Instructions for Part 4 For this part of the project you will be working with The Village Game lesson plan which presents a great culminating activity that facilitates learning about economic systems. However, there are certainly limitless ways in which you could have students document and present what they learn through The Village Game or other similar projects.
Read through the lesson plan and discuss it in your groups.
Next, I would like you to take this lesson plan one step further. Utilizing the GRASPS Task Design Prompts in Chapter 7 of Understanding by Design, brainstorm ideas in your group discussion for a variety of tasks that would allow students to share what they have learned with other students and teachers in the school as well as parents and other community members. The end product that the student completes must be in a format that can be displayed in the media center, other display area of the school or on the school website.
As you brainstorm ideas you will also want to discuss ways in which teacher, media specialists, and instructional technologists would need to collaborate in order to make this type of activity successful.
You can either develop one GRASP form within your group or if your group comes up with several great ideas, each of you may want to submit different ideas. Each of you will need to submit a completed form through the assignment dropbox.
Have fun with this discussion…use your imagination and “think outside the box”.
Student Instruction Project Part 4 Understanding by Design GRASPS Task Prompts
Goal Your task is: To build a labelled, 3-D scaled model (using Google Sketch to design it first) of an appropriate "village" for human survival and to display and explain the model at Parent-Teacher night on June 5.
The goal is to:To understand, illustrate and present your knowledge of early civilizations and the essential requirements for a civilization to survive and thrive.
The problem or challenge is:What steps can a group of people perform to make and sustain a civilization that enables them to effectively survive starvation, natural disasters, enemies, internal disorder, the evils of human nature, unsanitary conditions,the need for goods and shelter?
RoleYou are:One of the founders of a village. You and your team members will have to assign jobs/roles including secretary, spokesperson, leader, and advisors.
You have been asked to: Ensure the survival of your people by finding the best location for a new village, designing and building effective structures for shelter and defense, choosing crops best-suited to the climate, writing the best laws and choosing the best form of government for them. Providing for the needs of the citizens through the life span, including health, art, religion, and recreation.
Your job is:To lead, govern, provide for and defend your people by building a village.
AudienceYour clients are:The people in your village
The target audience is: The other student teams in your class, your World History and I.T. teacher, your library media specialist and your parents. (They will be provided mobile web browsing devices equipped with QR scanners checked out from the media center.)
You need to convince:The people of your village that you are a competent ruler who will ensure their survival.
SituationThe context you find yourself in is: Your previous village has been destroyed and you must ensure the survival of a group of 100 men, women and children at a new site.
The challenge involves dealing with: agriculture, city planning, geography, architecture, political science, philosophy, military defense, sanitation, health, commerce and psychology.
Produce, Perform, and PurposeYou and your team will create a: 30" x 30" 3-D scaled model of a village and surrounding geographical features, with structures, defenses, crops, sanitation, water sources, and other things necessary for survival, as well as potential dangers, clearly labeled. To each label you will assign a QR CODE that when scanned will hyperlink to the section in a wiki (that you and your team members will create) that explains the value of the feature to your village's survival and ability to thrive. Each of the following features of your village and society must be described and linked via QR code to your wiki: describe your people as a group, their survival needs, why you chose to locate your village where you did, which crops you chose and why, what kinds of structures you chose and why, at least 5 core laws you chose and why, the form of government you chose and why, and the defenses you chose and why. Your wiki should include at least 5 references supporting your positions and decisions. Include at least 2 ancient civilizations as historical examples to support the choices you make for your village.
In order to: complete this you will need to learn about ancient civilization using print and online sources (your media specialist will direct you to appropriate sources). You will need to learn about QR CODES following this link for a brief explanation: http://en.wikipedia.org/wiki/QR_codes. You will need to create a wiki (the IT teacher will provide you with a tutorial in how to use this).
You need to develop: A wiki so that: when folks come to view your display they can scan the feature they desire and immediately be linked to the appropriate text that will explain in detail about that feature.
Standards and Criteria for Success Your performance needs to: Be convincing based on principles of economics, and what history has taught us are the necessities for societies to advance and thrive.
