DrivingQuestionPlanningGuide(DilemmaProblem)

DrivingQuestion(DQ) OverviewofDrivingQuestion

DoestheDQwarrantindepthstudy? Topic/ContentArea:ELA
IstheDQanauthenticandrelevant
issue/problemformystudents?
Istheremorethanoneplausible
solutiontotheDQ? TargetLearner:6thGrade
DoestheDQprovideopportunities
forstudentstoevaluate,analyze,
present,anddefendtheirsolutions?
DescriptionofDQ:How can we increase tourism in Bloomington, IN?

RationaleforDQ/RelevancetoStudents:
StudentswillneedtodoresearchinhowBloomingtoncurrentlypromotestouriststo
comeandresearchtheimpactoftourismonBloomingtoninordertocreatenew
Thisisrelevanttostudentsbecauseforthem,thereisnotmuchtodoinBloomington
thereismorethanoneplausiblesolution:improvethecollegemall,createan
amusementpark,createparksnearLakeMonroe,etc.
Yes,studentswillpresenttoBloomingtonParkDistrictanddefendwhytheythinktheir
creationisagoodidea.

Potentialidea/resourcefortheGrabber:

BloomingtonCityofficesarehearingthatpeople,especiallychildrendontwantto
visitBloomingtonbecauseitisboringforstudent.Bloomingtonofficesneedyour
helpincreatingmorethingsfortheyouthtodo!
 CulminatingActivityPlanningGuide(DilemmaProblem)
CulminatingActivity/
Assessment
Howistheactivityauthentic?
Doestheactivityprovidestudents
withtheopportunitytopresentand
defendproblemsolution?
Doestheactivityrequirestudent
collaboration?
HowwillIjudgewhatstudentshave
learnedfromtheactivity?
OverviewofCulminatingActivity
DescriptionofDQ:
How can we increase tourism in Bloomington, IN?
CulminatingActivityFormat:
StudentswillpresenttheirideainwhateverwaytheyliketotheBloomingtonPark
District.
CulminatingActivityDescription:
Studentscanusevideo,blueprints,interviews,etc,inordertocreateaproposalto
givetotheBloomingtonParkDistrictBoard.
CulminatingActivityEvaluationCriteria:
Youwillbeabletoevaluatestudentslearningbecausetheywillberequiredto
includetheirresearchfindingswithintheirpresentationtotheBloomingtonPark
District.Youwillbeabletoassessthesestandards:
RLA 0.7.1.07
summarize explicit and implied information from literary and informational texts to
recognize the relationships among facts, ideas, events and concepts (e.g. names, dates,
event, organizational patterns, graphical representations as found in photographs,
captions, maps, tables or timelines, textual features including table of contents, headings
or sidebars).
RLA 0.7.2.04
use the five-step writing process (pre-writing, drafting, revising, editing,
publishing) to generate topics, plan approaches, and develop expository and
persuasive writing tasks:
compositions
brochures
display ads
commercials
speeches
poetry
RLA 0.7.3.06
plan, create and present an age-appropriate media product that
demonstrates format, purpose, and audience.