Making W.A.V.E.S. DMD 11th 2009
From Pblwiki
Summary
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Project Title: making W.A.V.E.S (We advocate, volunteer, educate San Diego) Teacher(s): Carisa Barnes, Scott Hebeisen, Suzanne O'Neill, Eileen Huffer-Ege, Heather Nellis, Rick Corlett, & Stephanie Cavada School / Academy: School of Digital Media & Design at Kearny Educational Complex Grade Level(s): 11th Grade Core Subject(s): American Literature, Chemistry/Marine Science, US History, Geometry/Intermediate Algebra Career Technical Education (CTE) Class(es): Graphic Design & Video Production |
Project Theme
The project requires 11th grade students to follow the DMD Production Process from start to finish. They will be introduced to a client who needs a product designed and created for authentic use. The client will be asking groups of students to create a multimedia ad campaign which will include the materials necessary to promote their organization. A typical multimedia package may include video production, web design, and graphic design (poster, pamphlet, flyer, bumper sticker, etc).
All students will create products for the client. Only professional quality work will be accepted and used by the client. Clients will ultimately determine what media they desire as part of their package.
The Project
In Phase I of this project, 11th grade DMD students will be working for the San Diego chapter of the Surfrider Foundation. Students will research and report on a current Surfrider initiative. Additionally, students will develop and design an ad campaign centered on the initiative that will be presented to members of the community as well as the San Diego City Council. The enduring understandings will include the impact of their environmental choices on the future of the community, the process by which a citizen becomes an active and contributing member of society, and the value of academic excellence.
Throughout the production process, students will become actively involved in promoting Surfrider's initiatives. This may include participating in beach cleanups and attending chapter meetings or community events. Students will receive community service hours for their involvement outside of the school day.
The Culminating Event/Public Exhibition
Student production teams will unveil Media Packages to Surfrider board members. The process will include an exhibition of the logo/campaign slogan, poster, brochure and bumper sticker. Additionally, teams will present the initiative, complete with the science/social science behind the issue.
Beyond the Classroom
In supporting a non-profit organization's mission, students will provide multimedia services for San Diego's Surfrider Foundation Chapter. As a result, students will need to acquire and develop additional community connections to complete professional quality media products. Possible connections will include environmental agencies; non-profit organizations such as REI, Sierra Club, Earth Day Network; media production companies; local surf shops and restaurants, and the San Diego City Council and the Environmental Attorney for the City of San Diego.
Project Driving Question
At the School of Digital Media and Design, students move by grade level through a process of production. In 11th grade students work for an authentic client. This requires that they use skills and knowledge acquired in 9th and 10th grade to produce industry standard work. The actual client may change from year to year, but the driving question at the 11th grade level remains the same:
How can students develop professional work for an authentic client?
Project Subquestions
For Historical Investigation/Annotated Bibliography:
What are some of the controversial issues associated with environmental conservation regarding freshwater issues, plastics, or storm drains?
For Interview:
What information does the expert provide to support or negate the need for the proposed initiative?
For Powerpoint:
How does your research exhibit the need for the initiative?
For Scientific Investigation:
How is scientific evidence collected?
How can you use evidence to communicate findings about the environment?
Content Standards
| American Literature | Listening and Speaking
2.6 Deliver multimedia presentations: a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs,the Internet, electronic media-generated images). Structural Features of Informational Materials Reading 2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices. Writing Strategies 2.4 Write historical investigation reports: a. Use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main proposition |
| US History | 11.1 -Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.
11.8 - Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions. 11.9 - Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues. 11.11 - Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates. |
| Chemistry | Investigation and Experimentation
m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. l. Analyze situations and solve problems that require combining and applying concepts from more than one are of science. 2. Bonding: Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules. 3. Conservation of Matter and Stoichiometry. 6. Solutions are homogeneous mixtures of two or more substances. b. Students know how to describe the dissolving process at the molecular level by using the concept of random molecular motion. c. Students know temperature, pressure, and surface area affect the dissolving process. 10. Organic Chemistry Bonding characteristics of carbon allow the formation of many different organic molecules of varied sizes, shapes, and chemical properties and provide the biochemical basis of life. |
| Marine Science | Earth Science
Investigation and Experimentation m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. l. Analyze situations and solve problems that require combining and applying concepts from more than one are of science. 5. Energy in the Earth System d. Students know properties of ocean water can be used to explain the structure of the oceans, ocean currents, and the geographic distribution of marine life. 7. Biogeochemical Cycles b. Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. c. Students know the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy |
| Geometry | 1.0 - Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.
