Authentic+Learning+Action+Plan

1.3.5: Explain how a civilization/nation’s arts, architecture, music, and literature reflect its culture and history. 1.3.6: Analyze how specific individuals and their ideas and beliefs influenced world history. 1.4.9: Identify selected countries and determine the advantages and challenges created by their location. 1.10.21: Analyze how resources or lack of resources influenced a nation/region’s development (e.g., diversification vs. one-crop economies). || State Standards: 2.10: Evaluate the relationship of the environment to family and consumer resources. 7.12: Explore the relationship between food and culture. 8.9: Practice correct safety, sanitary, environmental practices used in food preparation. 8.10: Select and use equipment correctly in food preparation. || State Standards: 1: Students will define their information needs and identify effective courses of action to conduct research and solve problems. 2: Students will understand and demonstrate information skills and strategies to locate and effectively use print and non-print resources to solve problems and conduct research. 3: Students will apply information from a variety of sources and formats using evaluative criteria to interpret, analyze, organize and synthesize both print and non-print material. 4: Students will use appropriate technology(s) and format(s) to clearly present information gathered from a variety of print and non-print resources.
 * AUTHENTIC LEARNING ACTION PLAN:**
 * Standards:**
 * Social Studies Grade 7 || Family and Consumer Science Grades 5-8  || <span style="font-family: Arial,Helvetica,sans-serif;">Information and Technology by Grade 8  || AASL 21st-Century Learner ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">State Standards:

<span style="font-family: Arial,Helvetica,sans-serif;">5: Students will operate school hardware and demonstrate the ability to use the school network to access and utilize software, independently.

<span style="font-family: Arial,Helvetica,sans-serif;">5: Students will demonstrate the ability to independently use personal productivity software and multimedia to create products in a wide range of formats (newsletters, budgets, brochures, imported graphics, web pages, digital movies, etc.).

<span style="font-family: Arial,Helvetica,sans-serif;">5: Students will identify hardware and software problems that accompany everyday use and seek assistance.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">6: Students will demonstrate the responsible, legal and ethical use of information resources, computers and other technologies. || **<span style="font-family: Arial,Helvetica,sans-serif;">Skills: **

<span style="font-family: Arial,Helvetica,sans-serif;">3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

<span style="font-family: Arial,Helvetica,sans-serif;">4.1.8 Use creative and artistic formats to express personal learning.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Dispositions: **

<span style="font-family: Arial,Helvetica,sans-serif;">1.2.3: Demonstrate creativity by using multiple resources and formats.

<span style="font-family: Arial,Helvetica,sans-serif;">2.2.4 Demonstrate personal productivity by completing products to express learning.

<span style="font-family: Arial,Helvetica,sans-serif;">**Responsibilities:**

<span style="font-family: Arial,Helvetica,sans-serif;">4.3.2 Recognize that resources are created for a variety of purposes.

<span style="font-family: Arial,Helvetica,sans-serif;">4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Self-Assessment:﻿ **

<span style="font-family: Arial,Helvetica,sans-serif;">1.4.4 Seek appropriate help when it is needed.

<span style="font-family: Arial,Helvetica,sans-serif;">3.4.2 Assess the quality and effectiveness of the learning product. ||

A Social Studies teacher, Family and Consumer Science teacher and School Media Specialist (SMS) have decided to create a collaborative unit on Japan. All participants will present different lessons with a focus on Japan. Although Japan has been a part of the Social Studies curriculum for several years, collaboration with the FCS teacher and SMS is a new venture. The culmination activity/assessment is also a new addition. Because of the limited time in each educator's schedule to work collaboratively in person, a wiki has been developed to allow for interactive collaboration between the teachers without the need to be face to face. The focus of this collaboration unit is to give students a diverse perspective on the people, history, culture, and customs of Japan. Students will participate in class discussions, authentic food labs, research, pocasts, culminating in the creation of a digital story. Students will post their digital story to the class Google Group (Web 2.0 application) for peer review. The SS teacher and SMS teacher will discuss the addition of the digital story project and determine the length of time needed for SMS how-to instruction and in-class completion. The FCS teacher and SS teacher will collaborate in an effort to ensure they are complimenting each other's lessons. The SMS and FCS teacher will collaborate to determine available and appropriate resources students will need to conduct research in and out of the library. The students completing this unit are 8th graders and have already had experience creating podcasts in their 7th grade ELA class and working with Noodletools for MLA citations. Working with Windows Movie Maker will likely be a new experience for most students. Some students have had experience importing music, others will need direct instruction. The SS and FCS teacher will focus on content specific information and education, whereas the SMS will focus on technology instruction, research skills, and proper MLA citations (using Noodletools). The SS teacher, FCS teacher, and SMS will all communicate regulary either through the wiki or through direct contact. It is determined that the SS teacher will need 3 weeks to complete her unit (2 days being given to the SMS for technology instruction) and the FCS teacher will need 1 1/2 weeks (1 day being given to the SMS for instruction on effective research). A rubric for the digital story project will be created by the SMS and SS teacher. Assessment tools will be re-evaluated for effectiveness at the culmination of the units.
 * Scenario:**

