St. Pius X High School PLP Project

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St. Pius X High SchoolPLP Project

• April 28, 2009

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Guiding Objectives

• Further develop cohort members knowledge of web
  2.0 tools and enhance their ability to integrate
  them into the classroom
• Share with and promote use of web tools with
  colleagues, while emphasizing their role as
  merely a piece of the educating the 21st century
  learner puzzle
• Promote interdisciplinary collaboration
• Design student-directed curriculum for Pope John
  Paul II High School, facilitated by social
  networking and internet research
• Create a paperless school at Pope John Paul II

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Promoting Faculty Awareness

• St. Pius X Faculty Network
• Ning designed specifically for use of SPX faculty
• Fosters an environment of professional growth,
  collaboration, and innovation
• Use modeled by cohort members through
  collaborative development of cross-curricular
  Tour de France lesson plan
• Facilitates more effective inter-personal
  relationships amongst faculty

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St. Pius X Faculty Network
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Promoting Faculty Awareness

• Pope John Paul II Faculty Network
• Ning under development
• Envisioned as a social and professional bridge
  between St. Pius X and Kennedy Kennrick High
  Schools

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JPII will be green

• Pope John Paul II will offer students a state of
  the art educational facility.
• We will utilize technology to the fullest.
• No more papers, no more books

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Goals

• To eliminate paper in the classroom by using
  technology.
• To enhance learning by using technology based
  lesson plans using Moodle.
• To use a variety of media to communicate with
  students effectively.
• To use technology to collect, evaluate and report
  information

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Assumptions

• Moodle will be used as the platform for e-lessons
  for all modules.
• All activities will be conducted online.
• No paper will be generated.

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Cross-curricular model Tour de France

• Cross curricular lesson plan for a virtual
  classroom implemented with Moodle.
• Activities for Biology, English, French and
  Social Studies.

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Tour de France Lesson Essential Questions

• What is the current state of Franco-American
  relations?
• How can sports facilitate broader cultural,
  political, and social understanding between
  nations?
• What makes an athlete a good role model?
• How can knowledge of and dedication to health and
  nutrition effect ones wellness?

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Tour de France LessonEnduring Understandings

• Despite recent cultural and political dust-ups,
  the French and American people share many common
  social and moral values.
• International sporting events can simultaneously
  showcase a nations unique cultural heritage and
  the unifying capacity of athletic competition.
• The greatest athletes exhibit not just superior
  physical ability, but a strength of character as
  well.
• Living well and eating right are necessary
  components of sustained happiness.

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Tour de France Lesson Biology Component
The Science of Lance Armstrong
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Biology Objectives

• Students will learn that science is essential in
  athletic training, equipment, and competition.
• Students will research and summarize three
  examples of sports science that could be used by
  an athlete in a specific sport.
• Students will explain various ways that new
  technologies have changed sports.
• Students will discover the variety of careers in
  the field of sports science.

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Biology Activities

• Watch video The Science of Lance Armstrong.
• Brainstorm about the reasons behind Lance
  Armstrongs success.
• Construct a spreadsheet in Google Docs and
  classify the reasons from brainstorming into one
  of four categories- Physiology, Equipment,
  Psychology or Training/Strategy.

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Biology Activities

• Students will choose one sport and research three
  examples of sports science that an athlete in
  that sport might use.
• Students will summarize their findings in a
  fictional letter as a coach giving advice to an
  athlete.

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Biology Resources

• Wiki
• http//pbwiki.com
• Google Docs. http//docs.google.com/
• NoodleTools. http//www.noodletools.com/

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Tour de France English Component
Lance Armstrong Ultimate Overachiever
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English Objectives

• Students will be able to produce a reflective
  essay.
• Students will demonstrate an understanding of the
  roles of the English language in written work.
• Students will analyze and revise their work to
  improve clarity and effectiveness.

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English Activities

• Read the article Man in the News Lance Edward
  Armstrong Ultimate Overachiever.
• Develop a timeline of Lance Armstrongs life
  using multiple web resources, identifying
  achievements and difficulties in the life of
  Lance Armstrong.

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English Activities

• Choose one quote to use in an introduction or
  conclusion to the essay. Annotate your sources
  in NoodleTools.
• Email the draft essay to a classmate to critique.
• Rewrite the essay and publish to the website.

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English Resources

• Litsky, Frank. Man in the News Lance Edward
  Armstrong Ultimate Overachiever. The New York
  Times This Day in Sports. 07/26/1999.
  04/24/2009. lthttp//www.nytimes.com/packages/html
  /sports/year_in_sports/07.25.htmlgt
• Google Docs. http//docs.google.com/
• NoodleTools. http//www.noodletools.com/

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Le Tour de France
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French Objectives

• Students will be able to read and interpret the
  meaning of an article in French on a current
  event.
• Students will demonstrate an understanding of
  French culture by describing the stage cities of
  the 2009 Tour de France.
• Students will be able to discuss cycling,
  geography and the Tour de France in French.

