ࡱ> a jbjbYQYQ )3333}glllllll(ddd8e<De(,fBfXfXfXf3g3g3g>@@@@@@,eRzll3g3g3g3g3glgllXfXfhggg3glXflXf>gllll3g>ggnll f OOdg6*$`1g1Tgl((d05D/((5Who Wants to Be A Millionaire? At a Glance: Who Wants to Be A Millionaire? Authors: Mark Aguirre and Janel Holcomb Grade level, subjects: 9th grade humanities and math/physics Essential question: How can an idea be transformed into a product that could make us millions? Duration: 10 weeks Description: In teams of 2-3, students design and construct an electrical product that can turn on and off, and develop an engineering plan, financial plan, and marketing plan for their business. CA standards/domains: Physics, Algebra I, and English Language Arts Assessments: Formative and summative assessment were integral to this project. Rubrics were used to evaluate device prototypes, engineering plan, financial prototype, and the final presentation Pitch. Also, each student constructed a portfolio, and these were evaluated. About the Authors Mark Aguirre graduated with a B.A. degree in history from Cal State Chico and earned his teaching credential from San Diego State University in 1987. He came to High Tech from Scripps Ranch High School in 2001 and has been a ninth-grade humanities teacher since 2002. He is the facilitator for the Model United Nations club. His passions include classical history, culinary arts, jazz and poker. Janel Holcomb is in her fifth year at High Tech High. She has taught ninth-grade Math & Physics and currently teaches tenth grade Math & Chemistry. She holds a Masters of Education and a Teaching Credential from the University of San Diego, as well as a Bachelor of Science in Chemical Engineering from Rensselaer Polytechnic Institute in Troy, NY. Project Overview The Who Wants to Be a Millionaire (WWM) project is an integrated ninth-grade project created by a humanities teacher and a math/physics teacher. The idea is built around the physics content: electricity. In the math/physics classroom the students design a consumer product that uses electricity and is not presently on the market. They build a working prototype and create engineering plans, a business model, a financial plan and schematics of their product. On the humanities side, students learn how to market their product by creating a company/business. They learn demographics and create an advertising campaign to convey their selling points to their intended customers. The essential question for the project is, How is a new electrical product developed, engineered and marketed for the public? However, essential questions work best when brainstormed and developed by the students, and your students may want to come up with their own. The best time for this activity is early in the unit, a few days after the students have seen the overview and have been introduced to some of the associated issues and controversies. It is a good idea to re-visit the essential question as a discussion topic or journal entry every few class meetings. The ongoing and final assessment for WWM is both authentic and alternative. Early on, the students apply for a loan from the bank (the teachers) and are awarded various amounts based on the quality of the application. The final assessment is a pitch made to a panel of venture capitalists and adults in the fields of engineering and marketing. During the pitch, teams of students present their prototype along with their engineering, financial, and marketing plans, and hope to win the approval and interest of the panelists. It is a truly authentic assessment of all components of the project! Products In humanities, students form an imaginary company and develop a marketing campaign including the following components: Logo Tagline/slogan Trademark Print ads (both color and black and white) Radio spots Television commercials Splash page for a website In physics/math, students produce the following: Electricity: Three lab reports pertaining to current and circuits Calculations using Ohms Law and P=IV relating to the product A working prototype of the product that uses electricity to function and turns on and off Schematic diagrams of the circuits in the product Engineering Perspective diagram of the product Pictorial diagram of the product Engineering Plan (includes multiple items; see rubric for specifics) General Math: Math lab using linear graphing Financial Math: Financial Plan that includes all of the following: Background description of financial plan Cost of Goods Sold table created on Excel Income Statement table created on Excel Break Even Analysis linear graph Gross Profit margin table and graph Learning Goals Humanities The Media Understand the different types of media Collect data by observing media Understand how to predict who is using a particular medium Demonstrate understanding by comparing types of media Identify bias in the media Discuss the following questions, showing understanding of the issues: Are the media biased or objective? Are the media liberal or conservative? Are the media big business and does this affect the way they present the news? How have changes (cable, internet) over the last 15 years affected traditional