PBL Overview

Title:

Good Classroom Citizenship

Teacher:

Jessica Branstetter & Dania

Chandler
Social Studies

Content
Focus:
Overall
Idea:
Summary of the
issue, challenge,
investigation,
scenario, or
problem

The Project:
What will
students design,
build, and/or
present at the
end of the PBL to
demonstrate
their expertise
and
solution/answer
to the Driving
Question?

Est. Start Date: 2nd

Week
Grade Level: 2nd/3rd

Duration: 4
weeks

Other subject areas to be included:

ELA, Math
During this PBL students will investigate what makes a productive
classroom citizen. They will explore rules, character traits, and what it is to
be efficient. The goal is to set a productive beginning of the school year
where students can set rules, consequences/rewards, and define the
behavior that is needed for a productive classroom.

Students will create a classroom citizenship plan for the current school year including
classroom jobs, classroom rules/consequences/rewards, classroom
procedures/organization, and seating chart/classroom map.

Essential
Question:

What is the role of a citizen?

Content and
Skills
Standards to be

Social Studies
2.2
Students demonstrate map skills by describing the absolute and relative locations of
people, places, and environments. 1. Locate on a simple letter-number grid system the specific
locations and geographic features in their neighborhood or community (e.g., map of the
classroom, the school).

addressed:
(CCCSS, NGSS,
Calif.)

Driving
Questi
on

What do you do when you think

no one is watching?

2.5
Students understand the importance of individual action and character and explain
how heroes from long ago and the recent past have made a difference in others lives (e.g., from
biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie
Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
3.1
Students describe the physical and human geography and use maps, tables, graphs,
photographs, and charts to organize information about people, places, and environments in a
spatial context.
3.4
Students understand the role of rules and laws in our daily lives and the basic structure
of the U.S. government. 1. Determine the reasons for rules, laws, and the U.S. Constitution; the
role of citizenship in the promotion of rules and laws; and the consequences for people who
violate rules and laws. 2. Discuss the importance of public virtue and the role of citizens,
including how to participate in a classroom, in the community, and in civic life.
Math

Represent and interpret data.

CCSS.MATH.CONTENT.2.MD.D.10

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to
four categories. Solve simple put-together, take-apart, and compare problems using information
presented in a bar graph.
CCSS.MATH.CONTENT.3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two-step "how many more" and "how many less" problems using
information presented in scaled bar graphs. For example, draw a bar graph in which each
square in the bar graph might represent 5 pets.
ELA
CCSS.ELA-LITERACY.W.2.1

Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to
connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.

CCSS.ELA-LITERACY.W.2.6

With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.
CCSS.ELA-LITERACY.W.3.6

With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.RI.2.9

Compare and contrast the most important points presented by two texts on the same topic.
Listening and Speaking
CCSS.ELA-LITERACY.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing
their own clearly.

CCSS.ELA-LITERACY.SL.2.6

Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific
expectations.)
CCSS.ELA-LITERACY.SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific
expectations.)
T+
A
st

21 Century
Skills and
MPS to be
explicitly taught
and assessed
(T+A) or that
will be
encouraged (E)
by Project work
but not taught or
assessed:

21st: Work
creatively with
others.
21st: Solve Problems
21st: Communicate
Clearly
21st: Be Flexible
21st: Manage Goals and
Time
21st: Produce Results
Group:

Culminating
Products
and
Performanc
es

T+
A

21st: Be Responsible to Others

MPS: Make sense of

problems and persevere in
solving them

X
X
X
X

Classroom Citizenship Brochure

Citizenship Skit

Presentation Audience
Class
X
School
Community

Individual:

Classroom map activity

Experts
Web
Other:

Project Overview
Entry event
to launch
inquiry, engage
students:

Outline or
Conceptual
Flow

Entry Event
Video: Clip from Kindergarten Cop show from 0:38 to 0:51
https://www.youtube.com/watch?v=tO4X8_c80kg
Have students brainstorm what is going wrong and what is needed to
make this classroom a productive environment.
Draw a before (chaotic) and after (productive) picture of the
classroom from the clip. Include a 1-3 sentence description of whats
3

Include
assessment
points and
clearly identify 1.
opportunity(s) a.
for students to
inquire,
research, and b.
share their new
knowledge with
their peers.

happening on each side.

