Title of Project: Genius Hour Project

Subject(s): Gifted – Topics will be student selected

Grade Level(s): 5 (Can be used with any grade levels 3-12)

Abstract:
Students will select a topic they are passionate about. They will develop an inquiry question about this
topic, research it, and plan a project with a culminating presentation to share with classmates and
families. Students will be assuming adult roles such as author, video game creator, piano teacher,
instructional film producer, cupcake bakery entrepreneur, rocket designer, architect, sports trainer,
website designer, environmental activist, and historian. Products will include: short instructional videos,
websites, public service campaigns, how-to books, fantasy novels, rocket and how-to presentation,
models, and online video games.

Learner Description/Context:
My students are gifted fifth graders in a suburban middle class school. There is some cultural/racial
diversity in my student group: 68% White, 13% African American, 13% Asian, 2% other (Middle
Eastern). Many of these students come from homes with significant exposure to the world in general
and technology more specifically. Most have participated in the gifted program for at least two years,
with 7 students beginning gifted services in January 2015. Schoolwide exposure to technology is
inconsistent, focusing mostly on the basics of MS Office tools, basic web navigation, and online games.
Some students seem to know more than others, which I attribute to their experiences outside of school.

The community has significant funds of knowledge with many professions represented among the
parents, and several staff with extensive skill sets outside of the educational realm. These skills sets
include doctors, nurses, lawyers, scientists, professors, mathematicians, business leaders, writer, and
restaurant owners. Some of these community/staff members will act as “Experts” for collaboration with
my students during the project.

Time Frame:
The students will have 7 weeks of 1-2 hour work sessions in class. Students will also work at least 1
hour per week outside of class time. The total number of hours will range from 10-20+, depending upon
student work outside of class.
.
Standards Assessed:
ELA Standards:
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
5 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.5.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.5.6

Karen A. Kraeger
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
including those that signal contrast, addition, and other logical relationships
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to
a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in
the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.4

Karen A. Kraeger
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.
CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
CCSS.ELA-LITERACY.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation.

Gifted Standards:

Critical Thinking:
a. Apply the core critical thinking skills to various situations: metacognition, observation, questioning,
prediction, analysis, interpretation, inference, summarize, evaluation, synthesis, explanation,
transferring.
b. Cultivate critical thinking through the use of: clarity, accuracy, precision, relevance, depth, breadth,
logic, significance, and fairness.

Divergent Thinking:
Students will think creatively to generate innovative ideas, products, or solutions to problems

Evaluative Thinking:
a. Implement the evaluative thinking process.
b. Apply and adapt a variety of strategies to resolve problems and dilemmas, and evaluate their
effectiveness.
c. Choose appropriate problems and dilemmas to research and resolve.
d. Develop tools to assess performance-based products and personal goals.

Relationships and Connections:

a. Explore and demonstrate an understanding of the relationships within and connections across topics
and disciplines.
b. Formulate thought-provoking questions to explore relationships and connections.
c. Research topics or real-world problems to develop a body of knowledge and depth of understanding
beyond the grade level CCGPS.
d. Seek opportunities to become a productive/proactive community member.

Communication:
a. Effectively communicate both verbally and nonverbally using a variety of modalities.
b. Understand and adjust communication for a given audience.
c. Read and respond to a variety of texts.
d. Write for a variety of purposes.
e. Use knowledge of language and appropriate conventions when writing, speaking, reading, and
listening.

Collaboration:
Karen A. Kraeger
a. Develop a shared sense of responsibility for participation, decision-making, and outcomes.
b. Engage in exchanges of constructive/critical feedback for instructional purpose.

Self-Reflection:
a. Develop areas of strength in self.
b. Recognize areas of weakness in self and develop strategies for improvement.
d. Reflect upon personal learning styles and use the knowledge to facilitate self-growth.

Respect for Others:

a. Respect the input of others.
b. Recognize the value of individual differences.
c. Recognize the strengths of others.
d. Actively listen to others in various situations.