media? What is the link between advertising and the media? Economics Understand the basic concepts of capitalism, command economy, globalization Explain the roles of property rights, competition and profit Explain the role of profit as an incentive to entrepreneurs Understand the relationship between supply and demand Patents Understand what patents are and who they protect Understand how the patent office works Demographics Understand how people are segmented and grouped Explain the differences between geographics, demographics, psychographics Identify the basic demographic groups Analyze which groups will buy certain products Analyze how demographic groups are identified by the media they embrace Marketing Understand the role a product plays in a market economy Explain the difference between marketing and advertising Explain the role of pricing and how it determines the success of a product Understand how to determine a products selling points Identify how many members of a target group can be reached by a single ad Understand how the internet is changing marketing Advertising Be able to create, using all of the above concepts, an ad campaign that consists of the following components: Logo Tagline/slogan Trademark Print ads (both color and black and white) Radio spots Television commercials Splash page for a website Math/Physics Students will understand: How to turn an idea for an invention into a marketable product How electrical components and circuitry can affect the performance of a product How the cost of a product is affected by materials, product quality, ease of manufacturing, etc. How a business must balance various costs to make a profit How to achieve a goal while weighing different factors and accepting tradeoffs How to design a business to function efficiently and cost-effectively as related to employees and a business model Students will be able to: Design and build an electrical product that will work well Troubleshoot malfunctions in an electrical product Design an affordable and marketable product Create scale engineering drawings of an object Use graphs to analyze data, make projections, and make decisions Complete an in-depth financial analysis Content: Topics Addressed Throughout the project students learn about the following topics: Humanities The Media Types of media: television, radio, newspapers, periodicals History of the media Media and politics Differences between liberal and conservative thought Media political slant Media commercial slant Links between media and business Economics Economic systems such as capitalism, market economies, command economies How consumers act in a market economy How entrepreneurs make a profit Partnerships and corporations Supply and demand Property rights and patents Demographics Definition of demographics Differences between demographics, geographics, psychographics Four basic demographic groups: gender, age, education, income How the media links demographic groups with what they buy Target groups Marketing Products and how they are sold Advertising and how it works in the different media Pricing Selling points Math/Physics Electricity: Electrostatics: electrical forces and charges, conservation of charge, conductors & insulators, transfer of charge, grounding charge, and units of charge in order to do calculations Electric Potential & Electric Potential Energy Electric Current: electric potential difference, voltage sources, electrical resistance, Ohms Law, DC, AC, converting between DC and AC, Electric Power (including P=IV) Electrical Devices: capacitor, battery, LED, Amplifier, Comparator, SPST Switch, resistor, Trimmer/Variable Resistor, Ground, Bulb/lamp, DPDT switch, SPDT Switch, Push Switch, Operational amplifier Circuits: Series, Parallel, Power of Resistors/bulbs in circuits, combination circuits, schematic diagrams Engineering Drawings: Scaling factors, scale drawings Perspective Diagrams: 3-view engineering diagrams Schematic Diagrams Pictorial Diagrams General Math Linear Graphing Financial Mathematics and Analysis Find the cost of development and production in order to determine if the company will make a profit. Financial Terminology Cost Break Down: Cost of Goods Sold (variable and fixed costs of Direct Materials, Direct Labor, and Overhead) and Operating Expenses Break Even Analysis: Plot Cost of Goods Sold, Revenue, and Fixed Costs on a graph to determine where company will break even Income Statement Gross Profit Margin Extensive work on Microsoft Excel Business Development Design building to house the business Create employee hierarchy (flowchart) Web Page Design with Macromedia Programs Standards Addressed in Who Wants to Be a Millionaire California Standards, Algebra 1: 2.0 Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root 5.0 Students solve multistep problems, including work problems, involving linear equations 6.0 Students graph a linear equation and compute the x- and y- intercepts. 7.0 Students verify that a point lies on a line given an equation of the line. Students are able to derive linear equation by using the point-slope formula. California Standards, Physics: 5a - Students know how to predict the voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors, and capacitors. 