3.0 - Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement. 8.0 - Students know, derive, and solve problems involving perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. |} 10.0 - Students compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, and trapezoids. 17.0 - Students prove theorems by using coordinate geometry, including the midpoint of a line segment, the distance formula, and various forms of equations of lines and circles. |
| Inter Algebra/Pre Calculus | 2.0 - Students solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or with matrices.
3.0 - Students are adept at operations on polynomials, including long division. 8.0 - Students solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula. Students apply these techniques in solving word problems. They also solve quadratic equations in the complex number system. 21.0 - Students apply the method of mathematical induction to prove general statements about the positive integers. |
CTE Standards or Frameworks
| Multimedia Production | Arts, Media and Entertainment Industry Standards Utilize systematic problem-solving model 5.2, Utilize digital applications in the creative process 10.10, Understand the key elements and functional responsibilities of a production C2.1 |
| Graphic Design | Elements of Art and Principles of Design 2.1, Digital Imagery Skills 2.3, Analyzing and Describing Composition, 1.4 |
The SCANS List
| Technology-using the Adobe CS3 Suite:
Dreamweaver Flash InDesign Photoshop Illustrator | Students will produce multimedia pieces following the production process and will be evaluated and critiqued each step of the way using industry specific standards. |
| Interpersonal Skills-work on teams, teach others, lead, negotiate, and work well with people from the business and non-profit community | Interactive Student Binder (ISB) is a place where students document communication with client (phone and email log)and create agendas for team meetings. |
| Information-students research initiatives, create an annotated bibliography, organize and maintain an Interactive Student Binder, interpret and communicate, write letters, use computers to process information, conduct scientific experiments, collect and analyze data | Writing and speaking rubrics meeting grade level standards will be used to assess the various assignments. |
| Resources-calendar; time management within team meetings and class production deadlines; industry-standard software available to students within the class day; work with members of Surfrider to get hands-on experience | The ISB rubric is an on-going assessment tool and presentations and mini-deadlines will demonstrate effective use of resources. |
| Systems-working in teams, following timelines and meeting deadlines, using industry standard software; produce multiple drafts for writing and media deliverables; team input for revisions (Critical Friends format) | Revision and improvement of work will be based upon ongoing collaboration w/ executive producers (teachers), mentors, and clients. Students will practice and master the organizational system of the production process - Understanding of systems will be determined by Reflective Essay Assignment |
Project Design
Authenticity
Where in the real world outside the classroom might an adult tackle the problem or question addressed by the project?
Any career would find these problems or questions present. Whether it is problem solving or working as a team, or anywhere in between, this project addresses workplace skills necessary for career success.
How do you know the problem or question has meaning to your students?
Within any post-secondary choice, students will be equipped on multiple levels. Students will work within deadlines, work as teams, and develop products using industry standard software. The production process is also a key element to learning skills to apply to multiple career goals.
Who might be an appropriate real world, outside the classroom audience for the students’ work?
The real world audience for our project is Surfrider and the San Diego community. Our students will have the opportunity to showcase their product before the Surfrider board who will select the top three which will be printed and disseminated.
Academic Rigor
What is the central problem or question addressed by the project?
How can students develop professional work for an authentic client?
What knowledge areas and enduring understandings will it address?
The knowledge areas addressed include core content areas of Chemistry, American Literature, and US History as well as Computerized Graphic Design.
Enduring understandings include producing quality work, effective time management, organization skills, teamwork, and applying knowledge from various content areas. Students will also need to communicate effectively with adults and present work in a professional manner that demonstrates self-advocacy.