Outline
Good citizens follow the rules (Social Studies 2.2, 3.4)
There are rewards and consequences for behaviors
Show self control and self monitor your behavior
Pre-Assessments:
Opinion Writing: In an ideal classroom, what would be the best
rewards and consequences? Give reasons for your choices. (ELA
W.2.1, W.3.1)
Interpret data from a given graph (which is most/least, how many
more, etc.). (Math: 2.MD.D.10, 3.MD.B.3)
Note: Details ofc. Activities:
lesson plans do
Quickwrite topics: In your opinion, what are the most important
not belong in the
classroom rules for everyone to follow? Give reasons for your choice.
outline.
(ELA W.2.1, W.3.1)
Brainstorm possible whole class rewards, give survey, and graph as a
class activity. (Math: 2.MD.D.10, 3.MD.B.3; ELA SL.2.1, SL.3.1)
d. Assessments:
Students create survey for most important class rules (choosing their
own set of rules for survey), complete the survey, graph results, and
share out results. (Math: 2.MD.D.10, 3.MD.B.3)
2. Good citizens demonstrate positive character traits (Social Studies
2.5;
a. Show respect, trustworthiness, responsibility, fairness, kindness, and
compassion.
Have a positive attitude.
Work cooperatively.
Six Pillars of Character:
1. Pledge: http://charactercounts.org/pdf/KFC-Pledge.pdf
2. Color Code! https://charactercounts.org/sixpillars.html
b. Pre-Assessments:
Character traits circle map, include someone you know who fits the
trait (Social Studies 2.5)
1. Resource for circle mapping:
http://www.wappingersschools.org/cms/lib01/NY01001463/Centricity/
Domain/107/Circle_Map.pdf
c. Activities:
Link historical figures to character traits.
1. Read aloud option for historical heroes:
http://www.scholastic.com/teachers/book/tale
s-famous-heroes
2. Resource for mapping with read-aloud:
https://www.teacherspayteachers.com/Product/Simple-CharacterAnalysis-Graphic-Organizer-317089
Quickwrite topics: Describe someone you know who demonstrates
positive character traits. Name a time youve seen someone use a
4

positive character trait. How did it make you feel?

Case study: Teacher gives a story where someone was not using
positive character traits. Discuss what could have been done
differently, and create entry in journal.
Create a class charter: Our rights and responsibilities.
1. Resource: http://www3.hants.gov.uk/classroom-charters.pdf
d. Assessments:
Opinion writing: Which historical figure demonstrates the greatest
number of discussed character traits? Give examples to support why
you say they fit the traits. (Social Studies 2.5)
Present opinion writing (ELA SL.2.6, SL.3.6)
Compare and contrast two historical figures and the character traits
they possess (ELA RI.2.9, RI.3.9)
3. Good citizens are well organized and productive. (Social Studies
2.2, 2.5, 3.4;
a. Practice time management.
complete homework, schoolwork, and projects on time.
b. Plan your task.
Show effort, focus, and participation.
Show pride in your work and keep it neat.
c. Pre-Assessments:
d. Activities:
Read Alouds (incorporate class discussion and journal entries with
read alouds)
1. The Ant and the Grasshopper -Possible videos for story:
https://www.youtube.com/watch?v=3V9uL_ruaf
https://www.youtube.com/watch?v=Y6sBbm5qUo0
2. The Tortoise and the Hare
Classroom map activity. Students create classroom map on a
numbered and lettered grid with guidance. (Social Studies 2.2, 3.1)
e. Assessments:
Completed classroom map with labeled paths to selected classroom
locations. (Social Studies 2.2, 3.1)
4. Culminating project:
a. Classroom Citizenship Brochure (Social Studies 2.5, 3.4)
Include rules, rewards, consequences, attributes of a productive
classroom citizen. Includes a typed portion. (ELA W.2.6, W.3.6)
b. Citizenship Skit
Create a skit to promote positive character traits. (ELA SL.2.6,
SL.3.6)
Recorded as a PSA.
5. Post Assessments:
a. Opinion writing (ELA W.2.1, W.3.1)
b. Data analysis-Students will vote for and graph the results of their
favorite brochure and skit/PSA. (Math 2.MD.D.10, 3.MD.B.3)

