MARDI SANSONE, ABBY MORAN, HOLLY ROMANS

EDCI397 GLOBAL MINI PROJECT

March 6, 2015
PBL Essential Elements Checklist
NAMES OF GROUP MEMBERS:
Mardi, Abby, Holly
PROJECT SOURCE: iEarn
http://us.iearn.org/projects/curriculum-integrationtoolkit/integration-plans/plan/teddy-bear-project
Does the project?
FOCUS ON SIGNIFICANT CONTENT
At its core, the project is focused on teaching students
important knowledge and skills, derived from standards and
key concepts at the heart of academic subjects.

DEVELOP 21ST CENTURY SKILLS

Students build skills valuable for todays world, such as
creativity, critical thinking and problem solving,
collaboration, and communication, which are
taught/practiced and assessed.

PROJECT TITLE:
Teddy Bear Project
GRADE LEVEL: 3rd grade; the project will
be modified from original project that said
it was appropriate for K-2
Explain Reasoning and Offer
Possible Modifications
X
This project uses many different
skills and standards for various
school subjects. These subjects
include social studies, English
Language Arts, art, and
technology. We will be modifying
the project to include a math and
science component in order to
include as many different subjects
as possible. As stated above,
students will be expected to
research certain topics under
specified subject areas. In
addition, teachers will create a list
of information that must be
exchanged between students.
Based on this information, quizzes
will be constructed and given to
students to evaluate what they
have or have not learned.
X
Students will be developing and
furthering their communication
skills by using different means of
technology. By learning to use
these different forms of
communication with students
around the world, students are able
to develop important skills in
order to adapt to our constantly
changing society. Learning about
individuals in a different country
will help students realize the
similarities and differences from
their society compared to another

ENGAGE STUDENT IN IN-DEPTH INQUIRY

(For 397 Focus on Global Competence)
Students are engaged in rigorous, extended process of
asking questions, using resources, and developing answers.

society. In addition, students will

focus on how their daily lives
would stay the same or change if
they were to live in a different
country. Moreover, students will
express their creativity by
designing/decorating their own
teddy bear to represent their own
country. Students will use their
critical thinking skills by
comparing and contrasting their
country in comparison to
Australia.
Students are engaged in the
process by researching the various
regions in which their teddy bear
partner lives. The project puts an
emphasis on global competency
because students learn about a
different part of the world and a
different culture that is most likely
unfamiliar to them. Students use
multiple resources such as movies,
books, and the internet; in addition
to their research, they
communicate with their partner via
email. The final project will
encourage the class to collaborate
as a whole and display the new
information that they learned
about a different culture in a book
that the teacher will assemble. We
are modifying the project because
the website lacks information on
how students should ask questions
and analyze what they have
learned. Students will be given
specific guiding questions they
must ask in certain emails and then
in addition to those questions,
students may ask their partner any
other appropriate questions
relating to the topic.

ORGANIZE TASKS AROUND AN ESSENTIAL

DRIVING QUESTION
Project work is focused by an open-ended question that
students explore or that capture the task they are
completing.

ESTABLISH A NEED TO KNOW

Students see the need to gain knowledge, understand
concepts, and apply skills in order to answer the Driving
Question and create project products, beginning with an
ENTRY EVENT that generates interest and curiosity.

ENCOURAGE VOICE AND CHOICE

Students are allowed to make some choices about the
products to be created, how they work, and how they use
their time, guided by the teacher and depending on age level
and PBL experience.

The driving questions on the

website are What is it like to live
in NYC in your home? What is it
like to live in Australia? We
decided to modify these questions
into the question: how is your life
the same and/or different from the
life of your partner? In addition to
the question already provided by
the teacher, students will be
encouraged to focus on how their
culture truly affects their daily life.
These questions will help the
students to focus on the main goal
of the project.
The project states the purpose but
never successfully communicates
these essential ideas to the
students. A modification to this is
an entry event where the teacher
starts the day off with a Help
Wanted poster that displays an
Australian teacher in need of a
third grade class to help educate
his students about life in America.
The students will be eager to
embark on this Australian journey
in the classroom! The teacher
explains to the students that if they
help the Australians learn about
America, in return the Australians
will help teach the class (the
American class) about life in
Australia.
The directions, purposes, and
timeline are fairly straightforward
for the students. In general, they
arent provided with much choice.
However, once given a broad
subject, students then have some
freedom of what to research and
what questions to ask. For
example, if students are given the
topic of oceans, under the subject
of science, they then have the
freedom to decide what they want
to research in relation to the ocean

INCORPORATE REVISION AND REFLECTION

The project includes processes for students to use feedback
to consider additions and changes that lead to high-quality
projects, and think about what and how they are learning.

