PBL daily reflection, december 4, 2012

What did we accomplish today (individual group):

-assigned jobs

-talked about a project plan

What did we accomplish today (big group):

-organized groups

-discussed a plan

-split into groups

How I felt about it:

Although there was arguing, it was constructive and we established a better, more organized plan.

In short, it went well

Daily reflection, november 14, 2012

goals:
-making jobs
-highlighting student nets

did we accomplish these goals: yes, we were cooperative and worked efficiently.

Next steps: assigning jobs

Daily reflection 11/13/12

What were the goals for today: naming the project, finding the outcome, separating into groups.
Did we accomplish these goals: yes we did
Next steps: deciding roles, project plan,

Project Plan: Science In The Movies

Project name: Film! That! Science!
Driving question: How is science used in the movies?
Outcome: Documentary movie
science's relation to: setting the mood, stunts, and special affects.
Information organizer: symbaloo

Movie plan:
3 individual movies (one from each group) explaining their topic, put together into one big movie by
1-2 editors. at end of movie we will show a clip of a movie and compare it.

finished project: A documentary movie explaining each topic (effects, stunts, and setting the mood) in four separate segments. The last segment will include movie clips and comparisons on how they show what we explained.

-introduction
-effects
-setting the mood
-stunts (parkour, base jumping, smashing th
ings)
-our "mini movie" comparison to other movie clips (ghost protocol, james bond, etc)
-the end



effects: rosario, cooper, sophie, hanna
setting the mood: sarah, frances, austin,
stunts: harrison, alex, jack, greyson

jobs:
-info organizer
-camera man  x3
-prop manager
-director
-video editor
-special effects manager
-actor (everyone)
-key grip

1. Cooper
2. Rosario
4. Hanna
5. Sophia


2. Jack
3. Alex
4. Greyson: Group director,  info organizer, Editor

1. austin
2. kevin
3. Frances

Experts:
-steve wolf
-mytbuster
-Bill Novey
-christopher nolan
-Michael Bay
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1.	Creativity and Innovation
	Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
	a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.
2.	Communication and Collaboration
	Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
	a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.
3.	Research and Information Fluency
	Students apply digital tools to gather, evaluate, and use information. Students:
	a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.
4.	Critical Thinking, Problem Solving, and Decision Making
	Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
	a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

Daily Reflection 10/30/12

• established group norms
• started project plan
• established project manager (me :D)

Barriers:

• extremely inefficient use of time while deciding project name
• scrambling to think of things for project and not focusing on the whole

Next step:

• Use our time more efficiently
• decide name for our project
• establish project plan

PBL driving question

how is science used in the movies

PBL brainstorming

science is in the movies.

• special effects
• making sure everything is safe
• filming (camera angles and optical illusions)
• Lighting and music to effect peoples feelings

Driving Question

I think that a driving question is a main question that controls the whole project.

Characters of a driving question:

-sustains our interest
-open ended; not only one right answer
-challenging
-includes real world topics.
-they have curriculum standards

Our driving question:

What is family in america?

PBL, what I know now

After I watched 6the Edutopia video I learned that PBL teaches important skills such as critical thinking, collaboration, and public speaking.

what I know about pbl.

-PBL stands for "project based learning"

-doing PBL is doing big projects often to help you learn in a different way.

-When you do a project for PBL you normally present your finished project.

-All PBL projects are a question being answered.

-PBL projects not only teach the maker, but also the audience about the subject at hand.

What you need to know about PBL:

pbl goals, april 26, 2012

-finish dc fact sheet

-get dc project approved with ms amy

-stay focused

DC pbl goals, april 25, 2012

I think that i will finish my presentation today.

eggs

Museums:
-Holocaust museum
-Smithsonian museum of natural history
-wax museum
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group pictures:
-White house
-Grant memorial
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memorials:
-WWII
-MLK Jr memorial
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sights:
-white house
-supreme court
-library of congress
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Jamestown to civil war

     Prior to today many happenings occurred amidst Jamestown and the civil war.

Initially the declaration of independence was created to permit america to be a separate country.

Preceding to that event was the boston tea party in which americans dumped british tea into boston harbor. on one occasion there was a war in 1812 between America and Britain. These grave events are part of American history.

brazil reflection

heres what I liked and disliked about my brazil project with Elle and Haileigh:
I liked my presentation but there were a few things that I would have changed: I probably would have found pictures of actual Brazilians instead of americans. another thing I would have changed is adding more pictures to the B. also I may have takes my time more instead of rushing myself. also I may have helped my teammates more.

Thinking Like A Historian.

we just did thinking like a historian, it was fun, we had to act like principals. it was like an investigation.
Some things that would change peoples opinions are:
-if they were friends with the suspect
-if they didn't like the suspect
-if they had some sort of past with the suspect, good or bad

Bridge Building Collaboration Reflection

1. During the bridge construction I listened to my partner’s ideas as much or more than I was speaking to my partner.
Agree or disagree and why?

I think that me and my partner were exchanging ideas with each other, so yes, and no


2. During the bridge construction I considered my partner’s ideas.
Agree or disagree and why?

Yes, I believe i did listen to and considered my partners ideas.


3. During the bridge construction project my partner and I shared the work.
Agree or disagree and why?

I disagree, I think that I actually did most of the work on the bridge on this project

4. If I were to work with this partner again I would:


I would probably try to plan out our bridge more or come to a compromise with my partner rather than argue with her.