PBL_Action_Plan _Somonod_EDB.docx

8/14/2019 PBL_Action_Plan _Somonod_EDB.docx

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Project-Based Approaches

Copyright 2009 Intel Corporation. All r ights reserved.Page 1 of 41

Intel Teach Elements:


Action PlanInstructions: Ctrl-click (or click using Microsoft Word 2007* or above, or

Command-click on the Mac*) any of the activity names in the Table of Contents togo directly to that particular section. Type your personalized Action Plan details inthe sections indicated.

Table of Contents

Module 1: Projects Overview .................................................... 3

Lesson 1: Project Basics ................................................................................. 3Activity 1: Your Knowledge of Project-Based Learning ..................................... 3Activity 3: Project-Based vs. Conventional Instruction ..................................... 4

Lesson 2: Project-Based Learning Benefits ........................................................ 7Activity 1: Benefits Based on Research .......................................................... 7

Activity 4: Self-Assessment.......................................................................... 7Lesson 3: Project Characteristics ..................................................................... 8

Activity 2: Roles ......................................................................................... 8Activity 5: Project Improvement ................................................................... 8

Lesson 4: Module Review ............................................................................... 9Activity 1: Module Summary ........................................................................ 9

Module 2: Project Design ........................................................ 10

Lesson 1: Project Planning ............................................................................ 10Activity 2: Project Ideas from Standards ...................................................... 10Activity 3: Project Ideas from the Community .............................................. 11

Lesson 2: Learning Goals ............................................................................. 12Activity 1: 21st Century Skills .................................................................... 12Activity 2: Learning Objectives ................................................................... 12

Lesson 3: Questions that Frame Learning ....................................................... 14Activity 2: Curriculum-Framing Questions in Action ....................................... 14

Lesson 5: Activity Design ............................................................................. 15Activity 1: Activity Planning ....................................................................... 15

Lesson 6: Module Review ............................................................................. 16Activity 1: Module Summary ...................................................................... 16

Module 3: Assessment ............................................................ 17

Lesson 1: Assessment Strategies for Projects .................................................. 17

Activity 2: Purposes of Assessment ............................................................. 17Lesson 2: Assessment of 21st Century Skills ................................................... 18Activity 3: Assessment of Thinking .............................................................. 18

Lesson 3: Assessment Planning ..................................................................... 19Activity 2: Assessment Plans ...................................................................... 19

Lesson 4: Grading Projects ........................................................................... 20Activity 1: Rubrics and Scoring Guides ........................................................ 20Activity 2: Group Grades ........................................................................... 21Activity 3: Process Grades ......................................................................... 21


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Module 4: Project Planning ..................................................... 23

Lesson 1: Project Organization ...................................................................... 23Activity 1: Project Challenges ..................................................................... 23

Activity 2: Project Timelines ...................................................................... 23Lesson 2: Management Strategies ................................................................. 24

Activity 1: Management Scenarios .............................................................. 24Activity 3: Strategies for Communicating about the Project ............................ 24Activity 4: Strategies for Managing Timing and Transitions ............................ 24Activity 5: Strategies for Managing Collaboration .......................................... 24Activity 6: Strategies for Managing Resources .............................................. 25

Lesson 3: Project Tasks and Activities ............................................................ 26Activity 1: Implementation Plans ................................................................ 26

Lesson 4: Module Review ............................................................................. 27Activity 1: Module Reflection ...................................................................... 27

Module 5: Guiding Learning .................................................... 28

Lesson 1: Questioning in Classrooms ............................................................. 28Activity 1: Questions for Different Purposes ................................................. 28

Lesson 2: Collaboration and Self-Direction ...................................................... 30Activity 1: Teaching Collaboration and Self-Direction ..................................... 30

Lesson 3: Information Literacy ...................................................................... 32Activity 2: Teaching Information Literacy ..................................................... 32

Lesson 4: Student Reflection ......................................................................... 33Activity 2: Reflection Planning .................................................................... 33


Course Wrap-Up ..................................................................... 35

Summary ................................................................................................... 35

Appendix ................................................................................ 36

Sample Project Ideas ................................................................................... 36Elementary .............................................................................................. 36Middle School ........................................................................................... 38High School ............................................................................................. 40


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Module 1: Projects OverviewLesson 1: Project Basics

Activity 1: Your Knowledge of Project-Based LearningEstimated Time:10 minutes

1. Complete the first two columns of your own Know-Wonder-Learn-How chart.

What do you already knowabout project-based learning?

What do you wonderabout project-based learning?

