Valerie+Gerdes


 * //How did you upload the "Word doc" at the bottom of this page? I tried, but with no luck. -- James//**
 * //Hi James, when you edit your page and that tools bar pops up, I just clicked on the "File" button and was able to add it that way. Were you able to open the docx. file? - Val//**

Not completely sure about this, but here goes nothing!

Problem Based Learning Lesson Valerie Gerdes Walden University

Marie Larcara EDUC-6713D-2 Integrating Technology Across the Content Areas July 30, 2010

Problem Based Learning Lesson Introduction Problem-based learning is a vital instructional tool that allows students to make real-world connections and fabricate possible solutions for these real-world situations. The following problem-based learning lesson is geared toward seventh grade English students, but will be cross-curricular in nature. Lesson Description There are several reports of contaminated water systems within the city of Gillette, Wyoming. Some of these systems empty into a fishing lake within a city park. People are encouraged not to get into the water and any fish caught there are to be released, as they would not be fit for consumption. Students must first understand what is contaminating the water systems and then find a way to stop contamination, clean the water, and restore lake to a healthy level. Students will convey their understanding of the waterway via any tool that can be made public so that concerned citizens may be informed. Also, students will need to present their material to the news media or the Campbell County Conservation District. Standards/Outcomes/Goals The following are a list of seventh grade English standards that this lesson will accomplish: LA-07-02-01 Apply Writing Skills to Plan/Draft/Revise/Publish (Ayers, 2008) LA-07-02-02 Write a Variety of Expressive/Expository Pieces (Ayers, 2008) LA-07-03-06 Incorporate Multi-Media When Appropriate (Ayers, 2008) LA-07-01-03 Understand Informational Texts (Ayers, 2008) LA-07-03-01 Use Effective Speaking Skills (Ayers, 2008) LA-07-03-02 Speak on Focused Topics w/Organization, Content (Ayers, 2008) LA-07-03-04 Present Reports and Demonstrations (Ayers, 2008) LA-07-03-07 Speak and Listen in Small Group Situations (Ayers, 2008) It should be kept in mind that this lesson can and will be made complete cross-curricular as much will deal with the science and social aspects of this contamination. Other subject standards and outcomes should be considered. Steps of the Lesson The problem of the contaminated water is highly relevant to my students. Not only is this water a part of our community, but students are required to complete a fishing unit as a part of their P.E. credits. This lesson is currently held at the contaminated fishing lake. Every year students make mention of having to catch and release because of the tainted water. Some students feel there is a health risk just having to be near the lake. I will introduce the problem to students and then start a discussion as to where the pollutants are coming from and possibly some basic corrections of this problem. It would be my hope that students could take samples of water and test them for pollutants. This would require the help of a science teacher. Working in groups, students could blog about their findings, report their data in graphs using any number of multimedia tools, present their findings to the class, newspaper, or city council, and ultimately report to the Campbell County Conservation District and help determine how to amend the situation. Technology Students will use any number of technological tools while performing scientific experiments, but I would have students use the internet to research other areas that may have the same problem. Perhaps we could follow in someone else’s footsteps. Students will blog about what they are doing to keep the community and fellow students up-to-date. Creating a webpage for their project would also perform the same task. Cennamo, Ross, and Ertmer (2009) state “technology promotes collaboration and communication among students” (p. 193). Using web-based tools like blogs or wikis will assist class work. Finally, students will create a presentation using Powerpoint or Starboard technologies. Conclusion To assess student learning, blogs, wikis, and webpages will be evaluated daily. Students must prove that learning has taken place that day. Rubrics will be in place to show what constitutes learning. Final grades will be placed upon a final presentation (web page or proposal). By adhering to a final presentation and engaging in discussion, students are reflecting and articulating on learned knowledge and thereby taking parting in meaningful learning (Cennamo, Ross, & Ertmer, 2009).

References Ayers, A. (2008, June 24). //Campbell county school district #1 curriculum//. []

Cennamo, K., Ross, J. & Ertmer, P. (2009). // Technology integration for meaningful classroom use: A standards-based approach //. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Valerie,

Hello! I just noticed that people were leaving comments on the page and I left my comments on the Iearning community board that is on our course page. So I just copied and pasted what I wrote there in case you did not read it. I was a little confused!:) sorry! I look forward to reading your assignment for this week! I think that your problem based unit was good. The authentic assignment brought in a problem that was happening in the community that the students could relate to. Furthermore, I think that it was great that you were able to connect this unit with gym and science- interdisciplinary!

The only suggestion I have for you is to modify the format of your lesson so that it meets the requirements of being in the "GAME" plan format. You can find the format in the course text starting with the end of chapter 8 (Cennamo, Ross, & Ermer, 2009). That way you will incorporate the monitor and evaluation stage of the GAME plan. Overall, you are right not on track! Keep on working hard, I know that it has been busy... but only three more weeks! **Jessica Juhn

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:Wadsworth, Cengage Learning.

Thanks for the input, Jessica! I was wondering if I should change the format. Sometimes I just get caught up in our application format. I wrote my second lesson as they are in the book. Quick question, you wrote "you are right not on track!" Am I doing things correctly? I'm confused. - Val



Valerie,

I like that you have the students contacting other students from other schools. This assignment demonstrates what educational networking should look like. The students are collaborating together to create a network where they can have an academic conversation with peers from a different location. Good Work!

Jessica Juhn