Genius Hour Learning Module
Creating a Genius Hour Project
Learning Module
- Creator(s):
This is a Learning Module created for 4th grade students particpating in a Genius Hour Project. This Module was built for students in schools that have a 1:1 device program. This means the group of students this module is intended for are familiar with Google Drive and its operations.
The Standards addressed in this Learning Module are Common Core ELA for 4th grade and ISAIL (Illinois Standards Aligned Instruction for Libraries) for 4th grade. ISAIL is crosswalked with CCSS, NGSS, AASL and NET-S
Watch the video above to preview what Genius Hour is all about!
Part 1
Watch the short video below to gain an overview of what Genius Hour is and how it can be embedded into the classroom with students.
Show students the kid friendly video to give them an overview of what the Genius Hour Project is all about. Continue by asking students if they have any questions or need something clarified before moving on.
Wonder Wall
Target: I can build a list of topics that I am curious about.
Have you ever wondered why something is the way it is? Is there something that you find interesting that you want to know more about? To wonder about something means that you are curious about it. Click on this Wonder Wall document or fill out this Google Form to begin writing down all kinds of things that you are interested in or passionate about. Remember to choose topics that you are curious about and would like to dedicate time to researching in order to answer your questions about that topic.
In order to add your ideas to Wonder Wall document, follow these steps:
Objective: Students will complete their Wonder Walls or Google Forms by generating a list of topics they would potentially like to research for their project.
Standards:
ISAIL Standard 4.E.10 Read for pleasure, seek answers, and explore topics of personal interest
Project Proposal
Target: I can complete a project proposal about my chosen topic.
Click here to access the project proposal document. Make a copy of the document and name it, your your topic_project proposal. Ex. Pandas_Project Proposal. Complete your proposal by typing your answers into the appropriate boxes.
When filling out what kind of "product" you want to create, you are telling me how you want to share your information from your research. This could be done in many different ways and you get to choose! You could create anything from building a model to making a poster or something with using technology like creating your own website. There are so many possibilities.
Target: I can review my peers' proposals and give helpful feedback.
Objective: Students will complete a project proposal for their chosen topic
Genius Hour Project Proposal
Standards:
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ISAIL
Standard 1: Access information efficiently and effectively to inquire, think critically, and gain knowledge
NET-S
2.a. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
AASL
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems
Target: I can find information on my topic in a variety of places.
You will begin to gather information about your topic. You might find information in online resources including websites, databases or print resources including nonfiction books, magazines, etc.
Use the tables below to see which of our online resources might help you find information on your topic.
| Resource | About |
| Power Knowledge Earth Space Science |
Information on earth cycles, ecosystems and biomes, landforms, maps, natural disasters, rocks and minerals, space, water, weather and climate |
| PowerKids Life Science |
Information on animals, classification, endangered and extinct species, food chains and food webs, green living, habitats and ecosystems, human body, life cycles, plants, survival and adaptation |
| Resource | About |
| Pebble Go | Information about animals, biographies, social studies, dinosaurs and science |
| Pebble Go Next | Information about U.S. States and Native American Tribes |
| Resource | About |
| Book Flix |
Paired fiction and nonfiction texts on a variety of topics from animals to celebrations |
| Brain Pop |
Watch informational videos about science, Math, Social Studies, English Language Arts, Technology, Engineering, Arts, Music, Health, Reading, and Writing |
| Culture Grams |
Learn about other states, countries and provinces around the world |
| Kids Search |
Find encyclopedia and magazine and newspaper articles |
| Follett Shelf |
Check out e-books from our library that support your topic |
Objective: Students will access and gather information from a variety of places including online databases, websites and nonfiction books.
Standards:
CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Standard 1: Access information efficiently and effectively to inquire, think critically, and gain knowledge .
Keyword Searching
Target: I can identify the keywords I will need to perform searches.
Website Evaluation
Target: I can use the 5 Ws to evaluate a website to identify if it is a good resource.
Task
Work with a partner to complete the online tutorial/game for finding credible sources.
Objectives:
CC.4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
ISAIL Standard 2: Evaluate information critically and competently
Target: I can organize my information
You can organize your notes and information in different ways. Click on the links below to access these different organizers. Make a copy of the organizer(s) you would like to use and begin taking your notes.
Web using Google Draw: You can create as many webs as you need to organize your information.
Objective:
Students will be able to organize information using such differentiated techniques as graphic organizers, storyboarding, or webbing
Instructor will:
Standards
CC.4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
ISAIL Standard 3: Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a member of a democratic society
Watch the video below about citing sources in order to give credit to where you find your information.
Watch the video below to learn how to install the Easybib add-on in Chrome and begin citing your sources.
Keep track of your sources as you do your research. Remember you must have evidence to support your information.
Objective:
Students will recognize the need for citing sources and begin to record simple bibliographies
Standards
CC.4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
ISAIL Standard 3: Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a member of a democratic society
After you have finished your research and feel that you have answered your essential question, you may create your product of choice to share your information with others. Take some time to go back to your Project Proposal. In your propoal, you came up with an idea for your final product. After findng all of your information, do you feel the product you originally chose is the best way for you to share your information? If your answer is Yes, continue on to create your product. If you want to change products, click here to fill out a quick form.
Below is the rubric for your Genius Hour Project:
Click here to print a copy of the rubric if necessary.
Presenting:
After you have created your final product, you can sign up here for a time to present your product to the class.
Share with students that once researching is coming to a close, it is time to revisit project proposals. Students should review the Product piece of their proposal. Students will be asked to review what they originally wanted to create and if they feel that product is still a good fit for sharing their information. If it is, they may move on to creating their products. If not, they will fill out this short form to share what their new product idea is and why they feel it is a better choice.
Go over rubric with students as a whole group and provide them with the link to the rubric in case they would like to print it and check off areas as they go through their project.
Provide students with a link to the Presentation Sign-Up Doc. As students will be finishing their projects at various times, the live doc will allow them to sign up as needed.
References
6 Tips for Getting Started with Genius Hour. Retrieved November 7, 2015, from http://www.edutopia.org/groups/personalized-learning/802456
Creative Classroom Tools: GENIUS HOUR. Retrieved November 7, 2015, from http://creativeclassroomtools.blogspot.com/2014/03/genius-hour.html
Genius Hour - Where Passions Come Alive - Genius Hour. Retrieved November 3, 2015, from http://www.geniushour.com/
Vaughan Memorial Library : Tutorials : Credible Sources Count! Retrieved November 7, 2015, from http://library.acadiau.ca/sites/default/files/library/tutorials/webevaluation/