Sledding

This is my PBL about students deciding whether or not to ban sledding in Bloomington. 

Name:____KIERSTIN ROBERTS___________________

https://newsela.com/articles/sledding-ban/id/7579/

Topic:  read  “Banning sledding could do more harm than good” article and make inferences/conclusions about the main points in the article. Have students write essay about opinion using arguments from article.

Part 1: Driving question

 What are your three initial driving questions?

o 1 How could conflict influence change?

o 2 How could conflict impact the way someone behaves?

o 3 Do you think the community has a responsibility to its citizens and vice versa?

 What is your one, final driving question?

How could injuries from sledding lead to change in the community?

How could conflict influence change?

 Background information of this driving question:

What grade level are you working? We plan on working with 7^th graders

Which standard are you targeting? We’re targeting standards:

- SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

- 7.RN.2.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

- 7.RN.4.1 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims, noting instances of bias and stereotyping.

Provide any background information the reader should know about this project, such as time span, schedule and so on. Provide a brief introduction to your question as well and an overview to what you envision your lesson looking like.  

Students should read “Banning sledding could do more harm than good” article prior to class and make 2  inferences/conclusions about the main points in the article. Have group discussion in class the next day. After the group discussion, have students write essay about opinion using arguments from article. After this assignment, students should be able to make arguments based off of opinions, and use supporting details to back the claim up.

 Why do you think this is a good driving question?

Try to answer these 4 questions. (But you should not answer them with yes or

no, instead explain the details and convince me that you’ve met these criteria)

o Does the DQ warrant in-depth study?

 Yes, this question warrants in-depth study because it allows room for many topics. For instance, the students could talk about the sled bans resulting from multiple sled relate incidents. Or, they could talk about what would happen if the sled ban had happened in our town and what we could do as an alternative to sledding.

o Is the DQ an authentic and relevant issue/problem for my students?

This question could easily apply to problem solving in the students life. It encourages them to voice their opinions and contemplate solutions to said problems.  

o Is there more than one plausible solution to the DQ?

Yes, this question could go multiple ways. For example, some students might argue that sledding is in fact dangerous and that there should be laws that protect the people. Other students could disagree and argue that it’s common sense that you might injure yourself. The question opens room for a friendly discussion.

o Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?

Yes, this question provides multiple opportunities for the students to support their arguments. In fact, that’s the ultimate goal. It’s a question that holds no bias so it allows the student to form their own opinion and argue with the other students. In order to make a claim, they must find details to support it.

Part2: Grabber  What is your grabber?

List all your grabber components here, links are needed.  Why do you think this grabber is beneficial and how it align with your driving question?

https://www.youtube.com/watch?v=63LSfAGvc0Y

  https://www.youtube.com/watch?v=_ZjR_k4tJek

https://www.youtube.com/watch?v=iOtn2dHVlFI

Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)  Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?

 Does the grabber capitalize on novelty and / or high emotion situations?

Yes, because the videos are news clips, it shows them that it’s a relevant topic. It also shows the kids that sledding can actually have dangerous consequences and races awareness for safety.

 Does the grabber establish authenticity & relevance?

Yes, the grabber is authentic and relevant because it shows the students real-life scenarios and really holds their attention.

 Make sure to explain in detail how this grabber would be used.  Culminating activities: List all your activities here:

1) Activity 1- Lecture: Sledding, a Fun Activity or an Accident Waiting to Happen?

 What is your first activity?

Prior to our lecture, I’ll assign the class to read the following article for homework: https://newsela.com/articles/sledding-ban/id/7579/

I’ll ask the students to find 3 main ideas from the article and to decide whether they agree or disagree with bans against sledding. They must find 3 supporting details to support their decision. They will then come prepared to class with their arguments to have a fun discussion/debate in class.

When they arrive to class the next day, the chairs will be arranged in a circle. They students will sit where they please and we’ll begin by summarizing what the text says. From there, I’ll ask questions to form the discussion and to hear the opinions from the students. I’ll show the videos when we begin to talk about the laws put into place. When done showing the YouTube videos, I’ll allow the students to open the conversation up to more of a debate. This is a good activity for PBL because it engages the students to respond to the topic, to their classmates, and to the general discussion. It gives them space to express their views all while giving them time to hear other people’s as well.

List the name of your activity here. And explain how it would be implemented in the class, describe the process, such as how to group your students, when to present information to your students, what resources you will use, what students will create or share, etc.  Why do you think this is a good activity for PBL?

Try to answer these 4 questions. (But you should not answer them with yes

or no, instead explain the details and convince me that you’ve met these

criteria)  How is the activity authentic?

 Does the activity provide students with the opportunity to present

and defend problem solution?

Yes it does. This activity targets discussion as well as reasoning.

 Does the activity require student collaboration?

The project doesn’t necessarily require student collaboration so much as it needs student participation. Without the students forming their own opinions, the discussion/debate will be very quiet and boring.

 How will I judge what students have learned from the activity?

I’ll judge the student’s knowledge of the activity by their amount of participation or by the way they supported their claims. I’d like to hear specific examples from the text and I’d like a very clear opinion as to which side the students sides with.

 You will need to create a rubric for this step and potential

example materials as well.