8th grade students in Social Studies examine the history, culture, customs, and people of Japan through many avenues. Essential questions include: What defines a group/culture?, How does environment affect culture?, Why do we need to understand about other cultures in order to coexist in today's world? 8th grade students in Family and Consumer Science learn about menu/meal planning. They prepare breakfast, lunch, dinner, and then a class buffet meal. The theme for the buffet is flexible lending itself to an excellent fit with whatever culture Social Studies is examining at the time. Essential questions include: Why do we plan? How does culture affect our diet and food choices?
 * Overview:**

Students will apply their knowledge in SS through research, a podcast, and a digital story (culmination project). Student will apply their knowledge in FCS through a research/poster project and a buffet meal plan/food lab (culmination assessment).
 * Final Product:**

SS students will learn the process for creating a digital story, from importing pictures, music and audio, to creating a cohesive final product. FCS students will learn about effective research using the internet and other library resources and how to determine if sources are valid and reliable. All students will get a refresher on the importance of proper MLA citations (using Noodletools).
 * Library Lessons:**

Rubric for assessing Digital Story assignment can be found<span style="font-family: Arial,Helvetica,sans-serif;"> at: [] or in the left sidebar of this wiki. SS teacher will administer and grade. <span style="font-family: Arial,Helvetica,sans-serif;">Rubric for assessing podcast, reserach poster, and food lab are currently under revision.
 * Assessment:**

<span style="font-family: Arial,Helvetica,sans-serif;">Throughout the SS and FCS unit teachers will use observation, exit cards, Q&A, and class discussion as a way to monitor student progress and understanding. Rubrics will be used to assess podcast, digital story, and food lab.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Process: **

<span style="font-family: Arial,Helvetica,sans-serif;">Did I make good choices for sources of information, print and digital? <span style="font-family: Arial,Helvetica,sans-serif;">Do my citations follow MLA format? <span style="font-family: Arial,Helvetica,sans-serif;">Did I make the best use of my time? <span style="font-family: Arial,Helvetica,sans-serif;">How well did I collaborate with my group? <span style="font-family: Arial,Helvetica,sans-serif;">Does my final product contain all the requirements of the assignment? (check with rubric where applicable) <span style="font-family: Arial,Helvetica,sans-serif;">Have I demonstrated a complete understanding of the history, people, culture, and/or customs?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Student Self-Questioning: **

<span style="font-family: Arial,Helvetica,sans-serif;">Resources students will use: <span style="font-family: Arial,Helvetica,sans-serif;">Internet (websites, Google Groups) <span style="font-family: Arial,Helvetica,sans-serif;">Books (reference, cookbooks) <span style="font-family: Arial,Helvetica,sans-serif;">Noodletools <span style="font-family: Arial,Helvetica,sans-serif;">CultureGrams (database) <span style="font-family: Arial,Helvetica,sans-serif;">Audacity <span style="font-family: Arial,Helvetica,sans-serif;">Windows Movie Maker <span style="font-family: Arial,Helvetica,sans-serif;">Inspiration <span style="font-family: Arial,Helvetica,sans-serif;">YouTube (see videos (primary source) link in left sidebar of this wiki)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Instructional Plan: **

<span style="font-family: Arial,Helvetica,sans-serif;">Direct: see lesson plan link in left sidebar of this wiki <span style="font-family: Arial,Helvetica,sans-serif;">Modeling and Guided: see lesson plan link in left sidebar of this wiki <span style="font-family: Arial,Helvetica,sans-serif;">Independant: see lesson plan link in left sidebar of this wiki <span style="font-family: Arial,Helvetica,sans-serif;">Sharing and Reflection: Students will upload digital story to class Google Group, each student will be required to peer review/comment on 2 stories (use rubric to guide review/comments)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Instruction/Activities: **

