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The Real World

Page history last edited by Janice Wilson Butler 11 years, 8 months ago

The Real World

 Topic(s):

In this PBL Lesson students will be researching the importance of having an education and raising a family. 

Images/Video Resources

 

An interview of a 35 year old man who lives on minimum wage. In the interview he mentions that every month he is in the negative (unpaid bills) and is never able to catch up. What he works for today pays for things that occurred last month. 

http://www.youtube.com/watch?v=v9wDVJtwUT8&feature=fvwrel 

 

The United States of America is becoming a third-world country with people leaving in poverty. Several people are interviewed as to how their lives have been affected while working low paying jobs. Families have been forced to downsizing and have even ended up on the streets. 

http://www.youtube.com/watch?v=whlEY1DAidw&feature=related

 

Scenario

As students receive their high school diplomas, they must consider their plans for after graduation. About two thirds of graduates will attend college immediately after gradation. According to the Census Bureau in 2010, about 27% of the US population have a bachelor's degree and 10% have a master's degree. This means students who enroll in college do not finish their course work to receive a degree. How will not having a college degree affect their way of living? Those who chose not to have a college education will be forced to work at a minimum wage job to support themselves and their families, but is this really enough? 

 

The following news broadcast interviews Assistant Research Professor Jeannette Wicks-Lim on the lives of those who work minimum wage. With minimum wage, many can't survive and take care of their families. She also discusses the change in poverty rates if minimum wage would increase. 

http://www.youtube.com/watch?v=F7Pq_FDIcpw 

 

Progreso ISD has seen an increase of graduates enrolling in college, but the growth has been slow. The District would like 100% for their graduating seniors to go to college and complete their course work to receive a bachlor's degree. Your class has been chosen to create presentations for the high school college fair expo over the importance of going to college and continuing their eduction. They are looking for presentations that will appeal to students, grab their attentions, and present them with the hard facts of not having post-highschool education. 

 

Task

Sample Investigations/Teacher Resources

Your group must create a poster or presentation using Web 2.0 tools such as gloster,prezi, etc., or Microsoft Office PowerPoint Presentation. Your presentation must convince the high school seniors to go and complete college. Money talks so please incorporate wages, salaries, budgets, etc.

 

Here are some ideas to research:

  • Careers that requires a college degree
  • Life of a High School Graduate  
  • Life of a College Graduate
  • Advertise the most popular careers in the nation

Education Attainment: http://www.census.gov/

Career Activities K-12: 

http://www.powertolearn.com/teachers/lesson_activities/careers/index.shtml

Career Exploration Game: http://www.driveofyourlife.org/ 

 

Student Resources

Rubric

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Tutorial videos on different presentation software:

 

PreziTutorial: 

http://www.youtube.com/watchv=bMHBNa5KGJ0

Spiceynodes: http://www.youtube.com/watchv=IQjrIBwF9o4

Slide Rocket: http://www.youtube.com/watchv=t2WetbfgEIg

Glogster: http://www.youtube.com/watch?v=qW5SSn9nno0

Stixy: http://www.youtube.com/watch?v=8pggOxPWhSM

Vuvox: http://www.youtube.com/watch?v=_RNu1--pNbk&feature=related

 

Customized Rubric:

http://www.rubistar.4teachers.org

Rubric.pdf 

 

 

Student Work

Standards

1. List your personal understanding, ideas or hunches.

Now that you are familiar with the results of living on minimum wage you will write everything you know about the importance of going to college. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.

 

2. List what is known.

 With your team use all the information available in the scenario to list everything that you know about college enrollment and completion. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about studens who go to college in the US and Progreso.

3. List what is unknown.

With your team, make a list about what you do not know about the effects of not going to college and would like to learn. List all the questions you will need to answer to solve the problem about why students don't enroll in college.  

 

5. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions. 

 

6. Develop a problem statement.

You will be responsible for thinking and choosing one of the questions to solve the problem.  A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

7. Gather information

Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution. You may use the Google Search Engine to assist you when researching. 


8. Present Findings

****Determine how students will present findings****

 

6.1 Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:

(A)  compare and order non-negative rational numbers;

(C)  use integers to represent real-life situations;

 

6.2 Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. The student is expected to:

(B)  use addition and subtraction to solve problems involving fractions and decimals;

(C)  use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates;

(D)  estimate and round to approximate reasonable results and to solve problems where exact answers are not required; 

 

6.11 Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:

(A)  identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

 

6.12 Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to:

(A)  communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and

References

You Tube Videos: 

http://www.youtube.com/watch?v=F7Pq_FDIcpw 

http://www.youtube.com/watch?v=whlEY1DAidw&feature=related

http://www.youtube.com/watch?v=v9wDVJtwUT8&feature=fvwrel 

 

Teacher Resources:

Education Attainment: http://www.census.gov/

Career Activities K-12: http://www.powertolearn.com/teachers/lesson_activities/careers/index.shtml

Career Exploration Game: http://www.driveofyourlife.org/ 

 

 

Images:

http://www.workplacepro.com/prod/S-KEYS-CU-iri.jpg 

 

Rubric:

http://www.rubistar.4teachers.org

 

Creative Commons License
The Real World by April Canales is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Based on a work at msttpagotech.pbworks.com.

 

 

 

 

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