Twain Child Development '08
From Pblwiki
Summary
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Project Title: Resource Brochure for Pregnant Teens/Teen Moms Teacher(s): Sylvia Fletes School / Academy: Twain/Garfield High School Grade Level(s): 9-12 Core Subject(s): Child Development Career Technical Education (CTE) Class(es): Developmental Psychology of Children |
Contents |
Theme
Students will survey adult women who were teen moms and ask what services they wish they had during their teen years. Then they will compile the information received to determine the resources needed for the brochure. A group of students will design the brochure while another group gathers the information to include in the brochure.
The information brochures will then be distributed to school nurses within our district and at student conferences in the county. This way the brochure will not only help students in our district but also reach students throughout the county.
Content Standards
| Subject | Content Standard | Assessment |
| Child Development | A9.0 Students understand the principles of good nutrition, health & safety for infants and children | Journal (speaker from WIC), Quiz on Nutrition |
| A5.0 Understanding important elements of a child's
Physical,Intellectual, Emotional & Social growth and development, | Poster, Oral presentation on community resource | |
| A10.0 communicate and interact effectively with families and communities | observation
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Begin with the End in Mind
- A. What is being produced?
- A brochure
- B. How is that being assessed?
- Document photographs, quiz, oral presentation, group checklists,meeting deadlines
- C. What is the individual student producing?
- Each student will research at least one of the community services available and provide name and contact information. Give discription of the program and it's services.
- D. How is that being assessed?
- Oral presentation, written notes (worksheet), quality and accuracy of information.
- E. What is the group producing?
- Each group will produce diffrent information:survey, design brochure, list of resources
- F. How is that being assessed?
- Copies of the actual surveys with names. Hard copy of the layout of brochure and of resources.
SCANS Skills
| SCANS Skill | Assessment |
| Interpersonal: Works with others
Participates as member of a team. Contributes to group effort.Negotiates. Works toward agreements involving exchanges of resources, resolves divergent interest.Works with diversity. Works well with men and women from different backgrounds. | Structured observations of group productivity. Effective time management and effective task management. |
| Technology: Works with a variety of technologies
Selects technolgy. Chooses procedures, tools, or equiptment including computers and related technology. | Teacher evaluation of PowerPoint, Excel and Word docs. |
| Basic skills: Reads,writes,listens and speaks
Reading: locates, understands, and interprets information in prose and in documents such as manuals, graphs and schedules. Speaking: organizes ideas and communication orally. Writing:Communicates information and message writing: creates documents such as reports, graphs and charts. Speaking: Organizes ideas and communicates orally. | Journals, Quizzes, Essays, Group reports |
| Information: Acquires and uses information
Acquires and evaluates information.Organizes and maintains information.Interprets and communicates information.Uses computers to process information. | Contacts, analyzing information |
| Thinking Skills: Makes decisions,solves problems, visualizes and reasons.
Seeing things in the mind’s eye. Organizes and processes symbols, pictures, graphs, objects, and other information. | Group evaluation and meetings |
| Resources:
Identifies, organizes,plans, and allocates resources. | Finished product will be evaluated for quality and accuracy of information. |
Driving Question
We're having a baby, now what?
Significant Questions
How do I tell my parents? Where do I go to the Doctor? How do I get medical Insurance? Do I have to quit school? What will happen to my body?
Plan the Assessment
Step 1
Early in the Project:
Students will formulate a survey, conduct the survey, record and graph the responses of the survey. Copies of the actual surveys with names.
During the Project: Students will research at least one Community service program and put together an information worksheet that will be presented in class. Oral presentation will be assessed, based on quality and accuracy of the information.
End of the Project:
Students will design the brochure and compile all the resources for the end product.
Step 2
Product: Survey
Criteria:
- Minimum # of participants: 20
- Minimum # of questions: 7
- Neatness
- Information is correct
- Important points are included
- Information is useful to the audience.
Product: Design brochure
Criteria:
- Accuracy of Information
- Writing is free from errors in grammar, punctuation, spelling, and keyboarding
- Computer design teacher will determine the final layout.
Product: Community Resources List
Criteria:
- Minimum of 10 Resources
- Information must be current & accurate
- Phone # and contact person
Product: Poster & Oral Presentation
Criteria: Media:Poster Rubric 50 points.doc
Media:Oral presentation rubric fletes.doc
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: Brochure | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Research Skills | X | X | X |
| Computer skills | X | X | |
| Creating and implementing survey | X | X | |
| Time management | X | X | |
| Organization | X | X | X |
| Compiling information | X | X | |
| Interview Skills | X | X | |
| Phone etiquette | X | X | X |
| Team Work | X | X | X |
| Communication skills | X | X | |
What project tools will you use?
Telephone, Computers, Journals (notes from guest speakers)
Project Timeline
Media:PBL Timeline-fletes.doc <
- What challenges or problems might arise in the project?
Speakers might not be available to present. Students that do not complete assignments on time. Computer problems with design layout or printing.
Manage the Process
<List preparations necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles.>
Provide students with a list of sample questions for the interviews. Adapt assessments to meet the needs of special-needs students. Meet with individual students to check on progress. Allow students to interview in their own language then translate into english.
How will you and your students reflect on and evaluate the project? Monthly meetings, to check on progress.
1st Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project? As the project began I realized the groups are all compiling information during different times of the year. So some students don’t have work to do, right now. Another problem I encountered is that because I am at an alternative program my students are not working well in groups. Too many of the students are absent and the groups seem smaller and smaller everyday.
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
I am rearranging the groups constantly to make them work. I have also changed the timeline so that all students can work on something during the semester.
3. What revisions have you made to the project since the Summer Institute?
I changed the activities of each group. Now all the students have something to do. I also changed the timeline
4. Summer Institute participants: What is it like working with your PBL team?
4. Solo participants: How have you made any of your campus colleagues aware of the project?
Only the school nurse and the girls counselor..
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
Yes, the plan changed I was not planning to present this year because the resource fair is usually in September or October. This year they moved the fair to January so we plan to attend and maybe have a booth. I just hope everything turns out as planned and we complete the project in time.
6. What has been the students’ response to the project?
At first they were not as enthusiastic as I thought they would be. Once I transmitted my energy and enthusiasm about the project they slowly started coming on board. Several of my students have friends that are pregnant or know someone who is pregnant. They know that getting this flyer out soon will help some of there friends or at least relieve some of the tension during the first months.
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
