PROJECT D E S I G N :​ OVERVIEW

Name of Project​: “A Child Called It” Influence on Family Duration​: 8 days

Subject/ Course​: FCS Frontiers Teacher(s)​: Mrs. Kristyn Lloyd, Grade Level​: 7th and 8th grade
Ms. Katelyn Hartley,
Ms. KateLyn Capener

Significant Content National Standards

(CCSS and/ or others) 1.0 Integrate multiple life roles and responsibilities in family, work and community settings.
2.0 Evaluate management practices related to the human, economic, and environmental
resources.
6.0 Evaluate the significance of family and its impact on the well being of individuals and society
12.0 Analyze factors that impact human growth and development.
13.0 Demonstrates respectful and caring relationships in the family, workplace, and community.
14.0 Demonstrate nutrition and wellness practices that enhance individual and family well being.
Exploratory FCS
2.02 Explore supportive family relationships
2.0 Explore Relationships in the Family and Community
5.0 Explore Nutrition and Food Preparation Skills
Young Living
1.05 Explain the components of healthy relationships and friendships
1.06 Describe the importance of the family and strengthening family relationships
Content Standard: 2.02 Competency:
EXPLORE SUPPORTIVE FAMILY RELATIONSHIPS PERFORMANCE INDICATORS:
1.Explain the role of communication in families
2.Identify characteristics of responsible family members
3.Explore ways to be a supportive family member
 4.Describe characteristics of strong families
5.Identify family traditions
6.Explore activities families can do together
2.04 Competency:
IDENTIFY THE DEVELOPMENTAL STAGES OF CHILDREN PERFORMANCE INDICATORS:
1. Define child development
2.List physical changes in young children
3.Identify emotional changes in young children
4.Examine social changes in young children
5.01 Competency:
EXAMINE REASONS FOR MAKING FOOD CHOICES PERFORMANCE INDICATORS:
1.Identify reasons people eat certain foods
2.Explore the impact of technology on food choices
3.Examine the health implications of various food choices
4.Explain healthy food choices
5.05 Competency:
PREPARE HEALTHY SNACKS PERFORMANCE INDICATORS:
1.Define healthy snacks
2.Explore the nutritional makeup of healthy foods
3.Identify easy to prepare healthy snacks
4.Demonstrate preparation of healthy snacks
5.Demonstrate microwave use and care
Technology-
​ ERFORMANCE INDICATORS:
5.02 Competency: PERFORM COMPUTER TECHNOLOGY SKILLS​ P
1. Demonstrate computer skills such as keyboarding, word/data processing tasks, graphics tasks
2. Practice presenting material incorporating different technology
3.Demonstrate the use of technology in researching

FCCLA Illustrated Talk

Literacy Standards:
 1. Key Ideas and Details in researching
a. Read text and find logical inferences. Cite specific textual references to recognize
credibility and support conclusion
b. Determine key concept and summarize supporting details.
c. Analyze how aspects develop while overviewing the text
2. Craft and Structure
a. Analyze and interpret specific words
b. Structure of Text
c. Viewpoint of the article
3. Integration of Knowledge and Ideas
a. Evaluate content in different form such as visual and quantitative
b. Argument of claims and validity.
4. Range of Reading and Levels of Text Complexity
a. Read and comprehend complex literacy independently and proficiently.
Sources: ​https://cte.idaho.gov/wp-content/uploads/2018/02/Exploratory.crosswalk-revised-2018.pdf

21st Century Collaboration Creativity and Innovation

Competencies
(to be taught and Communication Public Speaking
assessed)
Critical Thinking Other:

