Dyad+10

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)? || Students will create several products--they will complete some planning worksheets, participate in an argumentative Ning presentation and complete a Travelpod blog that will demonstrate their completion of the project--travel, gas, food, lodging and the landmark sites they visited. || Lesson Design: We are planning a road trip for students to map and journal a trip in the continental US. They will use Travelpod to blog and track their journey. Along the way, they will utilize Google maps and places as well as other web resources to choose hotels, landmarks and other arrangements. They will use math skills to calculate mileage and percentages, English skills to compose their blog and technology skills to research and produce their products.
 * **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 the ins and outs of getting from here to there? ||
 * II. How are new literacies featured in your compelling question? || Students will use Google maps, other web based searches, travel apps, Wolfram Alpha Computational Knowledge Engine, Travelpod blogs and a project based web site pbworks. ||
 * III. How will you organize or group your students for the PBI? || Random dyads ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Basic web navigation skills, basic arithmetic and reading skills. Demonstrating map reading, highway numbering systems and speed limit ramifications, review decision making processes ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Using a whole-part-whole model, we would show a finished trip presentation, and break the parts down into components--making a budget, choosing a car, mapping a trip, choosing restaurants and hotels, keeping track mileage and daily expenditures, etc. Each component will be evaluated so that students keep the whole in mind as each are completed. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Students will be given choice of route, stops, and budgetary discretion. Students will be given a simple set of rules to follow and then will it will be left up to them to navigate the assignment using their own creativity. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Students must complete trip from point A to point B in the allotted time frame and within the given budget. Students will be evaluated through completion of each assignment and by completing a blog and then giving a final presentation. ||
 * 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

The standards used for the lesson are listed below: Common Core for Math: NQ.1-3; A-CED:1,2,4; A-REI.1; F-IF.4; F-IF.4; F-BF.1 Common Core for English 9-10th graders: W:10; SL:5; L1:b; 2:c; 3:1f, 3a; 4:1f,1g, 3b; L:6:3a and 3b. Essential Standards in Technology: HS:S.1-2; HS.TT.1,2,3; HS:RP.1

We will be publishing our lesson through PBworks and the NewLit wiki. Our PBI video was created with Blabberize. The sample student activity was published on Travelpod. Sample teacher products will be created with toondoo, goanimate, and another will be on a ning.

Our entire lesson plan with activities can be found here: pbworks

Our sample student activity is a blog that was completed using the website TravelPod and can be found here: Blog

As we progress, Susan will be preparing an argumentative NING. It can be found here: []

Robert will be preparing a toondoo cartoon with some tips for completing part of the assignment (scroll down the linked page to find it). Robert also created a goanimate that was inserted in the first page of the pbworks project site.