Project ReimaginEd
 
 
Achieved by Petra Willemse on 4/16/2015
Made by ISTE   Awarded by ISTE  
 
Description: What does this badge represent?
Designed exemplary instructional materials that address both Common Core and ISTE Standards.
Criteria: What needs to be done to earn it?
We are looking for learning activities or artifacts focusing on math or English language arts, or that address CCSS in other disciplines such as science or history. In addition to showcasing robust, innovative pedagogy, submissions should reflect these questions:

·       What do the ISTE Standards and Common Core State Standards look like when used together in the classroom?

·       How can the ISTE Standards support the implementation of the Common Core State Standards?

As part of your submission you are required to include contact information, a detailed abstract, answers to four questions about your pedagogical practice, and the standards addressed in your submission. You should address both sets of standards at the indicator level. 

You may submit photos, videos, websites, text, or links to documents. You are not required or expected to submit materials of all types, although you may do so.

Before submitting your materials, you have an opportunity to get feedback on your ideas and materials from the Project ReimaginEd community. Remember, you must be a member of the community to be eligible.

Evidence
Contact information, including:
  • Submission Title
  • Contact person name, email, phone number, and affiliation
  • Name, email, and affiliation for any other submitters
Ex.:
Title: "From Geology to Geometry: Using Google Maps to Solve Real World Math Problems"
Contact person: Jaime Escalante, jescalante@garfieldhigh.edu, 555-123-4567, Garfield High School
Other submitters:
Annie Sullivan, asullivan@gmail.com, Private Tutor
Louanne Johnson, lajohnson@carlmont.edu, Carlmont High School
Joe Clark, principalclark@eastsidehigh.com. Eastside High School

Rise of the Frankenstuffies: The Industrial Revolution


Contact Information: Petra Willemse, pwillemse@sd44.ca, 604 903 3666

Seycove Secondary School, North Vancouver, BC, Canada


Secondary Submitter: Bryan Hughes, bhughes@sd44.ca, 604 903 3666

Seycove Secondary School, North Vancouver, BC, Canada


All supporting documents and information can be found here.
Please provide a brief (1-3 sentence) description of your submission.
How do industry innovations drive change? That is the question that drives this inquiry unit that uses the Industrial Revolution, the novel Leviathan by Scott Westerfield, and electricity and/or biological concepts to develop an answer. 
Abstract (brief: 50-250 words)
  • Learning goals.
  • Necessary materials and preparation.
  • Grade level and subject area.
  • A description of learning activities.
  • Measure(s) of success. How will the learning be assessed?

By the end of the project-based inquiry, students will have created a Frankenstuffie creation with a background creative writing and video that demonstrates how biology and/or electricity can be used to drive change. Although this course was designed for a 1:1 tablet class, it can be adapted and used with almost any classroom, with any access to technology. 


Learning Goals 


In the course of this project based learning unit, students will learn:


How to

  • sew together stuffed animal parts 
  • use iMovie to film, edit, and produce a film
  • shoot video with green screen 
  • write, plan, and edit a script
  • write and edit a creative narrative
  • create a QR code

About

  • innovations in industry during the Industrial Revolution
  • alternate history and the Steampunk genre
  • the inside working of DNA and its mutations and manipulations and/or simple circuitry

Materials and Preparation


  • Project Handout (attached)
  • Leviathan by Scott Westerfield
  • Industrial Revolution by Vern Cleary
  • InteractiFlashbacks: Industrial Revolution by Y. Liu
  • Literature Circle Roles/Activities (attached)
  • Short Fiction Writing Activities (attached)
  • Industrial Revolution Information/Activities (attached)
  • DNA Information/Activities and/or Simple Circuit Information/Activities
  • Student Blogs (via Edublog or other)
  • iMovie (or other movie making software)
  • iBooks (or textbooks)
  • Pages (or other word processing software)
  • Showbie (or other LMS)
  • Freshgrade (or other assessment tool)
  • Internet access for research
  • Writing Rubric (attached)
  • Creativity and Innovation Rubric (attached)
  • Video Rubric (attached)
  • Blogging Rubric (attached)

Grade Level and Subject Area


Grade 9/10 English Language Arts

Grade 9/10 History/Social Studies 

Grade 9/10 Science


Measures of Success


Literature Circles: quality of discussion and active listening, reflections on reading, investigation into topics.


Creative Writing: depth of meaning, careful organization, effective style, appropriate use of style.


iMovie: careful planning with storyboard, focussed filming, appropriate use of audio, titles, credits, evidence of sequencing, stylistic transitions.


Frankenstuffie: defines the challenge, builds on knowledge, generated ideas, presented to audience, show strong use of originality/value/style.


Science: application of DNA knowledge in the creative writing and/or use of a working simple circuit in the Frankenstuffie


Please provide a meaningful, concise (50-200 words) response to the following question about your submission. You response will be judged on quality rather than length. Please be specific about which standards you are addressing in your submission and point to evidence in your materials to support your claims.

1. Explicitly describe how your submission helps learners build the skills embodied in the ISTE Standards and CCSS indicators it addresses and uses technology to support students' higher-order thinking skills embodied in the ISTE Standards and CCSS indicators.

By drawing upon cross-curricular content and integrating technology fully into the project-based learning inquiry, students go deeper with their understanding of the content. 

In the literature circles, students develop their narrative reading fluency (CC910.R.L.1.2.3.5.10.) and simultaneously their non-fiction reading fluency with the historical readings (CC910.R.1.2.3.4.10.) and science reading (CC910.R.4.5.7.). However, when the technology is added with their blogs, students are also collaborating and sharing to new extents (ISTE S2. and 5).

By creating the Frankenstuffie, students create a science experiment with either the DNA aspect or simple circuitry of science (CC910.R.3.) and use technology to research and problem solve (ISTE S3.1. and 4.b.), coming to a result that works with their narrative and creation.

With the narrative writing, not only are students creating a narrative (CC910.W.3.a.b.c.d.e.4.5.6.10.), but also they are going beyond with the technology to then bring it to life through a movie (ISTE S1.a.b.c.).

Students are not just gaining understanding of the content of socials, English Language Arts, and science, but also they are making connections between that learning and the real world. 


Please provide a meaningful, concise (50-200 words) response to the following question about your submission. You response will be judged on quality rather than length. Please be specific about which standards you are addressing in your submission and point to evidence in your materials to support your claims.

2. Describe how your submissions assesses the skills embodied in the ISTE Standards and CCSS indicators it addresses -and/or- how you use technology to assess content learning.

The rubrics used (as adapted from BIE) explicitly address the standards and indicators with regards to creativity and innovation (Frankenstuffie), writing (creative writing story), and video. Additionally, the use of the app Freshgrade keeps the conversation between home/school in regards to assessment current as the PBL unit unfolds.

Checking the students’ blogs regularly and looking for deeper learning is also key. The use of exemplars and rubrics is necessary to achieve quality reflection from the students’ on their blogs. 


Please provide a meaningful, concise (50-200 words) response to the following question about your submission. You response will be judged on quality rather than length. Please be specific about which standards you are addressing in your submission and point to evidence in your materials to support your claims.

3. Describe how you use technology to differentiate learning for diverse learners. Examples you might consider include how you accommodate students who are gifted, have disabilities, and/or are English Language Learners.

Technology allows for the differentiation of learning for diverse learners in this project. Students have no limits in their creations, in their narratives, or even in their readings.

The Frankenstuffie creature can be made as complex as the students wants, once the base requirements are met. Therefore it is easily accessible for any level of learner.

The readings in the task can be adapted up or down in complexity to suit the needs of the learner. Gifted students can read a more challenging text, and low level readers could read a simpler one. Additionally, an audio version of the book can help many learners with their comprehension.

The narrative writing and movie task can also be levelled to meet a diversity of learners. The bare requirements for the task should be accessible to all learners, however, the depth of the inquiry can be adjusted to suit any learner in terms of complexity.

Finally, with the use of a tablet device, the technology differentiates learning in all the best possible ways with assistive adaptations, like text to speech, word definitions, shared annotations etc.


Please provide a meaningful, concise (50-200 words) response to the following question about your submission. You response will be judged on quality rather than length. Please be specific about which standards you are addressing in your submission and point to evidence in your materials to support your claims.

4. Please provide any additional information to help the reviewers better understand how your submission's design and implementation address the ISTE Standards and CCSS indicators.

This is a project we have taught over the past few years. Student exemplars can be found as follows:


Frankenstuffie Video Exemplars


Nash's video is less traditional. He uses a lot of Explain Everything to create the video and doesn't even show his actual creation.


Teva's video is an excellent blend of Explain Everything and green screen effects all brought together in iMovie.


Tylo's video shows a good use of the green screen effect. To do the editing for that effect, he used the iMac. 


Jackson's video shows a traditional Frankenstuffie video made from his own Frankenstuffie and his friends.


Creative Writing Exemplars


Kirby's blog post does an excellent job of showing her thought process as she revised to her final draft.


Harry's blog post has some excellent pictures of the creative process for building the Frankenstuffie.


Gabi's blog post has a great time lapse of the sewing of her Frankenstuffie.