5b - Students know how to solve problems involving Ohm's law. 5c - Students know any resistive element in a DC circuit dissipates energy, which heats the resistor. Students can calculate the power (rate of energy dissipation) in any resistive circuit element by using the formula Power = IR (potential difference) I (current) = I2R. 5d - Students know the properties of transistors and the role of transistors in electric circuits. 5e - Students know charged particles are sources of electric fields and are subject to the forces of the electric fields from other charges. 5f - Students know magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources. California Standards, Language Arts (Grades 9/10) 2.0 Writing Applications (Genres and Their Characteristics) Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing 2.5 Write business letters: a. Provide clear and purposeful information and address the intended audience appropriately. b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients. c. Highlight central ideas or images. d. Follow a conventional style with page formats, fonts, and spacing that contribute to the documents' readability and impact. 2.6 Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting): a. Report information and convey ideas logically and correctly. b. Offer detailed and accurate specifications. c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide). d. Anticipate readers' problems, mistakes, and misunderstandings. 1.0 Listening and Speaking Strategies Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. Comprehension 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. 1.2 Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event. Organization and Delivery of Oral Communication 1.3 Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause. 1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources). 1.5 Recognize and use elements of classical speech forms (e.g., introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate. 1.6 Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. 1.8 Produce concise notes for extemporaneous delivery. 1.9 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (e.g., voice, gestures, eye contact) for presentations. Analysis and Evaluation of Oral and Media Communications 1.10 Analyze historically significant speeches (e.g., Abraham Lincoln's "Gettysburg Address," Martin Luther King, Jr.'s "I Have a Dream") to find the rhetorical devices and features that make them memorable. 1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience. 1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax. 1.13 Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic. California Standards, Economics 12.1 Students understand common economic terms and concepts and economic reasoning. Examine the causal relationship between scarcity and the need for choices. Explain opportunity cost and marginal benefit and marginal cost. Identify the difference between monetary and nonmonetary incentives and how changes in incentives cause changes in behavior. Evaluate the role of private property as an incentive in conserving and improving scarce resources, including renewable and nonrenewable natural resources. Analyze the role of a market economy in establishing and preserving political and personal liberty (e.g., through the works of Adam Smith). Materials/Texts In PBL, we have come to rely less on textbooks (and their accompanying activities), creating instead our own activities using a variety of resources. Many teachers feel a need to use textbooks because they have them, they are expected to use them, the kids have them, and they offer an easy fall back plan. The challenge is that when planning real world activities, textbooks fail to meet the needs of the PBL unit (unless your project is to re-write a textbook, in which case a textbook is a perfect resource). Finding the resources that are a good fit for your project is one of the biggest and most rewarding challenges for a PBL teacher. Often, the best resource may be an outdated textbook that has the perfect activity for one of your teaching goals, or an op-ed piece in todays newspaper that addresses precisely the issue your students have been discussing for the past few days. Because this is a real-world project, the resources you use should be the same as those used by professionals in the field. Naturally, due to the variety of skills and topics incorporated in the project, the teacher will use a wide range of real world resources. Helpful Resources: Schlosser, E. Fast Food Nation. Boston: Houghton Mifflin, 2001. Hewitt, P. Conceptual Physics. Boston: Addison Wesley, 2005 Halliday, Resnick, and Walker. Fundamentals of Physics: Extended. Hoboken, NJ: John Wiley & Sons, 2004. Mansfield, E. et. al. Managerial Economics. New York: W.W. Norton, 2005 MacAulay, D. The New Way Things Work. Boston: Houghton Mifflin, 1998  HYPERLINK "http://www.howstuffworks.com" www.howstuffworks.com Project Activities Project Timeline WEEKHUMANITIESMATHPHYSICSDELIVERABLES1Media ProjectScale