ISTE Student Standard: Standard 6: Creative Communicator
Acquiring Audience Feedback on a Published Product | ELA Community Activism PBL (Lesson 6 of 6) | 6-8, 9-10, 11-12
In lesson 6 of 6 of this multi-step project, students will use technology to seek feedback about their original product and reflect on their learning.
English Language Arts | 11th-12th, 6th - 8th, 9th-10th
Publishing & Sharing Research on a Community Issue | ELA Community Activism PBL (Lesson 5 of 6) | 6-8, 9-10, 11-12
In lesson 5 of 6 of this multi-step project, students will publish their original product for their community stakeholder audience in a form or platform that best suits their message.
English Language Arts | 11th-12th, 6th - 8th, 9th-10th
Synthesizing Research on a Community Issue | ELA Community Activism PBL (Lesson 4 of 6) | 6-8, 9-10, 11-12
In lesson 4 of 6 of this multi-step project, students will synthesize information from the sources they research in part 3 to create an original product for their chosen community stakeholder.
English Language Arts | 11th-12th, 6th - 8th, 9th-10th
Researching a Local Community Issue | ELA Community Activism PBL (Lesson 3 of 6) | 6-8, 9-10, 11-12
In lesson 3 of 6 of this multi-step project, students will conduct research to examine the history and impact of their selected activist issue by identifying information from reputable sources.
English Language Arts | 11th-12th, 6th - 8th, 9th-10th
Identifying Community Stakeholders | ELA Community Activism PBL (Lesson 2 of 6) | 6-8, 9-10, 11-12
In this part 2 of 6 of the project, students will identify the community stakeholders of their selected issue/topic/need/focus and select a final product form to best convey their research to their stakeholders through completing a rhetorical analysis.
English Language Arts | 11th-12th, 6th - 8th, 9th-10th
Identifying a Local Community Issue | ELA Community Activism PBL (Lesson 1 of 6) | 6-8, 9-10, 11-12
In lesson 1 of 6 of this multi-step project, students will identify a community need and the required resources, technology tools, and communication platforms needed to complete the community activism project.
English Language Arts | 11th-12th, 6th - 8th, 9th-10th
Research mathematical principles | Math in Action | 3-5, 6-8, 9-10, 11-12
Students first select a mathematical principle (e.g., law, theorem, or other property). Next, students locate an article or image that represents the principle being used in daily life. For example, construction workers using the Pythagorean theorem when determining the length of a staircase. Students will then summarize the information – … Read more
Math | 11th-12th, 3rd - 5th, 6th - 8th, 9th-10th
Research and justify selection | Building Personas Using Historical Figures | 6-8, 9-10, 11-12
Students choose a significant person from history and conduct online research to develop and share a unique persona profile of that individual.
English Language Arts, Social Studies | 11th-12th, 6th - 8th, 9th-10th
Write a research brief | Be US Census Bureau’s Chief Analyst (Lesson 5 of 5) | 6-8
In Part 5, students will synthesize all of the information and methods they have used to write a final research brief and report to the governor of the state they have selected for analysis. In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief … Read more
Conduct a representative sample | Be US Census Bureau’s Chief Analyst (Lesson 3 of 5) | 6-8
In Part 3, students conduct a 10% random sample from US Census data, through a simulation using google sheets. In this multi-step project, students become the Chief Data Analyst for the US Census Bureau Chief and write a report for a governor of a US state to answer the following … Read more