Project Summary This project will allow the students to apply the concepts from the book they have been reading, “A Child
(include student role, Called It”. The book focuses on several different challenges that families face and we want students to be
issue, problem or able to make meaningful connections in their community. We will have 4 different groups and allow each
challenge, action taken, to carry a topic. The topics for each group will need to be researched and a 10 minute presentation with
and purpose/
visuals will be created and presented to the class (or Flex period). This presentation will be similar to the
beneficiary)
FCCLA project called “illustrated talk.” The presentation will address the issue at hand, how it affects the
family, and plans for a future project that could make a difference in that area. The purpose for this is so
that the students can have experience relating their knowledge of the book to the community around them
and realize that they can make a difference.
 Topics for groups:​ (group topic experts)
1. Drugs & alcoholism
2. Healthy eating & dinner table- ​Ms. Capener
3. Strengthening family relationships- ​Mrs. Lloyd
4. Impact of husbands and fathers in the home- ​Ms. Hartley

Driving Question “What factors impact the strength of a family? How can families in our community overcome these
factors? ​1. Drugs & Alcoholism 2. Healthy eating & Dinner table 3. Quality of family relationships 4.
Involvement of fathers in the home

Entry Event Students will spend 3 weeks studying the book ​I Child Called It ​by Dave Pelzer. Upon completion of the
book 2 guest speakers (Mayor of Rexburg and BYUI professor) will be invited to the class to discuss how
themes in the book are present in the families in the Rexburg community.

Products Individual: Self evaluation Specific content and competencies to be assessed:

Personal development as a team player and ability to solve
problems.

Team: Oral and visual Presentation Specific content and competencies to be assessed:
Completion of project, strog visual, discussion of a future
project that would help the community (answering the driving
question.)

Public Audience Students will be encouraged to meet with or gather information from locals in the community such as the
(Experts, audiences, or local family crisis center. They will present this information to the Flex hour, the administration will be
product users students invited to listen.
will engage with during/
at end of project)

Resources Needed On-site people, facilities: library, administrators, tech assistant

Equipment: projector and connected computer, internet access

 Materials: chromebooks, this information packet, large paper or poster boards, “A Child Called It” book.

Community Resources: workers at the family crisis center, other community members

Reflection Methods Journal/ Learning Log. Daily records Focus Group. Each group will choose a project of their
(Individual, Team, and/or will be made to track the progress choice according to the topics.
Whole Class) and learning throughout the project.

Whole- Class Discussion. Students Fishbowl Discussion. Implementing different ideas into
will be able to assess each other's classroom discussions.
work and ideas.

Survey. Students will work within Other:

the community to find a solution
within the content area.

Notes:
 PROJECT DESIGN:​ STUDENT LEARNING GUIDE
Project​:
This project will allow the students to apply the concepts from the book they have been reading, “A Child Called It”. The book
focuses on several different challenges that families face and we want students to be able to make meaningful connections in their
community. We will have 4 different groups and allow each to carry a topic. The topics for each group will need to be researched
and a 10 minute presentation with visuals will be created and presented to the class (or Flex period). This presentation will be
similar to the FCCLA project called “illustrated talk.” The presentation will address the issue at hand, how it affects the family, and
plans for a future project that could make a difference in that area. The purpose for this is so that the students can have experience
relating their knowledge of the book to the community around them and realize that they can make a difference.

Driving Question​:
“What factors impact the strength of a family? How can families in our community overcome these factors? (drugs & alcoholism,
healthy eating & dinner table, quality of family relationships, involvement of fathers in the home).”

Final Product(s) Learning Outcomes/ Targets Checkpoints/ Formative Instructional Strategies for All
Presentations, Content & 21st century competencies Assessments Learners
performances, products needed by students to successfully to check for learning and ensure Provided by teacher, other staff,
and/or services complete projects students are on track experts: includes scaffolds,
materials, lessons aligned to
learning outcomes and formative
assessments

Journal Learn important skills of literacy by Students will record the Teacher will provide different
(Individual) writing down learning and events for progress of their project by literary techniques to help
the day; keeping a journal. students comprehend research

Implement reporting task objectives Everyday students will have Teacher will help use
different rolls and report what background knowledge of the
they have accomplished each students, and allow students to
day. pick their project.