Self-Directed Learner:
a. Establish and work toward short and long term goals.
b. Persevere in the face of obstacles.
c. Advocate for self.
d. Set appropriately high standards for work and behavior.
e. Take initiative to pursue opportunities to share and use abilities.
f. Seek opportunities for self-growth through risk-taking, curiosity, and use of complexity and
imagination.
NETS (5th Grade standards)
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression.

Communication and Collaboration: 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.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media
formats.
d. Contribute to project teams to product original works or solve problems.

Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks.

Critical Thinking, Problem Solving and Decision Making: Students use critical thinking skills to plan
Karen A. Kraeger
and conduct research, manage projects, solve problems, and make informed decisions using appropriate
digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.
d. Use multiple processes and diverse perspectives to explore alternative solutions

Digital Citizenship: Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
c. Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship

Technology Operations and Concepts: Students demonstrate a sound understanding of technology

concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies.

Learner Objectives:
The student will pursue a subject of interest by engaging in research, and presenting a product to the
class as evidence of learning. Projects must include a “Stretch”-something the student has never done or
learned about before. Students will be evaluated on the learner objectives using a rubric that was co-
created with the students.

Hook:
1. Intro-Watch Kid President Video “Be Awesome” to inspire
2. Students will brainstorm things they are passionate about-Sticky notes on Bulletin Board
3. Watch Genius Hour Intro video (3 min)
4. Discuss Project Plan & Timeline
5. Watch Mt. Kilimanjaro Tedx Video

Process:

Week 1: Intro Lesson (See Hook above)

Students will blog about possible ideas
Week 2
Genius Hour Project Plan
 Intro-Develop Inquiry Question, review how topic can lead to a question, what makes a good question
 Students will work with a partner to create an inquiry question about topic
 Discuss Project Plan
 Begin to fill in Project Plan


Research Genius Hour Topic Ideas
 Students will use 5th Grade Glog resources & Mackin Via to research project topics
 Students will take notes using notebooks (written, drawings, etc.) or online MindMapping website
Students will blog about chosen topic and parent reaction to project

Karen A. Kraeger
Week 3
Project Rubric and Examples
 Intro-Show examples of Genius Hour Projects. Discuss what was good/needed improvement about each.
 Review Project Cards and other sample rubrics to create class rubric for our projects.

Genius Hour Project Time

 Discuss progress so far and timeline for completion.
 Students will work on research for individual projects

Students will blog about progress with project

Week 4
Genius Hour Project Time
 Intro- Model coaching session. Discuss guidelines for effective peer coaching.
 Students will work with assigned partners to peer coach about Projects.
 Students will work on research for individual projects

Students will blog about progress with project

Week 5
Genius Hour Project Time
 Students will work on Genius Hour Projects.
 Students will meet with teacher for Project Check-In during assigned conference time

Students will blog about progress with project

Week 6
Project Rubric and Examples
 Discuss presentation format for presentations.
 Review Draft Rubric for student feedback & potential changes

Genius Hour Project Time

 Students will work on Genius Hour Projects.
 Students will meet with teacher for Project Check-In during assigned conference time

Students will blog about progress with project

Week 7
Genius Hour Project Time
 Students will work on Genius Hour Projects.
 Students will meet with teacher for Project Check-In during assigned conference time

Students will blog about progress with project

Week 8
Genius Hour Project Presentations
Students will present Genius Hour Projects to classmates, parents, and others

Week 9
Genius Hour Reflections
Students will reflect on the Genius Hour Project using the GH Wrap Up Exit Slip.

Karen A. Kraeger
Product:
Student products will include: Websites, online video games, sections of fantasy novels, models,
PowerPoint presentations, How-to Books/videos, original Claymation stop-motion video, and musical
performance.

Some of the products will appeal to a larger audience: online video game-other gamers, websites-
potential activists or customers, How-to-potential learners (athletes, music students), novels-readers.