What habits of mind will students develop?
- applying past knowledge to new situations
- responding with wonderment and awe(of course!)
- thinking interdependently
- listening to others with understanding and empathy
- taking responsible risks with creativity and innovation
- learning continuously
Applied Learning
What will the students do to apply the knowledge they are learning to a complex problem? (Are they designing a product, improving a system, organizing an event?)
Problem solving skills will be necessary for each step of the project. Because the students must work in teams, they will be responsible for the process as a group as they design the products for Surfrider.
Which of the competencies expected in college and high-performance work organizations does the project provide opportunities to develop?
Select outcomes include: Within communication, students will practice speaking, presenting, writing, notetaking and publishing.
Students will develop technical literacy using Adobe CS3; use the Internet for research; word process research and reflections; and use technologies including computers, telephones, printers, video and digital cameras.
In the group process students will develop teamwork and listening skills, as well as synthesizing diverse view for conflict resolution; and will communicate within the team as well as communicate with the client and industry experts.
For design, students will use the design process; incorporate a notebook for planning and creating strategies; set goals; and use rubrics to guide work.
Students will use problem solving and critical thinking skills through a thorough process that begins will generating ideas and concludes with reflection upon the entire process.
Which self-management skills does the project require students to use?
For task and self-management skills, students will utilize time management to monitor the production process and track progress. It is imperative that students stay organized by following directions and creating systems to keep track of files. They will need to self-manage throughout the entire process for the benefit of the entire team.
Active Exploration
What outside the classroom field-based activities does the project require students to conduct?
Interviewing subject matter experts; entire class field trips as well as "guerilla" (small group)-field trips; presenting at San Diego City Council; and presenting to elementary age students during 2nd semester in phase II of the project.
Which methods and sources of information are students expected to use in their investigations?
Students will incorporate interviewing and observing, gathering and reviewing information, collecting data, and synthesizing the information together into the products.
Check it out: making W.A.V.E.S. Team Blog
Adult Connections
Will students have access to at least one outside the classroom adult with expertise and experience relevant to their project who will ask questions, provide feedback, and offer advice?
Students will conduct interviews outside of the classroom with an adult who is an expert in the field of their initiative. The purposes of the interview are: 1) the practice of making contact/setting up the appointment place and time; 2) proper conduct in preparing for/completing interview; and 3) gathering information for previously prepared questions relating to initiative.
Will the project offer students the opportunity to observe work alongside adults during at least one visit to a worksite with relevance to the project? <answer>
Will at least one outside the classroom adult help students develop a sense of the real-world, industry standards for this type of work/project?
The client, Surfrider, will provide students with the opportunity to have the real-world, industry standard. In addition, we will have graphic artists make visits to the classroom to provide real-world feedback.
Assessment Practices
Do students prepare a culminating exhibition or presentation for outside the classroom people that demonstrates their ability to apply the knowledge they have gained?
Students will produce the Media Package as well as a Powerpoint which they will then present before the authentic client, Surfrider, in which they will demonstrate their ability to apply the knowledge they have gained.
Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers?
Specific dates will be given to the students from the outset of the project for formal assessments. Additionally, students will be completing an Interactive Student Binder where they will track their progress along the way. This ISB will be assessed both informally and as a final grade.
Are student involved in reviewing or helping establish the project criteria?
The mission and objectives of DMD drive the criteria for the project.
What are the criteria for measuring desired student outcomes?
Criteria comes from California State Standards, DMD Expected Schoolwide Learning Results, and industry standards.
Plan the Assessment: Step 1
Early in the Project:
Students will meet with clients in a formal introduction. Clients will discuss their need, and students will ask questions and take notes. Media Production Groups are formed and students participate in a team-building exercise.
Students will complete a webquest in which they become informed about Surfrider, their client, as well as the various initiatives they will be representing. The following is the information for the webquest: Media:makingWAVES webquest.doc
Teams will consist of Project Manager, Science Expert, Law Expert, and Multimedia Expert. Within these groups students will fulfill the responsibilities of specific roles. Industry and content specialists will mentor research and media production groups throughout the production process.
During the Project:
Project Managers meet with clients in a small group setting to gather additional information. Groups write a formal project proposal and a formal work agreement outlining milestones, and client/production team responsibilities.
Upon approval, students begin pre-visualization media. This includes initial concepts of design, layout, script writing, etc.
Once concepts have been agreed upon by both parties, production teams must meet with supervising teachers to review and begin pre-production planning. This will include production schedule, timeline, a list of resources, contact information, etc. Students will receive feedback/suggestions from teachers.
Once the client approves the pre-production elements, students will begin the production of their media which may consist of writing, shooting and/or designing. During two scheduled points in the production process students will present their work to a the clients. The client will provide a quality check and advice for editing and revision. This marks the beginning of the post-production process.
Student groups will then proceed to implement the suggestions provided during the client feedback and expert advice. Through the process of editing and revision students will refine their media in order to meet client final approval.
End of the Project:
Production teams will showcase their final media package to the client. Students will debrief and reflect on the process and outcome. Celebration of student work and achievement will follow.
Plan the Assessment: Step 2
The following is criteria for exemplary performance for each product:
Product: Interview Narrative Media:makingWAVES interview.doc
Criteria: See rubric: Media:makingWAVES interview rubric.doc
Product: Print (proposal, graphic elements,layout, planning documents, brochures, booklet, folder, etc.)
Criteria: See rubric(s): Pre-Visualization Media: Media:makingWAVES pre-visualization brochure.doc Pre-ProductionMedia:Media:PreProBrochure_Rubric.doc Production Media:Media:ProductionBrochure_Rubric.doc
Product: Powerpoint presentation Media:makingWAVES instructions.doc
Criteria: See rubric(s): Media:makingWAVES ppt rubric.doc
Product: Scientific Investigation
Criteria: See rubric Media:Science Investigation Rubric.doc
Map the Project ( Print)
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: Booklet / Brochure | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Research | X | X | X |
| Project Proposal | X | ||
| Graphic design | X | X | |
| Layout composition | X | X | |
| Production planning | X | X | |
| Graphics applications | X | X | X |
| Page layout applications | X | X | |
| SCANS - Thinking Skills | X | X | X |
| SCANS - Interpersonal Skills | X | X | X |
What project tools will you use?
Word processor, spreadsheet, visualization applications, digital camera, scanner, network server, graphic applications, page layout application, color laser printer, large format printer
Map the Project: Part 2
Media:DMD makingWAVES powerpoint.ppt
Critical Friends
The Critical Friends Protocol was an informative process for our team. The students confirmed that the project scope matches student interest. Various questions posed gave us valuable feedback for defining the motivating aspects of the project. We were given an opportunity to discuss the formation of student groups, as well and think about the length of the project in contrast with student interest. The fact that our client is Surfrider and students will have relationships beyond the classroom was an appeal for both student and adult participants.
Differentiated Instruction
The following accommodations and/or modifications will need to be made to address our ELL students, special-needs students, or students with diverse learning styles:
- Heterogeneous project teams will be comprised of 5 students with strengths in at least one of the following areas: Media, Science, Leadership (project manager), and Research. This will provide students of varying ability the opportunity to work together.
- The Special Education teachers at DMD provide IEP's for individual students needing accommodations and/or modifications. The support from these teachers enables us to be most productive on behalf of these students.
Reflection
How will you, your students, and your project colleagues reflect on and evaluate the project?
Students will write a reflection paper to be submitted to the ISB (Interactive Student Binder) at the end of the project.
Throughout the process students will be documenting with photos, video and writing to be compiled in a personal dvd.
The 11th Grade Team will be the client for a senior DMD student who will be creating a documentary of the making W.A.V.E.S. production process and learning outcomes.
Teachers will meet with the client several times during the production process to ensure that expectations are being met.
Teachers will be have weekly prep period meetings to direct the learning outcomes.