Group Presentation Students will be able to incorporate All students will be able to Peers will grade each other how
(Team) technology into their presentation participate in presenting a how the group worked together
portion of the project during
flex hours.

Variety of technology used Practise presentation before Graded based on proficiency of

presenting in the community skills used while presenting.

Notes:
 SELF-REFLECTION ON PROJECT WORK
Think about what you did in this project, and how well the project went.
Write your comments in the right column.

Student Name:

Project Name: “A Child Called It” Influence on Family

Driving Question: “What factors impact the strength of a family? How can families in our community overcome these
factors? ​1. Drugs & Alcoholism 2. Healthy eating & Dinner table 3. Quality of family relationships 4.
Involvement of fathers in the home

List the major Steps of

the project:

About Yourself:

What is the most

important thing you
learned in this project:

What do you wish you

had spent more time
on or done differently:
What part of the
project did you do
your do your work on:

About the Project:

What was the most

enjoyable part of this
project:

What was the least

enjoyable part of this
project:

How could your

teacher(s) change this
project to make it
better next time:

Notes:
 GROUP CONTRACT
There are 15 students in the class, so there will 4 groups total. There will be one group of 3 students and three groups of 4
students.

Project Name: “A Child Called It” Influence on Family Date:

Group Name:

Strengths and Individual Roles

Name My Strengths How to Work with Me Individual Role(s)

Our Agreement

We all promise to listen to each other’s ideas with respect.

We all promise to do our assigned work to the best of our ability and turn it in or before due dates.

We all promise to ask for help if we need it.

We all promise to share responsibility for our successes and our mistakes.

We all promise to only turn in work that is our own.

We all promise to...

We all promise to...

 Group Responsibilities:

Leader: _________ Rubric Master: ___________ Task Manager: ___________ Group Editor:_____________

Oversees Progress of Reviews all rubrics for the project and Monitors tasks on project Proofreads all images, slides, and/or
entire project, maintains makes sure the group follows the rubric: calendar, keeps track of who is written products for grammar,
positive interactions compares final documents against responsible for each task, and spelling, and citations; will ensure all
among all group rubrics. documents progress until all are information comes from reliable
members, and completed; acts as official sources.
encourages all members timekeeper.
to participate.

Group Norms and Procedures

How does work proceed if a member is absent or fails to bring all classroom materials?

What happens when a group member does not finish his or her share of the work or the work is late?

Contact information and Signatures

Contact Info and Signatures

Name Email Address Phone Number Signature

(Agree to above policies)
 Entry Event Lesson Plan
Standards: Content Objectives:
Family Consumer Science: Students will identify why families are important to society.
​Exploratory Course Students will identify factors that weaken families.
2.0 Explore Relationships in the Family and Community Students will connect themes in ​A Child Called It​ to problems in
2.02 Explore supportive family relationships Rexburg.
Young Living Course
1.05 Explain the components of healthy relationships and
friendships
1.06 Describe the importance of the family and strengthening
family relationships

To Do Prior to Lesson: Materials (supplementary and adapted):

- Contact Lynette Hendricks about being a guest - Lessons from the Child of an Addict | Emily Smith |
speaker TEDxErie
- Contact Mayor of Rexburg about being a guest (​https://www.youtube.com/watch?v=TXNrrcmsWYY​)
speaker - The Problem - Fatherlessness
(​https://www.youtube.com/watch?v=v4X4OfU2eds​)

Time: Activities - Building Background

10:55 - 11:20 Mayor of Rexburg (Jerry Merrill) will speak to students about the following:
- How do families impact the community?

