Hoover High School Campaign 4 What's Right -2007
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Summary
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Project Title: Pay It Forward Teacher(s): Val McGinty School / Academy: Hoover High School Grade Level(s): 10/11/12 Core Subject(s): Child Development Career Technical Education (CTE) Class(es): {{{classes}}} |
Contents |
Theme
Students will research and complete a variety of activities about child labor and international human rights that effect young people throughout the world. This unit is designed to enable students to reach outside their comfort zone and connect with issues surrounding young teens across the globe. Each student will research the treatment of children in their country of origin. Student in World History will develop a research paper and a visual display of the treatment of children in their country of origin. Students in the Child Development class will develop and present an illustrated story book displaying the life of a child from their country of origin. The two classes will work together to create several booths displaying the students work based upon the country of origin. The students in the Transition Skills class will organize and market the Campaign 4 What's Right Expo.
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
| Subject | Content Standard | Assessment |
| World History | 10.10.1 Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. | Teacher created rubric and peer evaluation |
| World History | 10.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. | Teacher created rubric and peer evaluation |
| World History | 10.10.3 Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy. | Teacher created rubric and peer evaluation |
| Consumer and Family Studies | 10.1 Understand the decisions and responsibilities involved in parenting in various cultures. | Teacher created rubric and peer evaluation |
| Consumer and Family Studies | 10.11 Understand the adjustments needed to adapt to major life changes throughout the human life cycle. | Teacher created rubric and peer evaluation |
Begin with the End in Mind
- A. What is being produced?
Child Development: Each student will be developing, writing, and illustrating a children's book about doing ramdom good deeds, 'Paying It Forward,' or being a value to society.
- C. What is the individual student producing?
Child Development: Each student will produce an illustrated story.
- D. How is that being assessed?
Child Development: Teacher created rubrics ad peer evaluations
- E. What is the group producing?
Child Development: Each student will write and illustrate a children's book on doing ramdom good deeds, 'Paying It Forward,' or being a value to society.
- F. How is that being assessed?
Child Development: Teacher created rubrics and peer evaluations
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Resources: Identifies, organizes, plans, and allocates resources | Assessed skills and distributes work accordingly, evaluates performance and provides feedback. |
| Interpersonal: Works with others | Works with diversity. Works well with men and women of different backgrounds. |
| Information: Acquires and uses information | Acquires and evaluates information.
Organizes and maintains information. Interprets and communicates information. Uses computers to process information. |
| Interpersonal: Technology: Works with a variety of technologies | Selects technology. Chooses procedures, tools, or equipment including computers and related technologies.
Applies technology to task. Understands overall intent and proper procedures for setup and operaton of equipment.
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Driving Question
What is cause will you tackle with your children's book?
Significant Question
Are child labor and human rights violations an international problem? How has/does this issue effect you?
Plan the Assessment
Step 1
(Define the products and artifacts for the project)
Early in the Project:
Child Development: Collect information on different charitible causes, good deeds, and issues involving children.
During the Project:
Child Development: Have speakers to help develop and create an illustrated story about and random acts of kindness, Paying it Forward, children's issues, or autobiographical information for a children's book.
End of the Project:
Child Development: The completed illustrated book will be to the class where the student is doing their internship.
Step 2
State the criteria for exemplary performance for each product
Product: Child Development: An illustrated story on doing random good deeds, 'Paying It Forward,' or being a value to society. Criteria: Child Development: Teacher created rubric
Map the Project
| 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: Campaign 4 What's Right Expo | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Research Skills | X | X | |
| Word Processing Skills | X | X | |
| Editing Skills | X | X | |
| Collaborating Learning Skills | X | X | X |
| Listening and Speaking Skills | X | X | X |
| Citation Skills | X | X | X |
| Critical Thinking Skills | X | X | X |
| Interpersonal Skills | X | X | X |
| Organizational Skills | X | X | X |
| Time Management Skills | X | X | X |
| <knowledge and skills needed> | |||
What project tools will you use?
Computers, Art Supplies, Videos, and Guest Speakers
Project Timeline
Project CHILD DEVELOPMENT
• Culture Ball - Who Am I Project (Week 1)
• Ice Breaker Activity – Getting to Know You (Week 1)
• Why We Read to Children (Week 2 - Wednesday)
• Fieldtrip to Hoover Library on story ideas*(Week 3 - Wednesday)
• Speaker: How to Write Children’s Book* (Week 4 - Wednesday)
• Discuss/Directions/Rubric of PBL Writing your story into a children’s book format* (Week 4 - Wednesday)
• Video: “Invisible Children”, (Week 4 - Wednesday)
• Research in library and internet (Week 5 - Wednesday)
• Begin writing story* (Week 5 - Wednesday)
• Begin thinking about illustration of book* (Week 6 - Wednesday)
• Work on Story (Week 6 - Wednesday)
• Story DUE (Week 6 - Friday)
• Group Editing of Story (Week 6 – Wednesday)
• Begin Art Work (Week 7 -Wednesday)
• Work on Art Work (Week 7 -Wednesday)
• Children's Book Due (Week 8 - Friday)
• Interns to sites to read to the students their children’s story. (Week 9)
- What challenges or problems might arise in the project?
