A Mentored Project Management Curriculum Theme Building 21St Century Project Management Skills Contributing Members Include

A Mentored Project
Management Curriculum
Theme: “Building 21st Century Project Management Skills”
Contributing Members Include:
Kristi Baldwin, PMP
Judith Golderer
Daniel G. Kec
Frank McKeown, PMP
Jim Snyder
The PMI Educational Foundation thanks the PMI Kansas City Mid-America
Chapter for their support and allowing us to utilize their materials.
PMIEF 2009 This document has been copyrighted by the PMI Educational Foundation, some parts of the document
have been copyrighted by Gloria Durham
© 2009 PMI Educational Foundation
pmief.org

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Course Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Central Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Course Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Lesson Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Course Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Project Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Project Skills Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Lesson One: Introduction to Project Management . . . . . . . . . . . . . . . . . . . .14
Lesson Two: Tools and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Lesson Three: Scope and Communications . . . . . . . . . . . . . . . . . . . . . . . . .17
Lesson Four: Time and Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . .19
Lesson Five: Scheduling and Cost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Lesson Six: Quality and Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Lesson Seven: Monitoring and Control and Final Exam Preparation . . . . . .22
Lesson Eight: Project Simulation & Final Presentation Preparation . . . . . . .23
Culminating Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Unit Evaluation (Summative Assessment) . . . . . . . . . . . . . . . . . . . . . .26
Objective Exam Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Subjective Exam Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
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CURRICULUM FOR SECONDARY SCHOOLS
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(continued)

Student Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Lesson One Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Project Management Charter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Nine Process Areas of Project Management . . . . . . . . . . . . . . . . . . . . .31
Five Process Groups of Project Management . . . . . . . . . . . . . . . . . . . .32
Preliminary Scope Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Lesson Two Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Gantt Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Program Evaluation and Review Technique (PERT) Chart . . . . . . . . . . .36
Lesson Three Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Communication Methods for Project Management . . . . . . . . . . . . . . . .38
Communication Matrix Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Project Scope Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Lesson Four Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Human Resource Management Process . . . . . . . . . . . . . . . . . . . . . . . . .42
Responsibility Assignment Matrix (RAM) . . . . . . . . . . . . . . . . . . . . . . .43
Organizational Breakdown Schedule (OBS) . . . . . . . . . . . . . . . . . . . . .44
Lesson Five Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Cost and Procurement Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Procurement Management Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Cost Estimating Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Duration Estimating Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
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Table of Contents (Continued)
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(continued)

Lesson Six Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Quality Scale Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Risk Management Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Lesson Seven Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Team Status Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Change Request Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Presentation Planning Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Sample Lesson Plans for Student Projects . . . . . . . . . . . . . . . . . . . . .58
Water Pollution Project (Middle School, Ages 11-14) . . . . . . . . . . . . . . . . .58
Health Research Education Project (Middle School, Ages 11 - 14) . . . . . . .60
Media Manipulation Project (High School, Ages 14-18) . . . . . . . . . . . . . . .62
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Table of Contents (Continued)
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Course Structure
The curriculum covers the nine Project Management
Knowledge Areas and the five process groups over an
eight week grading period. In general, the class is
designed to meet five times a week. Project teams will
be mentored twice a week by Project Management
Professionals (PMPs). The team project will be a
significant part of the student’s grade. Each lesson is
designed to cover one week of the curriculum con-
tent. Students will learn basic Project Management
concepts which will be based on, and delivered
through, project-based learning methods where
students apply the knowledge learned to real world
projects. The students in this course will develop proj-
ect plans for a project which they will identify.
This curriculum is based on an eight week course but
can be modified for a six or eight week course. This
course is targeted for secondary school students
(14 – 18 years old). This course is based on the
Fundamentals of Project Management, 4th Edition, by
James P. Lewis and A Guide to Project Management
Body of Knowledge (PMBOK®
Guide), published by
the Project Management Institute.
A strong working relationship between the school
district, local PMI chapter and teacher are essential
to the success of this program.
Rationale
The program uses project based learning which
referenced as learning expeditions, with active teaching
and community service. This curriculum utilizes the
fundamentals and teaching techniques of the Expedi-
tionary Learning Schools (ELS) which are funded by
the Gates Foundation. The ELS design focuses on
teaching in an engaging way.
In this program teachers are offered intensive profes-
sional development in the curriculum, teaching prac-
tices, and skills to build a strong project management
training culture. These sessions and projects will be
mentored by PMI Project Management Professionals
(PMPs). Faculty training may be based on materials
created by the Oracle Educational Foundation.
The information provided in this unit is essential to
secondary school students to help them prepare for
their future personal lives, college activities and career
goals. In 2010, it is estimated that over 75 million
baby boomers will have reached the retirement age.
The labor force predicts a labor shortage in many
businesses and corporations. Students who are taught
the skills of project management at an early age will
be prepared with the knowledge and skills required to
meet the demands of the 21st century workforce.
Overview

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Learning Outcomes
Students will learn how projects are initiated from the
onset and how to plan a project in detail. Students will
develop a project scope statement and schedule of
activities for their project. This knowledge will help
students to deal with real life projects and manage
project execution.
Students will be taught to monitor and control their
project activities through development of a project
status report and learn communication skills by giving
verbal reports to the class. The skills acquired in this
course will be viable for use in many areas of the
students’ lives and will give them adequate experience
to begin to build a profile consistent with a career in
project management.
Finally, students will present their project plans to the
class and build public speaking and presentation skills.
Each student in the group will present a part of the
team’s project to the remaining students in the class.
Students will submit their plans for school academic
and peer review.
Real world projects will be discussed throughout the
unit lesson for the students to reflect and build the
skills being taught. There are a variety of interactive
lessons both in class and through assigned homework
This curriculum was created to teach key fundamental
project management areas with emphasis on organizing,
planning and scheduling work and provides the infor-
mation needed to organize and structure the work on
a project. As students progress through high school,
colleges, or into the workforce, these skills will prove
to be beneficial to their development and growth. The
class will also introduce students to the concepts and
potential opportunities in the profession. Students will
learn the fundamental processes of effective Project
Management and become familiar with the knowledge
areas and basic principles as outlined in the Guide to
the Project Management Body of Knowledge (PMBOK®
Guide). Students will learn 21st century skills includ-
ing critical thinking, communication, presentations,
collaboration, career options, creativity, cross cultural
awareness and conflict mediation.
Central Questions
The central questions to be answered through the
facilitation of this unit are:
1. What is a project?
2. What is project management?
3. How are projects planned, scheduled and
controlled?
4. Why is project management an important skill to
acquire?
5. How are great teams created and maintained?
Overview (Continued)