Since students chose their own topic, the project is inherently authentic and meaningful to the students.

The projects will be assessed according to a student-created rubric covering the following aspects:
Planning & Organization, Content, Creativity, Product, Stretch (Learning new skills), Writing, and
Presentation.

Technology Use: All projects involve technology in multiple ways: Online Research, Edmodo for
collaboration, blogging, and project management, Product Creation (video creation apps, PowerPoint,
Google Docs, Weebly, and Gamestar Mechanic)

Indicators of Engaged Learning-High Level:

 Content & Learning Goals-Covers many grade level standards in ELA and almost all Gifted and
NETS. The project requires analysis, evaluation, and synthesis resulting in high level of
challenge.
 Learning Tasks-Authentic, Student-Directed, Culturally Responsive are all present in high degree
because topics are student chosen, as is product type. All projects are multi-disciplinary because
they bring in ELA standards, technology, and Gifted standards, plus other topics (careers, music,
architecture, history, economics, ecology, game design, art, and sports).
 Student Roles-All roles-Explorer, Teacher, Producer are highly represented since students are
learning and then producing a product and an instructional presentation.
 Teacher Roles-Facilitator, Guide, and Co-learner. All are high because this is a new project for
me. I am learning along with the students about how to create a successful Genius Hour
experience for them, as well as learning about their individual topics along the way.
 Social Interactions-Collaboration is high in this project through the use of Edmodo, including
Small Groups (based on project type), weekly progress blogging, and student question/answer
posting. We’ve also used peer coaching with a feedback form to aid student progress.
 Assessment-Performance Based-projects fulfill this aspect. Ongoing-Weekly progress updates
with teacher feedback, peer coaching, in-class conferencing with teacher each week, and peer
collaboration feedback. Generative-project requirements are negotiated and revised as student
need demands.

Based on past experiences with Performance Based projects, I am anticipating the need to further refine
the assessment rubric.

I believe the project will be a LoTi of 4b-5. The project is student centered, real world, and involves
higher level thinking skills. It also involves multiple technologies and is student-driven. Some of the
projects will involve 2-Way collaboration with experts, depending upon the availability of these experts
in our school or community. This is an area that I would like to strengthen for future teaching of this
project.

References and Supporting Material:

Instructor Websites
Karen A. Kraeger
http://www.geniushour.com
http://www.gallitzvi.com/2/post/2012/06/what­is­genius­hour.html
http://geniushour.wikispaces.com
http://www.gallitzvi.com/2/post/2013/03/top­5­reasons­to­do­geniushour­with­your­class.html
http://www.gallitzvi.com/2/post/2012/10/introducing­genius­hour.html
http://www.eschoolnews.com/2014/12/08/google­time­classroom­117/
http://www.livebinders.com/play/play/829279
http://corkboardconnections.blogspot.com/2013/12/bring­some­passion­into­your­classroom.html
https://www.youtube.com/watch?v=olOVzE0ujJ8 (Power to the Pupils TEDx)

Student Websites
Kid President Pep Talk (3 min.)
http://www.geniushour.com (What is Genius Hour? 3min.)
https://www.youtube.com/watch?v=aBzBwOPBte4 (Climbing Mt. Kilimanjaro TEDx)

Supporting Materials Created for this Project 
Genius Hour Project Glog http://kkraeger.edu.glogster.com/geniushour/

Genius Hour LiveBinder http://www.livebinders.com/play/play/829279

Project Idea Glog http://kkraeger.edu.glogster.com/project­choices/

(See below for actual documents)

Rubric for Genius Hour Project­co­created with students
Genius Hour Project Plan
Peer Coaching Feedback Form
Genius Hour Wrap Up Feedback Form

Karen A. Kraeger
 Name _____________________________
Genius Hour Project Assessment Rubric
Criteria 4 3 2 1
Planning & Project showed Project showed Project planning Project was __ x3=___
Organization extensive adequate planning & organization poorly planned or (max. 12 pts.)
planning & & organization. was lacked
organization inconsistent. organization.
throughout.

