Double Entry Journal #11: Project Based Learning and WV Content Standards

This article (link is here) is a reflection about a Project Based Learning activity.
Examples of why this was an exemplary PBL:

1. The academic rigor of this PBL was that students had to make their own criteria and make decisions about how they wanted to get the project done. They voted for two committees to help rank their top ten charts. There is a clear driving question about how they should rank their animals and they must provide evidence for their opinions.

2. The community and adult connections were approached via local media and worldwide. The students created projects that were made to be on par with an adult created website. The students created voting polls for a worldwide audience to vote on. Students learned how to present their data and advertise on their local news.

3. Students actively researched resources like Scholastic, The Discovery Channel, and websites. Students recorded data using graphic organizers and they collaborated together to discuss different opinions and questions about what they were learning. They used online programs like Voki and Wiki to present their data.

Resource:
Pilver, R. (n.d.). Wikis and 21st century literacy instruction. Retrieved from http://top10.sblc.wikispaces.net/file/view/wikisand21stcentury.pdf

Science Content Standards that were met with this PBL:
SC.S.4.1
Nature of Science

• demonstrate the abilities and understanding necessary to do scientific inquiry.
• demonstrate the ability to think and act as scientists by engaging in active inquiries and investigations, while incorporating hands-on activities.
  
  SC.S.4.2
  Content of Science
• demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories, and models as delineated in the objectives.
• apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences.
  
  SC.S.4.3
  Application of Science
• observe and identify patterns of change, consistency or regularity within the environment.
• demonstrate the ability to utilize technology to gather and organize data to communicate designs, results and conclusions.
• demonstrate the ability to listen to, be tolerant of, and evaluate the impact of different points of view on health, population, resources and environmental practices while working in collaborative groups.
  
  Language Arts Content Standards that were met with this PBL:
  
  RLA.S.4.1
  Reading
• selecting a wide variety of literature and diverse media to develop independence as readers.
•   identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) 
  RLA.S.4.2
  Writing
•  selecting and evaluating information for research purposes.
• applying grammatical and mechanical properties in writing
  
  RLA.S.4.3
  Listening, Speaking and Media Literacy
• Students will apply listening, speaking and media literacy skills and strategies to communicate with a variety of audiences and for different purposes.
  
  
  (A lot of these content standards are about using technology, research, and collaboration in the classroom. This PBL meets many of the standards associated with these)
  
  
  Resources:
  Fourth grade science. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm
  
  Fourth grade reading and english language arts. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm