Morse High School AOE: Who Am I?
From Pblwiki
Summary
|
Project Title: <Who am I?> Teacher(s): <Kristin Herrington, Robert Garcia, Lourdes Sanchez> School / Academy: <Morse High School Academy of Engineering> Grade Level(s): <9-12> Core Subject(s): <Engineering, Math, English> Career Technical Education (CTE) Class(es): <Introduction to Engineering Design,Algebra,Advanced Geometry,Geometry,English 1/2> |
Project Theme
The Driving Question behind this project is Who am I? Students will approach the question from the three different disciplines to discern the foundation of their past, their present selves, where they want to go in the future and what Engineering focus that will encompass.
The project focuses students on the which area within Engineering they wish to pursue while they are matriculating at the Academy of Engineering.
The Project
Who am I?” Project Part I Brief Students identify the engineering discipline they want to pursue then choose from two projects within that discipline. Students are supported in their Math course with activities appropriate for their specific class (Algebra, Advanced Algebra, and Geometry). In their ELA course, students prepare a Powerpoint presentation with a speaking component about the design process, the kind of math the used, and their budget. Students are asked to explain their background and why they are making the choices they are in the present. “Who am I?” Project Part II is a continuation in which students decide where they want to go in the future.
The Culminating Event/Public Exhibition
The culminating event is a Showcase during the three half days of first semester finals. Day one will include set up and rehearsal, day two will be the presentations with industry parters serving as panelists. Students will display projects and math reports, show Powerpoints as well as give oral presentations. Day Three we will give awards and invite community and staff to a catered luncheon where they will be given the opportunity to view the projects and celebrate student acheivement.
Beyond the Classroom
National Academy Foundation, Hispanic Inspiring Students Performance and Achievement, Mathematics Engineering and Science Achievement, Engineers Without Boarders, National Action Council for Minorities in Engineering, other industry and professional groups TBA
Project Driving Question
Who Am I?
Project Subquestions
<List the subquestions that derive from the Driving Question. Refer to Project Based Learning Handbook, p. 142.>
Content Standards
Literacy as a Core Standard: The literacy of all of our students is a central concern. Including at least one literacy outcome in your project – along with a major product that can be used to assess writing, speaking, or reading strategies – is recommended for all projects…whether or not your team includes an English teacher.
In addition to the literacy activities embedded in the project, students will be working on the following activities concurrenty:
Literacy Day: Once a week to coincide with CPT day AOE Journal: On Literacy Day, students will do an activity in their journal (a composition notebook) in each class including but not limited to narratives, vocabulary acquisition activities, creative writing, number sense activities, and technical writing.
Practice Reading: On Literacy Day, students will Practice Read from their PR book in each class for the first ten minutes of class. Practice Reading is active reading and has a component of teacher involvement including but not limited to discussing texts with students, listening to students read from their texts and encouraging student talk about texts.
Core Subject Content Standards
For each core subject, identify three or four content standards that students will learn and that will be assessed during this project.
ELA Standards
2.0 Writing Applications (Genres and Their Characteristics)
2.4 Write persuasive compositions: a. Structure ideas and arguments in a sustained and logical fashion. b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. d. Address readers' concerns, counterclaims, biases, and expectations.
2.6 Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting): a. Report information and convey ideas logically and correctly. b. Offer detailed and accurate specifications. c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide). d. Anticipate readers' problems, mistakes, and misunderstandings.
1.0 Listening and Speaking Strategies
Organization and Delivery of Oral Communication 1.3 Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause. 1.5 Recognize and use elements of classical speech forms (e.g., introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate. 1.6 Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. 1.8 Produce concise notes for extemporaneous delivery. 1.9 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (e.g., voice, gestures, eye contact) for presentations.
Identify how each standard will be assessed.
<answer>
ELA Standards All Rubrics are available at [1] You must be a member (free and safe) to view.
CTE Standards or Frameworks
For each CTE class, identify three or four CTE standards or CTE frameworks that students will learn and that will be assessed during this project. Identify how each standard or framework will be assessed. <answer>
The SCANS List
The SCANS list – from the Secretary’s Commission on Achieving Necessary Skills – was developed by the United States Department of Labor and Education as a guide for educators who want to help students prepare for the workforce. Identify the key Workplace Skills and Foundation Competencies needed for success in both college and the workplace. Identity how each skill and competency will be assessed. (Refer to Project Based Learning Handbook, p. 26) <answer>
We began by identifying when during their emotional and intellectual development throught the year we should focus on each SCANS Skill. We determined that first quarter should focus on Interpersonal and Technology, second should focus on Systems, third should focus on Information, and fourth should be working toward mastering Resources skills. The Who am I? project falls during second semester so the SCANS Skill it highlights is Systems, particularly the Design Process.
Project Design
Answer each question associated with and adapted from each of Adria Steinberg’s Six A’s.
Authenticity
Where in the real world outside the classroom might an adult tackle the problem or question addressed by the project? The project guides students through one method of choosing a career path. It also reinforces the concept that is acceptable to change career direction by allowing them the freedom to make dramatically different choices from Part I to Part II.
