It Factor Project Based Learning Proposal

Prepared for Fairview Elementary School

Presented byAshley BaileyErica Boswell

Kirk CheckwoodMartina ClarittRhonda Davis

Jossette Sherwood-Hill

The ProblemSociety places certain expectations on students whether they complete their educational career or not. Students are expected to:

Participate in the economy in different roles such as workers, consumers, business owners and investors. Exercise their civic duty by becoming a part of the political process through voting and/or holding elected office. Support themselves by selecting a career that will sustain them and their families if they chose to have one.

The ResearchThe project approach is a promising practice for meeting the needs and interest of today’s young students. Project-based learning involves in-depth investigative activities that culminate with a final product or debriefing event.Some of the benefits of project based learning activities include developing students’ higher level thinking skills such as problem solving, planning and self-monitoring.Students who engage in the project approach are more adept at transferring conceptual ideas across a variety of learning situations. Incorporating the use of Web 2.0 technologies with Project based learning activities as a way to continue to facilitate learning for gifted students.Students' communication skills, their problem-solving abilities, and their capability to work as effective members of a team, which develop and improve from collaborative learning activities, are all attributes highly valued by future employers .

The NeedFairview Elementary School has identified the following as critical needs areas for student achievement:

Developing problem solvingBuilding critical thinking skillsIncreasing communication skillsTransfer of knowledge learned in school to the real worldEngaging SAGE (gifted) students morePreparing students for beyond school

Our ProposalThe purpose of this project based learning proposal is to encourage Fairview Elementary School in Henry County to consider engaging 5th grade students in a project that explores the basics functions of a society. The concepts to be explored are economics (including a study of currency), government, career choice and business start-up and ownership. The final results of this venture would be the creation of classroom societies modeled after what students learn during project based learning activities.

Georgia Performance StandardsSS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution. a. Explain the responsibilities of a citizen. SS4CG3 The student will describe the functions of government. a. Explain the process for making and enforcing laws. b. Explain managing conflicts and protecting rights. c. Describe providing for the defense of the nation. d. Explain limiting the power of people in authority. e. Explain the fiscal responsibility of government. SS5E2 The student will describe the functions of four major sectors in the U. S. economy. a. Describe the household function in providing resources and consuming goods and services. b. Describe the private business function in producing goods and services. c. Describe the bank function in providing checking accounts, savings accounts, and loans. d. Describe the government function in taxation and providing certain goods and services.

Georgia Performance Standards (continued)SS5E3 The student will describe how consumers and businesses interact in the U. S. economy. a. Describe how competition, markets, and prices influence people’s behavior. b. Describe how people earn income by selling their labor to businesses. c. Describe how entrepreneurs take risks to develop new goods and services to start a business.

SS5E4 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

M5P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics

Information Literacy StandardsStandard 1: The student who is information literate accesses information efficiently and effectively.The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.The student who is socially responsible with regard to information works successfully—both locally and through the variety of technologies that link the learning community—to access, evaluate, and use information. That student seeks and shares information and ideas across a range of sources and perspectives and acknowledges the insights and contributions of a variety of cultures and disciplines.The student collaborates with diverse individuals to identify information problems, to seek their solutions, and to communicate these solutions accurately and creatively.

DescriptionIn keeping with the mission and vision of Fairview Elementary school, this project based learning module was developed to enhance students’ critical thinking skills and to prepare them for the world outside of school. Additionally students, staff and community members will work within a collaborative framework while engaging in the project. This project is also in line with the mission of the Georgia Department of Education in its’ efforts to prepare all students for college or a career.

Who: This project is designed for use by 5th grade teachers and students of Fairview Elementary School but involves other outside sources as local experts. What: Students will study various aspects of a society such as government, banking, career choice and starting and owning a business. Students will incorporate the use of different technologies like Blogger, Voice Thread, and Comic Life during this course of study. Each classroom will work to create classroom “mini-societies”. These societies are required to include (but are not limited to) a form of government, a banking system, and various jobs that students may select. Students’ business ownership opportunities should be included as well. When: This project is designed to be completed over the course of eight to twelve weeks which is equivalent to a grading period in most elementary schools.Why: This proposal was developed out from the desire to better prepare students to meet the challenges of fulfilling their daily roles in society and to develop critical thinking and communication skills through collaboration.