INCLUDE A PUBLIC AUDIENCE

Students present their work to other people, beyond their
classmates and teacher.

Global Mini-Project Project Overview

and what specific questions they

would like to ask their partner
about. Students will be given
opportunities to share their
questions with other students in
the classroom in order to help
spark different ideas in their
minds.
This project does not have specific
benchmark points where the
teacher is able to give the students
feedback on their projects and
discuss what they should change
or do differently. A modification to
this is having designated times
throughout the project where the
teacher meets with each student
and discusses how they are doing
with their project and what they
need to alter.
This project will have a public
audience because at the end of the
project, the students will present
their project as a class to their
partner class in Australia through a
video. A modification to this could
be if every third grade class had a
different country and then the
whole third grade could come
together and teach one another
about the many countries that they
had the opportunity to learn about.
In addition the teachers of both
classes will look into posting the
video on a public forum so other
teachers around the world can
view this project and be interested
in the connection of international
classrooms.

Names of group members: Mardi, Abby, Holly

Project title: Teddy bear project
Grade level: third grade will be modified from original project for k-2
Project length: starting after spring break and lasting for 6 weeks
Links to online resource(s): http://us.iearn.org/projects/curriculum-integrationtoolkit/integration-plans/plan/teddy-bear-project
Projects Essential Driving Question
The driving questions of our project are:
1.How is your life the same and/or different from the life of your partner?
Sub-question: How does culture affect your daily life?
Project Overview
The Teddy Bear project aims to foster tolerance and understanding by connecting classes from different
countries. After teachers register for the project, the facilitator (found from sponsoring website) matches
them with a partner class in Australia. Once paired, the students in both classes will receive white teddy
bears that will be sent to their pen pal. In order to raise money to purchase the teddy bears, the class
will grow wild flowers (an Australian flower) during the six-week project. The teacher will purchase the
teddy bears prior to the project with money provided by the school, and will pay the school back once
the students sell their wild flowers to teachers, parents, community members and so on. This teddy bear
will be decorated and representative of their country and sent to their pen pal. The students take on the
role of their new bear and write diary entries to email to a chosen partner student in Australia.
Throughout the duration of the project, students will be given time in the computer lab in order to
research and familiarize themselves with certain aspects of Australia. Both teachers will work together
to create a list of items that students must include in each letter. After letters have been received, the
teachers will quiz the students on certain information in order to make sure that they have grasped all of
the important concepts. Each week, students will be given a core topic such as social studies, math,
science etc. and have to ask specific questions to their partner in order to learn more about Australia.
The Australian students will do the same. After multiple exchanges have taken place, students will
compile their work into one class book that will be assembled by the teacher. A copy will be sent to the
partner class in Australia with enough time remaining to receive their book in return. In addition, the
teachers will videotape the students presenting their book and the video will be sent to the partner class
as well. Students will become globally competent and familiar with multiple perspectives.
Project Products
Each student in the class will receive a white bear that they can decorate using different materials
(pencils, paint, markers, etc). Each bear will be unique and representative of the students country. The
main component of this project will be the student communication via email. Teachers will have access
to the students emails and will print them as time goes on. In addition, the teacher will evaluate each
students ability to use technology as well as communication. Towards the end of the project, each
student will receive a folder filled with all of his/her letters received throughout the project. Students
will highlight important facts in multiple subject areas that they find the most important. Students will
assist the teacher in the making of a big class book for their partner class about all of their Australian
Bears travels and all of the facts that they have learned about their partner class from their
communication with them. These facts will be chosen based on what students highlight in their letters.

In addition, throughout the project, students will be quizzed on the information regarding Australia.
Global Awareness
Students are engaged in the process by researching the various regions in which their teddy bear partner
lives. The project puts an emphasis on global competency because students learn about a different part
of the world and a different culture that is most likely unfamiliar to them. Students use multiple
resources such as movies, books, and the internet; in addition to their research, they communicate with
their partner via email. The final project will encourage the class to collaborate as a whole and display
the new information that they learned about a different culture in a book that the teacher will assemble.
Overall, the students are able to learn about various aspects of another country and will see the world
through multiple perspectives.
1) Investing the world
Students will be learning about Australia, a country they are unfamiliar with.
2) Recognizing perspectives
Students will learn that their life in America differs from life in Australia.
3) Communicating ideas
Students will learn about the differences in their lives compared to Australian students
based on communicating via email.
4) Taking action
Our class will compile a book of information we learned about Australia to send to our
partner class and we will keep a copy for ourselves, in our classroom library, in order to
always remember the experiences of our bears.

