PBL Unit Planning Tool   

Reading Lessons for the week before PBL is introduced: 

Technology   Tuesday  Technology   Technology   Technology  
Monday  School Planning Day  Wednesday  Thursday  Friday 
3/2  3/3  3/4  3/5  3/6 

I can use technology to    I can use technology to  I can use technology to  I can use technology to 
learn new information   learn new information   learn new information   learn new information  

What: I can use MyOn to  What: I can use MyOn to  What: I can use Pebblego  What: I can use Pebblego 
do research on a topic  do research on a topic  to do research on a topic  to do research on a topic 
       
Why: To learn new  Why: To learn new  Why: To learn new  Why: To learn new 
information.   information.   information.   information.  
       
How:  How:  How:  How: 
1. Log in using your  1. Log in using your  1. Go to  1. Go to 
information   information   pebblego.com  pebblego.com 
School:Shrevewood  School:Shrevewood  2. Login  2. Login 
Username  Username  3. Pick a topic( such  3. Pick a topic( such 
Password  Password  as animals)  as animals) 
2. Click on library   2. Click on library   4. Pick a subtopic  4. Pick a subtopic 
3. Click on search to  3. Click on search to  (such as  (such as 
look for books on  look for books on  amphibians)  amphibians) 
your topic  your topic  5. Pick a topic (such  5. Pick a topic (such 
4. Pick a book to listen  4. Pick a book to listen  as frogs)  as frogs) 
to  to  6. Or, search a topic  6. Or, search a topic 
5. Write down a fact  5. Write down a fact  in the search bar  in the search bar 
you learned.   you learned.   7. Write down a fact  7. Write down a fact 
    you learned.   you learned.  
Exit ticket-  Exit ticket-   Exit ticket-  Exit ticket-  
research exit ticket 1   research exit ticket 2   exit ticket 3   exit ticket 4  

 
 
 
 
Grade: 1 Subject(s): Language Arts Content: Non-Fiction Texts Final Project Rubric 

Entry Event  Need to Know  Need to Know  Need to Know  Need to Know  Need to Know  Need to Know  Need to Know  Final Product 

Josh and/or How do we find  How do we  How do we  How do we  How do we pick  How do we  Work on the 
Tylee create information?  remember  learn more  reflect on our  topics to teach  teach others 
● About the final product. 
a ‘help What do plants  what we  about a topic?  ideas?  others about?  about a topic? 
plant guide
wanted’ ask need to live?  learned? 
        Week 4: for near
for the patio  Week 2:  Week 2:  Week 3:  Week 3:  3/30-4/3  the plants
Week 1:  Week 1:  3/16-3/20   3/16-3/20   3/23-3/25  3/26-3/27 
● Page in a
3/9-3/13 3/9-3/13 magazine
● Caring for
Learning Target  Learning Target  Learning Target  Learning Target  Learning Target  Learning Target  Learning Target  your plant
guid
Science: I  Science: I  Science: I  Science: I  Science: I  Science:I can  LA: I can 
can describe  can describe  can explain  can explain  can  create a  check that my  ● PSA about
the things  the things  how the  how the  determine  diagram to  writing  the patio
plants need  plants need  seed, roots,  seed, roots,  which plants  plan out the  communicate
to survive.  to survive.  stem, leaves,  stem, leaves,  will grow best  plants in our  s my ideas by 
    and flower  and flower  in our school  school  revising and 
LA: I can  LA: I can use  help a plant  help a plant  environment  garden.   editing. 
learn about  tools to help  survive.  survive.  by the time   
plants by  remember      we want to  LA: I can 
reading  what I  *Plant Lima  *Plant Lima  harvest.  teach others 
research.  learned.  beans  beans    about plants 
        https://docs. by sharing my 
    LA: I can  LA: I can use  google.com/ research. 
   
research by  tools to help  document/d/
 
thinking  remember  1s_XJboITWoP  
 
about where I  what I  J2ZfNqtCUAe
 
can find  learned.  sum3uvFCkAS
information.    byAhHjT1Wk/
    edit 
   
  LA: I can 
  teach others 
  by picking a 
  topic to write 
about. 
 
 

How will students  How will students  How will students  How will students  How will students  How will students  How will students 
 learn?  learn?  learn?  learn?  learn?  learn?  learn? 

Science  LA:  Science  LA:  Science  LA:  LA: 

Lessons 37, 38,  LA Pacing  Lessons 41, 42,  LA Pacing  Lessons 45, 46  LA Pacing  LA Pacing 
39, 40  Guide Topics:  43, 44  Guide Topics:    Guide Topics:  Guide Topics: 
Researchers use  Researchers use  ​Researchers think   Researchers 
  tools to help    tools to help  LA:  about the 
LA:  remember what  LA:  remember what  LA Pacing  questions their 
check every page 
they learned  they learned  Guide Topics:  of their book to 
LA Pacing  (sticky notes and  LA Pacing  (sticky notes and 
readers might 
make sure each 
Researchers  have. 
Guide Topics:  question and  Guide Topics:  question and  matches their 
review their notes   
Researchers think  answer  Researchers talk  answer  topic. 
and group similar 
notecards).  notecards). 
about where  with partners to  Researchers show 
facts together in   
they can find  help each other  information in 
order to create  Researchers invite 
more than one 
subtopics. 
information.   develop  partners to ask 
  questions to  way.  
questions to help 
Researchers think  research.  ● Writers use 
fill in missing 
about what they    diagrams and 
information. 
already know  Researchers  labels to show 
 
about a topic  locate  different parts.  
● Researchers 
and the  information that  ● Writers use 
make sure their 
additional  answers their  captions to tell 
readers can 
information they  questions.  more about 
read their 
photographs 
want to learn.    
and 
writing. 
Researchers use  Researchers 
  illustrations.  
more than one  leave spaces 
Researchers use  ● Writers zoom in 
resource to  between their 
the table of  on their 
gather  words. 
contents to find  pictures to 
information  ● Researchers 
the answers to  teach their 
about a topic.  stretch their 
their questions.  reader more 
Researchers use  words out to 
  about 
all information on  listen and 
Researchers can  something 
the page to 
specific 
share information  record all of the 
learn as much as  sounds.  
they’ve learned 
they can.  ● Researchers use 
about the same 
  word wall 
topic with 
Researchers  words. 
partners 
compare and  Researchers use 
  contrast  punctuation. 
information 
they’ve 
discovered 
about the same 
topic with 
partners. 

Driving  Formative  Formative  Formative  Formative  Formative  Formative  Formative  Public 

Question/  Assessment  Assessment  Assessment  Assessment  Assessment  Assessment  Assessment  Presentation 
Challenge 
 How can we, as  Research  Research  Research  Research  Research Anecdotal Anecdotal Student 
communicators, 
teach the  Journals  Journals  Journals  Journals  Journals notes on final notes on final projects can 
Shrevewood          (and graphic project project be 
community  Science Exit  Observations  Science Exit  Science Exit  organizers)  progress  progress displayed: 
about new  ● In signs by 
plants on the  Tickets  from  Ticket  Ticket 
the plants 
patio and how  interactive  (pg 19)  (pg 26)  by the 
we can work  writing  patio 
together to take 
care of them so  ● PSA videos 
the space is a  can be 
beautiful place  emailed to 
to learn all  teachers 
year?  to be 
shown in 
Morning 
Meeting 
● Posters 
can be 
hung in the 
hallways 
● Copies of 
pamphlets 
and 
magazines 
can be 
made and 
placed in 
the school 
library or 
distributed 
to 
classrooms