- Objective of Activity - Students to conduct several surveys using open ended survey questions and represent their findings through some sort of demonstration or art representation.
- Standard & Anti-Bias Framework Domain and # : Diversity 10-Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
- Assessment – Students will be assessed on the data and structure of their groups survey as well as their final presentation and analysis. Rubric will state the criteria needed to achieve at an acceptable level taking into account quality of work, execution, creativity and use of credible resources.
- Student Activity Description – List steps - Students form groups to work in a compile questions for their survey that will help depict the communities level of knowledge about viruses and vaccinations. Students analyze data using various graphing tools of choice for representation. Groups must decide how to break their data into different strata (By socioeconomic status, race, age. etc Group Choice*) Group must then represent their data and lead a mini discussion with the class on a conjecture or inference from the data they collected and data they have researched.
- Variety of Content Levels - Address Needs for 5 different students: EL, Sw/SN, Low, Middle & High -Because the activity is group oriented the roles available in each group will play to the strengths of both High, Middle and Low knowledge grasping students. The freedom of expression allows for groups to choose their areas of strength. EL and Sw/SN support will be integrated with clear and coherent instruction as well as vocabulary development.
- Vocabulary Development – A list of Vocabulary term surrounded around Virus and Vaccine related topics will be provided in class.
- Graphic Organizer – A graphic organizer will be used to help students face the freedom of direction provided in this project. GO will allow for role designation as well and plan of attack.
- Cooperative Learning Components - PIGS FaceS
1.) What are the mutual goals? - Students have a mutual goal of collecting data and producing a project that represents their vision and creativity.
2.) How will labor, materials, roles and resources be divided? Students will utilize graphic organizers to divide roles and labor.
3.) What roles and responsibilities will you assign? Roles and responsibilities will be : Data collection, Data analysis, project vision, Team leader, Team coordinator, artistic facilitator and discussion leader.
4.) How are all the roles connected? All the roles work together to make a team that creates a multidimensional final product.
5.) What joint/common rewards will you provide? A grade will be a common reward as well as an opportunity to present their work to the public.
6.) What are the consequences if not all participate? A failing grade, and a likelihood to be collaborative down the road in life.
I - Individual & Group Accountability
1.) How will roles be assigned? Groups will be approved by the teacher.
2.) How will you hold each student Individually Accountable for learning? Weekly reflection and reports from each group member.
3.) How will you hold each student responsible for the whole group’s learning? Emphasize team building and growth mindset.
G - Group Processing - How will you guide meta-analysis of individual and group processing?
1.) Observation- In class time to collaborate and brainstorm
2.) Reflection - weekly reflections with guided prompts on what to reflect on.
3.) Goal Setting - Team goal reports and reflections on achievement or failure.
S - Social Skills
1.) Trust Building Activity - We use one of the open collaboration spaces and scatter objects around the area. Students will then be asked to move around the area in pairs where one student verbally guides their blindfolded peer through the "minefield."
2.) Conflict Resolution - Students will jigsaw several of the info graphics that were developed in our last class on conflict management and classroom resolution. They will have a period to discuss what they have learned and brainstorm some ideas they will use for their own group's conflict management.
3.) Leadership Skills - We will have roles assigned taken from this article. Students will choose who will take each of the seven roles (some will need to take more than one) and will put in writing what it will mean for each of them to fulfill their role.
- How will Social Skills be Self-Assessed - Students will be assessing each other using a rubric based on how each of the students performed.
FACE - Face-to-Face Interaction
1.) Grouping - Students will be permitted to create their own groups. However, we will try to approach a few leaders in the classroom in order to see to it that struggling students are integrated into groups that will promote their own success.
2.) Room Arrangement - The room will have sets of tables for groups of four. Work space should also be available around the outside of the room so that students can spread out a little.
3.) Group Seating - Students will be seated in sets of four with all students facing each other and at a right angle to the class.
S - Specific Task
The specific task that students are working on to create a survey with multiple questions about disease and vaccines to be distributed in the community. After they have distributed the survey and collected the responses they will be tasked with creating a visual method to present the information.