1. Websites used as learning materials or as evidence of learning.
2. Websites, portfolios, or document links that make up part of your submission. (Note: because Achievery does not allow  document uploads, this is where you can post links to publically-accessible online documents, e.g. Google drive, Dropbox, etc.)
(Optional)
By submitting this application I have read and accepted all terms and conditions and I am 18 years old or older. Please type YES or NO.
YES
Applicable Standards
9-10 - Common Core English - Reading Literature - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10 - Common Core English - Reading Literature - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
ISTE Standards for Teachers - ISTE - Facilitate and Inspire Student Learning and Creativity - Promote, support, and model creative and innovative thinking and inventiveness
ISTE Standards for Teachers - ISTE - Facilitate and Inspire Student Learning and Creativity - Promote student reflection using collaborative tools to reveal and clarify studentsê conceptual understanding and thinking, planning, and creative processes
ISTE Standards for Teachers - ISTE - Design and Develop Digital Age Learning Experiences and Assessments - Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
ISTE Standards for Teachers - ISTE - Design and Develop Digital Age Learning Experiences and Assessments - Customize and personalize learning activities to address studentsê diverse learning styles, working strategies, and abilities using digital tools and resources
ISTE Standards for Teachers - ISTE - Design and Develop Digital Age Learning Experiences and Assessments - Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
ISTE Standards for Teachers - ISTE - Model Digital Age Work and Learning - Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
ISTE Standards for Teachers - ISTE - Model Digital Age Work and Learning - Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
ISTE Standards for Teachers - ISTE - Model Digital Age Work and Learning - Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
ISTE Standards for Teachers - ISTE - Model Digital Age Work and Learning - Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
ISTE Standards for Teachers - ISTE - Promote and Model Digital Citizenship and Responsibility - Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
ISTE Standards for Teachers - ISTE - Promote and Model Digital Citizenship and Responsibility - Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
ISTE Standards for Teachers - ISTE - Promote and Model Digital Citizenship and Responsibility - Promote and model digital etiquette and responsible social interactions related to the use of technology and information
ISTE Standards for Students - ISTE - Creativity and Innovation - Apply existing knowledge to generate new ideas, products, or processes
ISTE Standards for Students - ISTE - Creativity and Innovation - Create original works as a means of personal or group expression
ISTE Standards for Students - ISTE - Creativity and Innovation - Use models and simulations to explore complex systems and issues
ISTE Standards for Students - ISTE - Communication and Collaboration - Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
ISTE Standards for Students - ISTE - Communication and Collaboration - Communicate information and ideas effectively to multiple audiences using a variety of media and formats
ISTE Standards for Students - ISTE - Communication and Collaboration - Contribute to project teams to produce original works or solve problems
ISTE Standards for Students - ISTE - Research and Information Fluency - Plan strategies to guide inquiry
ISTE Standards for Students - ISTE - Critical Thinking, Problem Solving, and Decision Making - Plan and manage activities to develop a solution or complete a project
ISTE Standards for Students - ISTE - Technology Operations and Concepts - Understand and use technology systems
ISTE Standards for Students - ISTE - Technology Operations and Concepts - Select and use applications effectively and productively
ISTE Standards for Students - ISTE - Technology Operations and Concepts - Troubleshoot systems and applications
ISTE Standards for Students - ISTE - Technology Operations and Concepts - Transfer current knowledge to learning of new technologies
9-10 - Common Core English - Reading Literature - By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9ã10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
9-10 - Common Core English - Reading History and Social Studies - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10 - Common Core English - Reading History and Social Studies - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
9-10 - Common Core English - Reading History and Social Studies - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10 - Common Core English - Reading History and Social Studies - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
9-10 - Common Core English - Reading History and Social Studies - By the end of grade 10, read and comprehend history/social studies texts in the grades 9ã10 text complexity band independently and proficiently.
9-10 - Common Core English - Reading Science and Technical Subjects - Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
9-10 - Common Core English - Reading Science and Technical Subjects - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9ã10 texts and topics.
9-10 - Common Core English - Reading Science and Technical Subjects - Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
9-10 - Common Core English - Reading Science and Technical Subjects - Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
9-10 - Common Core English - Writing - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10 - Common Core English - Writing - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
9-10 - Common Core English - Writing - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9-10 - Common Core English - Writing - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
9-10 - Common Core English - Writing for History, Science, and Technical Subjects - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9-10 - Common Core English - Speaking & Listening - Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
9-10 - Common Core English - Speaking & Listening - Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
9-10 - Common Core English - Speaking & Listening - Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
9-10 - Common Core English - Speaking & Listening - Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
9-10 - Common Core English - Speaking & Listening - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
9-10 - Common Core English - Speaking & Listening - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
9-10 - Common Core English - Language - Use parallel structure.
9-10 - Common Core English - Language - Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
9-10 - Common Core English - Language - Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
9-10 - Common Core English - Language - Use a colon to introduce a list or quotation.
9-10 - Common Core English - Language - Spell correctly.
9-10 - Common Core English - Language - Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
Category
Education
Relevant Links: Is there more information on the web?
Project ReimaginEd Library Resource Submission Page
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