HSOE Lesson Plan Template

Erin Kyle
Choose Your Own Adventure! A PBL Unit
Scaffolding and Managing the Project: Day 3
GRADE 4

SUBJECT ELA, History

LESSON Students learn about the decision process and how people decide
SUMMARY whether to take risks.

Constructivist:
Scaffolding student learning is very important for teachers and students who are
How is Theory new to Project Based Learning (PBL.) It is vital that teachers gradually release
students into PBL in structured manner. In this lesson, this will mean creating study
applied in this
guides of key concepts and terms, teaching students how to find good sources and
lesson? evaluate them, and leading workshops tying the various concepts into the big
picture.

OBJECTIVE

Students will be able to identify the decision process and why people take risks.
ASSESSMENT

Formative assessments:
COMMON CORE

The following Common Core Standards will be met by the end of our unit:

4.RI.3, 4.RI.6, 4.RI.9, 4.RL.10, 4.W.8, 4.W.6, 4.W.5, 4.W.4, 4.SL.1, 4.SL.1, 4.SL.1.b

DIFFERENTIATION

ELL and students with social anxiety can work with a partner to answer group discussion
questions.

THE HOOK MATERIALS/STRATEGIES

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 TIM TEACHER STUDENTS
E Play the video: Choose your own Watch video and Laptop with white board
adventure: The Secret Box. engage in decision projection.
Making decisions as a class. Play making process https://www.youtube.com/
the video again, making different watch=w7iOI_1zx1s
decisions each time.

INTRODUCTION OF NEW MATERIAL

TIM Read each of six different risk STUDENTS Risk Scenario sheet
E scenarios to students and ask Engage in
them to decide what they would discussion on risk
do in the scenario. scenarios.
Follow class edict
for class discussion
GUIDED PRACTICE
TIM TEACHER STUDENTS Poster sheet to write
E Have students Brainstorm the Generate a list of brainstorming ideas of kinds
different kinds of risk involved with types of risk in each of risk
each decision and use the scenario
scenarios to generate a list of Use critical thinking Theory: good time to talk
different types of risk: academic, skills to evaluate about probability of
physical, social, financial, types of risk outcomes. You could list
personal etc. several factors people
Students have an consider when making
opportunity to decisions (likelihood of
debate how likely it success, personality type,
is they would have cost/benefit analysis) lead
the outcome students to come up with
outlined in the their own.
scenarios.
It is important for students
to be able to visualize the
risk-taking process and to
understand how people
decide whether to take a
risk.

TIM TEACHER STUDENTS Print out or projector of Risk

E Using a large printout, or Using a blank Risk Man Diagram.
projected image, show students Man diagram, fill in
the Risk Man diagram and walk based on their own
them through a risk that they have experience.
taken or one that has been talked
about in class.
CLOSING

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 TIM TEACHER STUDENTS
E Tell students they will be doing Begin thinking
background research about their about family history.
family and risks taken to in their
history and journey to where they
are now.

HOMEWORK (if appropriate). How will students practice what they learned?

Begin thinking about a person in their family they can talk to about how they got to the place
where they live now. It can be any kind of immigration a journey from another country to the
US, from one state to another, or from one town or city to another. Talk to family members to
help with this process.

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