Jeni+Hawkins

= Unit Plan Assignment: Problem-Based Learning Lesson  = = Providing students with an opportunity to feel as if they have “done something” and changed a small part of their world is a powerful way to show relevance of a lesson into their lives. Freshmen tend to be very passionate about their thoughts and feelings, and the Do Something! Project is a way to harness their passion while teaching valuable skills. This problem-based learning lesson presents students with the problem of 7 million homeless pets in the United States currently, and allows students to motivate their own efforts and decide, “what I need to know to answer the problem” (Laureate Education, Inc 2010a). By giving students the vague topic with some specific guidelines the project “enables students to pursue their individual curiosities and become active participants is setting their own educational goals, managing their own learning and assessing their own progress – in other words, to be self-directed learners” (Cennamo, Ross, & Ertmer, 2009 p. 84). The problem-based learning project allows the students to take the reigns and make the content and skills valuable to their personal needs. = = Daily Lesson GAME Plan Template  = English 9 ||
 * **Lesson Title:** DO SOMETHING! || **Related Lessons**: Research, Persuasive Campaign, Essay writing. ||
 * **Grade Level** – High School || Unit:
 * ~  ||
 * Content Standards:**

1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation (Ohio Department of Education, 2009). 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources) (Ohio Department of Education, 2009). 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.) (Ohio Department of Education, 2009).


 * **ISTE NETS-S**

X Creativity and innovation X Communication and collaboration X Research and information fluency || X Critical thinking, problem-solving, & decision-making o Digital citizenship o Technology operations and concepts || **Instructional objective(s**): Students will try to understand who there are 7 million homeless pets in the United States. Together in groups, students will need to figure out a solution to prevent 7 million pets from entering shelters this year. Students will need to collaborate to determine how to bring awareness to this crisis. Students will eventually create a persuasive campaign and write a research paper of their findings. During class Day 1 || **5 – 10** minutes for introduction and group assignments **15-25** minutes for computer time. **10-15** minutes for sharing and clean-up. || Break students into four groups and assign a website per group. Students will be looking at pictures of adoptable pets and gathering information about each shelter. Have student groups share thoughts. || Laptops charged with internet connection working.
 * ACTION ||
 * **Before-class preparation:** Visit the Capital Area Human Society and local animal shelter websites at [], [], [], and [] to see the current number of adoptable pets in Franklin County. ||
 * Time || Instructional Activities || Materials & Resources ||
 * Entire class period 47 minutes.

Instructions on the projection screen. ||


 * During class Day 2 - 4 ||
 * Time || Instructional Activities || Materials & Resources ||
 * Entire class period, 47 minutes || Individually or in pairs, students will develop essential questions to guide their preliminary research. These questions will help narrow their research. Students must find 7 credible sources regarding homeless pets, spray and neutering options, no-kill shelters, puppy mills, etc. || Laptops charged with internet connection working.

Essential questions worksheet.

Credible website worksheets. ||


 * During class Day 5 ||
 * Time || Instructional Activities || Materials & Resources ||
 * Entire class period || Students will update their class blog with their reflections on their research. Students will also need to list their goals of their research, their initial idea for a solution, anticipated obstacles, strengths and weaknesses of their research process. The blog will also need to discuss how he/she will raise awareness to others regarding homeless pets. || Laptops charged and internet working.

Extra headphones for students to listen to music while blogging.

Copies of the Blog Rubric used by the English department. ||

|| MONITOR Students will be required to turn in the Web credibility worksheets by the end of days 4. Formative assessment will occur throughout each class period as students work on the Internet and gather information. Class blog will be assessed at the end of the week following the rubric set forth by the English department at GLHS. Students are familiar with this rubric as it is used in multiple classes in the high school. **Accommodations and extensions**: Help students stay focused by monitoring them closely and having students with ADHD sit near the aid. Students who have a difficult time focusing will be paired with a student who is able to focus more keenly and that student will model for the other. ESL student will be paired with her buddy for this project and will be allowed to research homeless pets in her native country if desired. Students will be required to bookmark the WebPages they wish to use for the project so they do not have to write down the sites. If a student has recently had to experience putting a family pet down, this lesson might be too painful and student will be given another topic to research if desired, perhaps researching pet memorial options or grieving stages. **Backup plan:** Talk with the media center a week before the lesson incase the network is down, then students can research in the library the old fashion way, using books. Borrow teacher Ipads so that there are 10 in the room if the computers are not charged so students can research in groups on the Ipads. For the Blog, if the students are unable to get on the computers during class, then hey can hand write their Blog to be scanned in at a later date. Problem-based learning lesson gives students the opportunity to direct their learning and take responsibility as an active learner. Students improve upon the skills then need to personally, while giving students the opportunity to see the relevance in their lives. Through reflection and self -monitoring, students are able to trouble shoot, think at higher levels and problem solve for themselves instead of relying on the teacher to tell them how to improve. These are skills that are needed to be successful in school as well in life and through problem-based learning lessons students can witness the importance of these skills.
 * Ongoing assessment(s):**
 * Ongoing assessment(s):**

 References Cennamo, K., Ross, J & Ertmer, P. (2009). //Technology integration for meaningful classroom use//. Belmont, CA: Wadsworth, Cengage Learning Laureate Education, Inc. (Executive Producer). (2010a). Program eight. Spotlight on technology: Problem-based learning, part 1. [Video recording]. Introduction to educational research. Baltimore, MD. Ohio Department of Education. (2001). English Language Arts Academic Content Standards. Retrieved October 08, 2010, from [].