Cross curricular instruction, meeting timelines for the Expo, and locating proper resources.
Manage the Process == Collaboration between special education and general education teachers to ensure all students access to curriculum. Differentiated instruction in all academic and elective classes.
How will you and your students reflect on and evaluate the project?
Students and staff will debrief about the Campaign 4 What's Right Expo. Was it successful? What are our next steps?
1st Quarter Update
The Campaign 4 What's Right is a term long project. For the Child Development classes, the project began the first week of school with the 'Culture Ball.' We have been reading about the Heifer International Project, seen the movie 'Pay It Forward' and have begun research on how to write a children book about helping others.
There have been no challenges to the project, except finding the time to integrate all of the information into an already busy classroom schedule.
The only revisions that have been made to the orginal Campaign 4 What's Right Expo at this time is the Child Development decided that children's stories about child labor, poverty, etc. were too gruesome for Kindergarteners and the emphasis is now on 'Paying it Forward' or helping others in need.
The students are excited in the Child Development portion of the project. We have been reading about and looking at videos, testimonials, and the webpage of Heifer International, Pay It Forward, KIVA, and others. It has been decided that we would like to buy an animal(s) to donate to a needy village/family at the end of the term from Heifer International.
Media:PBL_Power_Point.ppt== Hoover High School Campaign 4 What's Right -2007
2nd Quarter Update
1. What have you, as a team, learned from this project experience?
Sadly, our team had a parting of the ways, so the project experience has not only changed, but is being done exclusively by me. The project is expanding in many ways. All of the students in my Developmental Psychology of Children class were asked to write a children’s book on the subject of doing a good deed. Some of the results were outstanding. A few of the books will be included in a slide show in this update. The best lesson learned from this experience is that my students never fail to exceed my expectations. Also, the book Pay It Forward has been chosen for the whole school’s read-a-loud (suggest by me) during the second term’s Sustained Silent Reading (3R) period. There are classroom activities to go along with the read-a-loud and business sized cards will be distributed to students to ‘Pay a Good Deed Forward’ for those who wish to participate. So this classroom project is now school wide.
2. What surprises have you, as a team, encountered during this project?
None.
3. What have you, as a team, done to address the diverse needs of a diverse classroom of students?
Many students have a hard time translating their thoughts from their native language into English. A Children’s Book Rubric and a rough draft were needed, so that most errors were corrected before the product was finished and read to a class.
4. What do students say has been the most difficult part of this project?
Creating and then reading their book to the children in their internship classes. They were shy and afraid of criticism on their work which, in most cases, came from the heart.
5. What do students say has been the most valuable part of this project?
Oddly enough, the same reasons the students found as difficult were also the most valuable part of the project. In many cases, after the students read their children’s books to the Kindergarten and first grade students, the students had similar stories to tell on their own. It was a memorable for many students.
The following four photos were taken during the second quarter.
3rd Quarter Update (11 April 2008)
1. How has this project changed the way you each teach your respective subjects? This project has not changed the way I teach my subject, but enhances it by emphasizing the importance of volunteerizm, random acts of kindness, and help citizens of the world. Learning and beginning to understand the different political, social and economic problems of the world helps to put personal problems into perspective and builds self esteem in our students when they lend a helping hand to better the world.
2. What kind of attention has this project created on your campus? The Hoover High School campus adopted the book Pay It Forward as the second term read aloud during Hoover's Sustained Silent Reading period. The teachers and staff were given an optional acivitiy list for reading enhancement. Students were encouraged to do random acts of kindness or to pay kindnesses forward, hopefully threefold.
3. If you are producing a product for a client (on site or in the community), what kind of feedback/response have you received from your client regarding the process and the product? The books that the student wrote, illustrated, and had bound, then read to the class where they were doing their internship were very well received. In a couple of cases, the mentor elementary techers liked the idea of their students writing their own books and the Hoover interns help with the process.
4. What comments have you received from the parents of the students involved in the project and teachers on your campus who are not involved in the project? Many of the teachers and students at Hoover High School like the read aloud Pay It Forward. Some of the teachers work with the different Pay It Forward activities; such as exponential growth and people in history who have made a difference.
5. Photos.
Pay It Forward
The premise of Pay It Forward is that, any person, at any time, can do a favor for someone else – without any expectation of being paid back. Indeed one would request that the recipient of a favor do the same for someone else: ideally, for three other people. The unconditional favors can be large or small.
