{"id":1076,"date":"2018-07-13T13:03:10","date_gmt":"2018-07-13T17:03:10","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=1076"},"modified":"2018-07-13T13:07:48","modified_gmt":"2018-07-13T17:07:48","slug":"project-based-learning-third-graders-seek-to-enrich-senior-living","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2018\/07\/project-based-learning-third-graders-seek-to-enrich-senior-living\/","title":{"rendered":"Project Based Learning: Third Graders seek to Enrich Senior Living"},"content":{"rendered":"

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PBL Lesson Idea: Third Graders seeking to Enrich Senior Living<\/b><\/p>\n

Significant Content<\/b> \u2013 <\/span>Third Graders in an ELA class will hear from local senior living communities of current needs to engage elderly in meaningful activities. They will explore the resources currently available in the these communities and brainstorm additional ideas to add to the community. They will create a project to showcase their new ideas for the community and various clients <\/span>that may choose to live here.\"\"<\/span><\/p>\n

21st Century Competencies<\/b><\/p>\n

CCR Reading Standards<\/span><\/p>\n

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  1. Determine central ideas or themes of a text and analyze their development; provide a summary or thorough analysis of the text, including the appropriate components. <\/span><\/li>\n
  2. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.<\/span><\/li>\n
  3. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.<\/span><\/li>\n
  4. Assess how point of view, perspective, or purpose shapes the content and style of a text. <\/span><\/li>\n
  5. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*\"\"<\/span><\/li>\n<\/ol>\n

    CCR Writing Standards<\/span><\/p>\n

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    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.<\/span><\/li>\n
    2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. <\/span><\/li>\n
    3. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. <\/span><\/li>\n
    4. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.<\/span><\/li>\n
    5. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. <\/span><\/li>\n<\/ol>\n

      CCR Speaking and Listening Standards\"\"<\/span><\/p>\n

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      1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others\u2019 ideas and expressing their own clearly and persuasively. <\/span><\/li>\n
      2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. <\/span><\/li>\n
      3. Evaluate a speaker\u2019s perspective, reasoning, and use of evidence and rhetoric.<\/span><\/li>\n
      4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.<\/span><\/li>\n
      5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. <\/span><\/li>\n<\/ol>\n

        CCR Language\"\"<\/span><\/p>\n

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        1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. <\/span><\/li>\n
        2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.<\/span><\/li>\n<\/ol>\n

          In-Depth Inquiry<\/b> – \u201c<\/span>Many elderly live on fixed incomes, do not have someone to look out for them, and may be living in a nursing home or an assisted living facility. The number of people reaching the status of elderly is increasing. \u00a0Although countries differ as to what percentage of their population is elderly right now, <\/span><\/i>the US\u2019s elderly population will double in 25 years.<\/span><\/i><\/a> \u00a0According to an <\/span><\/i>article in the New York Times<\/span><\/i><\/a>, the number of children under 15 will be outnumbered by the elderly by 2050, across the world.\u201d – from penniesof time.com <\/span><\/i><\/p>\n

          Why on Earth do I bring this up?<\/i><\/b> \u00a0We need to be more active in caring for our elderly, and we need to teach our children to do the same. \u00a0I have lived in several communities where I went weeks and did not see a single elderly person. As I am being more deliberate with my boys on reaching out to others, I realize that this is a shame. My boys need to feel comfortable around the elderly. \u00a0Not only that, they need to learn the value that the elderly bring to society and our communities.<\/span><\/p>\n

          Students will discuss the following questions from doinggoodtogether.org<\/span><\/p>\n

          Talk about the issue.<\/span><\/i><\/h3>\n