Content Advanced & Shows Shows some Shows little

shows deep understanding of understanding understanding of __ x5= ___
understanding the topic. of topic. topic. Project (max. 20 pts.)
beyond grade Related to Partially does not address
level. On track Inquiry Question. related to Inquiry Question
with Inquiry Inquiry
Question. Question.

Creativity Strong evidence Evidence of Some evidence Little evidence ___

of divergent divergent of divergent of divergent x3=____
thinking thinking thinking in thinking in (max 12
throughout throughout project. project pts.)
project. project.

Product Is highly Is engaging, Some parts are Is not engaging, ___

engaging, professional, & engaging, professional, or x4=____
professional, & interesting to the professional, & interesting to (max 16
interesting to the audience. interesting to the audience pts.)
audience. the audience.

Stretch Product is a big Product is a Product is a Product is not a ___x2=____

stretch- stretch- many stretch-a few stretch-NO new _
completely new to new elements for new elements elements for (max 8 pts.)
student! student! for student! student!
Writing Exceptionally well -Writing is good! Writing is Some writing is
Style & written! satisfactory fair. __ x3= ___
Very few errors! Some errors. Multiple errors. -Important (max. 12 pts.)
Conventions
Great job on Good job editing. Needs more points
editing. editing. incomplete.
Poor
proofreading &
editing

Karen A. Kraeger
Presentation Speaker was Speaker was Speaker was Speaker was
clear & confident. usually clear & sometimes clear unclear &/or not __ x5=___
Presentation fit confident. &/or confident. confident. (max. 20 pts.)
allotted time. Presentation fit Presentation Presentation
Audience was allotted time. almost fit didn’t fit
highly considered Audience was allotted time. allotted time.
considered Audience was Audience was
considered. not considered.

Karen A. Kraeger
Name:________________________________________
Genius Hour Project Plan

For my Genius Hour project I will be working with: ________________________________________

Our project name will be: ____________________________________________________________________

We are going to:

Learn About (like history or a place, or about water issues)

Learn To Do (like computer skills)
Learn to Make (like a trebuchet, or windmill)
Learn to Create (like an art project or a story)
Learn to Test (like a science experiment)
Learn to Change (like an environmental project)
Other?

For my Genius Hour project I will: _______________________________________________________________________

_______________________________________________________________________________________________________________

This project is a good project because: ___________________________________________________________________

________________________________________________________________________________________________________________

My final product will be____________________________________________________________________________________

I will be expected to write posts regularly about my progress on our blog! I would love feedback.

Evaluation:

We will work as a class to co-create criteria for evaluating our projects.

Karen A. Kraeger
Name:____________________________________________

Here are five things we will need to do to prepare our project:

What we need to Where we will do it: Who will do it: When we need to do it: Completed
do (check those (at home/school)
that apply)
Plan project

Submit proposal

Gather materials

Work on project

Share and
evaluate
Progress

Complete project

Other

Do you have any feedback or suggestions for us?

________________________________________________________________________________________
______________________________________________________________________________________

Please sign here to show that you have discussed our plan for Genius Hour and that you agree to help us
with the following
_____________________________________________________________________________________
_____________________________________________________________________________________

Parent Signature _____________________________________

Karen A. Kraeger
 Genius Hour Peer Coaching Form
Coach Name:________________________ Project Creator Name:_____________________________
1. List three positives about this project:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. List two suggestions for improvement:
___________________________________________________________________
___________________________________________________________________
3. List one question you have:
___________________________________________________________________
___________________________________________________________________

Genius Hour Peer Coaching Form

Coach Name:_________________________ Project Creator Name:____________________________
1. List three positives about this project:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. List two suggestions for improvement:
___________________________________________________________________
___________________________________________________________________
3. List one question you have:
___________________________________________________________________
___________________________________________________________________

Karen A. Kraeger
 Genius Hour Project Peer Evaluation Form
Name: (your name) ______________________________ Project Topic:______________________________

