Problem-Based Learning Project

Created Feb. 7, 2024 by Megan Green

Driving Question:

How can we be responsible citizens in the classroom?

This question helps the students think of what rules and behaviors are important that they’d want their classmates to follow in terms of how it might affect them personally as well as what they behavior and rules they can expect themselves to follow. This brings the topic of rights and responsibilities to a much more relevant and relatable level for the students. What might be important to one student that his/her peers follow might not be as important to another thus giving each student a chance to express their own ideas. Students can then have the chance to discuss one another’s suggestions and the role it would play in the classroom. Is it a good rule for the safety of ourselves and others? Does it help make sure no one gets their feelings hurt? Along those lines.

Event Entry/Grabber:

Video announcement: BrainPOP Jr. https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/preview.weml

This video introduces the topic to the students and engages them through the animated characters in the information being taught. The content is being introduced to the students for the first time with this video which is taken into account by BrainPOP Jr. The grabber also introduces the learning target of standard 1.2.1 which says that students will be able to distinguish between rights and responsibilities as well as recognize their own.

Project Map:

Day 1:	Introducing the topic	Watch video on BrainPOP Jr.
Day 2:	Review the topic (10 min.), discussion over different roles	Short True/False quiz over rights vs. responsibilities
Day 3:	Go over quiz.	Begin making individual rights/responsibilities “chart”
Day 4:	---- (no new content, just work time)	Continue working on individual chart.
Day 5:	Students present their individual charts to the rest of the class.	Students collaborate to come up with a “Bill of Rights” for our classroom.

Culminating Activity:

Manage the Process: The culminating activity begins on Day 3, when students start creating their own rights/responsibilities charts. Students will work in small groups to come up with at least 10 different rights and responsibilities to put on their “Responsible Citizen” drawings. Students will be expected to ask their seat buddies questions first before calling the teacher over. The “Responsible Citizen” drawing will require students to reflect on rights/responsibilities that they see in their own lives and in classroom that they find important. On day 5, students present their individual drawings to the class, briefly explaining why they chose the rights/responsibilities that they did. Then, the whole class will collaborate and compile everyone’s ideas into one master bill of rights for the classroom. Once it is finished, everyone, including the teacher, will sign the bill.

Classroom Bill of Rights.jpg Super Kiddo.jpg

Rubric

How To Be a Responsible Citizen

Name: ________________________

Teacher: Ms. Green, Ms. Leum

Date : ___________________

Title of Work: ___________________

Criteria

Points

	1	2	3	4
Title	Title is hard to read and sloppy.	Title is readable but shows little care or effort.	Title is clearly written and easy to read.	Title is clearly and neatly written. Obvious effort and care on the student's part.	____
Content Accuracy	Student writes 3 or less rights and/or responsibilities on their drawing.	Student includes a max of 7 rights and responsibilities.	Student includes the required amount of rights and responsibilities, 10.	Students has more than 10 rights and responsibilities on their drawing.	____
Content Relevance	Ideas for rights/responsibilities do not relate to what has been discussed in class.	Most rights/responsibilities relate to topic.	All rights and responsibilities included are relevant to the lesson.	Student shows clear understanding of what rights and responsibilities are and how they pertain to the classroom.	____
Mechanics and Grammar	There are several spelling, punctuation, and grammatical mistakes which distract from the drawing.	Although there are several mistakes they do not subtract from the overall experience.	There are only a few mistakes.	There are no spelling, punctuation, or grammatical mistakes.	____
Class Time	Student did not use time given during class for this project wisely.	Student used the time during class somewhat wisely, but was not very productive overall.	Student was focused during class time and used their time wisely.	Student was very concentrated on their drawing during class time. They maximized the time given to them and used extra time, if they had any, to build or edit their drawing.	____
				Total---->	____

Teacher Comments:

Learning Goals

Problem-Based Learning Project

Standards