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to influence their learning and performance. Each
lesson plan includes weekly homework assignments
that will be evaluated to determine the growth and
comprehension level of the students. A final assessment
will cover material from all lessons and project
presentations to evaluate the students’ performance.
Course Format
Students will be divided into teams. Each team will
create a project plan based on the charter their group
has selected to present to the class. The class structure
will be formatted into 1.5 hour classes. Three classes
each week will be centered on course material pres-
entation, discussion, and question and answer periods.
Two classes each week will be devoted to hands-on
team activities. For example, week one group work
will be to create a preliminary scope statement. Any
work not completed during the group time will be
homework. Each student will be responsible for
turning in his or her own aspect of the project plan
to be graded.
The PMI chapter may provide a program lead and the
PMP volunteers will fill the role of mentor and provide
guidance on project procedures, planning, monitoring,
and conflict resolution. Teachers will be available to
assist the students with problems or issues with their
project development and planning. The role of the
mentor is to bring the reality of real life experience
into the student’s projects and to be an advisor and
guide rather than instructor, and to engage students in
the central concepts and principles of a discipline.
The project work is central rather than peripheral to
the curriculum (Project Based Learning Handbook,
2003).
Students will be assessed through homework assign-
ments, class participation, short quizzes, a midterm
and comprehensive exam and their project, including
the final project presentation. Instructors and mentors
are encouraged to use “The Project Based Learning
Handbook”, © 2003 by the Buck Institute for
Education as an additional resource.
Overview (Continued)

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Lesson Three: Scope and
Communications
1. Describe the importance of scope management.
2. Develop a project scope statement based on project
charter that will include description, objectives,
deliverables and assumptions.
3. Identify appropriate communication method.
4. Develop written/verbal communication management
plan.
5. Address communication management identifying
the four processes.
Mentors work with students on project scope and
communications plan
Lesson Four: Time and Human
Resources
1. Define and identify a resource.
2. Describe project milestones, phases, activities and
tasks.
3. Estimate time to complete a project.
4. Define roles and responsibilities of project manager,
sponsor, stakeholder and team members.
5. Define and create a Responsibility Assignment
Matrix (RAM).
6. Use a template to create a RAM and Organization
Breakdown Schedule (OBS).
Mentors work with students to develop WBS and
responsibility matrix
Lesson One: Introduction to
Project Management
1. Describe the elements of a project.
2. Comprehend the nine knowledge areas in project
management
3. Evaluate the relationship of the five process groups.
4. Describe a project charter and its importance.
Mentors work with students to choose the project
and project teams
Lesson Two: Tools and Ethics
1. Use the following project management software tools:
• PowerPoint [presentation]
• MS Project or equivalent
2. Comprehend the value of team building and team
assignments
3. Understand the following Project Management tools:
• Precedence diagram
• Gantt Chart
• PERT (Program, Evaluation and Review
Technique) Chart
• CPM (Critical Path Method)
4. Use the PMBOK®
Guide, and comprehend project
management good practices.
5. Identify the necessity of community involvement and
project management ethics.
Mentors will work with students to develop compe-
tencies with tools
Lesson Objectives

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Lesson Five: Scheduling and Cost
1. Describe why cost and cost management are
important to project management.
2. Describe procurement and contracting and how it
relates to project management.
3. Describe the types of contracts.
Mentors work with students to develop a project
schedule and coach preliminary presentation
Lesson Six: Quality and Risk
1. Evaluate the basic concepts of quality and risk in
project management.
2. Identify risk factors that might impact projects.
3. Analyze the quality of work in a project.
4. Analyze the positive and negative risks.
5. Develop a risk mitigation plan.
Mentors work with students to define risk and risk
mitigation
Lesson Seven: Monitoring and
Control and Final Exam Preparation
1. State the reasons for monitoring projects.
2. Describe the relationship of monitoring and con-
trolling to the project plan.
3. Describe the primary methods of status reporting.
4. Describe the change management process.
5. Describe the evaluation criteria for the final exam.
Mentors work with students on monitoring and
managing change
Lesson Eight: Project Simulation &
Final Presentation Preparation
1. Experience and react to unexpected internal and
external factors affecting their projects
2. Develop project presentations
3. Prepare for final exam
Mentors work with student to prepare for final
exam and presentation
Lesson Objectives (Continued)

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Reference Materials:
• A Guide to the Project Management Body of Knowledge (PMBOK® Guide), 3rd Edition Project
Management Institute (PMI). (2004).
• Fundamentals of Project Management, 4th Edition. James P. Lewis
Course Outline
In Class
• Overview Course/Syllabus
• Readings/Topics
– PMBOK®
Guide, Chapter 1
– Lewis, Chapter 1
Complete for Week 1
• Read Chapters 1 in both PMBOK®
Guide & Lewis
Complete for Week 2
• Due readings for next week
• Lewis, Chapter 6
• PMI Code of Ethic
In Class
• Readings/Topics
– Lewis, Chapter 6 (exercises from book)
– PMI Code of Ethics
Complete for Week 3
• PMBOK®
Guide, Chapters 5 & 10, Pgs 81 & 82
• Lewis, Chapters 4 & 5
In Class
• Readings/Topics Chapter PMBOK®
Guide 5 & 10:
– PMBOK®
Guide, Pgs 81 & 82
– Lewis, Chapters 4 & 5 (exercises from book)
Complete for Week 4
• PMBOK®
Guide, Chapters 6 & 9
• Lewis, Chapters 7 & 10
Week
1
WEEKS IN CLASS SCHEDULE ASSIGNMENT DUE
Week
2
Week
3
Introductions
Weekly Assignment
Project Deliverables:
• Establish project and project team
Weekly Assignment
• Establish team communications
& assignments
• Yahoo and other tools
• Establish skill sets
Weekly Assignment
• Complete scope statement
• Complete project charter
• Communication plan
• Work breakdown structure

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WEEKS IN CLASS SCHEDULE ASSIGNMENT DUE
In Class
• Readings/Topics
– PMBOK®
– Lewis, Chapters 7 & 10 – (exercises from book)
Complete for Week 5
• PMBOK®
Guide, Chapters 7, 8 & 9
• Lewis, Chapters 7, 8 10
In Class
• Readings/Topics
– PMBOK®
Guide, Chapters 6, 7 & 9
– Lewis, Chapters 7, 8 & 10 (exercises from book)
Complete for Week 6
• PMBOK®
In Class
• Readings/Topics
– PMBOK® Guide, Chapters 8, 11
Complete for Week 7
• Lewis, Chapter 8
In Class
• Readings/Topics
– Lewis, Chapter 8 (exercises from book)
Complete for Week 8
• Lewis, Pgs 146 - 147
In Class
• Lewis, Pgs 146 - 147
• Exam preparation
Week
4
Week
5
Week
6
Weekly Assignment
• Project plan
• Network diagram
• Preliminary Schedule
Weekly Assignment
Project Deliverables
• First draft of presentation
Weekly Assignment
• Revised project plan based on real
life problems
Week
7
Week
8
Weekly Assignment
• Revised project plan based on real
life problems – second
• Final presentation preparation
Project Deliverables
• Lessons learned
• Final examination
• Presentation
Course Outline (Continued)

