AASL 2.1.6: Students will use technology skills to express their understanding of their chosen position
AASL - 2.1.1: Students will apply critical thinking skills to determine their ultimate position (pro/con) of their assigned role.
AASL 2.3.2: Students will include environmental, political and social considerations in their critical thinking.
AASL 3.1.5: Students will connect learning to a community issue.
AASL 3.2.3: Students will demonstrate teamwork by being active members of their group.
AASL 3.3.1: Students will create a multi-media presentation which shares the new knowledge they have created.
ELA W.5.2: Students will write an informative piece summarizing their individual thoughts on their chosen postion.
ELA W.5.7: Students will use Diigo to collect short-term research notes.
ELA W.5.7: Students will conduct a short-term research project that combines knowledge from several sources.
ELA RI.5.5: Students will compare cause/effect, problem/solution issues from multiple texts.
DPI SS Standards: C.8.7 Students will locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position.
Before students begin this project they have had instruction in the following areas;
- Research skills (ie. Big 6)
- Writing a position paper
- Collaborative groups
In addition, students have access to the following technology;
- Macintosh computers with a variety of programs (i.e, Comic life, iMovie, Keynote)
- Diigo accounts established
- Gmail accounts established along with access to Google Drive
Student work day 1: Teacher explains assignment and group roles are determined.
Student work days 2-6: Students gather evidence and collect their findings in Diigo.
Student work day 7: Students prepare a concept map showing pros and cons of assigned role.
Student work days 8-9: Students determine position to take and prepare for debriefing with instructor.
Student work days 10-15: Students will prepare their presentation.
Student work days 16-17: Students will present their presentation.
Instructor will meet with groups as needed between student work days to confirm/evaluate checkpoints.
This unit is based on a class size of 24 students, with 4 students in a group, 2 groups under each role.
Reading levels of students could determine resources as well as how groups are determined.
While this project revolves around a vacant lot in a specific town it can be modified to any city/town with vacant lot.
Project could be modified to be researched at higher levels that would go more in-depth.
