Team+9

==Good research content about **[|the diet source program]**.Team 9: Amber Smith, Tiffany Schaefer and Molly Schloesser==

How can students use Glogster to create a global community in the classroom?

//Compelling Question: How can students use Glogster to create a global community in the classroom?//

//Grade 3// The students will research an unfamiliar country and share the culture (including food, language, rules, traditions, etc) with their classmates by creating a Glogster page that contains what they discovered. //Essential Standard Clarifying Objectives-NC Common Core Grade Three Social Studies //
 * Objective:**
 * Standards:**

3.C.1 Understand how diverse cultures are visible in local and regional communities.

3.C.1.1 Compare languages, foods and traditions of various groups living in local and regional communities 3.C.1.2 Exemplify how various groups show artistic expression within the local and regional communities. 3.C.1.3 Use non-fiction texts to explore how cultures borrow and share from each other (foods, languages, rules, traditions and behaviors). https://sites.google.com/site/​gloggingaroundtheworld/ - Passport handout //( Google docs has messed up the formatting on this page...not sure how to fix, so if anyone knows how, please help!)//
 * Materials:**
 * -**Library books (each child is responsible for locating non-fiction texts that are applicable to the country they select)
 * -**computers (each student needs access to a computer in order to create the glogster, in addition to any research needs)
 * -**Project website:
 * -**A prepared final product Glogster (samples are on the website)
 * -**__Nubs: The True Story of a Mutt, a Marine & a Miracle__ by Brian Dennis, Mary Nethery & Kirby Larson
 * -** Construction paper and notebook paper (enough for each pair to make a research notebook)
 * Procedures:**
 * Students should already be familiar with the use of Glogster and computer lab procedures. If not, please plan time for these activities prior to introducing this lesson.**


 * 1) Introduction-Read __Nubs: The True Story of a Mutt, a Marine & a Miracle__ by Brian Dennis, Mary Nethery & Kirby Larson to activate prior knowledge and increase interest in the project. Highlight aspects of other cultures that are discussed in the book. Ask students to turn to the person sitting nearest them and make comparisons between life in Afghanistan, and their own lives if possible. If they are not able to, then ask them to discuss ways that their lives are different.
 * 2) Process- Show students the sample final Glogster product (either the provided link or one of your own creation) and introduce the project via the project website. Use of a Smartboard is beneficial so that all students can see clearly.
 * 3) Arrange students in pairs, and give them fifteen minutes to discuss the project with their partner and select a country to study. Students must sign up for their country as they choose it, and cannot choose a country that has already been chosen.
 * 4) Students use construction paper and several sheets of lined paper to staple together a country study notebook. This is for them to record their research. They can also print things from the internet and staple them in. Give students time to decorate the front of their notebooks before research begins. Each pair will have one notebook so they need to take turns recording information.
 * 5) Print the "Process Rubric" located below and attach one to each pairs' research notebook. You may need to copy and paste this into a new file. Review the components of this grade with students to be sure that teamwork expectations are clear.
 * 6) For the first page of their research notebook, students will create questions that they want to answer during the research process.

IMPORTANT: Teacher needs to create the Glogster pages for each country so that students can log in and work on them when they are ready. Arrange time for students to go to the library with their partner and check out at least two non-fiction texts on their country selection. Arrange computer time for each pair to do additional research on their country and review the project website to ensure that they are meeting all requirements. Students are directed to search for information on the following websites, because they have been preapproved for content and reliability of the source. If your students are older than third grade, you may consider allowing them to search for more websites after teaching them how to determine credible sources. @http://kids.nationalgeographic.com/kids/ @http://www.dltk-kids.com/world/index.htm @http://kids.discovery.com/ @http://kids.yahoo.com/ @https://www.cia.gov/library/publications/the-world-factbook/

6. By the end of approximately one week, students should be prepared to begin work on their Glogster project. During that week students will have spent class time and free time if they have it to research in the library books they have checked out, as well as on the approved website list. Monitor students during this research period to ensure that they stay on task, and are answering their research questions. Remind students to look to the project website when they need clarification on what information to look for. 7. Ideally, take the entire class to the computer lab at one time to begin working on glogsters. Expect this to take two or three one hour sessions. Once students complete their Glogster, the teacher will add each pairs’ link to the project website section titled “World Tour.”

