIhDc&utm_po=23007220&utm_source=player-page-social-share&utm_medium=SocialShare&mode=presentation#/

ITL 516 3rd Grade Learning Map

STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes Teacher:   Grade/Subject: Grade 3/Math TARGET: CCSS.MATH.CONTENT.3.NBT.A.1 Part 1: My Standards, Goals and Outcomes Academic Standards: 3.NBT.A Use place value understanding to round whole numbers to the nearest 10 or 100. Students practice their knowledge of rounding numbers to the nearest ten using rounding methods. Students will work on completing online worksheets in small groups, then take turns sharing answers in a whole- group discussion. Students will use a ‘rounding coaster” as a visual aid in rounding numbers to nearest 10. Students will also use a self-made number line (made out of pipe cleaners and buttons) to aid in rounding numbers.                                 Essential Questions: How to know to round up or down? What does rounding mean? How can I check my answer? What is the ten place? Knowledge: Students are able to correctly round a number up or down in the tens place. Students use a number line to check and verify their answers Skills: Students can successfully round up and down in the tens place. Students can successfully use a number line as a mathematical tool. Student Learning Goal: (I can…) I can use information given to me to determine whether or not the number in the tens place will be rounded up or down. I can use a number line to aid in my decision to round up or down, and use the number line to check my answers. I can refer to the rounding coaster to check my answers, and ensure I am using rounding rules correctly. Student Social-emotional Goal: Students will be able to work in groups, and develop team working skills and strategies. Students learn how listen to other’s opinions and answers, and respectfully communicate. Barriers to learning: This assignment may be difficult for students who are struggling with place values. Students who struggle with using a number line may also have difficulties. Students may struggle with rounding, if unaware of the rules of rounding (5 or more, round up; 4 or less, round down) Students who are ELL may struggle with the vocabulary words in the assignment. Students will special education needs may have trouble maintaining focus during the assignment. Common Misconceptions: Students may be confused on the rounding rules, and will make mistakes off incorrect information. Students may not have prior knowledge in this subject, and may struggle with the assignment. Students may struggle with knowing hundreds, tens, and ones place. Part 2: My Class: (Based on Week 1 Case Studies; Briefly discuss the whole class and then discuss the 3 students you have selected (IEP, ELL and student with emotional needs) Discuss the assets and needs for your students and the three learners).

My Classroom Composite: There are a total of ten students in the classroom. On the previously given assessment, results showed that many students did not fully grasp the concepts needed to successfully complete the assignment. Students will need to be retaught rounding rules, and there will need to be more visual and kinesthetic elements available for students to utilize. After this lesson, students will have a better understanding of how to round There are several students who require extra guidance when completing assignments. Fabiola is relatively new to America, and has not mastered English (this creates difficulty in the classroom.) Tate is easily distracted, and can distract the entire class at times. He works best in a kinesthetic learning environment. James’ home life is less than desirable; this causes him to miss a large number of school days. The time he misses in the classroom contributes to his inability to excel in the math material. However, he is quick to catch onto new concepts, and does great in school when present.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),

Multiple Means of Representation (Modeling & Practice)	How will the content be presented/shared in multiple ways to highlight critical features, represent different formats, media types, and cultural diversity?  How will you monitor and assess understanding of representation? Students will complete worksheets online in small groups, after watching a short video touching on important concepts for rounding to the tens place. Then, students will share out answers in a whole group. Kinesthetic: students use a number line made from pipe cleaners and buttons to symbolize the given number they must round. Students physically move the buttons on the number line. Visual: Students watch a short video recapping important vocabulary, and visually showing students how to round up and down in respect to the tens place. Students will use the rounding coaster poster to help aid in rounding numbers. Auditory: Students learn “5 and up, round up” “4 and down, round down” which they may say out loud/in their head, while rounding numbers. I will continuously move throughout the classroom to check for understanding, and offer support when needed.
Multiple Means of Engagement	How will students engage in the process of new learning? How will the content become accessible, meaningful, and relevant to the learner?  How will you monitor and assess this process? Students will work at a group to complete the assignment; each student will hold a responsibility to the group. Students find meaning in the group, and understand they must work as a unit in order to succeed. Students will use newfound knowledge throughout the week, in various tasks, and the rules of rounding will be posted on the wall. Exit tickets will be collected at the end of class, I will verify who understands the concept, and who needs intervention.
Multiple means of Expression[1] (practice & assessment)	What principles of choice for the product of learning will you accept?  How will you provide a space for communication, creativity, critical thinking, and collaboration (4 C’s)? Which measures will you use to assess products of learning? Students will be given the opportunity to create their own exit ticket on rounding numbers. Students can use digital media or paper to complete the exit ticket. Students showcase their knowledge of rounding to the tens place. Communication: students effectively communicate in whole and small group discussions Creativity: students create their own, individual exit ticket Critical thinking: students create an exit ticket Collaboration: small group formation to complete online worksheets.
Managing the Classroom Environment	How will you manage the classroom/setting so successfully through instructional stages, and student groupings? How will you create an optimal learning environment (space, time, pacing, interactions, expectations, assessment)? I will continue to rotate throughout the classroom, offering support when needed. Students will be aware of classroom expectations of small group and whole group work. Students will be redirected to remain on task when necessary. Students are aware of consequences for becoming off task.

STAGE 2: TEACHING

DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1? Students will first watch a short video introducing Rounding Numbers. After the video, students will be broken into groups of 3. Students will work in these small groups to complete a series of Rounding Numbers worksheets, using self made number lines to check their answers. The class will come together in a whole group to share answers, and students will lead a discussion. Lastly, students will complete exit tickets (using a method of their choosing) to showcase their understanding of the math concept, Rounding Numbers. WHAT MATERIALS WILL YOU USE? Students will use: Rounding Numbers instructional video  Chromebooks Exit tickets Number lines HOW WILL YOU ASSESS STUDENT LEARNING? I will circulate throughout the class, reviewing students’ answers, scaffolding when necessary, and offering support. Exit tickets will be used to monitor student comprehension.

Accommodations/Adaptations/Intervention: ELL Students I will introduce new vocabulary with pictures to ELL students. These students will work with fluent English speakers who model the English language IEP Students/Learning disabilities Students with attention disorders will be given short breaks in between activities. Students will be able to self-monitor when a break is needed, and return to work when see fit. I will closely monitor students who need extra guidance, and I will assist throughout the class period, offering direction, and scaffolding when needed.