Audience5th Grade Teachers

5 Highly qualified teachers with a combined total of 40+ years of teaching experiencePrior to key instructional activities teachers who have not participated in staff development opportunities with the various technologies (Comic Life, Blogger and Voice Thread) will be provided an opportunity to attend informational sessions on each technology. All teachers have had the opportunity to attend the Mini-society training provided by the Henry County School system but those teachers new to fifth grade are currently enrolled in the county wide bi-monthly training meetings.

5th Grade StudentsEach fifth grade class (130 total students) will participate all of the instructional activities in order to create their classroom society. They will work in small collaborative groups to complete the activities. Students will be introduced to the various technologies (Comic Life, Blogger and Voice Thread) prior to beginning the Mini-Society unit during the classroom rotation to the school computer lab. This introduction will be done by the Instructional Technology Specialist.

Goals/ObjectivesTo teach students various business structures and the roles they play in society. To develop and experience real world examples in context of citizenship, economics, career and government. To teach students how to discover and set goals for achievement. To teach students the importance of cooperation. To teach students an attitude of spirit of entrepreneurship

GoalsKnowledge: (The student will know )

There are certain responsibilities of citizens.The government functions to manage conflicts and protect the rights of citizens.Citizens help the economy function by providing resources and consuming goods and services. Private businesses help the economy function by producing goods and services. Banks help the economy function in providing checking accounts, savings accounts, and loans. People earn income by selling their labor to businesses. People make choices about their careers.Entrepreneurs take risks to develop new goods and services to start a business.

GoalsSkills: (The student will be able to)

Explain (Communicate)DescribeIdentifyMake connectionsRecognizeApplyUnderstand

TimetableModule Week Monday Tuesday Wednesday Thursday Friday

Pre-Planning 01 Google Docs Brainstorming Review of or Introduction to use of Comic Life , Voice Thread, Blogger *Prior to unit students will be introduced to the technologies by the I.T.S during their computer lab time.

Google Docs Brainstorming Review of or Introduction to use of Comic Life , Voice Thread, Blogger*Prior to unit students will be introduced to the technologies by the I.T.S during their computer lab time.

Google Docs BrainstormingReview of or Introduction to use of Comic Life , Voice Thread, Blogger*Prior to unit students will be introduced to the technologies by the I.T.S during their computer lab time.



01 - business start up

02 Students will work in collaborative groups to set up a group blog for interaction with a business owner from the community

Students will generate a list of questions about starting a small business to post on their group blog for a local business owner to respond to.

Students will post questions to their blog and begin a dialogue with a local business owner. *This blog will be an on-going source for students

Students will generate a list of ideas for their business. They will determine if they will provide a good or service. Groups will pitch their individual ideas to their group members to determine one produce for their business.

Groups will brainstorm and start to create a prototype for their good with a cost plan or market survey with a cost plan.

02 - career choice

03 Students will pick a career from a person in their family to interviews

Students will visit the site listed below to get additional background information about the family member's career. http://www.bls.gov/k12/ to learn what is involved in their chosen career.

Students will use class time to type out the answers to their interview questions. Students will be required to use the word application, using correct grammar, and citations.

Students will use class time to gather images (with proper citations) and complete their poster board for display on the fifth day.

Students will display their board at a career fair. They will be interviewed by other fifth grade teachers and administrators.

03 - Banking 04 Creation of Comic life for “cost of living”

Completion of Comic Life for “cost of living”

Opening of “bank account” with starting fund of $100.00

Reconciling of account.

Summarize activities and put together banking packet (packet includes examples from each stage by student).

04 – Government 05 Creation of Bill of Rights Graphic Organizer and Student Lead Discussion based on Bill of Rights Graphic Organizer.

Creation of Bill of Rights Graphic Organizer and Student Lead Discussion based on Bill of Rights Graphic Organizer.




