High School

Title Chalk Dust or Guitar Hero?
Creator: Spinks, Juanita jspinks@access.k12.wv.us

Source: 2009 TLI Staff PBL PLans
Project Idea: Students will investigate ways to use their everyday technology tools/games to create appropriate
lessons for high school classrooms. As a group they will create a media presentation demonstrating how
their choice of technology can be used to teach a 10
th
grade objective. Each student will write a
persuasive essay (See attached essay assignment) concerning the uses of 21
st
Century tools in the
classroom.
Entry Event: The county technology office has issued a policy forbidding the possession and use of technology not provided by
the school. For example, students will no longer be allowed to possess or use cell phones, MP3 players, digital or
video cameras and hand held gaming devices. In an effort to change policy, your English class will research ways to
use technology in the classroom. Using the CSOs for any subject in your grade level, create a media presentation
demonstrating how one of these devices could be used as a learning tool. (This entry event could be presented in the
form of an announcement or a letter stating the new policy) (Sample letter) Consider having the principal or the
technology director make the announcement to the class.
Content
Standards &
Objectives:
Objectives Directly Taught or
Learned Through Discovery
Identified
Learning
Target
Evidence of Success in Achieving Identified
Learning Target
RLA.O.10.2.11
develop a research topic, select
approaches, write and publish a
well-developed research project
with documented and cited sources
and computer-generated graphics,
following a specified format:
APA
MLA
Chicago
Developing a
research topic

Citing sources
Lesson Proposal submitted by group

Bibliography
RLA.O.10.3.01
plan, research background of topic,
and communicate in different
settings (e.g. interpersonal, small
group, whole group, panel, round
table, debate) and for different
purposes:
inform
persuade
relate
entertain
Plan and
research ways
to use
technology in
classroom
lessons

Group will
decide the
best format for
presenting
information to
their audience
Work log
Note Check
Group observations
(www.novelapproach.pbl.com/ProjectManagementTools.htm)

Group observations

Group notes (Note Check)
Media presentation (Presentation Rubric)
RLA.O.10.3.07
plan, create, organize, and present
an age appropriate media product
that demonstrates an understanding
of format, purpose, audience, and
choice of medium.
Creating,
organizing and
presenting
product

Demonstrating
understanding
of format,
purpose,
audience, and
choice of
medium
Media Presentation (Presentation Rubric)
Teach21 Teach21 Project Based Learning
Chalk Dust or Guitar Hero?
Tenth Grade Tenth Grade
Page 1 of 8
21st Century Skills
Learning Skills &
Technology Tools
Teaching
Strategies
Culminating
Activity
Evidence of Success
Information and Communication
Skills:
21C.O.9-12.1.TT4
- Student uses
audio, video,
pictures, clip art,
moviemaker
programs, webpage
design software,
electronic
documents and
other files to
collaborate for the
creation of
electronic products
that inform
multiple audiences
both inside and
outside the school
environment.
21C.O.9-12.1.TT10
- Student
implements various
Internet search
techniques (e.g.,
Boolean searches,
meta-searches, web
bots) to gather
information;
student evaluates
the information for
validity,
appropriateness,
content, bias,
currency, and
usefulness.
Students will
use their
choice of
technology
(i.e., flip
cameras,
digital
cameras,
game
devices,
MP3 Players,
etc.)

Computer
lab sessions
with school
TIS
Media product (Presentation Rubric)

Thinking and Reasoning Skills: 21C.O.9-12.2.LS3
- Student engages
in a problem
solving process by
formulating
questions and
applying complex
strategies in order
to independently
solve problems.
21C.O.9-12.2.LS4
- Student visualizes
the connection
Students will
work in
collaborative
groups to
prepare
presentations.