11:20 - 11:40 Lynette Hendricks will speak to the students about the following:
- What factors impact the strength of the family?
- Drugs/alcohol
- Involvement of fathers
- Dinner time (quality time)
- Quality of family relationships
11:40 - 11:50 Links to Experience:​ ​Show the following videos
- Lessons from the Child of an Addict | Emily Smith | TEDxErie
(​https://www.youtube.com/watch?v=TXNrrcmsWYY​)
- Start at 1:07, end at 3:25
- How does Emily’s story relate to Dave’s story?
- The Problem - Fatherlessness (​https://www.youtube.com/watch?v=v4X4OfU2eds​)
- End at 1:33
- How would Dave’s life been different if his father had not left?

11:50 - 12:04 Likes to Learning​: ​Introduce driving question

- What factors impact the strength of a family? How can families in our community overcome these
factors? (drugs & alcoholism, healthy eating & dinner table, quality of family relationships,
involvement of fathers in the home)
- Have students brainstorm how they have seen these factors affect families in Rexburg
- Briefly introduce project
 Peer and Self Assessment
Name:___________

Directions: Write the name of each group member in a separate column. For each group member indicate the extent to which you
agree with the statement using the following scale:
1 - strongly disagree
2 - disagree
3 - agree
4 - strongly agree

Yourself Group Group Group

Member Member Member
___________ ____________ _____________

Attends group
meetings regularly

Contributes
meaningfully to
group discussions

Completes group
assignments on
time

Work is high quality

Demonstrates a
cooperative and
supportive attitude
Templates copied from bie.org
 March/ April Calendar
Monday Tuesday Wednesday Thursday Friday

27th 28th 29th 30th

-Katelyn -Katelyn -Kristyn
NO SCHOOL
Finish reading book and Entry discussion Day 1:​ ​Group Contract Explanation.
discuss themes Introduction of what group based learning
is and how to work within a group. Groups
will be assigned and the topics are
presented. Students will get to know their
peers and choose a project.

2nd 3rd 4th 5th 6th

-Kristyn -KateLyn -KateLyn -Katelyn
NO SCHOOL
Day 2:​ ​How to find credible Day 3: ​Mini Day 4: ​Visual/Public Speaking Tips Day 5​: ​Preparation.
sources. Students will begin workshops Students will take the class
their project by researching period to continue working on
topics. projects.

9th 10th 11th 12th 13th

-Katelyn -KateLyn -KateLyn

Day 6​ : Preparation. Day 7​: Practice Day 8: ​Reflection

Continued work on presentations and present
project during FLEX period
 PROJECT BASED TEACHING RUBRIC
Project Based Lacks Features of Effective PBL
Project Design The project has one or more of the
Element following
problems in each area:
Key Knowledge, Student learning goals are not clear and
Understanding specific; the project is not focused on
and Success standards.
Skills The project does not explicitly target,
assess, or scaffold the development of
success skills.
Challenging The project is not focused on a central
Problem or problem or question (it may be more
Question like a unit with several tasks); or the
problem or question is too easily solved
or answered to justify a project.
The central problem or question is not
framed by a driving question for the
project, or it is seriously flawed, for
example:
Needs Further Development
The project includes some
features of
effective PBL but has some
weaknesses:
The project is focused on
standards- derived knowledge
and understanding,but it may
target too few, too many, or
less important goals.Success
skills are targeted, but there
maybe too many to be
adequately taught and
assessed.
The project is focused on a
central
problem or question, but the
level of
challenge might be
inappropriate for the
intended students.
The driving question relates to
the project but does not
Includes Features of
Effective PBL
The project has the
following strengths:
The project is focused on
teaching students specific and
important knowledge,
understanding, and skills
derived from standards and
central to academic subject
areas.
Important success skills are
explicitly targeted to be taught
and assessed, such as critical
thinking/problem solving,
collaboration, and
self-management
The project is focused on a
central problem or question,
at the appropriate level of
challenge.
The central problem or
question is framed by a driving
question for the project, which
is:
open-ended; it will allow

