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Engaged Learning Project Template

Title of Project: Global Village Project


Subject(s): Social Studies, Reading, Writing
Grade Level(s): 4th Grade
Abstract:
The 4th Grade students at The Lovett School will investigate the country of Ecuador and communicate
with a sister school in the cloud forests of Ecuador (http://www.siempreverde.org/). Students assume the
roles of investigators and reporters as they research the people and places of Ecuador, land and
climate, history, lifestyle, and society. In groups, the fourth grade students will develop interview
questions to ask the Siempre Verde class during a Skype interview. Each group will translate their
questions into Spanish. The interview will be recorded for students to use to translate responses. The
fourth grade class will develop digital presentations and a website including their research, interviews,
and global interactions.
Learner Description/Context:
The Lovett School is a private, Independent school focused on the development of the whole child.
Approximately 19% of the student population is ethnically diverse. Students have had foreign language
instruction since kindergarten.
Lovett has a unique global connection to a cloud forest in Ecuador. The Lovett School purchased
hundreds of acres of land in Santa Rosa, Ecuador over twenty years ago, and they have built a research
center and a small school for local children to attend. The Upper School at Lovett has been connected to
this project through fundraisers and service trips, and there is a great desire to involve other divisions
of the school. Fourth graders begin to investigate global villages, perspective, needs and wants
throughout the social studies curriculum, which provides a direct connection to Siempre Verde. As
fourth graders begin to understand and build relationships with this Ecuadorian community, their
knowledge and acceptance to global communities will strengthen.
Time Frame: This project will take place over six weeks. During the first unit of study in social studies,
students will spend about three weeks researching, creating digital presentations, and
developing/translating interview questions. The class will conduct their Skype interview and translate
responses over the next week. Over the final two weeks, the class will focus on creating an additional
digital presentation and presenting it to the Lower School.
Standards Assessed:
Local:
Social Studies
Unit Essential Questions: What is the global community and what does it mean to be a member? Why is
it important to be an individual as well as part of a group? How does the past connect to the present?
What is freedom? How do wants and needs affect freedoms and opportunities?
Students will examine and cultivate deeper understandings about:

Wants and needs

The world as a global village

Building a sense of community


Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template


Reading
Unit Essential Questions: What do I need to do to understand nonfiction text? How can I determine the
important main ideas? If I am reading several informational texts in order to become an expert on a
topic, how can I read in a way that helps me to write my own text? How is reading narrative nonfiction
different from reading informational texts?
Students will:
Read for a purpose
Summarize, determine the main idea, recall important details, and teach others what they
learned from the text
Organize and track their findings
Engage in conversations about shared texts (I wonder why, Did you notice, What do
you think about)
Determine the type of text (informational or narrative) and the skills needed to read them
Interpret, use evidence from the text, form opinions, and grow new ideas about the text
Identify the elements of informational text: subheadings, index, glossary, and table of
contents.
Interpret information presented in charts, graphs, diagrams, time lines, animations,
interactiave elements, maps, images and captions, etc.
Identify the overall structure of the text (e.g. chronology, compare/contrast, cause/effect,
problem/solution)
Writing
Unit Essential Questions: What kinds of writing are interesting to me? What are the different
containers for nonfiction writing? How can nonfiction writing be organized? What have I read that is
like what I am trying to create? How can I take lessons from a mentor text to create my own piece?
Students will:
Participate in authentic writing partnerships
Read and identify a variety of non-fiction writing (i.e. debates, profiles, book/movie
reviews, how-tos, top 10 lists, sports commentary, informational articles, etc.)
Identify various structures of non-fiction writing (i.e. subheadings, captions, charts,
graphs, diagrams, time lines, maps, animations, etc.)
Build a menu of writing possibilities (containers and topics) from their reading
Develop a clear vision that fits the structure of the kind of writing they want to do
Read like writers to find a mentor text
Consider audience when writing.
Include craft lessons from mentor text to include in own piece of writing
Plan their sections and determine the content for each section
Develop the topic using facts, definitions, quotations, lists, etc.
Use content specific vocabulary
Include transition words such as: another, for example, also, finally, etc.
Design and create illustrations alongside text to add meaning
Draft, revise, edit, and publish a piece of non-fiction writing that mimics their mentor text

State:
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template


Social Studies
SS4CG4 The student will explain the importance of Americans sharing certain central
democratic beliefs and principles, both personal and civic.
a. Explain the necessity of respecting the rights of others and promoting the common
good.
b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it
is important for citizens in a democratic society to participate in public (civic) life
(staying informed, voting, volunteering, communicating with public officials).
Reading
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information in
the text.
CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably.
Writing
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.4.2c Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform
about or explain the topic.
ISTE
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template


2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:
a.interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media.
b.communicate information and ideas effectively to multiple audiences using a variety of
media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other
cultures.
d.contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
b. of sources and media.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior. Students:
a.advocate and practice safe, legal, and responsible use of information and technology.
b.exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity.
c. demonstrate personal responsibility for lifelong learning.
d.exhibit leadership for digital citizenship.
Learner Objectives: Students will become experts on the country of Ecuador. Students will interview a
sister school in Ecuador. Students will develop global awareness by creating a class website and
presenting it to the Lower School.
The hook or Introduction:
This project will be introduced to the fourth grade class with the following video presentation (made by
Lovett): http://vimeo.com/50355897.
Process:
Week One: During the first week, the project will be introduced. Students will be divided into five
research groups: people and places, land and climate, history, lifestyle, and society. During Writers
Workshop, students will discover how nonfiction information is presented (nonfiction containers.)
and how to interpret the information. Students will begin to research their topics.
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template


Week two: During this week, the students will be authoring a class Siempre Verde Weebly site. In their
groups, students will continue to research their topics. They will synthesize their research and choose
five pieces of information they would like to share with others. As a group, students will create a digital
presentation (VoiceThread or iMovie) presenting their findings. Students may choose to create their
presentations using various nonfiction containers (feature article, compare/contrast document, top ten
list, etc.). These presentations will be uploaded as separate pages (or drop down menu items) on the
site. Along with mini-lessons, students will use the attached rubric for task guidelines and assessment.
Week three: Students will develop three interview questions to ask during Skype interview. Students will
be encouraged to consider questions, such as: What is your favorite subject in school? Do you have a
favorite sport? What is the cloud forest like? What do you like best about your country? Students will
translate these questions to Spanish and practice reading them aloud.
Week four: Students will conduct Skype interview with sister school in Ecuador. Interview will be
recorded. Students will use recording to later translate responses and synthesize answers. Following the
interview, students will create a blog post detailing their interview experience. Students will begin to
create digital presentation of Siempre Verde and connection between classes.
Week five: Students will complete digital presentation and upload it to class Weebly site.
Week six: Students will present their digital presentations to the Lower School during an assembly
Product:
Students will produce a website (Weebly) documenting their research, interview questions and answers,
and video clips of their global interactions. In small groups, students will investigate parts of Ecuadors
people and places, land and climate, history, lifestyle, and society. Each small group will create a
digital presentation of one of these aspects and upload it to the website for the community to view.
Students will then conduct a Skype interview with the Siempre Verde class, using interview questions
created and translated into Spanish. As a class, students will create an additional digital presentation
presenting information about the school and the relationships between the two classes. The students will
use this digital presentation to present to the Lower School community in October during a designated
week honoring Siempre Verde.
Technology Use:
Students will use technology to research, video-conference with a sister school in Ecuador, and develop
a website documenting their findings.
Technology
Research
Digital Presentations
(VoiceThread or iMovie)

Process
Students use laptops to
collect information on their
assigned topics
In groups, students will
create a digital presentation
using various nonfiction
containers to display
information. Class will
create an additional digital
presentation of Siempre