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Project Outcomes
• PowerPoint presentation that shows scope plan
and schedule
• Team log that capture teams discussions and
decisions, meeting minutes
• Creation of project prototype
• Analysis and response to project simulations
Project Skills Outcomes
Students will be able to:
• Generate a communication plan.
• Set goals and carry out a project plans.
• Deliver an oral presentation in front of a large
audience.
• Work effectively in a group and be more
disposed to cooperate with peers.
Grading
ACTIVITY PERCENTAGE WEEK POINTS
Project Part One 10 100
Project Part Two 20 200
Project Part Three 20 200
Class Quizzes and Assignments 5 50
Class Participation 15 150
Midterm Quiz 10 100
Final Exam 20 200
Grades for this course are as follows:
A = 100 – 90: Evidence of strength in all of the skill areas in the course objectives.
B = 89 – 80: Evidence of strength in most of the skill areas.
C = 79 – 70: Evidence of improvement in all of the skill areas.
D = 69 – 60: Little evidence of skills in these areas.
F = 50 and below: No evidence of skills in these areas.

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Lesson Objectives
By the end of this lesson, students will be able to:
1. Describe the elements of a project.
2. Comprehend the nine knowledge areas in project
management
3. Evaluate the relationship of the five process groups.
4. Describe a project charter and its importance.
Materials Needed
Handouts: Project Management Charter, Nine Process
Areas of Project Management, Five Process Groups of
Project Management, and Preliminary Scope Statement.
Books: PMBOK® Guide3rd Edition and Fundamentals
of Project Management, 3rd Edition, James P. Lewis.
21st Century Skills
This lesson is aimed at developing career options skills.
Lesson Plan Process
The lesson will begin with the handouts for this ses-
sion. The teacher will explain the nine knowledge
areas and the five process groups. The teacher will re-
view the scope statement form. The teacher will dis-
cuss the topics involved with managing a project. [See
Interactive Class Instruction]
Group Activity – Project teams will be established
at this time. Students will review the project’s objectives,
requirements, acceptance criteria, boundaries, con-
straints, assumptions, milestones, and cost estimate
and approval requirements. This is a teacher led activity,
where the teacher explains each element and asks the
students to identify those elements within the project.
Closure – Explain the objectives for the next lesson.
Interactive Class Instruction – Discuss the
following:
• Project objectives
• Project requirements
• Acceptance criteria
• Project boundaries-what won’t be done
• Constraints and assumptions
• Milestones
• High level cost estimate
• Approval requirements
Assessment – Homework
Complete the reading assignment for week one and two.
Lesson Plans
Lesson One: Introduction to Project Management

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4. Use the PMBOK®
Guide, and comprehend project
management good practices.
5. Identify the necessity of community involvement
and project management ethics.
Materials Needed
Handouts: Gantt Chart and Program Evaluation and
Review Technique (PERT) Chart
21st Century Skills
This lesson is aimed at developing collaboration skills.
Lesson Plan Process
Class will begin with Q&A from homework and a
review of the course syllabus. The teacher will teach
the elements of a presentation using PowerPoint. Next,
the teacher will guide the students in the use of Mi-
crosoft Project or equivalent for project scheduling.
Important project management tools such as the Gantt
Chart, Precedence diagram, PERT and Critical Path
Method will be discussed. The teacher will explain the
PMBOK®
Guide and how to use the manual. Finally,
the teacher will discuss the importance of community
involvement in projects, and teach the class about
project management ethics.
1. Power Point and Elements of a presentation
2. Microsoft Project or equivalent
3. Team assignments (set-up Yahoo or Yahoo equiva-
lent for communication)
4. Precedence diagram
5. Gantt Chart
6. PERT (background)
7. CPM (background)
8. PMBOK®
Guide
9. Community and Ethics
Lesson Objectives
1. Use the following project management software
tools:
– PowerPoint (presentation)
– MS Project or equivalent
2. Comprehend the value of team building and team
assignments
3. Understand the following Project Management
tools:
– Precedence diagram
– Gantt Chart
– PERT (Program, Evaluation and Review
Technique) Chart
– CPM (Critical Path Method)
Lesson Two: Tools and Ethics

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Group Activity – Students work in assigned teams
and establish Yahoo groups for the project.
following:
• Elements of a presentation
• Team assignments
• Usage of different types of charts
• The purpose of a precedence diagram
• Importance of ethics and community involvement
Create the following:
• Gantt Chart
• PERT (Program Evaluation and Review
Technique) Chart
• CPM (Critical Path Method)
Lesson Two: Tools and Ethics (Continued)

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Lesson Plan Process
Class will begin with Q & A from homework, collection
of homework and a review of the course syllabus.
Handouts will be given for this session. The teacher
will read the PMBOK®
Guide definition of Scope State-
ment then proceed to explain the importance of a
clear, precise scope statement, review the components
that make up the scope statement which are description,
objectives, deliverables and assumptions and review
the examples in the handouts.
The teacher will present the PMBOK®
Guide definition
of Communication Planning then explain that the
communication management process is the creation,
gathering, sharing, storage and retrieval of project
information. The communication management plan-
ning provides important links between people and
information. Project managers can spend 90% of their
time communicating with the project team, stakehold-
ers, customers and sponsors. Everyone involved with
the project should comprehend how to communicate
effectively on the project. The teacher will review the
four components of the Communication Management
Process (communication planning,
Lesson Objectives
Describe the importance of scope management.
1. Describe the importance of scope management.
2. Develop a project scope statement based on project
charter that will include description, objectives,
deliverables and assumptions.
3. Identify appropriate communication method.
4. Develop written/verbal communication
management plan.
5. Address communication management identifying
the four processes.
Materials Needed
Handouts: Lesson One’s Preliminary Scope Statement,
Communication Matrix Worksheet, Communication
Methods for Project Management, and Project Scope
Statement.
21st Century Skills
This lesson is aimed at developing communication
skills.
Lesson Three: Scope and Communications

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information distribution, performance reporting,
manage stakeholders) and explain the various com-
munication methods and give examples of verbal and
written styles. The teacher will conclude the lesson by
handing out the Project Scope Statement and Commu-
nication Matrix worksheets. The students join their
respective groups for class activities, and the deliver-
ables from this class will be a Project Scope Statement
and Communication Matrix based on the assigned
Project Charter. The teacher will define a Work Break-
down Structure and explain the three major compo-
nents (phases, activities, tasks). The teacher will review
examples in the handout followed by defining a mile-
stone, its purpose in time management and refer to
the examples in the handout.
Group Activity – Students will join their assigned
teams and mentors. The students will review the Project
Charter/preliminary Scope Statement forms and fill in
the Project Scope Statement and Communication
Management worksheets. The teacher and mentors
will work with the teams to ensure they are on the
right track and to answer any questions.
following:
• Elements of a project
• Relationship of the five process groups
• Nine knowledge areas
• Project Scope Statement
• Communication Matrix
• Work Breakdown Schedule
Lesson Three: Scope and Communications (Continued)