Curriculum Alignment Matrix

Projects Essential Driving Question
1.How is your life the same and/or different from the life of your partner?

English Language Arts Standards Alignment

ELA standards:
Domain: Standards for reading Informational text
Cluster: integration of knowledge and ideas
R17: Use information gained from illustrations (maps, photographs) and the words in a text to
demonstrate understanding of the text (who, what, when, where, why, and how key events occur).
Domain: Standards for speaking and listening
cluster: Comprehension and collaboration
SL1.d: explain own ideas and understanding in light of the discussion
Domain: standards for speaking and listening
cluster: Presentation of knowledge and ideas
SL4: report on a topic or text, tells a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
Domain: standards for language
cluster: conventions of standard English
L1: demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Domain: Standards for language
Cluster: conventions of standard English
L1.: demonstrate command of the conventions of standard English grammar and usage when writing or
speaking
Domain: Standards for language
Cluster: conventions of standard English
L1.i: produce simple, compound, and complex sentences.
Domain: Standards for language
Cluster: conventions of standard English
L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Domain: Standards for language
Cluster: vocabulary acquisition and use
L6: acquire and use accurately grade-appropriate conversational, general academic, and domain-specific
words and phrases, including those that signal spatial and temporal relationships.
Domain: English Language Arts
Cluster: Text types and purposes
W2.a. Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.
Domain: English Language Arts
Cluster: Text Types and Purposes
W2.b. Develop the topic with facts, definitions, and details.

Learning experiences/activities:
Communicates experiences, ideas, needs, choices and feelings through email.
Talk for a variety of purposes: information and understanding, social interaction, critical
analysis and imaginative discourse
Exhibit a growing interest in and involvement in listening to and telling a variety of
stories.
Describe and share their experiences.
Begin to create own non-fiction accounts of daily occurrences.
Demonstrate the beginning behaviors of a professional writer.
Understand that writing is a way of communicating for a variety of purposes.
Mathematics Standards Alignment
Math standards:
Domain: operations and algebraic thinking
Cluster: solve problems involving the four operations, and identify and explain patterns in arithmetic.
3.OA.8: solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding.
Domain: Measurement and Data
Cluster: solve problems involving measurement and estimation of intervals of time, liquid volumes, and
masses of objects.
3.MD.1: tell and write time to the nearest minute and measure time intervals in minutes. Solve word
problems involving addition and subtraction of time intervals in minutes, by representing the problem on
a number line diagram.
Learning experiences/activities:
-Focus on the differences between currency within different countries
-Understand the various values of currency
-Recognize the time difference in other countries
Science Standards Alignment
Science standards
Indicator: gather information and provide evidence about the physical environment, becoming familiar
with the details of geological features, observing and mapping locations of hills, valleys, rivers, and
canyons.
L Objectives:
Identify and describe some natural features of continents.
1 Mountains
2 Valleys
3 Rivers
4 Canyons
Describe the natural features in their immediate outdoor environment, and compare the features
with those of another region in Maryland. Resources Assessment Limits

Identify and describe some features of the ocean floor.

Recognize and explain that an ocean floor is land covered by water.

Learning experiences/activities:
-Identify the different seasons within a country.
-Understand the relationship between climate and specific seasons.
-Be able to identify and describe the type of plants located in another region.
-Focus on the various animals within a country.
-Be able to identify a variety of habitats and specific needs of different animals.
-Recognize and understand the multiple biomes within countries (physical land features and
environments).
Social Studies Standards Alignment
Social studies standards:
Indicator: Use formal writing, such as multi-paragraph essays, historical investigations, research
reports, letters and summaries to inform.
Objectives:
Identify form, audience, topic and purpose before writing.
Organize facts and/or data to support a topic.
Provide introduction, body, and conclusion.
Cite sources of information.
Indicator: use current events/issues to answer questions.
Objectives:
Summarize the main points of an issue explaining different viewpoints
Make a decision based on the analysis of issues and evaluate the consequences of these
decisions.
Identify and formulate a position on a course of action or an issue.
Propose and justify solutions to social studies problems.
Learning experiences/activities:
L -Apply skills of communicating, sharing and cooperating with others who have similar and
different perspectives.
L -Understand that all people have basic needs.
L -Understand the similarities and differences between the type of food that the people of different
countries consume.
L -Focus on the geographical features of a country.
L -Demonstrate an understanding and appreciation for traditions and routines.
L -Identify different continents around the world.
L -Engage in social relationships and develop connections and attachments to peers, classroom
adults and to the larger community.