DrawingsElectricity2Media Project; Demographics (1-2 days)Linear Graphing & Algebra with ExcelElectricity; Engineering Drawing & DesignInitial Product Proposal (IPP); Start Portfolio3Media Project; Patents (1-2 days)Linear Graphing & Algebra with ExcelElectricity; Engineering Drawing & DesignPatent4Finish Media Project; Economics, AdvertisingLinear Graphing & Algebra with ExcelElectricity; Engineering Drawing & DesignSlogan, Logo, and Tagline5Advertising; Intro to Marketing; Engineering Drawing & Design; Web Design (1-2 days)Engineering Plan I; Print Ads6Advertising, Marketing Business DevelopmentPrototype 17Advertising, Marketing Finance MathBusiness DevelopmentPrototype 2; Radio Ad8Advertising, Marketing Finance MathFinal Engineering Plan; Prototype 39Advertising, Marketing TV AdFinance MathFinancial Plan; TV Ad10Final Prototype; Web Page; Pitch Project Narrative Week One The project begins by giving students the project sheet (Appendix II.1) and breaking students into their project groups (we used groups of two whenever possible). During the first week we study electricity, following a fairly traditional progression through electrostatics and electrical potential. The project work focuses on generating ideas for products. To facilitate brainstorms, students are asked to think about things objects they use every day, such as a toothbrush or comb, and then think of how it could be turned into an electrical product to make the task easier. The teams generate ideas and create sketches of what the product could look like. In math, students learn how to make scale drawings of simple Lego creations. In humanities, we begin with a mini-project (Media Project) that supports the larger project. The goal is to collect enough data from observing different media so the students can write an informed essay about the media. Students form Home groups of three persons. (Each group chooses one of the media options and then joins the larger television, newspaper or periodical group known as their Media group. Each group decides which students will collect data from their choice of media. In the newspaper group, at least two students choose the New York Times, two choose The Wall Street Journal, two choose the local paper and so on until each student has chosen which newspaper he will be responsible for examining. The television group divides up responsibility for collecting daily national news broadcasts of CNN, Fox, NBC, CBS and ABC. Time, Newsweek, U.S. News and World Report are the choices for the magazine group. More can be added as needed. It is important to make sure the groups are collecting data for the same week. (See Data Collection Sheets, Appendix II.2) Once the data begins to come into the classroom, it is the responsibility of the media groups to accurately organize and maintain the information. A lecture about the history of the media in the U.S. is appropriate this week. High school government texts are good resources for this information. One last note: choosing a prompt for the essay could either be a students choice arising from a genuine question or the following, which has always worked well: Is the American media the watchdog of the government or in reality a business? Week Two Students prepare their Initial Product Proposal (IPP), due at the end of the week, and are given the IPP Rubric (Appendix II.4.1). The IPP includes a product description, a loan application (Appendix II.3.15), and a resume from each group member. At this point it is necessary to begin discussing the design process that engineers follow. Students use the Lego creations from week 1 in order to learn three-view perspective diagrams. The study of electricity continues as students learn about electrical current. To facilitate this process, students complete the Potato Current Lab (Appendix II.3.3). Also, to understand more about how electrical products and appliances work, students begin to study electrical devices. Samples of twelve electrical devices are given to groups of students, and they complete the Schematic Diagrams & Electrical Devices Guide (Appendix II.3.1). Each group of students is given a set of the Device Info Sheets (Appendix II.3.2) and they use these to fill out their guides. At the end of the week students complete the Lemon Battery Lab (Appendix II.3.4) in order to understand more about electrical current. In humanities, we continue to collect our data. Classroom discussions focus on what we are observing and recording. How much information is disseminated in a 30-second news broadcast compared to a five-page news article in a magazine or newspaper? What is the reading level of the newspapers or magazines? Why are there differences? How is news defined? What products are advertised? And most important, what does this all tell us about the audiences or readerships? Teachers will want to check on the organization of the data gathering. VHS tapes should be clearly labeled with dates and times of broadcasts. This week is a good time to introduce the idea of liberal and conservative political thought. There are lots of surveys on line that students can take. These provide an