2008 Summer Institute Photos
1st Quarter Update
1. What challenges did you encounter while trying to launch the project?
As with the launch of any project, there have been various challenges that we have faced and that have forced us to adapt. One challenge has been coordinating with our client. The main reason for this is because Surfrider is a non-profit organization and its employees are volunteers. So between our schedule and theirs, we have been forced to make adjustments.
Another challenge came shortly after the Summer Institute ended when we lost the ROP part of our team to another school. Fortunately for us, our principal interviewed and hired Scott Hebeisen who has very naturally come to understand the scope of the project and assimilate very naturally. He also brings several years' experience with graphic design and is challenging the students to a level of professionalism that is exciting to see.
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
We have sought out our client in various venues. We have attended the Surfrider chapter meetings and gotten more information as well as made additional contacts. We have scheduled the first client meeting for early December at which time the student teams will be presenting their first brochures. The client will be giving feedback that the project manager can then take back to the team for revision. We have made things work even though our timeline has had to adjust.
3. What revisions have you made to the project since the Summer Institute?
Our biggest revision has been regarding the timeline. We also developed a long list of standards-based assignments that are still being given to the students and NOT according to our aggressive timeline from the summer. Since our students each have a binder with the rubric with the list of assignments, we have an accountability to assign, assess, and connect those items to the overall project.
4. Summer Institute participants: What is it like working with your PBL team?
Aside from Hebeisen, this is our second year together as a team and it is amazing how much more effective we have been this year. Our time at the summer institute was time well invested into this project. We are all enthusiastic about the project and the impact it has both on the lives of our students and our community at large. This is a very exciting project to be a part of and we are working together very effectively!
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
No, the plan has not changed. The students will go through a series of three meeting with the client, the final one being the final presentation of the media package and consequent selection of the top groups whose products will go on to be published by Surfrider.
6. What has been the students’ response to the project?
We have been very impressed with the enthusiasm and commitment on the part of the students. They see the importance of making a difference in our environment and they see that they have the power to do so! Students have taken their own time to go to beach cleanups and chapter meetings and are becoming community activists in the process. Our vision for this project is being realized more dramatically than we had imagined.
Here are some recent pictures taken during our November field trip to Mission Beach:
2nd Quarter Update
1. What are your doing to address the needs of your classrooms of diverse students? Our classes are organized heterogeneously and as a result, each team of 4-5 students is diverse. The team setup provides an authentic environment in which struggling students are supported by a project manager who has taken on the role of leading the team toward success. So far the teams have all worked together successfully, solving problems and challenges that are similar to what they would face in a real-world context.
We also provide several after school options for students. Weekly tutoring is available, but more importantly, our weekly making WAVES club has seen our 109 students attend a total of 386 times in the 18 weeks of school so far. The club is a way for us to disseminate information and provide students with one on one support as needed.
2. What do students say have been the most difficult parts of the project?
Consistent attendance; time management and meeting deadlines; having access to technology; differing skillsets for overall teams
3. What are the students doing that demonstrates to you that they are also having fun while working on this project? Enthusiasm toward final product and presentations; continuous interest in the issues being addressed through media package; the real-world authenticity of the worth of the project and initiatives being promoted; participation in Surfrider events beyond what has been required; written reflection that indicates the connection between PBL and overall improved educational experience; increased success in core classes as a result of the integrated curriculum; see our team blog for actual quotes from students about the project: [1]
4. Of the 6 A’s, which one has been the most difficult to incorporate into the project? Our most challenging has been Adult Connections. Working with a real world client, which happens also to be a non-profit organization, the availability to meet with them has been challenging. Surfrider has been represented by one person and so we have had to work around his schedule.
4A. What are you doing to solve the difficulties encountered with incorporating that particular A? Project Managers have met with Surfrider twice in the production process. We also had a team from ConnectEd visit our school and our students presented their projects to them. As we move into Phase II of the project, students will have to make more Adult Connections. They will be calling elementary schools to set up presentation times, contacting various music bands to get permission to use their music in the video production, writing letters to state and local officials, and interfacing with the various adults on campus through the production process.
The following photos reflect the work students have done over the first semester:
