Day 1 – Getting to Know You

Overview of

Key Concepts

Establish the Virtual Learning Community

This first session is about creating a safe and welcoming virtual learning environment. Encourage the students to engage in dialogue with the instructors, and peers as a means of establishing a community of scholars. Develop group norms with fun activities that will engage the students

Review Program Components

During this session, students will review key components of the Biggest Winner Summer Program covered during the program orientation.

Project: Buying a Car

Math Challenge: Self-paced math skills gap closing and incentives

Session Environment

Students will be introduced to the Zoom platform and explore the features necessary to maximise teaching and learning

<![if !supportLists]>●    <![endif]>Choose from Zoom Backgrounds provided.

<![if !supportLists]>●    <![endif]>Introduce the Zoom platform practice with mic on/off, raise hands, explain avatar policy,

<![if !supportLists]>●    <![endif]>Check your internet connection with another for lag and latency

<![if !supportLists]>●    <![endif]>Explore the platform features and know how to use them – whiteboard, share screen, working with TA

Biggest Winner Project

Understanding Needs and Wants

Students will apply the awareness of their needs and wants, to help them choose a car that is a need and one that is a want The following question will guide the discussion:

<![if !supportLists]>1.  <![endif]>What sorts of things do you enjoy having or would like to have? (Toys, house, cars, vacations, eating out, education)

<![if !supportLists]>2.  <![endif]>What things do you absolutely need to live? (Food, shelter, water, clothes, love, transportation) These are your basic human needs.

<![if !supportLists]>3.  <![endif]>What resources or help do you need to be able to get food, shelter, water, and clothes? (Money, knowledge, skills, education, help from others

<![if !supportLists]>4.  <![endif]>What is important to you?( Values, family, friends, school)

<![if !supportLists]>5.  <![endif]>Have students identify the type of car they would like to buy based on their needs, wants and values.

Day 1:

Getting to Know You

Learning

Outcomes

<![if !supportLists]>●      <![endif]>Establish a warm and inviting virtual learning community

<![if !supportLists]>●      <![endif]>Navigate the Zoom platform

<![if !supportLists]>●      <![endif]>Introduce the Buying a Car

<![if !supportLists]>●      <![endif]>Understand the key components of the TBW

<![if !supportLists]>●      <![endif]>Use self-awareness of needs, and want to justify decisions

Resources

Welcome Session

<![if !supportLists]>●          <![endif]>Zoom Background

<![if !supportLists]>●          <![endif]>Group Rosters

<![if !supportLists]>●          <![endif]>Student Survey Results

<![if !supportLists]>●          <![endif]>Opening Video: Montage-student submitted introductions by group

<![if !supportLists]>●          <![endif]>Opening Video: Introduction to Angelica & Deidra (former camp mates between 8th and 9th)

<![if !supportLists]>●          <![endif]>Closing Video: Characters set up buying a car premise.

<![if !supportLists]>●          <![endif]>(Overall Theme – Deidra needs a car)

Suggested Session Procedure

<![if !supportLists]>1.       <![endif]>Greeting/ Check in

<![if !supportLists]>2.       <![endif]>Session Video/ Present Concepts

<![if !supportLists]>3.       <![endif]>Discussion / Daily Project Activity

<![if !supportLists]>4.       <![endif]>Biggest Winner Math Challenge Lesson

<![if !supportLists]>5.       <![endif]>Closing Video

<![if !supportLists]>6.       <![endif]>Reflection

End-of-Session Student Reflection

Prompt: What are your hopes and dreams for the BWSP?

<![if !supportLists]>1.     <![endif]>Have students respond to the reflection prompt

<![if !supportLists]>2.     <![endif]>Discussion/Google Doc/Journal Notebook?

Follow-up Activity

In preparation for tomorrow’s session, think about what kind of car you might want to buy and why?

You may:

<![if !supportLists]>●      <![endif]>Talk to a family member or a friend

<![if !supportLists]>●      <![endif]>Look around your neighborhood,

<![if !supportLists]>●      <![endif]>Watch on TV. or think about a movie you have seen

Reminders

Make sure students remember to fill out their authorization forms and have taken the survey

Educator Reflection

1. What went well?
2. What would I do differently?

Day 2 – All about cars

Overview of

Key Concepts

Establish the Virtual Learning Community

Begin the session with the day’s agenda and a 3-5 minute community building activity. Have students share or present the previous day’s Follow-up Activity and/or the End-of-Session Student Reflection.

The Biggest Winner Project: Statistics

Helping students to categorize

In this session students will understand categories, categorization, type of cars, and the sub category of models of cars. Students will be introduced to data classification using a histogram of needs and wants from the prior day and the survey results from the orientation.

The Biggest Winner: Math Challenge

Introduce the Badge Categories. Explain the progression from Counter to Wizard. Help students understand that it is easy to win certificates and get prizes based on the math you already know. The team leader is their Biggest Winner guide. Ensure that students can log in to IXL and have accounts established and have logged in. Assign hundreds chart as the first task. Introduce the concept of “The Wizard.”

Session Environment

Students will continue to navigate the Zoom platform and use the features necessary to maximise teaching and learning

<![if !supportLists]>●      <![endif]>Choose from Zoom Backgrounds provided.

<![if !supportLists]>●      <![endif]>Introduce the Zoom platform practice with mic on/off, raise hands, explain avatar policy,

<![if !supportLists]>●      <![endif]>Check your internet connection with another for lag and latency

<![if !supportLists]>●      <![endif]>Explore the platform features and know how to use them – whiteboard, share screen, working with TA

Day 2:

Introduce the Car as a Category

Learning

Outcomes

TBD Math- categorization

<![if !supportLists]>●      <![endif]>Engage effectively in a range of collaborative discussions, building on others’ ideas and express own ideas clearly.

<![if !supportLists]>●      <![endif]>Identify a car that satisfies a need and a car that satisfies a want

<![if !supportLists]>●      <![endif]>Make decisions about the choice of cars based on whether it satisfies a need, a want, or both

<![if !supportLists]>●      <![endif]>Establish accounts and log in to IXL

<![if !supportLists]>●      <![endif]>Complete at least one IXL task

Resources

About Cars and intro to project

<![if !supportLists]>●          <![endif]>Opening Video: Introduce Bernard & Slim & car buying

<![if !supportLists]>●          <![endif]>Closing Video: You Tube – about cars, types & categories

Suggested Session Procedure

<![if !supportLists]>1.       <![endif]>Greeting/ Check in

<![if !supportLists]>2.       <![endif]>Session Video/ Present Concepts

<![if !supportLists]>3.       <![endif]>Discussion / Daily Project Activity

<![if !supportLists]>4.       <![endif]>Biggest Winner Math Challenge Lesson

<![if !supportLists]>5.       <![endif]>Closing Video

<![if !supportLists]>6.       <![endif]>Reflection

End-of-Session Student Reflection

Prompt:

What is the difference between the car you want and the car you need?

Follow-up Activity

In preparation for tomorrow’s session, think about What kind of car do you like and why? Be prepared to share specific information about your choice of car.

Reminders

Make sure students try IXL at home

Educator Reflection

Think about today’s lesson.

What went well and why?

What would you do differently and why?

Day 3 – Research: Getting Ready to Shop

Overview of Key

Concepts

Establish the Virtual Learning Community

Begin the session with the day’s agenda and a 3-5 minute community building activity. Have students share or present the previous day’s Follow-up Activity and/or the End-of-Session Student Reflection.

The Biggest Winner: Project

Introduce the decision-making process for buying a car

Decision-making process

<![if !supportLists]>●      <![endif]>Understand wants and needs

<![if !supportLists]>●      <![endif]>Decide on options based on needs and wants

<![if !supportLists]>●      <![endif]>Research choices

<![if !supportLists]>●      <![endif]>Discuss and narrow choices

<![if !supportLists]>●      <![endif]>Lists pros and cons

<![if !supportLists]>●      <![endif]>Make final decision ( Factors considered)

<![if !supportLists]>●      <![endif]>Plan of Action

Car Research

Prepare students for the independent online research assignments. Students will research three credible sources to find information on two cars of choice, then complete the Car Research Survey. Share a sample of a completed Car Research Survey with students. Provide students with a summary of car statistics to guide their research.