excellent way to spark discussions about identifying not only themselves but where in the political spectrum their media might fall. This week is also a good time to introduce demographics, including the four basic groups. Students should be introduced to the prompt for their essay. The teacher decides how to conduct this assessment (in class timed writing or out of class, length, writing goals, etc.). Week Three In math/physics, we begin with a review of linear graphing. At the end of the week, students begin work on a math lab, the Arm Span & Height Lab (Appendix II.3.7). Project work continues as students prepare to submit their patent application (Appendix II.3.16), including engineering drawings for the patent office. Two major activities are completed for physics: Electrical Devices in Action (Appendix II.3.5) and Controlling Circuits (Appendix II.3.6). The goal is to be able to understand series and parallel circuits, make schematic diagrams of circuits, and use Ohms Law in problem solving. These activities continue in the following week. In humanities, this is the last week of data collection for the Media project. With more and more observations, students should either begin to form opinions about what the news is or raise important questions that lead to jumping off points for further research. The goal is for students to be able to predict which demographic groups are being appealed to by the different media. Towards the end of the week, students should be migrating back to their Home groups to compare notes and ideas for each of their media. The objective of the Home group is to support each other in writing their essay, even if it is only to swap ideas and data. Thesis statements, outlines and first drafts should be reviewed. We also want to discuss patents as legal protection for ones ideas. A patent office should be set up, and deadlines for patent applications should be set. Teachers should be wary of products that are not original and are already on the market. Sometimes, at the discretion of the patent office, ideas can be accepted if they are an improvement for an existing product. Week Four In math/physics, students complete the Arm Span & Height Lab and learn to use Microsoft Excel for graphing and graph analysis. This is an excellent week to wrap up circuits and conduct an assessment on electricity. The project work is really starting take over class work as students are preparing for their first submission of their Engineering Plan. The Engineering Plan I rubric is distributed (Appendix II.4.2). In this plan students create a parts list for their prototype, a three-view perspective diagram, and a schematic diagram of the circuits in the prototype. It is essential to check in with the students often as they work on their Engineering Plan. In humanities the students final media essays are due. At this point the students form their business by giving it a name and creating the logo, slogan and tagline to be used for the marketing campaign. The students should begin to keep a portfolio that contains copies of all their work (logo, slogan, radio ad script, etc.) and a sign-off sheet indicating whether they met their deadlines. This is a good week for a couple of Socratic seminarsone to assess what they learned about the media and another about the ethics of advertising. Lectures covering the economic topics and an introduction to advertising techniques should be scheduled for this week. Now would be a good time to bring in a professional from the field for an additional talk and assessment of the students logos and slogans. Week Five This is an especially busy week, since students are building their prototypes and must turn in their Engineering Plan I. One or two lessons are given on web design using Dreamweaver and each team submits a rough draft of their company webpage on paper. More than 75% of class time this week is allowed for project work. In humanities things begin to heat up and the stress begins to rise a bit. A shift begins as more time needs to be given over to work time and less for teacher directed activities. Print ads are due this week. The black and white ads are designed for the newspaper and the color ads for magazines. Students need to be reminded that all advertising needs to include their logo and slogan. Ask the students how they will choose which newspaper and magazine their ads will appear. Clearly their answer should depend on which media will reach the largest number of their target groups. Research should include the cost to advertise in their newspaper or magazine and which demographic groups are being reached by those particular choices. Students are encouraged to contact their respective media choices to inquire about the costs of placing ads. Week Six Business development begins officially during this week. Students work in groups to complete the activity Setting Up Your Company (Appendix II.3.8). They begin designing their companys building as well as determining how many employees they will need. During the middle of the week the first official Prototype Review is held. Students are assessed with a rubric for Prototype