Assessment
Nonfiction notebook entries
from at least two different
sources
Checklist to assess for
organization, content, voice,
spelling, and grammar

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template

Skype Interview

Siempre Verde Weebly site

Blog Post

Verde and connection


between classes
Students will contribute to
Skype interview with
Siempre Verde class by
creating three interview
questions and participating
in interview
Students will upload all
digital presentations to
different pages of Siempre
Verde website. Website will
promote global awareness
for school community
Students will create
individual blog posts
reflecting on the project

Collect information from


interview to contribute to
final digital presentation

Website will display each


groups digital presentation

Checklist to assess for


organization, content, voice,
spelling, and grammar

References and Supporting Material:


To introduce this project, the teacher will use the following video presentation (made by Lovett):
http://vimeo.com/50355897
Students will use laptops and the following resources:
http://online.culturegrams.com/kids/index.php
www.siempreverde.org
www.instagrok.com
www.spanishdict.com
www.weebly.com
www.skype.com
www.voicethread.com
iMovie
Assessment: Based on schools grading procedure, students and teacher will assess work with the
following checklist:

Global Village Project: Amigos in the Clouds


Project Checklist & Assessment Guide
Title: ______________________________________________
Name: ___________________________
Date: ____________
Think about your performance. Use the rubric below to make sure your work is the best
it can be. Rate yourself using this rubric before you turn in your project. Maybe you
need to do a little more polishing maybe you dont!
1 Not completed or very little effort
2 Starting to give more thought, some effort but not much
Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template


3 Follows the directions and meets minimum requirements
4 Shows good focus and effort, the piece is really good, goes beyond expectation
Developed and Maintained Writing Stamina
The writer focused on the work of a writer and stayed on task.

____

Planned, Organized, and Developed A Writing Topic


Smart Notebooking Entries Included:
The writer:
___ Research from at least two sources
___ More than enough notes for topic
___ Writing chunked out into six focus areas
___ Favorite/possible crafting techniques
___ Research/snapshots to help organize the direction of the piece
___ Information for the bibliography
Structure/Organization
The writer included:
__ An appropriate container or way to showcase the writing.
__Text features for emphasis.
__ Heading/title, sub-titles, in meaningful ways
__ An introduction, main body, and conclusion.
__ Proper spacing and/or white space for visual impact.

____

__ A bibliography.

Gives Voice to Writing Through Craft


The writer:
____ Voice or personality that peeks through the nonfiction text
____ Writing that hooks the reader
____ Varied sentence lengths
____ Authentic word choice
____ Jazzed up the title.
____ Crafted a grabber lead/introduction that hooked the audience.
____ Grabbed the readers attention with authentic details and interesting nuggets of
information.
____ Stuck to his/her angle and narrowed his/her focus.
____ Included a variety of transitions for order and flow.
____ Props, fonts & styles that enhance the purpose & understanding
Uses Content Knowledge to Develop and Share Understandings

____

Jo Williamson, Ph.D., Kennesaw State University

Engaged Learning Project Template


The writer:
__ Showed good knowledge and genuine interest in the topic.
__ Developed the topic and communicated meaning.
__ Communicated ideas and information clearly.
__ Text written in my own words
__ No repeated information
__ Layouts that compliment the text
__ Concluded with a bang, question, humor, or some kind of strong line
Used Illustrations/Graphics to Convey Meaning
__ Pictures, charts, maps, quotes and other supportive features to enhance the
presentation.
__ Boxes or other graphic features to make text stand out

____

____

Applied Grammar, Usage, Mechanics, and Spelling Strategies


The writer:
I continuously revised and edited for the "Givens."
____ Sentence Structure
____ Punctuation
____ Capitalization
____ Grammar

____

Demonstrates Progress in Technology


The writer:
____ Uploads content to class Weebly site
____ Collaborates with Siempre Verde students on Skype interview
____ Promotes cultural understanding and global awareness through website development
____ Uploads individual blog post that details Skype interview experience

____

Jo Williamson, Ph.D., Kennesaw State University

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