Additional Standards Alignment (Fine Arts)

Standards:

Indicator: apply the elements of art and principles of design to develop personally meaningful
compositions.
Objective
Describe how the elements of art and principles of design are organized to communicate person
meaning in visual compositions.
Select and use principles of design, such as pattern, contrast, repetition, balance,
rhythm/movement, and emphasis, to give personal meaning to visual compositions.
Indicator: create images and forms from observation, memory, imagination, and feelings.
Objective
Experiment with art media, processes, and techniques to generate ideas and express personal
meaning.
Manipulate art media, materials, and tools safely.
Create artworks that explore the uses of color, line, shape, texture, form, space, and selected
principles of design, such as pattern, repetition, contrast, and balance to express personal
meaning.
Learning experiences/activities:
L -Gain ability in using different art media and materials in a variety of ways for creative
expression and representation.
-Begin to understand and share opinions about artistic products and experiences.
L
L -Experiment with a growing variety of writing tools and materials such as crayons, markers,
paint, and pencils.
L -Using drawings to represent experiences and things observed.

Additional Standards Alignment (Technology)

Standards:
Indicator: locate and evaluate resources and sources: identify resources to meet the information needed.
Objective
With guidance, explore and identify human, print, online, and multimedia resources.
With guidance, decide which resources best match an identified information need.
With guidance, refine or revise researchable questions based on access to and availability
or resources.
Indicator: Use safe practices while online.
Objective:
Identify, review, and follow the districts acceptable use policy and school-based computer
use rules.
With guidance, identify safe and unsafe online practices.
Indicator: use a variety of formats to prepare the findings/conclusions of the information need for
sharing.
Objectives:
With guidance, organize and display findings/conclusions in a variety of formats, including the
use of technology.

With guidance, design layouts that communicate content effectively for intended audiences.
With guidance, apply appropriate design criteria, which includes universal design principles, to
the content and layout of the information product.
With guidance, use technology to present findings/conclusions in a variety of formats.
With guidance, edit/review/revise/practice the presentation of the information product.
With guidance, discuss and apply fair use copyright laws, and Creative Commons attributions.

Indicator: share findings and conclusions.

Objective:
Contribute to a learning community.
With guidance, practice digital etiquette when sharing findings and conclusions.
With guidance, credit sources using an appropriate citation format as part of the
information product.
Learning experiences/activities:
-Apply prior skills in order to type a letter.
-Understand how to send and receive emails to and from partner student.
-Be able to use various applications on the computer.

EDCI397: Entry Exit Plan

Materials/Resources
(Instructional, Supplies, Technology)
*Attach additional resources such as images, handouts, music etc.
Basic Materials
Teddy Bears (for each student) [see picture below]
Pens/Pencils
Wanted sign [see picture below]
Folder for each student (names will be written on folders)
Highlighters
Art Materials
Markers
Paint pens
Fabric paint
Plastic jewels
Ribbons
Construction paper
Electronic Materials
PowerPoint on the project
Instructional

Approxima

Procedure

Sequence
ENTRY

te Time
Total Time:
1 hour and
30 minutes

Set Up
Done before
class starts

Teacher will have already purchased a white teddy bear for each student in
the classroom. The teddy bears should be placed in a hidden location so
the students wont be able to see them prior to the introduction. The
teacher will place the Help Wanted sign on the front board in order for
the students to see it when they walk into the classroom. The teacher will
have an example bear that is already decorated in order to show the
students once the project is introduced. In addition, the teacher will have
the PowerPoint presentation created and ready to pull up when necessary.
Materials such as markers, pens, plastic jewels, ribbons, construction
paper, etc. should be organized and prepared to handout to the students
once the lesson begins.