1. List three positives about this project:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. List two suggestions for improvement:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. List one question/wish you have about this project:
___________________________________________________________________
___________________________________________________________________

Genius Hour Project Peer Evaluation Form

Name: (your name) _____________________________ Project Topic:_______________________________

1. List three positives about this project:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. List two suggestions for improvement:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. List one question/wish you have about this project:
___________________________________________________________________
___________________________________________________________________

Karen A. Kraeger
Name:_____________________________________
GENIUS HOUR WRAP UP
Time to wrap up this project! Please provide thoughtful answers to the following
questions:
List THREE things you learned from doing this project.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

Share TWO things you would change about the project in general, or your project
specifically.
1. ______________________________________________________________
2. ______________________________________________________________

Write ONE sentence that describes what this Genius Hour Project meant to you.
__________________________________________________________________
__________________________________________________________________

Name:_____________________________________
GENIUS HOUR WRAP UP
Time to wrap up this project! Please provide thoughtful answers to the following
questions:
List THREE things you learned from doing this project.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

Share TWO things you would change about the project in general, or your project
specifically.
1. ______________________________________________________________
2. ______________________________________________________________

Write ONE sentence that describes what this Genius Hour Project meant to you.
__________________________________________________________________
__________________________________________________________________

Karen A. Kraeger
 Bibliography
Bernstein, J. (2014, August 1). Turn Genius Hour into Genius Year. Retrieved December 30, 2014, from
Edutopia: http://www.edutopia.org/blog/genius-hour-into-genius-year-jennifer-berstein
Kesler, C. (2013). Genius Hour. Retrieved December 20, 2014, from Genius Hour:
http://www.geniushour.com
Kirr, J. (2013). Genius Hour. Retrieved December 20, 2014, from LiveBinder Genius Hour:
http://www.livebinders.com/play/play/829279
Magiera, J. (2014, November 3). Power to the pupil-Jennifer Magiera-TEDxBurnsvilleED . Retrieved
November 10, 2014, from YouTube: https://www.youtube.com/watch?v=olOVzE0ujJ8
McKay, K. (2014, June 17). Road to Mt. Kilimanjaro-Kitty McKay-TEDxGrossePointeSouthHS .
Retrieved November 10, 2014, from YouTube: https://www.youtube.com/watch?
v=aBzBwOPBte4
Noonoo, S. (2014, December 8). 20 Tips for Putting Google's 20 Percent Time in Your Classroom.
Retrieved January 15, 2015, from eSchool News:
http://www.eschoolnews.com/2014/12/08/google-time-classroom-117/
Runde, J. (2013, December 7). Bring Some Passion into your Classroom. Retrieved December 20, 2014,
from CorkBoard Connections: http://corkboardconnections.blogspot.com/2013/12/bring-some-
passion-into-your-classroom.html
SoulPancake. (2014, February 27). Kid President Inspires Teenagers to Be Awesome. Retrieved January
12, 2015, from YouTube: https://www.youtube.com/watch?v=mKF4JNK96rM
Zvi, G. (2012, October 27). Introducing Genius Hour. Retrieved January 12, 2015, from Integrating
Technology and Genius Hour: My Journey as a Teacher and Learner:
http://www.gallitzvi.com/2/post/2012/10/introducing-genius-hour.html
Zvi, G. (2013, March 3). Top 5 Reasons to do Genius Hour with Your Students. Retrieved January 13,
2015, from Integrating Technology with Genius Hour: My Journey as a Teacher and Learner:
http://www.gallitzvi.com/2/post/2013/03/top-5-reasons-to-do-geniushour-with-your-class.html
Zvi, G. (2012, June 6). What is Genius Hour. Retrieved January 13, 2015, from Integrating Technology
and Genius Hour: My Journey as a Teacher and Learner:
http://www.gallitzvi.com/2/post/2012/06/what-is-genius-hour.html

Karen A. Kraeger