Ransom-Philanthropy+Grades+3+Media+Center+and+Grade+7+Language+Arts

Project 2 Inquiry-based Learning
 * Brenda S Ransom**

** Philanthropy **

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Student Learning Materials Student Models

** Overview  A.   Elementary Level- ** At an elementary setting during the months of November and December, including the Thanksgiving and Christmas holidays, the school principle has asked the ‘specials teachers’- art, music, P.E., and the media center- to incorporate lessons focused on the theme of ‘philanthropy’ and to align these lessons to state standards. The art classes are making get well cards for patients at Riley Hospital, the music department is rehearsing for a ‘caroling’ trip to local nursing homes, the P.E. dept. is sponsoring a ‘Jump-rope’ fundraiser for the American Cancer Society, and the library is promoting a research project focused on creating a wall display of students at work in their own community to help other people, the environment, and/or animals. **

 B.   Middle School level- **At the middle school level in the 7th grade, the media specialist has been asked to assist with a research project exploring the theme of ‘philanthropy’ as it is illustrated in Charles Dickens’s //A// //Christmas Carol// and relating this theme to philanthropic deeds being performed in the student’s local community.**

Collaboration  A.   Elementary Level- **The media specialist will collaborate with the classroom teacher to grade this project based on an image and text explaining what makes this particular deed a good example of ‘philanthropy’. The media specialist will provide a project sample, and assistance in creating the image and text by supplying digital cameras.**  B.   Middle school level **- The media specialist will collaborate with the classroom teacher by providing a ‘pathfinder’ exploring the themes found in the novel and their community and a project guideline list with rubric.**

Student Audience A. Elementary level These particular students are motivated and eager to participate in** community and world affairs. ** They often possess real-world experiences, either by participating in philanthropic activities themselves, or watching their parents do so…** My approach will be to focus on a wide range of philanthropic themes with both local and world wide concerns and giving of your time and money.
 * Lebanon, Indiana’s Central Elementary School – grade 3.
 * Class size- 75 students spread out in three classes.
 * Mid-size town setting, but mostly kids from a more** ‘affluent’ **area of town.
 * Most students have** internet access at home**, have good computer skills, and have had experience with database research on a small scale.
 * Most students are active in their school community and have** parents **who are active in both school and community affairs.**
 * ISTEP **scores for this particular school are in the** top 10% **for the state of Indiana.
 * Most students will have** ‘background knowledge’ **and/or experience with performing philanthropic deeds and being an active member of their community.

B. Middle School level These particular students are eager to participate in activities, however most student’s experiences are based on ‘**local’ activities and community needs. My approach will be to focus on philanthropic themes mostly pertaining to community needs and giving of your ‘time’, not necessarily your money.
 * *Sheridan, Indiana’s Sheridan Middle School- **grade 7.
 * Class size-90 students spread out in four classes.
 * Small town setting, most kids are from a** ‘poor’ financial situation**.
 * Many students** do not have internet **access at home, although they have fairly good computer skills based on their years of instruction in school. They have ‘**limited’ database research **experience including Google and Ask Jeeves.
 * Most students participate in school activities and most residents display** ‘small town’ pride **in their community.
 * ISTEP scores are average.
 * Most student’s ‘background knowledge’ in regards to philanthropy involves a few school fundraiser and church drives, and even a lot of the students are on the** ‘receiving end’ **of philanthropic deeds, such as local food pantries and the school’s free breakfast and lunch programs.

Inquiry Skill **Elementary Level and Middle School Level My specific Information Inquiry skill focus will be on ‘Synthesis’ 5.2- present information, in the Big 6. (Callison 44-45**)  A.    For the elementary level, **by the end of this step, the student will master how to take a digital picture, upload it into ‘my images’ and then copy and paste it into a Microsoft document they will use as part of presenting their information. This skill is reflected in the content area standard for grade 3 and the 21st Century standards in regards to the following:** 21st Century Standard Content Area Standard
 * 1.18 Demonstrate master of technology tools for accessing information and pursuing inquiry. **
 * 3.4.5 Use a computer to draft, revise, and publish writing. **

 B.    For the middle school level **, by the end of this step, the student will be able to connect a real-world issue by sharing new understandings and reflections in their written response, based on their inquiry process. This skill is reflected in the content area standard for grade 7 and the 21st Century standards in regards to the following:** Content Area Standards 21st Century Standards
 * 7.3.4 Identify and analyze themes-such as bravery, loyalty, friendship, and loneliness; which appear in many different works. **
 * 3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.

** Standards for Learning (For overall projects) ** A. **  **Elementary Level-** 21st-Century Standards 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 2.31 Connect understanding to the real world. 3.1.5 Connect learning to community issues. ** Content Area Standard 3.4.5 Use a computer to draft, revise, and publish writing.
 * 1.18 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
 * 3.43 Create single paragraphs with topic sentences and simple supporting facts and details

 B.  ** **Middle School level-** 21st -Century Standards 1.18 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning. 3.1.5 Connect learning to community issues. 4.1.5 Connect ideas to own interests and previous knowledge and experience. ** Content Area Standards
 * 1.16 Read, view, and listen for information presented in any format, visual media, and digital, in order to make inferences and gather meaning.
 * 7.3.4 Identify and analyze themes-such as bravery, loyalty, friendship, and loneliness; which appear in many different works. **

References American Association of School Librarians. “Standards for the 21st-Century Learner”. 2007 [] Callison, Daniel, and Preddy, Leslie. __The Blue Book. __Westport, Connecticut: Libraries Unlimited, 2006. Indiana Department of Education. []