Introduction

8 minutes

Teacher will instruct the students to notice the Help Wanted sign on the
board and will ask the students to turn and talk to their table buddies about
what they think this sign means. Once the teacher gives the students
enough time to collaborate, he/she will say:
Friends! I checked my email this morning and came across something
interesting! An Australian teacher who also teaches 3rd grade is in need of
our help! They want to learn about America and in turn will teach us
some cool new things about Australia. What do you guys think, should we
help them out?

PowerPoint/Student
Collaboration

15 minutes

Once the students agree to this new adventure, the teacher will pull up the
PowerPoint presentation. The PowerPoint will contain numerous pictures
of Australia in order to introduce the students to the country that they will
soon be learning all about. Once the teacher flips through the PowerPoint,
he/she will say, Arent you guys excited to learn a lot more about
Australia and truly understand all of the pictures that you just saw? The
teacher will instruct the students to turn to their table buddies and talk
about what theyre most excited to learn about Australia. The teacher will
then ask the students to choose a table leader to share some of their
groups thoughts with the class.

Teacher Example

5 minutes

The teacher will bring out his/her example bear in order to show the
students. The teacher will introduce the bear and explain to the students
that they each will be receiving a bear and a pen pal partner in the
Australian class. The teacher will let the students know that they will be
taking on the role of the bear in order to teach their pen pal partner about
their country. The teacher will inform the students that the bear should be
unique and representative of their country. The bear will then be passed
around the classroom in order for the students to get a closer look. In
addition, the teacher will tell the students that they will be decorating their

bears in class today.

Distribution of the
Bears/Materials

5 minutes

The teacher will ask for three students to assist him/her in the distribution
of the bears. The teacher, as well as the chosen students, will hand out the
bears and the necessary materials to each table cluster.

The Decorating of
the Bears

45 minutes

The teacher will instruct the students to brainstorm what they want their
bears to look like and have the students share these ideas with their table
buddies. The teacher will walk around in order to answer questions and
make sure that the students are on the right track. While the students are
decorating their bears, the teacher will sit in with each table and guide the
students. He/she may ask: How does your bear represent your country?
What are you most excited to learn about Australia? What are you
most excited to teach your pen pal about your own country?

Clean Up

5 minutes

Once the students are finished decorating their bears, the teacher will
instruct the students to leave the bears on their desks and clean up the
materials as a table. In addition, the teacher will have the table leader
bring the materials to the front of the classroom.

Closure

5 minutes

The teacher will instruct the students to come sit in a circle in the front of
the classroom. The teacher will have each student introduce their bear to
their classmates and inform the classmates how their bear is representative
of their country. The teacher will then inform the students that in the next
class, they will learn more about the project and they will soon be writing
their first email to their chosen pen pal.

EXIT

Total Time:
45 minutes

Set Up

Done before
class starts

Teacher will have folders and highlighters set on each students desk
before they enter the classroom.

Introduction

3 minutes

Teacher will explain to the students that this will be the last day of their
project. Teacher will explain what is expected out of the students for
todays lesson and show his/her teacher example.

Teacher Example

6 minutes

Teacher will motion to the students to look in their folders and view each

of the emails they have received from their Australian partner. The
teacher will explain that we will be looking at each of these emails and
highlighting cool/interesting facts they have learned from their partner
about Australia to be compiled into a classroom book. The teacher will
then project an example on the board, go through an email with the
students, highlight certain information together, and determine which
sentence would fall under the corresponding subject area.
Work Time

30 minutes

Step 1: Students will review each email and highlight important

information.
Step 2: Students will distribute each highlighted sentence to a specific
subject area.
Step 3: Students will put their work back in their folder and hand it to the
teacher

Clean Up

3 minutes

Students will then be asked to clean up and return to their seats.

Closure

3 minutes

Teacher will inform the students that the classroom book will be finished
for tomorrows class. Teacher will let the students know that we will be
reading the finished book tomorrow in class and will record the reading to
send to the Australian classroom to show them all that we have learned.
Plans to Display/Exhibit Student Work
Students will collect all of their work and the emails they have received and assemble it into a classroom book
about what they learned. This book will be assembled by the teacher and placed in the classroom library for
students to view at any time. Each chapter will tell what they learned within specific subject areas. The teacher
will also work with the Australian teacher to get a copy of their book to display in the classroom as well and
send the Australian class a video of the American students reading their classroom book.

WANTED: THIRD GRADE CLASS TO HELP TEACH STUDENTS IN

AUSTRALIA ALL ABOUT THE UNITED STATES!
REWARD: LEARNING ALL ABOUT AUSTRALIA THROUGH A PEN
PAL!