Students will
connect
technology
tools they
use daily to
CSOs in
Media product (Collaboration and Presentation Rubrics)

Lesson/Media product (Presentation Rubric)

Notes from group discussions
Group Observation Checklist
Page 2 of 8
between seemingly
unrelated ideas and
independently
produces solutions
that are fresh,
unique, original
and well
developed. Student
shows capacity for
originality,
concentration,
commitment to
completion, and
persistence to
develop unique and
cogent products.
21C.O.9-12.2.TT2
- Student
collaborates with
peers, experts and
others to contribute
to a content-related
knowledge base by
using technology to
compile,
synthesize,
produce, and
disseminate
information,
models, and other
creative works.
21C.O.9-12.2.TT3
- Student uses
multiple electronic
sources of
information and
multiple
technology tools
and resources tools
(e.g., digital
cameras, graphing
calculators, probes,
mp3 players,
handheld devices,
other emerging
technologies,
simulations,
models, browsers,
word processing,
authoring tools,
spreadsheets,
databases) to
collaborate with
others, to formulate
a hypothesis, to
CSOs in
order to
create a
lesson

Students will
work in
groups to
plan and
create media
product

Students will
use
technology
tools to
create and
teach a
lesson using
the state
CSOs for the
subject of
their choice

Lesson/Media Product Presentation (Presentation Rubric)
Page 3 of 8
solve problems,
make decisions,
and present and
justify the
solutions.
Personal and Workplace Skills: 21C.O.9-12.3.LS1
- Student remains
composed and
focused, even
under stress,
willingly aligns
his/her personal
goals to the goals
of others when
appropriate,
approaches conflict
from win-win
perspective, and
derives personal
satisfaction from
achieving group
goals.
21C.O.9-12.3.TT3
- Student evaluates
current trends in
information
technology,
discusses the
potential social,
ethical, political,
and economic
impact of these
technologies, and
analyzes the
advantages and
disadvantages of
widespread use and
reliance on
technology in the
workplace and
society.
Group work

Students will
evaluate
current
trends in
technology
and the
impact these
trends have
on education
Group contract
Presentation (Presentation Rubric)
Group discussions (Daily Learning Log: Group)

Performance
Objectives:
Know
CSOs for 10
th
grade courses (All content areas)
How to work collaboratively
MLA, Chicago, or APA writing format

Do
Create plan for using selected technology tool in the classroom
Create, organize and present media presentation
Write a persuasive essay
Page 4 of 8
Driving Question: How does technology affect the way we learn?
Assessment Plan:
Major Group Products
Media presentation
Bibliography
Group minutes and notes
Major Individual Projects Essay
Assessment and
Reflection:
Rubric(s) I Will Use: Collaboration X Written Communication X
Critical Thinking & Problem
Solving
Content Knowledge
Oral Communication Other - Presentation Rubric X
Other Classroom Assessments
For Learning:
Quizzes/Tests Practice Presentations X
Other Self Reflection on
Learning
X Notes
Peer Evaluation Checklists/Observations X
Online Tests and Exams Concept Maps
Reflections: Survey Focus Group
Discussion X Task Management Chart
Leadership/Effort Bonus
Worksheet
X Daily Learning Log: Group X
Map The Product:
Product: Media presentation
Knowledge and Skills Needed Already Have
Learned
Taught
Before the
Project
Taught During the Project
1. Internet Etiquette X
2. Teamwork and Collaboration X
3. Research Skills X
4. Presentation Skills X X
5. Bibliography X
Resources:
School-based Individuals:
School TIS (Technology Integrated Specialist)
Media Specialist
Technology Director (County)
Curriculum Director
Other teachers within the school

Technology:
Videotaping
Podcasts
Educational games
Graphic design
Internet and other computer skills
Computers

Community:
Local Library
Area colleges and/or universities
Local businesses designing or selling educational technology

Materials:
Page 5 of 8
iPods/MP3 players
Video Games
Digital cameras
Flip cameras
Cell phones