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French Objectives

• Students will reinforce their concept of French
  geography by locating and describing the major
  French stage cities and major geographic
  formations along the route of the Tour de France.
• Students will demonstrate an understanding of
  French culture by discussing and comparing the
  reasons the Tour de France is so popular in the
  U.S. and in France.

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French Activities

• Click on the BBC Tour de France link and complete
  the vocabulary lessons and the activities for the
  Tour de France.
• Click on the French Tour de France link and then
  history tab and read about the history of the
  Tour de France. Watch the video of the 2008 Tour
  de France.

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French Activities

• Click on the French Tour de France link and
  locate the route tab and study the 2009 route.
  Make a list of the major stage cities and the
  major geographical formations the riders will
  encounter.
• Click on the Le Monde newspaper link and search
  for a recent article on Lance Armstrong.

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French Activities

• Select one of the stage cities and create a wiki
  page for it. Your team will research the culture
  of the city, the economic impact of the Tour de
  France on the city and the geographical
  challenges the cyclists will encounter there.
• Your team will prepare an oral report on your
  stage city.

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French Resources

• BBC Languages French Ma France Tour de
  France . http//www.bbc.co.uk/languages/french/maf
  rance/html/tour_de_france/
• Liège Bastogne Liège 2009. http//www.letour.fr/
  
• Le Monde.
• http//www.lemonde/fr

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France Today
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Tour de France LessonSocial Studies Component

• Are we really supposed to hate the French?
• Whos idea was this race anyway?

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Social Studies Objectives

• Students will be able to explain the history of
  the Tour de France.
• Students will be able to describe the French
  political system, and compare it with Americas.
• Students will be able to compare and contrast the
  French and American healthcare systems.
• Students will be able to analyze current
  Franco-American relations.

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Social Studies Activities

• Create a mini-documentary about the history of
  the Tour de France and post it on the project
  blog/wiki.
• Create a reproducible chart in PDF format
  comparing and contrasting the major features of
  todays French government with todays US federal
  government. Publish your chart on the blog/wiki.
• Conduct an interview with friends and relatives
  about their experience with the US healthcare
  system. Find (or conduct) an interview with at
  least two French citizens about their experience
  with the French healthcare system. Interviews
  can be recorded, edited, and published on the
  blog, or transcripts can be published. Student
  will also write a reflection essay detailing what
  they learned from the interviews.
• Create a blog which examines French-American
  relations from after World War II through present
  day.

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Social Studies Resources

• Digital camera, recording device for PC, movie
  editing software
• Wikispaces
• Blogger
• Major French and American newspapers
• English translation of French history textbook?

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Tour de France Lesson Unified Assessment

• Students will maintain an e-portfolio where they
  will collect and reflect on their work throughout
  the unit.
• Portfolio will be published and maintained on a
  wiki or website which must at least contain
• A blog
• List and explanation of relevant web links
  accessed during unit
• Record of on-line collaboration
• Personal reflection on the unit

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Tour de France Lesson References

• Biology activity adapted from
• "The Science of Lance Armstrong". Discovery
  Education. 04/26/2009 lthttp//school.discoveryeduc
  ation.com/lessonplans/programs/lanceArmstrong/gt.
• English activity adapted from
• Vitulano, Julie. "Lance Armstrong Tour de
  France". Teachnet. 04/262009 lthttp//www.teachnet-
  lab.org/unhs/Armstrong1.htmgt.
• French activity adapted from
• Williams, Tom. "Le Tour du Monde Francophone".
  California Foreign Language Project. 04/262009
  lthttp//www.clta.net/lessons/french/monde.htmlgt.
• Botterbusch, Janine. "Le Tour de France".
  Dallastown High School. 04/26/2009
  lthttp//www3.villanova.edu/conferences/govinstitut
  ewl/Lesson20Plans/Botterbusch.pdfgt.

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Project Evaluation

• Are faculty embracing broader use of technology
  in the classroom?
• Maintain ongoing list and showcase of faculty
  created blogs, wikis, nings, etc on the Faculty
  Ning.
• Observe activity on faculty wiki.
• Listen to conversations.

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Project Evaluation

• Does the curriculum being designed for Pope John
  Paul II High School reflect what we already know
  about the needs of a 21st century learner?
• Facilitate and monitor ongoing collaboration and
  dialogue between faculty, curriculum designers,
  and researchers.

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Project Evaluation

• Are students engaged in self-directed learning
  across disciplines?
• Ongoing, informal, and collegial classroom
  observations.
• Continual evaluation of student progress through
  alternative means of assessment.

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Project Evaluation

• Have we created a truly green high school?
• Monitor amounts of non-organic waste
  createdpaper, plastics, etc.