it has a single or simple answer.
it is not engaging to students (it sounds
too complex or “academic” like it came
from a textbook or appeals only to a
teacher).
Sustained Inquiry The “project” is more like an activity or
“hands-on” task, rather than an extended
process of inquiry.
There is no process for students to
generate questions to guide inquiry
Authenticity The project resembles traditional
“schoolwork;” it lacks a real-world
context, tasks and tools, does not make
a real impact on the world or speak to
students’ personal interests.
capture its central problem or
question (it may be more like a
theme).The driving question
meets some of the criteria (in
the Includes Features column)
for an effective driving
question, but
lacks others.
Inquiry is limited (it may be
brief and only occur once or
twice in the project;
information-gathering is the
main task; deeper questions
are not asked).
Students generate questions,
but while some might be
addressed, they are not
used to guide inquiry and do
not affect the path of the
project.
The project has some
authentic features, but they
may be limited or feel
contrived
+students to develop more
than one reasonable answer.
understandable and inspiring
to
Students aligned with learning
goals; to answer it,students
will need to gain the intended
knowledge, understanding,
and skills.
Inquiry is sustained over time
and academically rigorous
(students pose questions,
gather & interpret data,
develop and evaluate solutions
or build evidence for answers,
and ask further questions).
Inquiry is driven by
student-generated
questions throughout the
project.
The project has an authentic
context,involves real-world
tasks, tools, and quality
standards, makes a real
impact on the world, and/or
speaks to students’ personal
concerns, interests, or
identities
Student Voice and Students are not given opportunities to
choice express voice and choice affecting the
content or process of the project.
Students are expected to work too much
on their own, without adequate guidance
from the teacher and/or before they are
capable
Reflection Students and the teacher do not engage
in
reflection about what and how students
learn or about the project’s design and
management.
Critique and Students get only limited or irregular
Revision feedback about their products and work-
in-progress, and only from teachers, not
peers.
Students do not know how or are not
required to use feedback to revise and
improve their work.
Students are given limited
opportunities
to express voice and choice,
generally in less important
matters (deciding how to
divide tasks within a team or
which
website to use for research).
Students work independently
from the teacher to some
extent, but they could do
more on their own
Students and teachers engage
in some reflection during the
project and after its
culmination, but not regularly
or in depth.
Students are provided with
opportunities to give and
receive feedback about the
quality of products and
work-in-progress, but they may
be unstructured or only
occur once.
Students look at or listen to
feedback about the quality of
their work, but do
Students have opportunities to
express
voice and choice on important
matters
(questions asked, texts and
resources used, people to
work with, products to be
created, use of time,
organization of tasks).
Students have opportunities to
take significant responsibility
and work as independently
from the teacher as is
appropriate, with guidance
Students and teachers engage
in thoughtful, comprehensive
reflection both during the
project and after its
culmination, about what and
how students learn and the
project’s design and
management.
Students are provided with
regular, structured
opportunities to give and
receive feedback about the
quality of their products and
work-in-progress from
peers, teachers, and if
appropriate from others
beyond the classroom.
Students use feedback about

Public Product Students do not make their work public
by presenting it to an audience or offering
it to people beyond the classroom
Copied from bie.org
not substantially revise and
improve it.
Student work is made public
only to classmates and the
teacher.
Students present products, but
are not asked to explain how
they worked and what they
learned.
their work to revise and
improve it.
Student work is made public
by
presenting or offering it to
people beyond the classroom.
Students are asked to publicly
explain the reasoning behind
choices they made, their
inquiry process, how they
worked, what they learned,
etc.
 Project Rubric

Criteria 1 2 3

Community Involvement The group did not involve the Worked outside of class with Worked with the community to
community the community. find information and to
present.

Research There were no credible Student completed little Students had at least three
sources research credible sources

Technology Use No technology used One source of technology Variety of technology used

Creativity/ Participation Did not complete the project, Some group members All members participating and
inadequate participation participation. Limited the project was creative.
Creativity

Presentation No presentation Some students were engaged Engaging and the audience
in the presentation. responded well