The Biggest Winner: Math Challenge

1. Revisit Badge Categories.
2. Explain the progression and that it is easy to win certificates and get prizes based on the math you already know.
3. Ensure that students can log in to IXL and have accounts established and have done at least the 1st task in the COUNTER series.
4. Encourage them to explore IXL and get the COUNTER requirements done over the weekend.

Session Environment

Students will continue to navigate the Zoom platform and use the features necessary to maximise teaching and learning

Day 3:

Research: Getting Ready to Shop

Learning

Outcomes

Prepare for Weekend Research and IXL Tasks

<![if !supportLists]>●      <![endif]>Conduct online research to find relevant information on the cars of their choice

<![if !supportLists]>●      <![endif]>Evaluate digital sources for accuracy and credibility

<![if !supportLists]>●      <![endif]>Integrate information from research into the Car Research Survey

Resources

<![if !supportLists]>1.     <![endif]>Provide instructions about project and research

<![if !supportLists]>2.     <![endif]>Provide concept of group dynamics to students

<![if !supportLists]>●      <![endif]>Opening Video: Introduce Characters ALEX & WILL within group Zoom???

<![if !supportLists]>●      <![endif]>Discuss the project and how to do online research-what to look for. What sites to go to. And the wants of the students.

Other Resources

<![if !supportLists]>●      <![endif]>Sample Car Research Survey

<![if !supportLists]>●      <![endif]>Car Statistics Summary

Suggested Session Procedure

<![if !supportLists]>7.       <![endif]>Greeting/ Check in

<![if !supportLists]>8.       <![endif]>Session Video/ Present Concepts

<![if !supportLists]>9.       <![endif]>Discussion / Daily Project Activity

<![if !supportLists]>10.    <![endif]>Biggest Winner Math Challenge Lesson

<![if !supportLists]>11.    <![endif]>Closing Video

<![if !supportLists]>12.    <![endif]>Reflection

End-of-Session Student Reflection

<![if !supportLists]>1.     <![endif]> 

Follow-up Activity

In preparation for the next session, research two credible online sources to find relevant information on your choice and complete the Car Research Survey. Use the Sample Car Research Survey and the Car Statistics Summary

As a guide for this activity.

Monday’s Discussion questions?

<![if !supportLists]>2.     <![endif]>What did you find in your research?

<![if !supportLists]>3.     <![endif]>What car are you thinking about choosing?

<![if !supportLists]>4.     <![endif]>How are you going to make the final decision?

Reminders

TBA

Educator Reflection

1. What went well?
2. What would I do differently?

Day 4 – My Car Choice

Overview of

Key Concepts

Establish the Virtual Learning Community

Begin the session with the day’s agenda and a 3-5 minute community building activity. Have students share or present the previous day’s Follow-up Activity and/or the End-of-Session Student Reflection.

Biggest Winner Project

This session will be heavily focused on dialogue and group discussion. Students will explain their process and logic and the criterion they used to decide on a car. The discussion should be fun, engaging. Facilitated by the Team Leader, the following questions will be used to guide the discussion:

<![if !supportLists]>1.     <![endif]>What did you find in your research?

<![if !supportLists]>2.     <![endif]>What car are you thinking about choosing?

<![if !supportLists]>3.     <![endif]>How are you going to make the final decision?

Biggest Winner Math Challenge

1. Provide students with the requirements for the COUNTER and TIMEKEEPER badges
2. Encourage them to log in to IXL and complete the COUNTER progression over the weekend.
3. Explain how every certificate is an entry into the raffle.

