Welcome to your Digital Genius Hour - Research Project
Curious...Why Genius Hour? Watch Video clip:
3rd Grade State Standard/Common Core:
W.3.8: Review previous knowledge, take notes from credible resources
W.3.6: Use keyboard, collaborate, develop ideas using both digital and classroom resources
W.3.2.A: Students will present a shared topic together to the classroom
W.3.3.C: Students will provide a sense of order and series of events.
RI.3.5: Students will use text and digital resources such as search engines, hyperlinks, and key words to assist them in their research using both textbook and digital medias.
RI.3.1: Students will use information directly from text and online resources to refer to information for research.
RI.3.7 Students will use internet resources (pictures and text), along with textbook illustrations to help gain further understanding about the subject material.
Task: Your task will be to work in a group of four, which will be assigned to you at random by the teacher. Within your groups you will have to collaborate and discuss a topic of your groups choice to do your genius hour research project on. You will have the freedom to create and present your research in any format your group chooses. However, each group must include the following guidelines which can be found below listed under Project Guidelines. To ensure your group has included all the necessary information needed in this assignment, please refer to the assignment rubric link for details: Performance-based grading rubric
Required Project Guidelines:
- A minimum of three online credible resources must be used (No Wikipedia!)
- Included the inquiry process KWHALQ in presentation.
- A digital web 2.0 resource must be used to present groups research
- Each member must contribute to research presentation and take part in presentation to whole class.
- Project must be completed and presented in week three of the genius hour lesson.
- Class set of Chrome books will be available for internet use
- Overhead projector and Smart Board will be available for presentations
- At lease on selected Digital Media such as: Microsoft Office, Google Drive, Blogs, Wikis, Social Medias, Web 2.0 sites must be used to represent research project chosen
- Classroom headphones, speakers, microphone can be utilized for research or presentation purposes.
Process: Over the span of three weeks, you will work together in a team of four members, which will be randomly selected by your teacher. The purpose of this weekly genius hour is to help use your inquiry skills and collaborate with your group to find any topic that you would like to research in depth and present to the class with a digital media resource. Your genius hour project will occur for one hour each day of the week. During this hour you will work with your group to prepare in presenting your research project in week three.
Week One: During week one you will spend the first two days of genius hour collaborating and setting up an organizational outline of your selected topic with your group members. Your will also have to determine what group members are responsible for different portions of the research material to help ensure all group members contribute equal efforts. For the rest of week one, you will use each day of genius hour to research your selected topic using reliable resources found online and taking valuable notes.
Week Two: During week two you and your group should have the necessary and required materials needed for your research project. During this week, you should work with your group to select a digital resource to showcase, interpret, and/or present your research project. It is important that the digital resource you choose to present your groups research, allows each group member a roll in the presentation process.
Week Three: During week three your group should have all required materials of research presentation and digital resource used for presentation completed. The first day of week three, all groups will have the the entire genius hour to rehears and practice their presentation on their own before presenting them to the class for a grade. The remaining days of week four will be used for groups to present their genius hour research projects to the class.
Helpful Resources to collaborate with team:
Rubric: Performance-based grading rubric
Helpful Resources to Present Research Project:
Conclusion: By completing this assignment you will be able to apply your seasoned inquiry skills and develop a deer understanding of a topic of your groups choice. In deciding a topic of your groups choice, you have the liberty in the direction your learning takes. The most important elements in the genius hour research project are that you enjoy your topic of research, you enjoy the process in learning, and you put forth an honest amount of creative effort in presenting your groups presentation. Remember that learning is a life endeavor, and should motivate you in all areas of life, keep inquiring and becoming knowledgeable about the things that make you most passionate in life. I can not wait to see the brilliant and creative work you all will present.
Happy Inquiring!!!
Collaborative
Work Skills : Working Together - Genius Hour Digital Research Project
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| Teacher Name: Ms. Rennison | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Preparedness | Brings needed materials to class and is always ready to work. | Almost always brings needed materials to class and is ready to work. | Almost always brings needed materials but sometimes needs to settle down and get to work | Often forgets needed materials or is rarely ready to get to work. |
| Time-management | Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. |
| Pride | Work reflects this student's best efforts. | Work reflects a strong effort from this student. | Work reflects some effort from this student. | Work reflects very little effort on the part of this student. |
| Working with Others | Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. | Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. | Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
| Contributions | Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. | Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! | Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. | Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
| Attitude | Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). | Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). | Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). | Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). |