Your work will be judged by:A detailed rubric including: quality of craftsmanship, creativity, understanding, supporting rationale, likelihood of your people's survival, spelling and grammar, quality of Google Sketch design, turning project in on time, mention of 2 ancient civilizations as historical examples, completed wikispace defending and explaining your decisions and positions, and adequate and appropriate research sources that are properly cited. The SLMS will judge your references; the I.T. teacher will judge your Google Sketch design, wikispace and QR Codes; and the World History Teacher will judge the remainder of your project.
Your product must meet the following standards:
GPS: High School World History Standards: SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.
NETS (Technology)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processesusing technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b.create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems.
AASL (Library Media) 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-work connection for using this process in own life. 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.1.9 Collaborate with others to broaden and deepen understanding.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. 2.1.6 Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings.
3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1.3 Use writing and speaking skills to communicate new understanding effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.4 Create products that apply to authentic real-work contexts.
For this part of the project you will be working with The Village Game lesson plan which presents a great culminating activity that facilitates learning about economic systems. However, there are certainly limitless ways in which you could have students document and present what they learn through The Village Game or other similar projects.
Student Instruction Project Part 4 Understanding by Design GRASPS Task Prompts
Your task is: To build a labelled, 3-D scaled model (using Google Sketch to design it first) of an appropriate "village" for human survival and to display and explain the model at Parent-Teacher night on June 5.
The goal is to: To understand, illustrate and present your knowledge of early civilizations and the essential requirements for a civilization to survive and thrive.
The problem or challenge is: What steps can a group of people perform to make and sustain a civilization that enables them to effectively survive starvation, natural disasters, enemies, internal disorder, the evils of human nature, unsanitary conditions,the need for goods and shelter?
You have been asked to: Ensure the survival of your people by finding the best location for a new village, designing and building effective structures for shelter and defense, choosing crops best-suited to the climate, writing the best laws and choosing the best form of government for them. Providing for the needs of the citizens through the life span, including health, art, religion, and recreation.
Your job is: To lead, govern, provide for and defend your people by building a village.
The target audience is: The other student teams in your class, your World History and I.T. teacher, your library media specialist and your parents. (They will be provided mobile web browsing devices equipped with QR scanners checked out from the media center.)
You need to convince: The people of your village that you are a competent ruler who will ensure their survival.
The challenge involves dealing with: agriculture, city planning, geography, architecture, political science, philosophy, military defense, sanitation, health, commerce and psychology.
In order to: complete this you will need to learn about ancient civilization using print and online sources (your media specialist will direct you to appropriate sources). You will need to learn about QR CODES following this link for a brief explanation: http://en.wikipedia.org/wiki/QR_codes. You will need to create a wiki (the IT teacher will provide you with a tutorial in how to use this).
You need to develop: A wiki so that: when folks come to view your display they can scan the feature they desire and immediately be linked to the appropriate text that will explain in detail about that feature.
Your performance needs to: Be convincing based on principles of economics, and what history has taught us are the necessities for societies to advance and thrive.
Your work will be judged by: A detailed rubric including: quality of craftsmanship, creativity, understanding, supporting rationale, likelihood of your people's survival, spelling and grammar, quality of Google Sketch design, turning project in on time, mention of 2 ancient civilizations as historical examples, completed wikispace defending and explaining your decisions and positions, and adequate and appropriate research sources that are properly cited. The SLMS will judge your references; the I.T. teacher will judge your Google Sketch design, wikispace and QR Codes; and the World History Teacher will judge the remainder of your project.
Your product must meet the following standards:
GPS:
High School World History Standards:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.
NETS (Technology)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processesusing technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.
AASL (Library Media)
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-work connection for using this process in own life.
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.1.9 Collaborate with others to broaden and deepen understanding.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.
2.1.6 Use the writing process, media, and visual literacy, and technology skills to create products that express new understandings.
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.3 Use writing and speaking skills to communicate new understanding effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.2.3 Demonstrate teamwork by working productively with others.
3.3.4 Create products that apply to authentic real-work contexts.