“It doesn't have to be a big thing. It can just seem that way, depending on whom you do it for.” Trevor in Pay It Forward.
The difference between ordinary
and extraordinary is a little extra...
(This info above is to be used for business sized cards to be used instead of the blue dots in the “The difference between ordinary and extraordinary is a little extra..” activity.
The Power of Numbers... DESIGN OF THE PAY IT FORWARD ACTIVITY: The activity will investigate the power of numbers by looking at exponential growth. Trevor's idea of "paying it forward" involves the mathematics of exponential growth. LEARNING OUTCOMES: • Students see how quickly powers of a number increase (exponential growth) • Students practice using exponents • Students recognize and extend patterns • Students make connections to other curricular areas and their environment (science, pay it forward concept, etc.) PREPARATION ACTIVITIES: 1. Students use a sheet of paper to show how quickly powers of numbers increase (exponential growth) a) Fold a sheet of paper in half. Unfold the paper.Into how many parts has the paper been separated. (Fill in chart) b) Refold the paper. Now fold it in half again. Unfold the paper. Into how many parts has the paper been separated? (Fill in chart) c) Continue the process of folding and unfolding the paper. After each fold, open the paper and count the number of parts into which it has been separated. Record the results in a table like the one below. d) Look at the data in the table and describe the numbers in the row labeled "Number of Parts". (numbers are powers of 2) e) How many parts would the paper have if you could fold it seven times? Ten times? Twenty times? f) At this point, it might be impossible to fold anymore but students can predict what the numbers might be by looking at the pattern that has developed. (22, 23, 24, 25, 26, etc.) 2. Pay It Forward Connection a) Tell the basic story of "Pay It Forward". (A student, Trevor, chooses to help 3 people and asks them not to pay it back to him but to "pay it forward" to 3 other people. Those people then "pay it forward" to 3 more, etc. b) Using the same concept as the paper folding, students will look for patterns as they put the data into the table (sample below) c) Continue with the pattern and filling in the table as students see how many people will be affected by acts of kindness started by ONE individual. d) Have students find out the population of their school and/or community. How many cycles would it take before everyone in his/her school, community, state would be affected? e)To illustrate the power of numbers, one student can give three students a blue dot that is pinned to their clothing(anything can be substituted for a blue dot). Those three give a blue dot to three other individuals, etc. 5. Students are then able to visually see, as they walk around the school, how quickly the number of people affected grows. RESULTS AND EVALUATION: 1. Performance Assessment: The teacher assigns groups (three in a group) their task. 2. Design a project that demonstrates the power of numbers (exponential growth). 3. Include (1) Goal(s) (2) Procedure(3) Table illustrating the mathematics involved 4. Results Share Back Projects
The difference between ordinary and extraordinary is a little extra...
DESIGN OF THE PAY IT FORWARD ACTIVITY:
Students will investigate individuals who have created great changes in the world in the areas of government, science, medicine, education, sports, etc.
LEARNING OUTCOMES:
• Through research, examine the power of ONE individual
• Learn/Practice research skills
• Learn/Practice presentation skills
• Examine cause/effect
• Examine "megaskills" in each of the individuals, i.e. initiative, confidence, creativity, determination, etc.
PREPARATION ACTIVITIES:
1. Begin an "EXTRAORDINARY HUNT" and challenge the students to find individuals who have made a positive impact on society. Encourage them to be flexible in their thinking, i.e. both female and males, various races/cultures, different continents, historical/living, etc.
2. After gathering a large list, have students brainstorm thoughts they may have on characteristics/skills/talents these individuals had that made them extraordinary . (Keep the list for future use.)
3. Discuss with the students resources that might be used to find information on the various individuals:
a) Books
b) Magazines
c) Internet
d) Museums
e) Organizations
4.Students, depending on grade level, will work in teams to research an individual and prepare a presentation on the specific person (teacher may decide to assign the teams). It is important that students work in teams to reinforce the concept that one person may be the initiator but Together Everyone Accomplishes More (TEAM).
5.Requirements may include:
a) What was the impact this individual had on society?
b) Was the impact localized or did it spread?
c) Is that impact still being felt? If so, how?
d) What "megaskills" did this person exhibit i.e., confidence, determination, insight, etc.
e) Excerpts - quotes, stories, events, etc.
f) Photographs
g) Significant people who made a difference in this individual's life.
6.Develop a rubric for students to self-assess their work or develop a rubric with the students that has specific criteria.
7.Allow time for research based on grade level.
8.Allow time for students to present their findings
9.Brainstorm, alongside the previous list, the "megaskills" that these extraordinary people possessed.
RESULTS AND EVALUATION:
Students and teacher will use a rubric to assess the research and presentation. (The teacher will either develop A Rubric or students can be involved in the development of the rubric.