Session Environment

Day 4:

My Car Choice

Learning

Outcomes

<![if !supportLists]>●      <![endif]>Discuss research process and review sources

<![if !supportLists]>●      <![endif]>Finalize car choice

<![if !supportLists]>●      <![endif]>TBD

Resources

Expressing your choice to a group – Self Awareness

1. ???Understanding needs, wants and decisions??

<![if !supportLists]>●      <![endif]>Opening Video: Bernard expresses concern and anxiety about speaking to others. Slim, Deidra and Angelica counsel on being confident and expressing yourself.

<![if !supportLists]>●      <![endif]>Closing Video: Characters discuss what they considered when making their recommendations to Deidra – all the permutations.

Suggested Session Procedure

<![if !supportLists]>1.       <![endif]>Greeting/ Check in

<![if !supportLists]>2.       <![endif]>Session Video/ Present Concepts

<![if !supportLists]>3.       <![endif]>Discussion / Daily Project Activity

<![if !supportLists]>4.       <![endif]>Biggest Winner Math Challenge Lesson

<![if !supportLists]>5.       <![endif]>Closing Video

<![if !supportLists]>6.       <![endif]>Reflection

End-of-Session Student Reflection

Prompt: TBD?

<![if !supportLists]>1.     <![endif]>TBD

<![if !supportLists]>2.     <![endif]>TBD

Follow-up Activity

<![if !supportLists]>●      <![endif]> 

Reminders

Make sure students remember to fill out their authorization forms and have taken the survey

Educator Reflection

1. What went well?
2. What would I do differently?

Day 5 – Making My FInal Decision

Overview of

Key Concepts

Establish the Virtual Learning Community

Begin the session with the day’s agenda and a 3-5 minute community building activity. Have students share or present the previous day’s Follow-up Activity and/or the End-of-Session Student Reflection

Biggest Winner Project

Students will use the information from their research and their awareness of their needs and wants to generate a list of pros and cons of their car of choice before making a final decision on the best choice of car.

Decision-making process

<![if !supportLists]>●      <![endif]>Understand wants and needs

<![if !supportLists]>●      <![endif]>Decide on options based on needs and wants

<![if !supportLists]>●      <![endif]>Research choices

<![if !supportLists]>●      <![endif]>Discuss and narrow choices

<![if !supportLists]>●      <![endif]>Lists pros and cons

<![if !supportLists]>●      <![endif]>Make final decision

Biggest Winner Math Challenge

1. Encourage students to log in to IXL and complete the COUNTER and TIMEKEEP and BANKER progression over the weekend.
2. Explain how every certificate is an entry into the raffle.

Session Environment

Day 7 – Find math relationships – interrelated models of math

Overview of

Key Concepts

Establish the Virtual Learning Community

Begin the session with the day’s agenda and a 3-5 minute community building activity. Have students share or present the previous day’s Follow-up Activity and/or the End-of-Session Student Reflection

Biggest Winner Project

This session will continue the focus on uncovering the various mathematical models, applications and measures related to the car. Building on the conversation from the previous day, the group will discuss the relationship between the various numbers discussed during the prior day. The session should engage students in dialogue and group discussion. Team Leaders will lead students to consider how the various numbers impact other numbers as it relates to cars. Facilitated by the Team Leader, the following questions will be used to guide the discussion:

<![if !supportLists]>1.     <![endif]>What is the relationship between the MPG and the cost of operating a car on a monthly basis?

<![if !supportLists]>2.     <![endif]>How does the style / type of car influence how much a car will cost?

<![if !supportLists]>3.     <![endif]>How does the horsepower of a car influence the MPG?

<![if !supportLists]>4.     <![endif]>How does the mileage of a used car influence its price?

<![if !supportLists]>5.     <![endif]>How does the age of a car influence the cost of maintenance?

<![if !supportLists]>6.     <![endif]>How do the numbers of a car influence its current price?

Biggest Winner Math Challenge

1. Tasks in the Math Challenge will focus on word problems related to the application of the 4 operators as applied to integers, fractions and decimals.
2. For more advanced students a series of math challenges will be introduced.
3. Explain how every certificate is an entry into the raffle.