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The teacher will ask the students to define human
resource management and define a resource. The
teacher will present the PMBOK®
Guide definitions.
The teacher will proceed to explain why it is important
to know the roles and responsibilities of each key
player on the project team (project manager, sponsor,
stakeholder, team member). The teacher will explain
the purpose for, and how to create, a RAM. The
teacher will review the examples in the handout and
will explain the OBS and how to develop one.
Group Activity – Students will review the RAM and
OBS worksheets. The teacher and mentors will work
with the teams to ensure they are on the right track
and to answer any questions.
following:
• Roles and responsibilities of project team
members
• Milestones, phases, activities and tasks
• Importance of a RAM
• Responsibility Assignment Matrix
• Organizational Breakdown Schedule
Lesson Objectives
1. Define and identify a resource.
2. Describe project milestones, phases, activities and
tasks.
3. Estimate time to complete a project.
4. Define roles and responsibilities of project manager,
sponsor, stakeholder and team members.
5. Define and create a Responsibility Assignment
Matrix (RAM).
6. Use a template to create a RAM and Organization
Breakdown Schedule (OBS).
Materials Needed
Handouts: Human Resource Management Process,
Responsibility Assignment Matrix (RAM), Organizational
Breakdown Schedule (OBS)
21st Century Skills
This lesson is aimed at developing cross-cultural
awareness skills.
Lesson Plan Process
Class will begin by asking the students to define time
management. The teacher will read the PMBOK®
Guide
definition and write it on the board.
Lesson Four: Time and Human Resources

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Lesson Objectives
1. Describe why cost and cost management are
important to project management.
2. Describe procurement and contracting and how
it relates to project management.
3. Describe the types of contracts.
Materials Needed
Handouts: Cost and Procurement Worksheet, Procure-
ment Management Processes (will be added), Cost Esti-
mating Worksheet, Duration Estimating Worksheet
21st Century Skills
This lesson is aimed at developing critical thinking skills.
Lesson Plan Process
The teacher will begin the class by asking students to
volunteer their definition of cost and will write key
words or phrases the students volunteer on the black-
board. The teacher will present the PMBOK®
Guide
definition and write down the key points (Cost: The
monetary value or price of a project activity required
to perform and complete the activity).
The teacher will then distribute the handouts and intro-
duce large projects such as building the Comcast center
downtown and ask the class what costs were involved in
the project. This is an introduction to the rest of the
lesson material, dividing cost and procurement into
processes. The cost processes are Cost Estimating,
Cost Budgeting and Cost Control. The procurement
processes are Plan Purchases and Acquisitions, Plan
Contracting, Request Seller Responses, Select Sellers,
Contract Administration, and Contract Closure.
Concluding the class, the teacher and mentors will
allow 20 minutes of group time to develop cost and
procurement plans based on the project plan.
Group Activity – Discuss the handouts and the in-
puts they have from their project plan that they can use
to develop the cost and procurement plans. Students
will join their assigned teams and mentors. Students
will review the project plan and identify the project’s
cost plan based on resources and materials. Then a
procurement plan will be started to acquire the re-
sources and materials. The teacher and mentors will
ask each group to present their findings and explain
why this person was selected.
Closure - Explain the objectives for the next lesson.
following:
• Why cost and cost management are important
to project management
• Procurement and contracting and how it relates
to project management
• Types of contracts
• Cost and procurement worksheet started in class.
Lesson Five: Scheduling and Cost

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Lesson Objectives
1. Evaluate the basic concepts of quality and risk in
project management.
2. Identify risk factors that might impact projects.
3. Analyze the quality of work in a project.
4. Analyze the positive and negative risks.
5. Develop a risk mitigation plan.
Materials needed
Handouts: Quality Scale Survey, Risk Management
Processes
21st Century Skills
This lesson is aimed at developing creativity skills.
Lesson Plan Process:
Start by asking the students to identify other words that
are similar to quality. What does quality mean to them?
Use examples that they can relate to that are applicable
in their daily environment. Present the definition in
the PMBOK®
Guide and write down key points. Work
through the handouts and identify how quality affects
a project.
Separate quality from risk in the discussions. Distrib-
ute the handouts for Quality and Risk. Have the students
define what they think risk means to a project. Have
them identify risks in the activities they participate in
daily. Read the definition in the PMBOK®
Guide on
risk. Discuss how risk can be positive and negative
and how to identify them both. Discuss risk planning
and mitigation, qualitative risk and quantitative risk.
Group Activity – Break class into small groups. Have
the students review and create a quality plan. Have an-
other group of students create a risk plan and mitiga-
tion techniques. Have each group present it back to
the class.
Closure - Explain the objectives for the next lesson.
following:
• Risk responses found in the PMBOK®
Guide
• Mitigation of risk
Revise project plan based on real world problems
Lesson Six: Quality and Risk

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The teacher will hand out the Status Report worksheet.
Students will join their respective groups for in class
activities. The deliverables from this class will be to
write and verbally give a status report on the Project
Charter assigned. The teacher will distribute the
Change Request Form for the class discussion.
Finally, the teacher will distribute and review the
Presentation Planning Checklist in preparation for the
final presentation.
Group Activity - Students will join their groups and
review all previous work produced from assigned
Project Charter to date. Students will develop a status
report and develop a status meeting agenda in prepa-
ration to present at the end of class. Students will also
complete a change request form. Teacher will ensure
they are on the right track and answer any questions.
Closure - Reminder of final in week 8 and final
presentation in week 8
following:
• Idea of legitimate needs for change in a project
and how/why they should to be controlled
• Methods of communicating project status
• Primary methods of status reporting
Prepare a written status report and prepare to give a
verbal presentation of the report in class.
Lesson Objectives
1. State the reasons for monitoring projects.
2. Describe the relationship of monitoring and con-
trolling to the project plan.
3. Describe the primary methods of status
reporting.
5. Describe the evaluation criteria for the final exam.
Materials Needed
Handouts: Team Status Report, Change Request Form,
Presentation Planning Checklist
21st Century Skills
This lesson is aimed at developing conflict mediation
skills.
Lesson Plan Process
Class will begin with Q & A from homework, collection
of homework from previous class and a review of the
course syllabus. Handouts will be given for this week’s
session.
The teacher will begin class by asking students to
explain the purpose of status reporting. The teacher
will present the PMBOK®
Guide definition and write it
on the overhead/blackboard. The teacher will explain
the sections of the status report (project summary,
accomplishments, items waiting for response or
action, action planned items and red flags). The
teacher will go over the example in the handout.
Lesson Seven: Monitoring and Control
and Final Exam Preparation

