Double Entry Journal # 11 (Top Ten Reflection)

The top ten project has many aspects of of an exemplary PBL. The first concrete example that I chose was the authenticity of the project. Through creation of their own wiki students were able to  communicate and make connections with an external audience such as their local community as well as a global audience through their online poll. The second example I chose to support the aspect of this project was applied learning. Students were able to use a variety skills such as communicating, questioning, researching, analyzing, and gathering information to rank data.The third example I chose was assessment practices. When students finished they had to present their final product in front of members of the board education. Students also created commercials for the school news. In addition, as students worked on the project they were able use self-assessment from the feedback of their teacher and peers.

4th Grade Content Standards for Science/Reading Language Arts met by PBL

Science Content Standards:
SC.O.4.1.04
demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.
SC.O.4.1.05
recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected.
SC.O.4.1.06
support statements with facts found through research from various sources, including technology.
SC.O.4.1.07
use scientific instruments, technology and everyday materials to investigate the natural world.
SC.0.4.2.01
describe the different characteristics of plants and animals, which help them to survive in different niches and environments.
SC.0.4.2.02
associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons).
SC.0.4.2.03
identify and classify variations in structures of living things including their systems and explain their functions (e.g., skeletons, teeth, plant needles, or leaves).
SC.0.4.3.04
given a set of objects, group or order the objects according to an established scheme.
SC.0.4.3.06
identify and explain a simple problem or task to be completed; identify a specific solution; and list task requirements.
SC.0.4.3.09
listen to and be tolerant of different viewpoints by engaging in collaborative activities and modifying ideas when new and valid information is presented from a variety of resources.

Reading and Language Arts Content Standards:
RLA.O.4.1.13
judge the reliability or logic of informational texts.
RLA.O.4.1.14
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.1.15
use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).
RLA.O.4.1.16
use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).
RLA.O.4.1.17
increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text.
RLA.O.4.2.06
write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.
RLA.O.4.2.07
develop a composition that demonstrates an awareness of the intended audience using appropriate language, content and form.
RLA.O.4.2.08
create an effective response to a task in form, content and language (e.g., letters, poems, brief reports or descriptions, instructions, journals).
RLA.O.4.2.09
use editing strategies to correct errors in sentence structure (fragments and run-on sentences), capitalization, punctuation and gammar.
RLA.O.4.2.12
use strategies to gather and record information for research topics:
• note taking
• summarizing
• paraphrasing
• describing in narrative form
• gathering information from direct quotes, maps, charts, graphs and tables
RLA.O.4.2.13
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.2.14
use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).
RLA.O.4.2.15
critically evaluate own and others’ written compositions.
RLA.O.4.3.04
create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose.