Who wants to be a Millionaire Board Game! Unit Plan Summary Compete against your class mates and see who can become the first Millionaire! • The learners create a board game in Microsoft Publisher that has a bias towards becoming an entrepreneur. Focus Question: • How I be successful as an entrepreneur? Content Questions: • What characteristics do I need to become a good entrepreneur? • What skills do I need to become a good entrepreneur? • What are the steps to becoming an entrepreneur? • What subjects would assist me if I wanted to become an entrepreneur? Targeted Thinking • Investigate different entrepreneurs and understand how they have become successful. • Allow the learners to demonstrate originality and inventiveness in creating their own board game. Vision for unit By creating this unit, I am trying to: • bring in existing technology in a way that has not been used by the school before, • think of ways for the learners to see what others are doing in their community to uplift both themselves, as well as the community, • allow the learners to investigate the different career options that are available to them, • allow the learners to analyse information from various sources and determine if it is relevant, • Challenge the learners to use more higher order thinking • share ideas with other teachers Project Approaches As the learners create their board game, they will: • connect with other learners and entrepreneurs, • contribute to developing a website about how to become an entrepreneur • become more independent learners Prior Knowledge Purpose of the assessment • To gather information about what the learners already know and what they would want to know about entrepreneurs. • K-W-H-L chart • brainstorm • Google survey • (Google Survey Doc) During Project Purpose of the assessment • To make sure that the learners are on the correct path and the teacher can guide them accordingly • Teacher observation • checklist • t-chart • Intel Visual Ranking tool. • Think – Pair – Share • Anecdotal notes After Project is completed Purpose of the assessment • To gauge individual learning, as well as obtaining both formative and summative assessments for each learner. • checklist • Final Rubric • Peer Assessment • Publisher test • Publisher test Rubric • Self – Direction Checklist 21 st Century Learning Remember that characteristics of Well-Designed Project- Based Units include: • Students are at the center of the learning process: – This allows the learners to engage to authentic open –ended tasks. – Learners take control of their own decisions about how to create their own project. – The teacher acts as a facilitator. • Projects focus on learning objectives that are aligned to assessments: – The projects must have clear objectives that aligns with the curriculum standards • Projects are driven by Curriculum-Framing Questions: – The questions in the project assist the learners to think about bigger issues that move across many disciplines. • The project has real-world connections – Projects are based on real life experiences that are relevant to the learners. 21 st Century Learning … continued • Technology supports and enhances student learning – Learners have access and use different types of technology, which is used to create their final product. – The learners will also have the opportunity to use different media types to demonstrate their completed project. • Instructional strategies are diverse and support multiple learning styles • To promote higher order thinking the teacher can create a superior learning environment and promote higher order thinking. 21 st Century Learning Students will develop higher-order and 21st century skills in this unit as they: • learn to select, create, and manage multiple forms of media. As they gain experience creating with media, they become more perceptive and critical in analyzing the media they see in the world around them. • will be encouraged to use creative thinking, an increasingly important skill in today’s rapidly changing world. Learners in seeking innovative solutions to unexpected problems—not just learning how to create a board game, but being prepared to come up with new solutions as new challenges arise. • Use project assessments to self evaluate their work Assessment Rubrics Category Exemplary Accomplished Developing Beginning Points 4 3 2 1 Content The content presented The content presented The content presented The content presented is complete and in complete and has some of the does not have enough informative. It is informative. It is information necessary information . presented in ways that presented in a or is presented in a are interesting and an standard way with way that is confusing. efficient use of space some inefficiency. is used. Graphics/Pictures Graphics go well with Graphics go well with Graphics go well with Graphics do not go the text and there is a the text, but there are the text, but there are with the good mix of text and so many that they too few and the accompanying text or graphics. distract from the text. publication seems appear to be randomly ―text-heavy". chosen. Spelling & Proofreading No spelling errors No more than 1 No more than 3 Several spelling errors remain after one spelling error remains spelling errors remain are in the publication. person other than the after one person other after one person other learner reads and than the learner reads than the learner reads corrects the spelling. and corrects the and corrects the spelling. publication. Attractiveness & The publication has The publication has The publication has The publication’s Organization exceptionally attractive attractive formatting well-organized formatting and formatting and well- and well-organized information. organization of organized information. information. material are confusing to the reader. Total Additional Ideas Follow on activities: • Create a movie advert about entrepreneurs or selling your board game. • Create a brochure about your board game. • Create a advert in Publisher for your board game.
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