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Group Activity - Using Presentation Planning
Checklist students work with their teams to prepare
project presentation (or students may develop their
own checklists based on previous discussion). Students
may also study for final. Students will be presented with
1 external risk event and asked to modify project plan
Closure - Completion of presentation and final.
following:
• What actions should students have taken when
they were presented with unexpected factors
that changed the project assumptions. Deter-
mine if reactions were the same for internal
factors and external factors.
• Review for test
• Elements of a good presentation
• How teams handled change
Lesson Objectives
1. Experience and react to unexpected internal and
external factors affecting their projects.
2. Develop project presentations.
3. Prepare for final exam.
Materials Needed
Handouts: PMBOK Guide and text book for test
preparation. Visual aides that students plan to incor-
porate into their presentations.
21st Century Skills
This lesson is aimed at developing presentation skills.
Lesson Plan Process
Class will begin discussion of risk factors and how
teams reacted to change. Teacher will review for final
and provide teams time to practice their presentations.
Lesson Eight: Project Simulation
& Final Presentation Preparation

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Active participation in a team project is required for
successful completion of the course. The team project
allows you to apply the tools from the course to
perform: Project Selection, Project Planning, Project
Scheduling, and Project Monitoring. This term project is
broken into three sections: project part one, project
part two, and the final project presentation. The
instructor will delineate what goes into each section.
The project need not be a real project but should be
realistic. Each project part will require a group
presentation. Each project part will be described in
detail below.
The grading section of the curriculum references how
the culminating activity is weighted as compared to
the rest of the curriculum.
Project Part One
A presentation based on organization, scope and
charter for each group’s vision for their project. As a
minimum each team must present the following:
• Organizational chart
• Scope Statement
• Project Charter
Project Part Two
Project part two consists of a project plan and a project
development plan. The project must contain between 20
and 25 individual activities. For each activity, early
start, early finish, expected time, late start, late finish,
critical path, durations, resources, costs, slack, etc.
must be defined and/or calculated. The presentation
should also contain a discussion of risk management
and management of the project. The project may be
presented using appropriate presentation tools or
through the use of overhead or handouts. The presen-
tation should be from the view point of a project
manager making a presentation to the board of
directors of a company to obtain approval for the
project. It should contain the following:
• WBS
• Schedule
• Communications plan
• Community involvement plan
• GANTT Chart
• And any applicable computer generated report
and exhibits
The above items should be presented in a manner that
provides sufficient information to allow the class the
ability to adequately evaluate the project.
Culminating Activity
Team Project: To Be Determined by Project Team and Instructor

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In addition to the requirements of Part 1 and Part 2,
this needs to include the following:
• Lessons learned
• Project control plan
• Impact on the community and environment
(could be tied to the senior project or capstone
project)
Project Part Three
A comprehensive project presentation including
Project Part One and Part Two plus project implemen-
tation management and lessons learned.
RUBIC
A Student work is very thorough. The key ideas are developed and appropriate sources have been
researched and all aspects of the assignment have been fully addressed.
B Student work is thorough. The key ideas are developed and the sources used are mostly complete.
All aspects of the assignment have been fully addressed.
C Student work is somewhat thorough. The key ideas are somewhat developed and sources are used.
Many of the aspects of the assignment have been adequately addressed.
D Student work is not very thorough. The ideas are sketchy in places, and the sources and
justification are lacking. The assignment has been incompletely addressed.
F Student work is sketchy and incomplete. Little or no effort has been applied to the
assignment.
Culminating Activity (Continued)

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Final Exam
The final exam will cover all materials covered in the
course outline. The final exam may have both objective
as well as subjective questions.
The objective questions will allow the student to recall
and confirm the knowledge of concepts and theories
developed throughout the course.
The subjective questions will provide the student with
the opportunity to utilize the theories and concepts
learned in real world application, critical thinking and
analysis.
Included is a sample list of objective and subjective
questions. (need to add subjective questions)
Unit Evaluation (Summative Assessment)
Objective Exam Questions
Multiple Choice (5 points each)
1. Which below provides the best definition of a project?
a) Projects have a definite beginning and end
b) Projects create a finished product
c) Every project is unique
d) All of the above
2. Which of the following are Project Management
processes?
a) Planning and developing processes
b) Analyzing and evaluating processes
c) Planning and Executing processes
d) None of the above
3. Your project _________ statement tells you what
must be done, how it must be done, and what ob-
jectives or specifications must be met.
a) assumption
b) resource
c) scope
d) constraint
4. Meetings and conversations are an example
of which communication method?
a) Formal written
b) Formal verbal
c) Informal written
d) Informal verbal
5. Something you think is real or true in
your project but are not sure of is
called_______________.
a) Assumption
b) Resource
c) Scope
d) Constraint
6. If you guess how much time or money you need it
is called _________________.
a) Estimate
b) Duration
c) Level of effort
d) Process

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Unit Evaluation (Continued)
7. Which of the following is not a part of the Work
Breakdown Structure (WBS)?
a) Activity
b) Time
c) Tasks
d) Steps
8. What is the purpose of the Responsibility Assign-
ment Matrix (RAM)?
a) To assign roles and responsibilities for
specific activities
b) To assign roles for someone to act out in a
project
c) To assign responsibilities for the project man-
ager
d) None of the above
9. A project schedule is the _______________of
when things will happen in a project.
a) Specification
b) Order
c) Group
d) Activity
10. Sometimes things don’t go right in a project so
you have to plan for project _____________.
a) Risk
b) Quality
c) Specification
d) Step
PROCESS GROUP DEFINITION
a. Initiating b. Development of the scope statement, deliverables, assumptions
for the project.
b. Planning c. Progressive work on the tasks in the project schedule
c. Executing e. Wrapping up to make sure everything is done in the project
d. Monitoring and Controlling a. Development of an idea and creating a charter to get the
project done.
e. Closing d. Making sure everything in the project happens as it is scheduled
with quality and within cost.
Matching (1 Point each)

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Unit Evaluation (Continued)
Fill in the blank for each of the (9) knowledge area definitions (5 points each).
Communication Human Resources Integration
Procurement Quality Risk
Scope Time Cost
1. Integration puts all of the other areas to work together throughout the project.
2. Scope tells you what is included in your project and tells how you should control and manage it.
3. Time keeps track of how the tasks in your project are scheduled and when they should be completed.
4. Cost keeps track of how much you spend on your project in order to keep your budget on schedule.
5. Quality is done to make sure what your project does is done right the first time.
6. Human Resources tells you who is working on the project and their responsibilities.
7. Communication is the way you keep people informed about the project through written or verbal reports.
8. Risks tells you what can go wrong in a project and tells you what to do if those things happen.
9. Procurement is how to plan for the list of things you might have to buy from a vendor or store for the project.
Subjective Exam Questions
1. Why is defining the scope of the project so important?
2. Why is it important to identify risk at the beginning of a project?
3. Should ethics be an important part of practicing project management? Explain.
4. Describe the relationship of monitoring and controlling to the project plan.
5. Why is it important to create a communication plan?
6. What are some risk factors that may impact a project?
8. Why are team dynamics important to a successful project?
9. Why is it important to define roles and responsibilities within a project team?
10. Why should project management be considered an important business skill?
11. What does precedence diagramming illustrate?
12. What are the four processes of a communication plan?
13. What is the purpose of the Responsibility Assignment Matrix (RAM)?
14. What is the purpose of performing lessons learned after the project?