04 – Government Continued

06 Introduction to Bill of Rights VoiceThread Assignment

Work in Computer Lab on Bill of Rights VoiceThread Assignment

Work in Computer Lab on Bill of Rights VoiceThread Assignment

Present Bill of Rights VoiceThread Assignment

Present Bill of Rights VoiceThread Assignment

05 - business ownership

07 Whole Group Instruction - What is a Business? What is Business Ownership? What are the different forms of business? Associated Vocabulary

Purpose of businesses in society . Discuss disadvantages/advantages of various business forms. Intoduce concept of entreprenuers.

Market Day - Create your own unique product/services that can be sold to your classmates Activity sheet

Students will complete an ebook that introduces product/services, target audience, price, etc.

Ebook presentations and brochures

06 ‑ Final Assesment

08 The final event for each class will be a market day event for grades K-2.

LinksBailey-BankingBoswell-Law EnforcementClaritt- Career ChoiceCheckwood- GovernmentDavis-Starting a Business Sherwood-Hill

ExpertsBaileyBoswellClarittCheckwoodDavisSherwood-Hill

Budget –Anticipated Expenses

MaterialsClassroom materials for Mini-Society- $600 ($100 per classroom) *provided annually by PTSA

Software applicationsComic Life (Seat license for 250 computers)- $499.00

Other resourcesMiscellaneous including teacher training expenses (copies, refreshments, etc…)- $200

Total anticipated expenses: PTSA- $600Fairview - $699

Existing Resources at Fairview Elementary

MaterialsMini-Society Resources provided by The Georgia Council on Economic Education

EquipmentComputers with Microsoft Office and Internet access Smart boards, Doc Cameras, Active Hubs and Slates

Software applicationsMicrosoft Office SuiteInternet Access (Voice Thread, Blogger, etc…)

Services from school personnelSchool Library Media SpecialistInstructional Technology Specialist

Other resourcesPartners in EducationParents who own and operate small businessLocal Political leaders

Potential Challenges and Concerns

Inability to access Web 2.0 technologies because of school internet filtering systemInsufficient time and funding of need materialsLack of teacher knowledge about using Web 2.o technologiesLack of teach knowledge about use of Project-Based learning activitiesUnwillingness of all team members (teachers and/or students) to fully participate

Unanticipated Benefits and Rewards for Stakeholders

StudentsResponsibility of own learningDecrease in discipline problems

TeachersIncrease collaboration with colleaguesBetter classroom management

Administrators Increased time on taskLess office referrals for discipline

Community Business MembersIncreased involvement in the schools in a role other than financialPossible increase in business

Reflections- TeachersREFLECTION

Did the lesson/s depart from what you had planned in any way? If yes, why did you think this was so?Did your learners learn anything in this lesson/s additional to what you had planned? If yes, why do you think this was so?Having taught these lessons, will you do anything differently the next time you implement a project of this sort? If yes, say what you will change and try to explain why.Briefly describe the ways in which participation in this module has influenced your classroom practice, if at all. Try to explain how or why this was so.

Reflections- StudentsREFLECTION

How was this learning experience different from others you have experienced?

Did you learn something unexpected during these learning activities? If so what?

What would you want your teacher do differently next time? What would you do differently next time you have this type of learning experienceDo you think what you learned during this unit will help you in life outside of school? If so how?

ConclusionProject-based learning is an instructional model that involves students in investigations of compelling problems that culminate in authentic products.Students become more engaged in learning when they have a chance to dig into complex, challenging, and sometimes even messy problems that closely resemble real life.Projects grow out of challenging questions that cannot be answered by rote learning Projects place students in active roles and serve specific, significant educational goals; they are not diversions or an add-on to the "real" curriculum.

ResourcesEckstein, M. (2009). Gifted and talented education for the 21st century. Enrichment 2.0 , 32 (1), 59-63. Retrieved November 5, 2009, from Ebscohost.

Kapp, E. (2009). Improving student teamwork in a collaborative project-based course. College Teaching , 57(3), 139-143. Retrieved November 5, 2009, from Ebscohost.