Review 1 (Appendix II.4.3). In humanities more and more instructional time is given over to project work and meetings with the teams to assess their products and progress. Radio ads are due this week, with scripts going into their portfolios. Students should be reminded that the length of their radio spots (as with the television spots) is critical and must be exact. Topics for inquiry and discussion include costs of buying time for their radio ads, how rates are affected by the length of their spots, the time placement of their spots, and how many time slots to purchase. The focus here should be how much of their target groups will they reach, or how much bang will they get for their buck. Week Seven In this rather intense week, students begin learning about the financial side of their business now that they have determined the number and type of employees they will need. The first step is to learn about business finance with Finance: The Bottom Line (Appendix II.3.10) and complete the Cost Break Down activity (Appendix II.3.11). The work on Setting Up Your Company is completed and students complete a peer evaluation of the work with Evaluation of Setting Up Your Company (Appendix II.3.9). Finally, there is a second prototype review using a new rubric (Appendix II.4.4). In humanities, work begins on the television ads. Many of the considerations for inquiring about rates for their spots will be the same as for their radio ads. Students may construct their ads with a traditional camcorder or using software such as Vegas, Dreamweaver or Flash. Week Eight This week is given over primarily to project time, during which students complete the Final Engineering Plan. The rubric for the Final Engineering Plan (Appendix II.4.5) is more in-depth than for the first engineering plan and requires the students to make a detailed parts table, submit revised versions of their engineering drawings, write assembly instructions, and give final electrical specifications of their prototype. There is also a third prototype review (Appendix II.4.6) to keep students improving and troubleshooting their prototypes. A few major financial math lessons are also given so students can complete Cost of Goods Sold (Appendix II.3.12). Work on Cost of Goods sold requires close monitoring as it is very challenging work and students may still need support when using Microsoft Excel. In humanities work continues on the television ad and anything else a team may be behind in. Ninety percent of instructional time should be devoted to work time for the students and assessing progress for the teachers. It is during this time that the teachers role really becomes to resemble that of a coach. Most discussion is about reminders of upcoming events, what a good ad consists of and related issues. Teachers should keep an eye open for any articles about the trade to use as a stimulus for a class discussion. Week Nine Students complete the Break Even Analysis (Appendix II.3.13) and Income Statement (Appendix II.3.14). By the end of the week all of their work on business finances must be compiled into the Financial Plan. The rubric for the Financial Plan (Appendix II.4.7) should have been given out the previously, during week 7 or 8. Again, it is absolutely essential to check in with each group on their progress with the financial plan because the work is sequential and errors must be caught early. In humanities work continues on the television ad and anything else a team may be behind in. It is a good idea for teachers to ask to see any completed work on the ads. Students should be reminded about the last requirements: the splash page for their business website and their pitch. Week Ten Week 10 is finally here! Students fine-tune their prototypes and give their official Prototype Demonstration in class (rubric: Appendix II.4.8). Students give their pitch in their teaching teams, and teachers select a few groups to present to the expert panelists the following day. For these presentations, students are assessed with the Pitch Rubric (Appendix II.4.9). The week ends on a very exciting note as students dress in their best business attire and get feedback from experts on their ten weeks of hard work! In humanities final checks are made and portfolios are submitted and assessed. Time should be given over to teams to organize and practice their pitches. The unit ends with a bang as the students present their work to the bank presidents, loan officers or venture capitalists in attendance. Supporting Diverse Learners There are many ways that this project supports diverse learners in math, physics, and hmuanities. Working in groups of two or three, students are able to help each other on a daily basis and learn from one another. As a result students strengths are exercised through peer teaching, and weaknesses or areas of struggle are nurtured in a safe environment. The project also engages many modalities for learning. Students are asked to build prototypes, assemble models of their companys building, draw pictorial diagrams, draw perspective diagrams, problem-solve with pencil and paper, use computers, read various