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Cycle 2 1 EDCI 397

PBL Essential Elements Checklist


The Eight Elements Project Based Learning Must Have Posted by Jeff Dunn on 2013-03-22

PROJECT NAME: Beauty of the Beasts

Does the project?


FOCUS ON SIGNIFICANT CONTENT
At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.

SOURCE: iEARN Collaboration Centre http://collaborate.iearn.org/space-2/group-10 Questions & Possible Modifications

(FOR 397) FOCUS ON GLOBAL AWARENESS AND DEVELOP GLOBAL COMPETENCE

DEVELOP 21 CENTURY SKILLS (FOR 397 DEVELOP RESILIENCE)


Students build skills valuable for todays world, such as creativity, critical thinking and problem solving, collaboration, and communication, which are taught/practiced and assessed.

ST

ENGAGE STUDENT IN IN-DEPTH INQUIRY


Students are engaged in rigorous, extended process of asking questions, using resources, and developing answers.

This project does focus on important knowledge that is derived from standards and concepts, however it does not have a specified focus. We have chosen to modify the assignment to relate directly to endangered species. The students will each select a specific endangered species and research it. The student will find information on the species and details about the location, resources, and other important information about that animal and its home. This will lead to a greater awareness of the limited resources and species in specific locations around the world. The project needs to include problem solving and critical thinking. Some ways students will experience deeper thinking will include matching animals to their country of origin, researching and selecting endangered species, and composing a final digital project which will include their final poem. The project will need guiding questions added in order to create a main topic that students should will on and provide students with a desire to learn more. They will conduct research to select an endangered species and then learn all about it (why, where, how, etc.).

Lisa A. Bot, Ph.D. All Rights Reserved. Lbote@umd.edu

Cycle 2 2 EDCI 397


ORGANIZE TASKS AROUND A DRIVING QUESTION
Project work is focused by an open-ended question that students explore or that capture the task they are completing.

ESTABLISH A NEED TO KNOW


Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an ENTRY EVENT that generates interest and curiosity.

ENCOURAGE VOICE AND CHOICE


Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

INCORPORATE REVISION AND REFLECTION


The project includes processes for students to use feedback to consider additions and changes that lead to high-quality projects, and think about what and how they are learning.

INCLUDE A PUBLIC AUDIENCE


Students present their work to other people, beyond their classmates and teacher.

There are currently no driving questions, therefore we will add these two listed below. 1. Why is this animal important to me and my community? 2. How can I help raise awareness to protect this species? These two questions will drive the student through their research and final presentation. The teacher will present one example of an endangered species by reading a book and showing a final digital presentation to the class. Students will conduct research in order to select an endangered species, write their own poem, and combine their findings into a final digital presentation of their choice. Include the research process (finding information, compiling, organizing, and synthesizing) and writing process (peer reviews, drafts, revisions, final copy) The student will present their final digital project to the class and to an organization of their choice. This organization will need to relate to their endangered species.

Aligning Maryland State Standards for Fourth Grade Students to Beauty and the Beasts Science Standard 1.A.1.a Constructing Knowledge o Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere Support investigative findings with dad found in books, articles, and databases Standard 1.B.1.1a Applying Evidence and Reasoning o Seek better reasons for believing something than Everybody knows that or I just know and discount such reasons when given by others. Develop explanations using knowledge possessed and evidence from reliable print sources. Standard 3.E.1.b Flow of Matter and Energy o Recognize food as the source of materials that all living things need to grow and survive. Lisa A. Bot, Ph.D. All Rights Reserved. Lbote@umd.edu

Cycle 2 3 EDCI 397 Social Studies Standard 3.B.1 Geographic Characteristics of Places and Regions o Describe similarities and differences of regions by using geographic characteristics Standard 3.D.1.c Modifying and Adapting to the Environment o Describe how people adapt to, modify and impact the natural environment Explain how the growth of communities and suburbs have had consequences on the environment Standard 6.C.2.a-f Ask Social Studies Questions o Identify a problem/situation that requires further student Define the problem situation Identify prior knowledge about the problem/situation Pose questions about the problem/situation from a variety of perspective Pose questions that elicit higher order thinking responses Formulate simple research questions Develop a plan for how to answer questions about the problem/situation Reading/English Language Arts Standard 4.1.1 Compose texts from using the prewriting and drafting strategies of effective writers and speakers o Generate and select topics using techniques such as graphic organizers, journal writing, free writing, listing. Standard 4.2.2.C Compose oral, written, and visual presentations that express personal ideas, informs and persuade. o Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives. Compose to inform using a structure with a clear beginning, middle, and end and a selection of major points, examples, and facts to support main idea. Standard 7.1.a-c Use organization and delivery strategies at an appropriate level o Demonstrate appropriate volume, articulation, enunciation, intonation, pacing, timing, and stress. o Demonstrate appropriate timing. Fluency, pacing, rate o Use appropriate non-verbal techniques to enhance communications Posture, eye-contact, facial expressions, gestures Standard 7.2.d Make oral presentations o Plan and deliver effective oral presentations Mathematics Standard 4.A.1.d Data Displays o Collect, organize, and display data Organize and display data in line plots to frequency tables using a variety of categories and sets of data Lisa A. Bot, Ph.D. All Rights Reserved. Lbote@umd.edu

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