Assessment
s

Formative
Assessments
(During Project)

Quizzes/Tests

Journaling/Learning Log

Preliminary Plans/Outlines
Rough Drafts
Other
Summative
Assessments
(End of Project,
identify content
areas to be
covered)
NOTE: The end of
PBL Summative
Assessments do
NOT replace The
Project.

Resources
Needed

Written Product(s), with

rubric

Other Products

Oral Presentation, with

rubric

Peer Evaluation

Multiple Choice/Short
Answer Test

Self-Evaluation

Essay Test

Other

Principal (to review final presentations), computer lab

On-site people,
facilities

Chromebooks,

Equipment

Legal sized paper, art supplies, journals

Materials
Community resources

Reflection
Methods

(Individual, Group,
and/or Whole
Class)

Journal/Learning Log

Focus Group

Whole-class Discussion

Fishbowl Discussion

Survey

Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)
Student needs to be able to:

Student needs to be able to:

work cooperatively within a group.

express thoughts and ideas verbally and in writing.

Student needs to be able to:

Student needs to be able to:

evaluate and express data using a bar graph.

speak clearly during presentation.

Student needs to be able to:

use technology to produce writing.

Student needs to be able to:

demonstrate map skills using a grid system.

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)

Teacher asks questions to recall facts, make observations, or
demonstrate understanding:

Teacher asks questions to summarize, analyze, organize, or

evaluate:

*Who was (historical figure) and what were some

character traits they showed?
*What is a good rule to have for society/our classroom?
*Why do you think ____is a good reward/consequence?

*Why do you think ____ and ____ showed that

character trait?
*Tell me about your data.

Teacher asks questions to apply or relate:

Teacher asks questions to predict, design, or create:

*How would you react in that situation? Why?

*How would _____ have reacted in that situation?

*How will that rule help to make our classroom a more

scholarly environment?
*What rules will you use for your data set?
*What situation will you use to show your character
trait?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?

1. What insights did we gain?

During the creation of this PBL we began to understand the need to make the learning experiences real and not fake real because we
want the students to buy into taking ownership of their classroom citizenship. As we worked on this project we found ourselves
saying, We can actually use this. This PBL didnt feel like just another assignment to check off our list. We feel like we achieved the
buy-in that were expecting of our students and were excited.
2. What questions are still left unanswered?
What are effective ways to encourage our grade-level teams to implement PBLs?

3. How do you envision fully or partially implementing the ideas of a PBL within your classrooms or school?
This PBL can be fully implemented in both of our second and third grade classes. We envision piloting this PBL during this current
school year, reflecting on the strengths and weaknesses, making modifications and sharing this PBL within our grade level teams for
usage next school year.
Our hope is that the PBL can lead to a student-created, school-wide citizenship plan.
4. How could some obstacles be overcome?
Obstacles can be overcome by having realistic expectations, adjusting the pace, and having backup plans/activities if/when
challenges arise.
5. Can you implement the philosophy behind a PBL even though you may not be able to do a complete PBL?
Yes, we can implement the usage of driving questions to promote inquiry, 21st Century Skills, and student collaboration centered
around a common theme that integrates Common Core Standards in different subject areas.