Unit One: What is a community?
Unit One: What is a community?
In this unit, students will examine the definition of a community and what makes a community. Next, students examine the different communities they are a part of and how they move from community to community. At the end of the lesson, the teacher will introduce the project completed at the end of the unit. In the second lesson of this learning segment, students will examine the problems faced in their community.
Learning Outcomes
- Student will define community.
- Students will examine the different communities they are apart-of.
- Students will identify what makes their classroom a community.
- Students will examine problems faced within their community.
Best Practices for Project-Based Learning
For this unit to be successful, it is essential that the educator has adequate time to build relationships with students and whose classroom models respect and rapport between teacher-to-student, student-to-teacher, and student-to-student. Students are working independently and in groups at times. They must be able to work independently and with others.
Krajicik & Blumenfield (2012) state that project-based learning allows for collaboration. "Collaboration with their classmates and adults outside of the classroom helps students to build a deeper, shared understanding of science concepts (Krajcik & Blumenfeld, 2006, p.325). This concept is applied to teaching civics and throughout this lesson students will be collaborating with one another, in large-group discussion, and with the teacher.
The intention of this unit requires students to “engage in real-world activities that are similar to the activities that adult professionals engage in” with the intention that students will “learn by doing and applying ideas” (Darling-Hammond (2008), & Krajcik & Blumenfield (2006) p.317).
In this unit the teacher assumes the role of the facilitator and helps to facilitate the progress through asking questions, while giving students authority to define and address problems. Encouraging them to be authors/producers of knowledge (Darling-Hammond, 2008). This unit also provides ongoing feedback for students and educators to be able to see project development and a development in the understandings of learning concepts (Darling-Hammond, 2008).
The development of this unit allows students to build key skills in civic engagement (Shapiro & Brown, 2018). Students begin with learning about skills in civic engagement, and then apply what they have learned at the end of the unit.
Lesson One Example
It is important when beginning lesson one that the educator introduces the project to students. See unit three for materials. This will allow students to see what they will know, what they need to understand, and what they will do. Introducing the project topic and rubrics are important for students to clearly understand what is expected of them (Larson & Lockee, 2020).
- See lesson plans for related standards.
Assessment
Formative Assessment:
- Lesson One: Students are formatively assessed through group discussion, and their reflection of thought in the bellringer and exit ticket.
- Lesson Two: Students are formatively assessed in their exit ticket. The exit ticket is also an opportunity to provide students with feedback on their projects. Students are assessed based on their research done during class in their journals. Feedback should support their learning, and ways to help them move their project forward (Darling-Hammond, 2008).
References
Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Cervetti, G. N., Chen, M., Stage, E. K., Zimmerman, T. D., & Tilson, J. L. (2008). Powerful Learning: What We Know About Teaching for Understanding. Wiley.
Krajcik & Blumenfeld (2006); Project-Based Learning (p. 317-333).
Larson, M. B., & Lockee, B. B. (2019). Streamlined ID: A practical guide to instructional design (2nd ed.). Routledge.