How do you know the problem or question has meaning to your students? Because the driving question is one of self narration and discovery, it is inherently a project rife with personal meaning.
Who might be an appropriate real world outside the classroom audience for the students’ work? The speakers who present on each focus Engineering discipline would be logical choices for Showcase Panelists.
Academic Rigor
What is the central problem or question addressed by the project? The driving question is Who Am I?
What knowledge areas and enduring understandings will it address? It is a question that seeks to inspire students to begin a journey of self discovery and to foster self actualization through an understanding of self.
What habits of mind will students develop? (Refer to Project Based Learning Handbook, pp. 30, 31) Managing Impulsivity, Listening to Others with Understanding and Empathy, Thinking Flexibly, Striving for Accuracy and Precision, and Applying Past Knowledge to New Situations
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 and event?) <Students are building an Engineering project. Their project choice is based on which area of Engineering they decide to focus on. This choice is made metacognitively.>
Which of the competencies expected in college and high-performance work organizations does the project provide opportunities to develop? (Refer to Project Based Learning Handbook, p. 25) Critical Thinking and Doing, Creativity, Collaboration, Cros-Cultural Understanding, Communication, Computing, and Career and Learning Self-Reliance.
Which self-management skills does the project require students to use? (Refer to Project Based Learning Handbook, p. 25) Self-evaluation, self assessment and using feedback
Active Exploration
What outside the classroom field-based activities does the project require students to conduct? <answer>
Which methods and sources of information are students expected to use in their investigations? (e.g., interviewing & observing, gathering & reviewing information, collecting data, model-building, on-line services) Gathering and reviewing information (including using online resources and listening to speakers) as well as all steps of the design process (brainstorming, sketching, design/modeling, replica/prototype, and production/sales).
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 have access to speakers, panelists and mentors via our associations with NACME, HISPA, EWB and industry professionals TBA.
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? Industry professionals will help students identify what type of work within Engineering they want to pursue and therefore which project they will work on.
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? Industry professionals and community memebers will be Showcase Panelists.
Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers? Students will receive awards and aknowledgement the day after the showcase at the luncheon.
Are students involved in reviewing or helping establish the project criteria? The feedback from students this year will help to shape next year's project. Additionally, students will be allowed to augment their projects significantly between Part I and Part II. When developing the project for this cohort as they move into their sophomore year, we seek to extend the learning from this project into the next.
What are the criteria for measuring desired student outcomes? See Rubrics
Plan the Assessment: Step 1
Define the products and artifacts for the project. (Refer to Project Based Learning Handbook, pp. 49, 50, 59)
ELA Early in the Project: Into: •Students will do a Journey Map to show how they got to the place they are in now (familial relationships, geography, schools, important life events, religion/philosophy, extra curricular interests, achievements, etc) •Students will collect information for family trees, digital images of people, places, etc, and any other information they would like to include in their powerpoint.
ELA During the Project: Through: •Students will create powerpoint slides representing the “Past” element of who they are. •Students will create powerpoint slides representing the “Present” element of who they are. •Students will create powerpoint slides representing why they identified with the engineering discipline they choose to work within. •Students will create powerpoint slides explaining the design process they experienced with their project. •Students will create powerpoint slides explaining what type of math was used and the budget for their project.
ELA End of the Project: •Students will present their projects using the powerpoint to guide the oral element of the presentation.
NOTE: All Rubrics are available at [2] You must be a member (free and safe) to view.
MATH Early in the Project:
MATH During the Project:
MATH End of the Project:
ENGINEERING Early in the Project:
ENGINEERING During the Project:
ENGINEERING End of the Project:
Plan the Assessment: Step 2
State the criteria for exemplary performances for each product being produced. If using a Rubric, provide link. (Refer to Project Based Learning Handbook, pp. 51-57, 61)
Product: Multifaceted Powerpoint presentation completed in ELA course Criteria: Rubrics for all elements of the presentation are available at [3] You must be a member (free and safe) to view.
Product:
Criteria:
Product:
Criteria:
Product:
Criteria:
Map the Project: Part 1
| 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: <product> | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
| <knowledge and skills needed> | |||
Map the Project text: (Refer to Project Based Learning Handbook, pp. 83, 84)
Map the Project: Part 2
Insert (link) a PowerPoint that shows the timeline for this project. Include activities, resources, and milestones. Create no more than one slide per week. (Refer to Project Based Learning Handbook, p. 86)
Critical Friends
<In five or six sentences, summarize what you learned during the Critical Friends protocol and how what you learned will impact your work to this point.>
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: In all ELA courses students with learning differences are scaffolded by co-teachers who specialize in meeting their needs. The teachers are in the classroom everyday working with students bell to bell.
Reflection
How will you, your students, and your project colleagues reflect on and evaluate the project? In addition to the luncheon on the day following the showcase, the team meets every Wednesday for CPT; the project will be a continuing item on the agenda.
2008 Summer Institute Photos