materials, complete hands-on experiments, project plan, and keep everything organized! As a result nearly every intelligence is called into play, which helps reach the strengths of nearly every learner. The language of math and science is new to every student, so whether a student is a native-speaker or English language learner, new terminology must be acquired. We used various approaches to assist students though this challenge, such as providing real examples of the various electric components (switches, batteries, resistors, etc.) so students could see and hold the object they were learning about. Content vocabulary was especially challenging during the financial math, so the terminology was taught explicitly and then used on a daily basis so students were surrounded by the vocabulary. When students were working on portions of the financial plan, exemplars were provided to support them as they learned. Another support for students is the frequent check-ins. Rather than having a single final due date for the prototype, there were four Prototype Reviews where students gave mini-presentations to show where they were and what progress they were making. After each review, students had a week to return to trouble shooting, re-designing, and revising their work. Procrastination and last-minute work was practically eliminated and the quality of products vastly improved by using these formative assessments. Assessment In PBL, you should determine your assessment plan during the design stages of the project. When you design the project you will ask yourself, What should each student be able to do, know, and understand by completing this project? and the assessment tool should then test how well the student has met these objectives. The key to assessment in PBL is that you will use authentic assessment where the manner in which the student is assessed is similar to how the student learned. For example, the objective of WWM is for students to develop, engineer, and market an electrical device for the public. In order to assess how well the students have been able to accomplish this, they give a presentation (or a pitch) to a panel of venture capitalists and the public at the end of the project. They are assessed with a presentation rubric specific to the project and they receive feedback from the panel and public. Another key to assessment in PBL is to constantly stay in touch with student progress. Formative, on-going assessment is critical. You will find yourself using a variety of assessment tools on a regular basis. In this project, examples of ongoing assessment are prototype reviews, mini-presentations, interim portfolio checks and evaluations of individual components as they are completed. See Appendix II.4 for a sample set of rubrics. Teacher Reflections Janel: This was an extremely challenging but rewarding project for the students and the teachers. It was especially rewarding to see the students make their pitch presentations on the final day. They withstood challenging questions from expert panelists and received powerful feedback. Also, electricity was taught and learned well because there were so many ways for students to learn the concepts. Students not only learned the material well, but they had to apply it to unique situations, thus solidifying and deepening their understanding. The financial plan was extremely challenging for the students, so one might allow more time for students to complete this part. According to the project timeline, finance math began in week 7, but it would be better to start it in week 5 if at all possible. In order to begin the first major step of the financial plan, Finance the Bottom Line (Appendix II.3.10) and Cost Break Down (Appendix II.3.11), students need to have nearly finalized the materials they will be using in their prototype. So, begin designing prototypes as early as possible and consider moving the first Prototype Review one to three weeks earlier. Mark: In humanities the subject material is the hook. Students are surrounded by the media but rarely question it. This project opens their eyes, and authentic questions about consumerism come flooding out. Creating the marketing campaign taps the kids creativity but also helps them to understand how carefully crafted advertising is. One of the great benefits of this project is that it helps students develop economic literacy and prepares them to be critical consumers. If I were to continue to do this project, I would develop the academic richness by going deeper into basic economic issues. The students would spend more time looking at different economic systems by reading Engels, Marx, Smith and Locke and questioning basic assumptions about capitalism and socialism. It would be a good idea to bring more advertising professionals to help assess the students campaigns as their work develops.     Who Wants to Be a Millionaire Project Documentation (Aguirre & Holcomb) Page  PAGE 16  !NOYx"+95DJ K L ^ J ] Ar"s"t"㼳ҢҐҐhdRhi>*hdRhi6h*hdRhi>*^Jh(>>>t?u?)@*@@@"AXCYCjCH#HNHϾϚϾϚϚϚϚϚϚϾϚϚϚωxpfh*B*^JaJph!h*h* *h*h*h*B*ph*W@1* Strong5\.)@A.  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