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Lesson One Handouts
The following handouts for the lesson are on the next pages:
•Project Management Charter
•Nine Process Areas of Project Management
•Five Process Groups of Project Management
•Preliminary Scope Statement
Student Handouts

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• What is the project about?:
• What is the goal of the project?:
• What is in the scope of the project (what are we doing)?:
• What are the major milestones (big points of progress)?:
• Why you are doing the project?:
• What are the benefits of doing the project?:
• Do you have Sponsor approval for the project?:
Project Management Charter
(Lesson One)

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The nine process (knowledge) areas of project management are:
• Project Integration Management: Coordinates the other areas to work together throughout the project.
• Project Scope Management: Ensures that the project includes all of the requirements and no new re-
quirements are added in a way that could harm the project.
• Time Management: Ensures that the project is completed on schedule.
• Cost Management: Ensures that the project is completed on budget.
• Quality Management: Ensures that the project meets its requirements, or does what it is expected to do.
• Human Resource Management: Includes all of the processes used to develop, manage and put the
project team together.
• Communication Management: Determines what information is needed, how that information will be
sent and managed, and how project performance will be reported.
• Risk Management: Involves identifying, managing and controlling the risk(s) of a project.
• Procurement Management: Involves acquiring the materials and services needed to complete the project.
Nine Process Areas of Project Management
(Lesson One)

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The five process groups of project management are:
• Initiating: Defines and authorizes the project.
• Planning: Describes how the project will be managed.
• Executing: Describes how the project groups work together to complete the work.
• Monitoring and Controlling: Checks the progress of the project and corrects problems.
• Closing: Formally closes each phase or project and receives approval of the project work for the phase
or project.
The Five Process Groups Presented in the Product Life Cycle
Five Process Groups of Project Management
(Lesson One)
TIME
EFFORT
Initiation
Planning
Planning
Monitoring and
Controlling
Closing

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PROJECT INFORMATION
Project Name: Date:
Sponsor: Project Manager:
Preliminary Scope Statement
(Lesson One)
• Objectives of the project:
• Requirements of the project:
• Boundaries (what will not be done with this project):
• Assumptions (what we believe to be true about the project that affects our decisions):
• Constraints (what things limit what we can do to complete the project):
• Milestones (big accomplishments of this project that will help us measure progress):
• Expected cost:

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• Gantt Chart
• Program Evaluation and Review Technique (PERT) Chart
Lesson Two Handouts

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shown at the top of the chart. For each activity, the du-
ration of the activity is shown as a horizontal bar cor-
responding to the start and end dates for that activity.
A Gantt Chart graphically shows the project schedule.
The components of the work breakdown structure
(WBS)—the project’s activities and milestones—are
listed down the left side of the chart, and a calendar is
Gantt Chart
(Lesson Two)
© KIDASA

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The PERT Chart graphically shows all project activities
and the time and resource(s) required to complete
each activity. The activities are organized on the chart
according to their sequence: is it a predecessor event
or a successor event, and which resource(s) are
needed for each activity? The PERT Chart helps a
project manager determine the minimum time needed
to complete the whole project.
Program Evaluation and Review Technique (PERT) Chart
(Lesson Two)
© 2008 Critical Tools, Inc.

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• Communication Methods for Project Management
• Communication Matrix Worksheet
• Project Scope Statement
Lesson Three Handouts

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The four communication methods for project management, with examples of when each method is often most
used, are:
• Formal Written: Complex Problems, Project Management Plans, and Project Charter
• Formal Verbal: Presentations and Speeches
• Informal Written: Memos, emails, and notes
• Informal Verbal: Meetings and Conversations
Communication Methods for Project Management
(Lesson Three)

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STAKEHOLDER ROLE REGULARITY METHOD OF COMMUNICATION
Project
Sponsor
Executive
Team
Project
Team
FYI
Communication Matrix Worksheet
(Lesson Three)
PROJECT INFORMATION
Project Name: Date:

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Project Scope Statement
(Lesson Three)
PROJECT INFORMATION
Project Name: Date:
Team: Desired Comletion Date::
DESCRIPTION
State what the project is, what you intend to do and how.
OBJECTIVES
The objective should be stated as: To do something...... by month xx, year.
DELIVERABLES
A deliverable is a desired outcome or tangible item that is evaluated and measured.
List the project/request deliverable items.
ASSUMPTIONS
Assumptions are factors that will be considered true, real, or certain.
Identify and list the assumptions here.

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• Human Resource Management Process
• Responsibility Assignment Matrix (RAM)
• Organizational Breakdown Schedule (OBS)
Lesson Four Handouts

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ROLE NAME RESPONSIBILITIES
Project Manager
Sponsor
Team Member 2
Team Member 3
Team Member 4
Stakeholder 1
Stakeholder 1
Stakeholder 1
Human Resource Management Process
(Lesson Four)
PROJECT INFORMATION
Project Name: Date:

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Responsibility Assignment Matrix (RAM)
(Lesson four)
PROJECT INFORMATION
Project Name: Date:
For each task assigned to a resource, refer to the table below to
determine if the resource is responsible for the task, a sponsor of the
task, or needs to be informed about the task’s progress:
RESOURCE NAMES
TASKS:
Legend:
• Responsible (R) - These people are the “doers” of the work. They must complete the task or objective or make the decision.
Several people can be jointly responsible.
• Sponsor (S) - This person is the “owner” of the work. He or she must sign off or approve when the task, objective or decision
is complete. This person must make sure that responsibilities are assigned in the matrix for all related activities. There is only
one person accountable, which means that “the buck stops there.”
• Informed (I) - These people need to be kept “in the picture.” They need updates on progress or decisions, but they do not
need to be formally consulted, nor do they contribute directly to the task or decision.