Closing: The class will take part in a world tour activity. Make sure that you have either checked out a laptop cart, or reserved computer time for your class on the day that you plan to do this. The pairs will display their glogs on their own computer and take turns visiting their classmates' glogs. Using the "Passport" handout linked in the project website, students will take notes on what they see on their trip. The partner who is taking their turn with the computer will act as a "tour guide" for classmates who stop to see the glog. The Passport handout for each student will be attached to their country study notebook and turned in for evaluation. During the "World Tour", the teacher should conduct interviews with each pair. This is to determine level of engagement and participation with the project, and can be factored into the final grade at the teacher's discretion. Ask them questions such as: - Tell me ways that your partner supported/helped with the project research and design. - Tell me which part of the process you enjoyed the most. - Tell me whether you would actually like to visit or live in the country that you researched, and why or why not. - Tell me at least one thing that you would like to improve about your project. - Tell me one thing that you learned that really surprised you.

Assessment: mistakes on the poster. ||
 * Product Rubric**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Required Elements || The poster includes all required elements as well as additional information. || <span style="font-family: 'Times','serif'; font-size: 13px;">All required elements are included on the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">All but 1 of the required elements are included on the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">Several required elements were missing. ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Graphics - Relevance || <span style="font-family: 'Times','serif'; font-size: 13px;">All graphics are related to the topic and make it easier to understand. || <span style="font-family: 'Times','serif'; font-size: 13px;">All graphics are related to the topic and most make it easier to understand. || <span style="font-family: 'Times','serif'; font-size: 13px;">All graphics relate to the topic. || <span style="font-family: 'Times','serif'; font-size: 13px;">Graphics do not relate to the topic. ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Content - Accuracy || <span style="font-family: 'Times','serif'; font-size: 13px;">At least 7 accurate facts are displayed on the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">5-6 accurate facts are displayed on the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">3-4 accurate facts are displayed on the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">Less than 3 accurate facts are displayed on the poster. ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Knowledge Gained || <span style="font-family: 'Times','serif'; font-size: 13px;">Student can accurately answer all questions related to facts in the poster and processes used to create the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">Student can accurately answer most questions related to facts in the poster and processes used to create the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">Student appears to have insufficient knowledge about the facts or processes used in the poster. ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Use of Class Time || <span style="font-family: 'Times','serif'; font-size: 13px;">Used time well during each class period. Focused on getting the project done. Never distracted others. || <span style="font-family: 'Times','serif'; font-size: 13px;">Used time well during each class period. Usually focused on getting the project done and never distracted others. || <span style="font-family: 'Times','serif'; font-size: 13px;">Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. || <span style="font-family: 'Times','serif'; font-size: 13px;">Did not use class time to focus on the project OR often distracted others. ||
 * <span style="font-family: 'Times','serif'; font-size: 13px;">Grammar || <span style="font-family: 'Times','serif'; font-size: 13px;">There are no grammatical mistakes on the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">There is 1 grammatical mistake on the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">There are 2 grammatical mistakes on the poster. || <span style="font-family: 'Times','serif'; font-size: 13px;">There are more than 2 grammatical


 * Process Rubric**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Ideas/Research Questions || Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. || Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. || Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. || Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research. ||
 * Delegation of Responsibility || Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. || Each student in the group can clearly explain what information s/he is responsible for locating. || Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. || One or more students in the group cannot clearly explain what information they are responsible for locating. ||
 * Plan for Organizing Information || Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. || Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. || Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. || Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. ||
 * Notetaking: Research notebook || Notebook is properly assembled, contains all information that is used in the final Glogster, and contains equal contributions by both partners. || Notebook is properly assembled, contains most of the information used in the final glogster, and contains contributions from both partners. || Notebook is properly assembled, contains some of the information used in the final glogster, and contains contributions from both partners. || Notebook is improperly assembled, contains minimal information, and contributions are from one partner. ||
 * Passport Information || Passport contains detailed information from three or more classmates Glogsters. || Passport contains basic information from three classmates glogsters. || Passport contains basic information from less than three classmates glogsters. || Passport contains inadequate information from less than three classmates glogsters. ||

Sample Student Products for each of us are linked here: Molly Schloesser-http://mollyschloesser.edu.glogster.com/glog-2752-458/ Tiffany Schaefer- http://tschaefer2.edu.glogster.com/glog-733/ Amber Smith- http://tayprincess22.edu.glogster.com/australia/

-Provide a checklist of required information -Students will maintain a research folder (or digital file) to track their gathered information. || - By providing clear cut expectations in the form of a rubric -By monitoring student work folders during the week || an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || Google Sites= Project information page supports instruction by providing the teacher with all necessary information to implement this plan. Glogster= student product & teacher example ||
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How can students use Glogster to create a global community in the classroom? ||
 * II. How are new literacies featured in your compelling question? || Using Glogster. ||
 * III. How will you organize or group your students for the PBI? || Pairs ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Basic knowledge of how to use Glogster, research skills, knowledge of nonfiction text features ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || -Preinstruction on basic features of non-fiction text, differentiation of valid sources when using online research methods.
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || - By providing them with a sample finished product
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || See Rrubric ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it