Web Resources:
http://Audacity.com. (Podcasts)
http://wvde.state.wv.us/ - Teach 21 for 10
th
Grade CSOs
http://www.buzzle.com/editorials/8-10-2006-105088.asp - How to write a persuasive essay
http://www.novelapproachpbl.com/Sample2contract.DOC - Sample contracts to share with students
http://owl.english.purdue.edu/owl/resources/557/01/ - Bibliography style sheet
Manage the
Process:
Students will be divided into groups of four. The teacher may assign the groups or let students group
themselves. One way to determine grouping could be to divide students into groups according to favorite
subject or subject of interest (i.e., Art, Music, English, Math, etc.). If a teacher has many students
interested in one particular subject, the students could lobby for the subject of their choice. Groups
would then submit a proposal stating why their group deserved a particular subject over another group.
The duration of the project should be around 4 weeks.
Regular group meetings will be necessary to review the progress of the project completion of tasks,
progress of research, and assignment of days tasks to be completed. There will be regularly scheduled
work days for teams. The teacher will conference with groups and individual students determining
progress, ascertaining if further instruction is needed and monitoring student work. At times the teacher
may need to request assistance from teachers in other content areas when studying the various CSOs.
Individually, students will write a persuasive essay (Essay assignment sheet) about the use of
technology in the classroom. Students may choose either side of the argument for their essay. In groups
students will create a lesson demonstrating how their choice of technology can be used to teach a 10
th
grade CSO.
Students will have access to other teachers within the school when working with CSOs. Students will
have to provide technology tools not available within the school. It is suggested that teachers offer a
secure place to lock up technology tools students bring to school. In addition to securing the items, this
will eliminate discipline issues with games, cameras, etc. It is a good idea to inform the school
administration and/or county technology office of the project. This will eliminate any misunderstandings if
students are using tools not permitted in the school. Each school and county has a unique policy;
therefore, the teacher must be aware of policy before involving students in the PBL.
Students will have the opportunity to incorporate their learning preferences into their presentations.
Teams will divide duties based on their team members strengths. Media products will be presented to a
panel that could include the county technology director, the school principal and school board members.
Additionally, teachers from other content areas could join the panel in order to lend their expertise on the
different content areas.

The steps for this project are not necessarily done on consecutive days. Block scheduling and
other class assignments could interfere with project days.

Step One
Teacher will launch the entry event and assign groups. Teacher will provide calendar of due
dates and rubrics for PBL. Students will have determined subject area when the groups are selected.
(See Manage the Process for ideas on how to group students) Groups will begin to work on contracts.

Step Two
Complete group contracts. Become familiar with Content Area CSOs. The teacher could give the
students copies of the CSOs or take students to the computer lab in order to access the CSOs on Teach
21. While most students are familiar with the state CSOs, the teacher will need to discuss the standards.
Consider a lesson to deconstruct the CSOs. Students could create I can charts with the CSOs they
plan to use.

Step Three
Signed contracts due from each group.

Step Four
Page 6 of 8
In groups, students will begin to determine which CSO they plan to teach and with which
technology tool. This will involve several days. Students should have access to computers and
technology tools (some of these may be students provided). Students will need to be able to
experiment with different ideas and technology during this step.

Step Five
During the work process in Step Four, groups will submit a draft of the plan for their lesson. They
should list tools needed and CSOs to be used in the lesson.

Step Six
After reviewing the drafts submitted by groups, the teacher will meet with each group to determine
progress. Groups should discuss technology they are using and where they plan to get the technological
devices if not available in the classroom. Students will also discuss roles within the groups.

Step Seven
Continue group work and discuss problem solving and troubleshooting with teacher.

Step Eight
Practice presentations. Practicing with the technology is a very important part of this step.
Teachers and students should not just assume technological devices will work at the final presentation. If
the teacher has a time limit for groups, have them practice presentation from hookup to disconnect.

Step Nine
Final presentations and peer assessments

Step Ten
Final reflections
Students will vote for members of the group to receive leadership and effort bonus points.
(Leadership/Effort Bonus Worksheet)
Debrief
Project Evaluation: Self assessment of project (Self-reflection on Learning)
Teacher will reflect and discuss with students about successes and failures of project
Resource Files
Uploaded
Resource Files

UP3394WS2.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3394WS2.doc)
UP3394WS3.doc
UP3394WS4.doc
UP3394WS5.doc
UP3394WS6.doc
UP3394WS7.doc
UP3394WS8.doc
UP3394WS9.doc
UP3394WS10.doc
Page 7 of 8
Page 8 of 8

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Title Chalk Dust or Guitar Hero?

Creator: Spinks, Juanita jspinks@access.k12.wv.us

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