<span style="font-family: Arial,Helvetica,sans-serif;">Training for Ripping Music from a CD can be found at: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Staff Development Digital Training: **

<span style="font-family: Arial,Helvetica,sans-serif;">SS: Day 1-3 In class lectures and discussions on Japan, homework: written response to 3 reflective questions (to be recorded as a podast) <span style="font-family: Arial,Helvetica,sans-serif;">Day 4 Computer lab - Record Podcast <span style="font-family: Arial,Helvetica,sans-serif;">Day 5 In library SMS instruction on Windows Media Player <span style="font-family: Arial,Helvetica,sans-serif;">Day 6 In library review of Audacity and Noodletools <span style="font-family: Arial,Helvetica,sans-serif;">Day 7 Planning digital story (use Inspiration; storyboard), homework: create written final draft of narration <span style="font-family: Arial,Helvetica,sans-serif;">Day 8 Begin recording narration, homework: music due day 9 <span style="font-family: Arial,Helvetica,sans-serif;">Day 9 Discuss taking photos and how to bring them to school (use of camera/cell phone as digital tools, flash drives, CD), finishing touches on storyboard, images, <span style="font-family: Arial,Helvetica,sans-serif;">music rip/convert completed, homework: images due day 10 (no more than 4 images from alternative source) <span style="font-family: Arial,Helvetica,sans-serif;">Day 10 Import music file, begin importing images <span style="font-family: Arial,Helvetica,sans-serif;">Day 11 Continue previous day's work (importing images) <span style="font-family: Arial,Helvetica,sans-serif;">Day 12 Import narration, adjust timing of picture to match voice <span style="font-family: Arial,Helvetica,sans-serif;">Day 13 Continue adjusting images and narration, complete citations for music and any images that were not original, EXPORT (Google Group (Web 2.0 application)), <span style="font-family: Arial,Helvetica,sans-serif;">project DUE <span style="font-family: Arial,Helvetica,sans-serif;">Day 14 Peer Review <span style="font-family: Arial,Helvetica,sans-serif;">Day 15 Peer Review //<span style="font-family: Arial,Helvetica,sans-serif;">It is likely (almost necessary) that time will be spent outside of class polishing each component of the digital story. After school help will be available. //
 * <span style="font-family: Arial,Helvetica,sans-serif;">Timeline: **

<span style="font-family: Arial,Helvetica,sans-serif;">FCS: Day 1 In class lecture and discussion of Japanese food cultures/customs <span style="font-family: Arial,Helvetica,sans-serif;">Day 2 In library SMS instruction on effective research <span style="font-family: Arial,Helvetica,sans-serif;">Day 3 Research recipes for buffet (teacher needs time to shop for food!) <span style="font-family: Arial,Helvetica,sans-serif;">Day 4 Research for poster presentation (complete for homework if necessary) <span style="font-family: Arial,Helvetica,sans-serif;">Day 5 Assemble poster <span style="font-family: Arial,Helvetica,sans-serif;">Day 6 Present research <span style="font-family: Arial,Helvetica,sans-serif;">Day 7 Buffet prep <span style="font-family: Arial,Helvetica,sans-serif;">Day 8 Complete buffet, eat

<span style="font-family: Arial,Helvetica,sans-serif;">(classroom profile unavailable) <span style="font-family: Arial,Helvetica,sans-serif;">Student accomodations will be made based on recommendations from student IEP's, 504's, and/or tip sheets <span style="font-family: Arial,Helvetica,sans-serif;">See Lesson Plan link on left sidebar of this wiki for specific adaptations and extensions
 * <span style="font-family: Arial,Helvetica,sans-serif;">Instructional Objectives: **

<span style="font-family: Arial,Helvetica,sans-serif;">Please see left sidebar of this wiki for link to UPT
 * <span style="font-family: Arial,Helvetica,sans-serif;">Universal Planning Tool: **

<span style="font-family: Arial,Helvetica,sans-serif;">Please see left sidebar of this wiki for link to Narrative
 * <span style="font-family: Arial,Helvetica,sans-serif;">Narrative: **