Dyad+20

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || **Our technology product will be a Prezi that will accompany our PBI Instructional Plan.** (See Prezi for "walkthrough" of innovative instructional plan)
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || **What are some alternatives to our current dependence on foreign oil?** ||
 * II. How are new literacies featured in your compelling question? || **Reading and writing with internet; online reading comprehension skills; Web 2.0 tools such as Prezi, Voice Thread, Tricider, LiveBinder, Google Docs** ||
 * III. How will you organize or group your students for the PBI? || **Heterogeneous groups of 4 based on skill level.** ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || **Students will need to have knowledge of Web 2.0 skills to effectively use these, some online research skills necessary for research, and skills necessary to correctly format and write an argumentative essay. The lesson before this PBI would be one on fossil fuels and the benefits and drawbacks to using these fuels. This lesson would include the location of these fuels and the steps involved in obtaining these fuels.** ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || **Create a Livebinder to guide students through the process. Use Google Docs to monitor in real time the progress of the students.** ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || **Use LiveBinder to help students organize information to include. We will have access to each student's LiveBinder to monitor the progress of the students.** ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || **Argumentative paper: evaluated using rubric.**
 * Content of presentation by looking at alternatives and arguments for or against: evaluated using a rubric.**
 * Presentation using Web 2.0: evaluated using a rubric.** ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it
 * Our other technology product will be the use of a Web 2.0 tool (Animoto) as an example of what we want students to produce.**
 * Additional technology products to support our instruction with content will include a Livebinder, Google docs +/delta form, Tricider, and Rubistar rubrics.** ||
 * INNOVATIVE INSTRUCTIONAL PLAN**
 * Cheryl Jeffries & Christi Joyner**
 * R.B. Glenn High School**

1. What do you know about the subject matter featured in your lesson? How did you learn this material? What resources did you use to learn about the subject matter? **AP Institute training; personal research; teaching experience; coursework**

2. What would you like for your students to learn about the subject matter? ** What are some alternatives to our current dependence on foreign oil? **What resources will you want them to use to learn about the subject matter? **Livebinder with pre-selected sites**

3. What instructional approaches will you use to facilitate students as they work toward meeting your learning outcomes? **Heterogeneous groups; KWL Chart; Prezi with steps to implement; Animoto sample product**

4. What resources will you need when implementing this lesson? **Computers with Internet access; Web 2.0 tools such as Prezi, Animoto, Tricider, LiveBinder, Google Docs; flip video cameras**

5. How will you assess what your students have learned? **Peer evaluation; rubric for argumentative essay; rubric for technology project**

__**Objectives & Standards**__ (see attached Word document for Standards)
 * High School Environmental Science and English students will work in heterogeneous groups of 4 to research the following compelling question: What are some alternatives to our current dependence on foreign oil?**

Students will do the following: 1) Students will complete a KWL Chart. 2) Students will utilize a Livebinder with pre-selected sites to research their topics. 3) Students will creatively synthesize information using an original video and present the videos to the class. 4) Students will use +/delta via a Google form to evaluate each group's presentation. 5) Students will use information to write an argumentative essay. 6) Students will evaluate and revise their argumentative essays. 7) Students will create a digital presentation utilizing Prezi, Animoto, Slideshare, etc. 8) Students will publish and share their written argumentative papers and digital presentations on their alternative to foreign oil. 9) Students will use Tricider to vote on the most convincing argument.


 * __Standards:__ [[file:Standard1.doc]]**


 * Prezi: media type="custom" key="20328152"**

__**Procedures:**__ Students will complete a KWL chart based on their question/topic. KWL Chart

Each group will be given a list of possible resources to gather and analyze information about their particular question as a part of the inquiry process. Livebinder

After researching, the group will creatively synthesize information using an original video and present the videos to the class.

Groups will use +/delta via a Google form to evaluate each group's presentation; groups will then evaluate and revise their argumentative essays and digital presentations. Plus/Delta

Students will write and revise an argumentative essay.

Tricider will be used to vote on most convincing argument. Tricider

Each group will create, publish and share a written argumentative paper and digital presentation (Prezi, Animoto, Slideshare, etc.) on their alternative to foreign oil.

__**Evaluation/Assessment:**__ Argumentative Essay Rubric

Digital Presentation Rubric

Our sample: What are fossil fuels, and what are the pros and cons of foreign oil? (This is a sample of a presentation that could be produced by a student group.)

media type="custom" key="20313372"
 * Animoto:**

Note to Instructors: The following technology products were completed by Cheryl Jeffries: Prezi, Livebinder, Tricider, Rubrics. The following technology products were completed by Christi Joyner: Animoto, Plus/Delta. The Compelling Question and group topics are credited to Christi Joyner. We collaborated on all aspects of the instructional plan and project.