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A traditional organizational chart shows the structure
of the people within an organization by visually showing
how people are grouped into departments or divisions,
and which workers report to which managers. On the
other hand, the Organizational Breakdown Structure
(OBS) starts as a traditional organizational chart, but
it is expanded to include all of the project activities
and deliverables that each department or team is
responsible for completing during the project. The ac-
tivities and deliverables are listed below each
department or team.
The OBS is another tool (in addition to the WBS and
RAM) to help everyone understand the breakdown of
a project’s activities and its resources. The OBS
should be established at the beginning of the project
and maintained on an ongoing basis.
Organizational Breakdown Schedule (OBS)
(Lesson Four)
Here is an example of an organizational breakdown structure (OBS):
Project
Management
Department
Team 2
Task 1 Task 2
Team 3
Task 1 Task 2
Team 1
Task 1 Task 2

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• Cost and Procurement Worksheet
• Procurement Management Processes (to be added)
• Cost Estimating Worksheet
• Duration Estimating Worksheet
Lesson Five Handouts

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Cost and Procurement Worksheet
(Lesson Five)
PROJECT INFORMATION
Project Name: Date:
PRICE TOTAL
ITEMS PURCHASED QUANTITY PER UNIT PER UNIT VENDOR
TOTAL PROCUREMENT START-UP COST:

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Procurement Management Plan
(Lesson Five)
PROCUREMENT MANAGEMENT PLAN
Project Title: Date Prepared:
PROCUREMENT AUTHORITY:
ROLES AND RESPONSIBILITIES:
Project Manager: Procurement Department:
. 1. 1.
2. 2.
3. 3.
4. 4
5. 5.
STANDARD PROCUREMENT DOCUMENTS:
. 1.
2.
3.
4.
5.
CONTRACT TYPE:
BONDING AND INSURANCE REQUIREMENTS:
SELECTION CRITERIA:
Weight: Criteria:
PROCUREMENT ASSUMPTIONS AND CONSTRAINT:

48
Procurement Management Plan Continued)
(Lesson Five)
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INTEGRATION REQUIREMENTS:
WBS
Schedule
Documentation
Risk
Performance Reporting

Cost Estimating Worksheet
(Lesson Five)
PROJECT INFORMATION
Project Name: Date:
PARAMETRIC ESTIMATES
WBS ID Cost Variable Cost per Unit Number of Units Cost Estimate
ANALOGOUS ESTIMATES
Previous Previous Current Cost
WBS ID Activity Cost Activity Multiplier Estimate
THREE POINT ESTIMATES
Optimistic Most Likely Pessimistic Expected Cost
WBS ID Cost Cost Cost Weighing Equation Estimate
pmief.org

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Duration Estimating Worksheet
(Lesson Five)
PROJECT INFORMATION
Project Name: Date:
ANALOGOUS ESTIMATES
Previous Previous Current Duration
WBS ID Activity Duration Activity Multiplier Estimate
THREE POINT ESTIMATES
Optimistic Most Likely Pessimistic Expected Cost
WBS ID Duration Duration Duration Weighing Equation Estimate
PARAMETRIC ESTIMATES
Effort Resource Performance Duration
WBS ID Hours Quantity % Available Factor Estimate

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• Quality Scale Survey
• Risk Management Processes
Lesson Six Handouts

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Quality Scale Survey
(Lesson Six)
Name:
Age:
Gender:
For each item identified below, circle the number to the right that best fits your judgment.
Use the scale above to select the quality number.
` SCALE
DESCRIPTION/IDENTIFICATION OF SURVEY ITEM LOW GOOD HIGH
1. 1 2 3 4 5
2. 1 2 3 4 5
3. 1 2 3 4 5
4. 1 2 3 4 5
5. 1 2 3 4 5
6. 1 2 3 4 5
7. .1 2 3 4 5
8. 1 2 3 4 5
9. 1 2 3 4 5
10. 1 2 3 4 5
11. 1 2 3 4 5
12. 1 2 3 4 5

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Risk Factors
• What is the chance something bad will happen?
• If it does, what is the worst that can happen?
• If it happens, how does it impact the time and
cost of the project?
• What can you do to stop it from happening?
• What will you do if it does happen?
Risk Management Process
• Set up a plan for the risk.
• Identify the risk to see what it is.
• Evaluate the risk to see what you can do about it.
• Plan how you will respond to the risk.
Risk Strategies
• Avoid it….don’t do anything.
• Mitigate it….try to stop it from happening.
• Accept it…do nothing and let it happen.
• Transfer it….let somebody else handle it.
Risk Management Processes
(Lesson Six)
Risk is the possibility of something good or bad happening in the project.

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• Team Status Report
• Change Request Form
• Presentation Planning Checklist
Lesson Seven Handouts

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Team Status Report
(Lesson Seven)
PROJECT INFORMATION
Project Name: Date:
Team Members:
PROJECT OBJECTIVES
Write your objectives.
ACCOMPLISHMENTS
Enter the list of things you have completed.
ITEMS WAITING FOR RESPONSE OR ACTION
A deliverable is a desired outcome or tangible item that is evaluated and measured.
List the project/request deliverable items.
ACTION ITEMS PLANNED
List other things you need to do for your project.
RED FLAGS (CONCERNS)
Things the team might be struggling with and need assistance. These are events that require sponsor interaction.

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Change Request Form
(Lesson Seven)
PROJECT INFORMATION
Project Name: Date:
REQUEST FOR CHANGE TO PROJECT
Change Request Name: Request No.:
Submitted by: Date Closed:
Impact to Project: ❏ High ❏ Medium ❏ Low
Change Description:
Reason for Change:
CHANGE ASSESSMENT
Change Resolution Assessment:
Assessor Name(s): Date Assessed:
Resolution Description:
Documents and
Deliverables
Requiring Update:
CHANGE REQUEST DECISION
❏ Approved ❏ Disapproved
Current Phase Name:
Future Phase Name:
Disapproval Reason: Decision Date:
❏ Project Scope Statement
❏ Statement of Work
❏ Project Plan / Schedule
❏ Quality Plan
❏ User Help
❏ Users Guide
❏ Other:______________________
❏ Requirements Document
❏ Design Document
❏ Developer’s Guide
❏ User Test Specification
❏ Acceptance Test Specification
❏ Application Screens
❏ Other: ______________________

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Presentation Planning Checklist
(Lesson Seven)
PRESENTATION
Date Description
❏ Does your introduction grab participant’s attention and explain your objectives?
❏ Do you follow this by clearly defining the points of the presentation?
❏ Are these main points in logical sequence?
❏ Do the main points flow well?
❏ Do the main points need support from visual aids?
❏ Does your closing summarize the presentation clearly and concisely?
❏ Is the conclusion strong?
❏ Have your tied the conclusion to the introduction?
DELIVERY
❏ Are you knowledgeable about the topic covered in your presentation?
❏ Do you have your notes in order?
❏ Where and how will you present (indoors, outdoors, standing, sitting, etc.)?
❏ Have you visited the presentation site?
❏ Have you checked your visual aids to ensure they are working and do you know
how to use them?
APPEARANCE
❏ Are you dressed and groomed appropriately and in keeping with the audience’s
expectations?
❏ Have you practiced your speech standing (or sitting, if applicable), paying close
attention to your body language, even your posture, both of which will be assessed
by the audience?
❏ Is the conclusion strong?
VISUAL AIDS
❏ Are the visual aids easy to read and easy to understand?
❏ Are they tied into the points you are trying to communicate?
❏ Can they be easily seen from all areas of the room?