What I Know What I Wonder What I Learned HowI Learned

Projects, brings out

the creativity ofeach students.

Projects widen thelearning resourcesof the students.

Will the students

have theenthusiasm to dothe projects?

What projects canmake the studentsenthusiastically do?

What project can Ipresent that willnot affect (badly)the daily learningof the students?

I learned that a

project -basedapproach makesthe students moreactive andparticipative inclass.

I learned that sincethe project -basedapproach create anopportunity forstudents to interactwhile having alesson, they couldgrasp the lessonimmediately.

I learned that youcould use a lot ofways in assessingyour students. Ilearned that wecould assess ourstudents withoutthe use of thetraditional paper-pencil test.

I am now confidentin doing a muchbetter job to helpmy students intheir development.

I learned how to

I learned by

searchinginformation thatclarifies the thingsthat confuses meat first.


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What I Know What I Wonder What I Learned HowI Learned

use the timelineandimplementationplan in project

making. I thinkthat I could usethis to makeprojects easier andless time-consuming.

I think that I willcreate moreprojects/activitiesthat will let thestudentscollaborate not just

with their peers butalso to thecommunity.

I learned that ittakes a lot toorganize, integrateand applyinformation indoing a research. Ilearned thatcollaboration and

Critical Thinkingand ProblemSolving could helpmore in teachingmy students.

For more information on Project-Based learning go tohttp://educate.intel.com/en/ProjectDesignand view sections on:

Project Design Thinking Skills Instructional Strategies

You may want to bookmark this site, or add it to your Internet favorites for futurereference as you work through your Action Plan.

Activity 3: Project-Based vs. Conventional InstructionEstimated Time:15 minutes
http://educate.intel.com/en/ProjectDesignhttp://educate.intel.com/en/ProjectDesignhttp://educate.intel.com/en/ProjectDesign


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Setting goals in this course will help you apply what you learn in your classroom.Goals you set now will be revisited later in the module and course.

Even if you do not teach with projects, your teaching may incorporate some project-based approaches. Think about project-based approaches you may currently use andalso how you incorporate technology in your classroom

Based on your understanding of project-based learning so far, what goals would youlike to set for yourself during this course/month/school year (choose one)? Writeyour goals. Below are some examples:

Try some project-based learning strategies Make my classroom more student-centered Incorporate group work Do at least one project this year Do more than one project this year Improve a particular project Integrate technology in classroom learning

My project-based learning goals:

Do a project that will bring out the creative side of my students.

Make a project that will allow my students to have an active involvement in thecommunity.

Make a project that will allow the students to use primary source of information.

What challenges do you face or expect to face when doing project-based learning?Use the following chart to record your challenges and possible solutions forovercoming the challenges. You will revisit this chart.

Challenges Solutions

Students will take the project forgranted.

Announce to the class that I will give areward for the best project submittedand low grade for those who make theprojects on the last minute.

Students who ask other people (friends,etc.) to do their projects.

I will assign each student an individualtask to do to make them learn how to beresponsible.

Choosing a project that gives thelearners the inspiration and motivation towork harder.

Find out the characteristics of each ofyour students and give projects that youknow will have their full attention.


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Module 1: Projects OverviewLesson 2: Project-Based Learning Benefits

Activity 1: Benefits Based on Research (Optional)Estimated Time:15 minutes

Identify particular students in your class and consider how you think they mightbenefit from project work, or how project work might pose a challenge for them.

Activity 4: Self-Assessment (Optional)Estimated Time:10 minutes

Revisit and add to yourgoalsandchallengesestablished inModule 1, Lesson 1,Activity 3. Record them there.

Have you established more project-based learning goals? Do you expect to face more challenges? Have you come up with solutions to some of your challenges?


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Module 1: Projects OverviewLesson 3: Project Characteristics

Activity 2: Roles (Optional)Estimated Time:15 minutes

Project-based learning involves a change of classroom roles for the teacher,students, and community members. Consider how roles could change in yourclassroom for you, students, parents, and community members. Record your ideasbelow:

If the teacher, students and the community has their own roles the teaching andlearning process would be much easier and effective. All these members willbenefit if all the tasks in a classroom will be done properly and acceptably.

Activity 5: Project ImprovementEstimated Time:20 minutes

A Project Characteristics checklist is useful for planning and implementing a project.Review the checklist located in this activity. Then, look at a particular project, unit,or lesson that you teach. Use the checklist to assess which characteristics areincluded in the project, unit, or lesson. How could you improve the project, unit, orlesson to include more characteristics?

The project could be improved if the students work with peers, experts, and othercommunity members. This will widen their source of knowledge and will help them inunderstanding more complex ideas that are usually hard to grasps if they work

alone.


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Module 1: Projects OverviewLesson 4: Module Review

Activity 1: Module SummaryEstimated Time:15 minutes

Revisit the Action Plan work you started at the beginning of the module.

1. Look at yourK-W-L-H chartin Module 1, Lesson 1, Activity 1. Review your chart.What can you add to the Learned and the How columns? What did you learnabout project-based learning and how did you learn it? Add to the Know andWonder columns, if desired.

2. Revisit thegoalsyou established at the beginning of the module in Module 1,Lesson 1, Activity 3for project-based learning. How have you worked towardsthese goals? Have you made progress? Change or add to your goals, if desired.

3. Review thechallengesyou faced or expected to face at the beginning of the

module in Module 1, Lesson 1, Activity 3. Can you add any suggestions forovercoming the challenges in the Solutions column? Do you have additionalchallenges to add?


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Module 2: Project DesignLesson 1: Project Planning

Activity 2: Project Ideas from StandardsEstimated Time:20 minutes

In this module, focus on a single project as you complete each Your Turn activitysince the planning steps build on each other.

The first step in the project design process is to review your standards.

1. Search your curriculum standards.

2. Identify some project ideas that might align with specific standards, like Abe andMaria have done.

3. Note your ideas and their associated standards below.

Note:See sampleElementary,Middle School,andHigh Schoolsamples in theAppendix.

Standards Project Ideas

3rdGradeScienceTopic: Human Sense OrgansThe student infers that our sense organsmake us aware of the things around us.The student is expected to:

(a)Identify the sense organs andtheir main functions

(b)Observe the characteristics ofthings around us using thedifferent sense organs

The student creates a mini TV using ashoe box using the 5 sense organsdemonstrating their main functions asthe characters of a show.

3rdGrade ScienceTopic: Human Sense OrgansThe student practice desirable healthhabits that will help prevent/controlcommon ailments and keep the senseshealthy. The student is expected to:

(a)Identify common ailmentsaffecting the sense organs

(b)Demonstrate ways of keeping thesense organs healthy

The student draws things that cause thecommon ailments of the sense organsand ways of keeping the sense organshealthy.

3rdGrade ScienceTopic: PlantsThe student compares plants accordingto observable characteristics of theirparts. The student is expected toidentify similarities and differences ofplants/plant parts as to:

Color, size & shape Size/texture of stems/roots

The student takes the role as a botanistand present to the class his/herobservation on the plants with his/herown materials.


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Color, shape, size and smell offlowers

Texture and edges of leaves Flowering and non flowering

Activity 3: Project Ideas from the Community

Estimated Time:15 minutes

Develop a project idea that both strongly targets your standards and connects to thereal world.

1. Brainstorm a project scenario like Maria and Abe did.2. Write the project description below.

Note:See sampleElementary,Middle School,andHigh Schoolsamples in theAppendix.

For additional examples of technology-rich, project-based unit plans, go to:http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndex

The students form 5 groups representing the 5 sense organs. These groups willcreate a mini play showing how the five senses acquire injuries or ailments andshowing how they apply first aid. The students could choose their own theme inpresenting their play. Each member of the group should have a role in the play.
http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndexhttp://educate.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndexhttp://educate.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndex


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Module 2: Project DesignLesson 2: Learning Goals

Activity 1: 21st Century SkillsEstimated Time:10 minutes

You will learn strategies for teaching 21st century skills in Modules 3 and 5. Toprepare for those activities,

1. Review the list and description of 21st century skills located in this activity.

2. Identify the top four 21st century skills that you want to target in yourclassroom. If you are creating a single project during this course, identify the topfour 21st century skills for that specific project.

3. Note your ideas below.

The top four 21stcentury skills that I want to target on my classroom are:

Accountability and AdaptabilityCommunication Skills

Critical Thinking and Systems Thinking

Social Responsibility

The top four 21stcentury skills that I want to target for a specific project are:

Accountability and Adaptability

Communication Skills

Creativity and Intellectual Curiosity

Social Responsibility

Activity 2: Learning ObjectivesEstimated Time:10 minutes

1. Review the 21st century skills and the Standards and Objectives Rubricreferenced in this activity. Identify the standards you are targeting for yourproject:

Students will:Create a project that enhances their creativity.

Use appropriate and reliable resources.

Consult and decide with fellow members about every detail of the project.

2. Brainstorm observable, specific, standards-based, and 21st century skills-focusedlearning objectives for your project. Note your ideas below.


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Students will be able to:

Explain how the sense organs differ from each other.

Explain how their parts do their jobs to make the organ functional.

Demonstrate to the class the ways in treating the common ailments of the senseorgans using play or video presentation.


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Module 2: Project DesignLesson 3: Questions that Frame Learning

Activity 2: Curriculum-Framing Questions in ActionEstimated Time:25 minutes

1. View additional samples of Curriculum-Framing Questions located in this activity.Consider any questions or ideas you could use in your classroom. Use theCurriculum-Framing Questions worksheet located in this activity to help youcreate Curriculum-Framing Questions for your own project. Write your draftCurriculum-Framing Questions below.

Essential QuestionHow can we make the project appropriate and areaccepted by the community?

Unit Question(s)How can wesee through the sense organs?

Content QuestionsWhat are the 5 sense organs and its parts?What are the functions of the sense organs and its parts?What are the common ailments of the sense organs?How can we cure the ailments of the sense organs?

2. Use the CFQ Rubric located in this activity to assess your questions. Revise yourCurriculum-Framing Questions above, if needed.

Note: For additional information on Curriculum Framing Questions go to:http://educate.intel.com/en/ProjectDesign/Design/CurriculumQuestions
http://educate.intel.com/en/ProjectDesign/Design/CurriculumQuestionshttp://educate.intel.com/en/ProjectDesign/Design/CurriculumQuestionshttp://educate.intel.com/en/ProjectDesign/Design/CurriculumQuestions


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Module 2: Project DesignLesson 5: Activity Design

Activity 1: Activity PlanningEstimated Time:10 minutes (25 minutes if completing optional activity.)

1. Keeping your targeted 21st century skills in mind, brainstorm some types ofstudent-centered activities you may want to incorporate into your classroomregardless of project. Consider ways you could integrate technology. Note yourideas below.

Role Playing

Class Forums

Investigations

Experiments

2. Optional:If you are designing a project, keep your objectives in mind andbrainstorm a draft sequence of activities below.

Instruction from the teacher

Small Group discussions

Role Playing or Creative Presentation

Evaluation from their fellow classmates about the groups Presentation

Summary


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Module 2: Project DesignLesson 6: Module Review


Reflect on your learning in this module.

I learned that planning to make projects requires skills that should be consideredand taken seriously not only by the students but also by the teachers. We shouldprovide activities that promote Class interaction and more student- centered.


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Module 3: AssessmentLesson 1: Assessment Strategies for Projects

Activity 2: Purposes of AssessmentEstimated Time:15 minutes (30 minutes if completing the optional activity)

1. Save at least one assessment instrument for each of the following purposes toyour Course Folder. Note which assessment instrument you select for eachpurpose and how you might use it in a project.

Assessment Purposes

Gauging Student Needs Assessment

The students could BRAINSTORM some ideas on getting injuries of the senseorgans and put it on a list.

Encouraging Strategic Learning Assessment

The students could site some examples on giving first aid on the injuries onthe sense organs and the students could demonstrate it to the class with thehelp of videos or pictures.

Demonstrating Understanding Assessment

The students could form groups and discuss their own views on how toprevent getting injuries of their sense organs.

2. Optional:Open at least one of the saved assessment instruments and modify orcreate an assessment to meet your classroom needs. Note how and when youmight use the assessment instrument.

Concept Maps- The students could make a Concept Map in expanding theirideas on their project to give them more areas to consider in making theirproject.


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Module 3: AssessmentLesson 2: Assessment of 21st Century Skills

Activity 3: Assessment of ThinkingEstimated Time:15 minutes (30 minutes if completing the optional activity)

1. Explore the assessments shown in the table in this activity and save at least oneassessment for a learning process and one assessment for a thinking skill to yourCourse Folder. Note how and when you would use each assessment.

Learning Process Assessment:

Self-Direction checklist

How I would use the assessment:

My students would answer the checklist everyday while they are working on theirproject.

Thinking Skill Assessment:

Creativity checklist


The students would use this checklist to self assess on their creativity.

2. Optional:Modify or create at least one assessment on a learning process or athinking skill to meet your classroom needs. Note how and when you would usethe assessment.

Critical thinking checklist- The students would use this checklist as part of theirreflection at the end of the project. The students would see if they use theircritical thinking skills in making decisions on how they would do their project.


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Module 3: AssessmentLesson 3: Assessment Planning

Activity 2: Assessment PlansEstimated Time:30 minutes

1. Create an Assessment Timeline for your project.

Assessment Timeline

Before project work begins Students work on projects and After project workcomplete tasks is completed

BrainstormList ofExamples

Groupdiscussion

Grouppresentation

on SenseOrganproject

Classdiscussion

SenseOrganprojectRubric

Individualreflection

2. Fill in the table below to complete the Assessment Plan for your project.

Assessment Purpose and Process of Assessment

BrainstormThe students could site some ideas on getting injurieson the sense organs (eyes, ears, nose, mouth& skin)

List of Examples

The students would create a list showing the injuries

and their causes.

Group DiscussionThe group would discuss which of the injuries theywould present to the class and their causes.

Group PresentationEach Group would present to the class their ideas andtheir examples on their Sense Organ project.

Class discussion The class would discuss the presentations of eachgroup.

Sense Organ project Rubric

The group would assess each member on how theywork on their own project.

Individual reflection

The students would reflect on what theyve learned on

their project and what they would do in the future tomake their project much better.


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Module 3: AssessmentLesson 4: Grading Projects

Activity 1: Rubrics and Scoring GuidesEstimated Time:15 minutes (30 minutes if completing the optional activity)

1. Explore the rubrics shown in the table in this activity and save at least oneassessment for a product and another assessment for a performance. Note howand when you might use the assessments.

Product Assessment:

Report rubric


I would use this rubric if my students conduct their report to see if they workedaccordingly on the molecule chapter on their lesson..

Performance Assessment:

Role-play rubric


I would use this rubric to assess my students on how they portray their characteron one scene that they have chosen on a Shakespeare novel.

2. Optional:Convert a rubric to a scoring guide and note how and when you woulduse it.

Scoring Guide:

Molecule report rubric


I would use this rubric to assign grades on their report.


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Activity 2: Group Grades (Optional)


Outline a group grading strategy for your project:

I would grade my students according to their group presentation and individualperformance.

30%- group collaboration

50% final presentation

20% individual performance

Activity 3: Process Grades (Optional)


Think about the various instruments and methods you might use to assesscollaboration, self-direction, and thinking skills.

Note how you might include these 21st century skills in assigning grades to yourstudents.

The journals of the students would be graded on how much they had learned and onwhat they would do to apply their learning.


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Module 3: AssessmentLesson 5: Module Review


Reflect on your learning in this module.

I learned that you could use a lot of ways in assessing your students. I learned thatwe could assess our students without the use of the traditional paper-pencil test.

I am now confident in doing a much better job to help my students in theirdevelopment.


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Module 4: Project PlanningLesson 1: Project Organization

Activity 1: Project Challenges (Optional)Estimated Time:5 minutes

Review theK-W-L-H chartand add any questions that you have related to projectplanning and management.

Activity 2: Project Timelines


Now that you have reviewed sample project timelines, use any format you wish tooutline a rough draft for a unit you plan to teach. Note the name below and save it inyour Course Folder.

Project Timeline file name:

Growing-Flower Project Timeline (Science)


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Module 4: Project PlanningLesson 2: Management Strategies

Activity 1: Management Scenarios (Optional)Estimated Time:15 minutes

After you read the two classroom management scenarios, think about how theteacherssituations relate to your classroom experience. Note ideas you can use inyour classroom.

Give students time to brainstorm

Let the students Form a group of 5 members

Teach the students how to search online for their chosen plant for theirproject.

Activity 3: Strategies for Communicating about the ProjectEstimated Time:10 minutes

After reviewing the sample wrap-up scenarios, think about a wrap-up experience youwant to try for your project. Record your ideas.

Invite other class in the presentation of this project. Encourage other class to jointhe Growing- Flower project to create a more colorful and nature friendlyenvironment. The students could also collaborate with the community to supporttheir project.

Activity 4: Strategies for Managing Timing and Transitions (Optional)Estimated Time:15 minutes

When planning for managing timing and transitions, consider: Project schedule Student attendance

Record ideas about any strategies you want to use in your classroom.

Make an attendance notebook for each group which will be filled up by itsmembers regularly.

Set a deadline for the project Update their checklist regularly

Activity 5: Strategies for Managing Collaboration


After following the student/teacher conference, think about the following questions: How do you think the teacher conference went?


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Did it give you ideas for your conferences with students?

Record your ideas about any strategies you want to use in your classroom.

Assign each members a task to do

Update their checklist regularly Update their attendance daily

Activity 6: Strategies for Managing ResourcesEstimated Time:15 minutes

When planning for managing resources, consider: Technology management Student file management Materials management External resources

Record ideas about any strategies you want to use in your classroom.

Set a day on the week for research about the project.

Let the students use Computers and internet for references

Let the students do a survey on how to improve their Growing- flower project


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Module 4: Project PlanningLesson 3: Project Tasks and Activities

Activity 1: Implementation PlansEstimated Time:15 minutes (30 minutes if completing optional activity)

1. After reviewing the sample implementation plans in different formats, consider aformat that would work for you. Use the implementation plan template to helpguide you in developing your own implementation plan.

2. Plan specific strategies for at least one of the management categories and recordbelow:

Communicating about the project Timing and transitions Fostering Collaboration Managing Resources

Communication: Send a letter to the school administrators and the communityto collaborate with the project

Timing: do the project on January to the end of the school year.

Fostering collaboration: Have each group an open-forum every end of a meeting

Managing resources: Clearbooks, Journals

3. Optional:Draft an implementation plan, using any format that works for aproject you plan to teach. Note the name below and save it in your CourseFolder.

Implementation plan file name:

Growing-Flower Project Implementation Plan


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Module 4: Project PlanningLesson 4: Module Review

Activity 1: Module ReflectionEstimated Time:10 minutes

Reflect on your learning in this module. Note any of the project management ideasthat you would like to put more time and attention into to improve your project-based approaches in your classroom.

I learned how to use the timeline and implementation plan in project making. Ithink that I could use this to make projects easier and less time-consuming.

I think that I will create more projects/activities that will let the students collaboratenot just with their peers but also to the community.


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Module 5: Guiding LearningLesson 1: Questioning in Classrooms

Activity 1: Questions for Different PurposesEstimated Time:15 minutes

In this activity, you learned about six purposes for using questions in the classroom.Review the purposes and think about how you typically use questions in yourclassroom. Choose purposes that interest you and write additional questions for yourstudents.

Motivate and engage students curiosity and interests How would you cook a meal without electricity or fire? What would you give up if you had to cut down on electricity use at your

house?

How many flowers will we plant?

Determine student knowledge and understanding What are the characteristics of a good insulator? What are three types of heat transfer? Since we have learned that . . ., now what do you think . . .? What do you mean by that?

What flowers will last long?

Prompt observation and description of phenomena What do you notice about? Can you see a difference (or similarity) between?

What flowers will attract more of peoples attention?

Encourage reflection and metacognition What strategies did you use to solve this problem? What did you learn? What would you have done differently?

Which part of the project made you think of giving up?

What are the values you learned while doing the project.

Promote critical thinking and problem solving What kind of information would you need to solve that problem? Where would

you find it?


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What is the evidence for your opinion? Can you look at the problem from a different perspective? Which option would save more energy and why? Using your data, which features are best for your design and why?

What will you do to make the flowers last long?

Encourage creativity, imagining, and hypothesizing Are there some other ways you might . . .? What if everyone . . . ? Can you look at the problem from a different perspective?

Can you think of new ways to promote your Growing-Flower project to thecommunity?


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Module 5: Guiding LearningLesson 2: Collaboration and Self-Direction

Activity 1: Teaching Collaboration and Self-DirectionEstimated Time:20 minutes

1. Open Collaboration and Self-Direction Skillsfrom your Course Folder.

2. Identify one or two subskills of collaboration or self-direction that your studentsneed to work on for your project. Describe when you would introduce thesesubskills with a mini-lesson.

I would conduct a small group discussion and presentation to enhance thecooperation/cooperative skill of the students.

Create a Mini-Lesson

Create a mini-lesson on a collaboration or self-direction subskill for your project. Use

the four steps and questions below to create a mini-lesson:

a. Model the subskill

b. Discuss when and how to use and modify the subskill

c. Practice the subskill

d. Apply the subskill

1. How will you model the subskill?

I will give each students tasks to do and they will work on how they would bringtogether their tasks to make their project successful.

2. What content related to the project will you use?

I will make a list of flowers that we will use on the project.

3. How will you demonstrate how to use the subskill with that content?

The whole class will have an open forum to discuss the ideas that theyve come

up. I will let each student speak out their opinion on each suggested flower thatwill be planted. Then I will let them decide as a class on what flowers to plant.

4. What discussion questions will prompt thinking about how to use and modify thesubskill?

Will all the students cooperate while doing the project?

What are the ways on maintaining full attention on the project?

How will you handle criticism from the people around you about the project?


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Module 5: Guiding LearningLesson 3: Information Literacy

Activity 2: Teaching Information Literacy (Optional)Estimated Time:20 minutes

1. Review your standards for those standards that address information literacysubskills. You may want to refer to Information Literacy Subskills saved in yourCourse Folder or downloaded from the Resource tab. Note any connectionsbetween the units you teach and relevant subskills.

Produces and communicates information and ideas in appropriate formats

2. Identify the subskills that your students have and those that they need to workon during your project. Note when and how you might teach the skills they need.

Information Literacy Subskills My Students Have:

Recognizes the need for information

Develops and uses successful strategies for locating information

Selects information appropriate to the problem or question at hand

Subskills My Students Need

for This Project

Stage of Project

Organizes information for practicalapplication

When the students begin the research

Integrate s new information into ones

own knowledge

During the research

Applies information in critical thinkingand problem solving

After research

How will students practice the subskill and get feedback?

I let the students brainstorm some ideas that are useful for the project.

How will you ask students to use the subskill while they work on their

projects?

I will let the students create a journal about the ideas that they have come upwhile doing the research and I will let them write their opinion about it..


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Module 5: Guiding LearningLesson 4: Student Reflection

Activity 2: Reflection PlanningEstimated Time:15 minutes (30 minutes if completing optional activities)

1. Save Reflection Ideas to your Course Folder. Browse through ideas forencouraging effective student reflection and goal setting. Record any reflectionideas you might use and note how and when you would incorporate them intoyour teaching.

Closing Circle- I like to hear what my students learned something from the daysdiscussion that they could use when they got home.

Reflective Journals- I like to see the things that my students want to work on orto improve to make their project successful

2. Review and modify yourAssessment Timeline from Module 3, Lesson 3, Activity2, if necessary, to include reflection activities.

3. Optional:Design a reflection and goal-setting activity for the end of yourproject.

Reflect on your project by answering the following questions. Explain your answers.

1. What was the most important value you learned about the environment during this project?

2. What are the things you would do to make the project unforgettable and worth it?

Based on you learning from this project, make a list of things that you wouldwork on to improve yourself for your next project.


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Module 5: Guiding LearningLesson 5: Module Review


Reflect on your learning from this Module.

I learned that it takes a lot to organize, integrate and apply information in doing aresearch. I learned that collaboration and Critical Thinking and Problem Solvingcould help more in teaching my students.


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Course Wrap-UpSummaryEstimated Time:15 minutes

Revisit the Action Plan work you started at the beginning of the module.

1. Go to yourK-W-L-H chartin Module 1, Lesson 1, Activity 1. Review yourchart and add to the Learned and How columns.

2. Revisit thegoalsyou established at the beginning of the course in Module 1,Lesson 1, Activity 3for project-based learning. How have you worked towardsthese goals? Have you achieved your goals? What new goals do you have forproject-based approaches in your classroom?

3. Review thechallengesyou faced or expected to face at the beginning of thecourse in Module 1, Lesson 1, Activity 3. Add any ideas for overcoming thesechallenges in the Solutions column.


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AppendixSample Project Ideas

Elementary

Module 2: Project DesignLesson 1: Project Planning from the Beginning

Activity 2: Project Ideas from Standards







4th Grade Science 112.6.b.(6) Science concepts.The student knows that change can createrecognizable patterns. The student is expected to:(A) identify patterns of change such as inweather, metamorphosis, and objects in the sky.

Students take on the role ofweather reporters to presentweather information, patterns,and warnings.

4th Grade Science 112.6.b.(8) Science concepts.The student knows that adaptations may increasethe survival of members of a species. The studentis expected to:(A) identify characteristics that allow memberswithin a species to survive and reproduce;(B) compare adaptive characteristics of variousspecies; and(C) identify the kinds of species that lived in thepast and compare them to existing species.

Students take on the role ofbiologists and create acollaborative wiki to discussand compare frog species withother classes and experts.

4th Grade Math 111.16.b.(4.2) Number,operation, and quantitative reasoning. The studentdescribes and compares fractional parts of wholeobjects or sets of objects. The student is expectedto:(A) use concrete objects and pictorial models togenerate equivalent fractions;

(B) model fraction quantities greater than oneusing concrete objects and pictorial models;(C) compare and order fractions using concreteobjects and pictorial models; and(D) relate decimals to fractions that name tenthsand hundredths using concrete objects andpictorial models.

Students create a cookbookwith their own pictures thatdescribes and depicts fractionsused in cooking and serving,and use multiplication offractions to change quantitiesserved for each recipe.


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Module 2: Project Design

Lesson 1: Project Planning from the Beginning




Students take on the role of weather reporters to present weather information tolower grades. Students discuss and use images to indicate weather patterns, identifywarning signs of weather change, wear appropriate clothes as a model, and identifyhow to be safe in a particular type of weather. Students give presentations toyounger students and/or digitally videotape their presentations and include thosevideos on a weather wiki that tracks and predicts weather patterns in the local area.The wiki could also be used to partner with other schools around the country orworld to discuss, track, and compare weather patterns.


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Middle School









Grade 7 Language Arts2.1 Students write fictional orautobiographical narratives: a. Develop astandard plot line (having a beginning,conflict, rising action, climax, anddenouement) and point of view. b.Develop complex major and minorcharacters and a definite setting. c. Use arange of appropriate strategies (e.g.,dialogue; suspense; naming of specificnarrative action, including movement,gestures, and expressions).

Students become authors and createstories/books that follow a standard plotline for the local upper elementarystudents.

Grade 7 History/Social Science

7.1 Students analyze the causes andeffects of the vast expansion andultimate disintegration of the RomanEmpire.

Students create a newspaper expos on

the expansion and expecteddisintegration of the Roman Empire as ifwritten during the end of the RomanEmpire.

Grade 7 Science6.0 Physical principles underlie biologicalstructures and functions. As a basis forunderstanding this concept:c. Students know light travels in straightlines if the medium it travels throughdoes not change.d. Students know how simple lenses areused in a magnifying glass, the eye, a

camera, a telescope, and a microscope.e. Students know that white light is amixture of many wavelengths (colors)and that retinal cells react differently todifferent wavelengths.f. Students know light can be reflected,refracted, transmitted, and absorbed bymatter.

Students research the workings of theeye and how sight is impaired when thelens and structure of the eye do not letlight in as intended. Students create apamphlet on vision problems and workwith local ophthalmologists andoptometrists to provide a visionscreening for the public.


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Module 2: Project Design

Lesson 1: Project Planning from the Beginning




Students research and create experiments to understand the workings of the eyeand how sight is impaired when the lens and structure of the eye do not let light inas intended, thereby causing farsightedness, nearsightedness, astigmatism,glaucoma, and so forth.

Students create a pamphlet for the public that describes and visually depicts how theeyes work, and shows what can happen when the structure of an eye or lens doesnot properly process incoming light.

Students work with local ophthalmologists and optometrists to provide student-created pamphlets and a basic vision screening to help the public understand thecauses and symptoms of vision problems.


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High School









Grade 10 Language Arts10.8 Students analyze the causes andconsequences of World War II.

Students act as reporters or authors whoresearch the causes and consequences ofWWII and create a product to share withthe community for Veteran's Day orMemorial Day such as a story from theviewpoint of a fictional character, anInternet-based multimedia flowchart,newspaper articles from interviews, andso forth. Students use primary resourcesas well as interviews of local WWIIveterans.

Grades 912 ScienceDynamic Earth Processes

3.Plate tectonics operating over geologictime has changed the patterns of land,sea, and mountains on Earths surface.As the basis for understanding thisconcept:b. Students know the principal structuresthat form at the three different kinds ofplate boundaries.c. Students know how to explain theproperties of rocks based on the physicaland chemical conditions in which theyformed, including plate tectonicprocesses.

e. Students know there are two kinds ofvolcanoes: one kind with violenteruptions producing steep slopes and theother kind with voluminous lava flowsproducing gentle slopes.

Students create a book of geologicalformations of the local area to share with

the local community, geological society,and schools.


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Grades 912 Geometry

12.0 Students find and use measures ofsides and of interior and exterior anglesof triangles and polygons to classifyfigures and solve problems.

Students determine and diagramappropriate angles needed to win a gameof pool, miniature golf, croquet, or othergame that depends on angles for ballmovement, put the theory into practice,

and then modify their plans as needed.

Module 2: Project DesignLesson 1: Project Planning from the BeginningActivity 3: Project Ideas from the Community



Students research the formation of rocks and geological formations through Internetresearch, books, presentations by experts, and local field trips. Student teams areassigned different types of geological formations to discover in the local area. Usingdigital cameras and guidance from a mentor, students create chapters for a book ontheir particular geological formations to include:

Pictures of geological formations in the local area Explanations of how the formations were formed Analysis of expected movement or future events Description of the impact on the community

Students will assemble the chapters into a single book on geological formations in

the local area to sell to the community, geological society, libraries, and schools.

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