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Specific outcomes include:
• Project part one – research. Students must
conduct in depth research on water quality and
water pollution. This research should be
directed at sources of pollution in local lakes,
rivers, and streams. The results of this
research may be presented as a paper or as a
formal presentation.
• Project part two – Sampling local bodies of
water. Having learned of water pollution in part
one, the students work in groups or individually
to test local bodies of water for pollution.
• Project part three – The findings. In
conjunction with a presentation, the students
present their finds to the rest of the class.
Project Duration: Ten weeks
Applicable grades: Middle school
Subjects: Health, Science, Technology
Project Overview & Objectives
In this project, students learn about water quality and
water pollution. They learn about sources of water
pollution and its impact on local bodies of water. Water
quality and water pollution are two major worldwide
environmental issues. This project brings home this
environmental issue by further having the students test
local bodies of water. In a sense, this project asks the
question: how safe is our water?
This project is accomplished in three parts. This proj-
ect is based on work found in the Project Based
Learning Handbook second edition published by the
Buck Institute for Education.
Sample Lesson Plans for Student Projects
Water Pollution Project (Middle School, Ages 11-14)
Course Schedule
WEEK ACTIVITIES
1 Introduction to the entire project
2 Students do research on water quality, pollution and testing methods
5 Students test selected local bodies of water
10 Students present findings

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Project Part One
Students and their teacher begin this project by exam-
ining water quality and water pollution. This project
begins with an introduction to the subject by the teacher.
The students then began researching the subject in
detail. This research should include sources of water
pollution, water quality issues in today’s society, water
testing and scientific analysis, water pollution and public
health, and how these issues drive community policy.
This research must also include a study of local bodies
of water and local industry. This may include review of
local maps and historical information. The scale of
this project is at the discretion of the teacher.
Project Part Two
Once the students have researched sources of water
pollution and testing methods, the class under the
direction of the teacher should determine what pollu-
tants should be tested for and what local bodies of
water should be tested. Common pollutants that could
be tested for are sodium from road salt run off, lead
from industrial sources, and pH. To do the scientific
analysis and to learn proper sampling techniques, one
may have to partner with a local college or university
or a local water testing company. In this way, the
students perform the sampling and the college, univer-
sity, or company performs the actual testing. For the
testing to be of value, the location of each sample
must be logged as to distance for roads, depth taken
in water and distance for possible sources of pollution.
Students may also want to video tape their sampling
for use in the project part three presentation or for
historical reference as to location of sample. Lastly,
one must keep in mind safety of the students while
sampling around bodies of water.
Project Part Three
Using the test results and location of the samples, the
students create a presentation of the findings. This
presentation could include maps, charts, photos,
video tape, or other methods to show sample locations
and results. The findings could show sample distance
from roads or highways, water quality at various
depths within a body of water, and observed effects on
wildlife. These findings should be presented in the
form of a paper and a formal presentation. One might
consider inviting the group that preformed the analy-
sis to the presentations.
Assessment
A rubric will need to be created to assess the presen-
tation. The rubric should assess the following areas:
• Presentation skills
• Research skills
• Time management skills
• Organization of thoughts and ideas
• Ability to present complex issues in writing and
in a presentation
• Ability to work in a group setting including
leadership, teamwork, and communication skills
• Knowledge of water quality and water pollution
• Scientific and water testing methods and analysis
• Ability to work in teams
Water Pollution Project (Continued)
Project Specifics

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This project is accomplished in three parts. This proj-
ect is based on work found in the Project Based
Learning Handbook second edition published by the
Buck Institute for Education.
• Project part one – research. Students must
conduct in depth research on a given health
issue. This research also needs to include re-
search into the particular cultural community
to be addressed in the project.
• Project part two – A video presentation. A video
presentation needs to be created to present the
research finding from part one. This should be
a formal, recorded presentation.
• Project part three – The brochure. In conjunc-
tion with the presentation, the students need to
create a pamphlet or brochure to support the
presentation.
Project Duration: Six weeks
Applicable grades: Middle school
Subjects: Health, Science, Technology
In this project, a group of students examines one or
more current health issue(s) in our society. At the dis-
cretion of the teacher, one or more current health
issue is assigned to the students, so a given class may
research multiple health issues. These health issues
might include diabetes, heart disease, cancer, or any
other current health issue. This research must be tied
to a particular cultural community, such as diabetes and
the Hispanic community. The students will be required
to conduct research on the disease, create a presenta-
tion on the disease, and create a pamphlet or brochure
on the disease to be directed at the particular re-
searched community. If possible the material from this
project could be used in a local heath fair or expo.
Health Research Education Project
(Middle School, Ages 11 - 14)
Course Schedule
WEEK ACTIVITIES
2 Students do research
3 Students do research
4 Students work on brochure and presentation
5 Students work on brochure and presentation
6 The final project presentation and brochure are due

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Project Part One
Students and their teacher begin this project by deter-
mining which cultural community and health issue
they wish to explore. This research may be a written,
graded document if required by the teacher or may
simply be an input to the presentation and brochure.
This research may include a visit by a local heath official
or a visit to a local health facility. The research should
include the background of the health issue, the preva-
lence of this issue with the community, and information
on prevention of the issue. This research may include
interviews, surveys, and any other methods permitted
by the teacher.
Project Part Two
For project part two, a video presentation is to be
created. This will include scriptwriting, editing, story-
boarding, and video production by the students. As one
can see, this allows the students to learn and utilize a
completely different set of skills for project part one,
thereby increasing the overall learning from the project.
This presentation may require the selection of a direc-
tor, camera operator, editor, and writer by the students
themselves. If possible the presentation should be
graded by the teacher and local health officials.
Project Part Three
Project part three is the creation of a pamphlet or
brochure to support the presentation. It should be
created from the research done in project part one.
If possible this brochure should be graded by the
teacher and local health officials.
Assessment
A rubric will need to be created to assess the presen-
tation and pamphlet. The rubric should assess the fol-
lowing areas:
• Presentation skills
• Research skills
• Time management skills
• Organization of thoughts and ideas
• Ability to present complex issues in writing and
in a presentation
• Ability to address cultural influences
• Ability to work in a group setting including lead-
ership, teamwork, and communication skills
Health Research Education Project (Continued)
Project Specifics

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• Project part one – A proposal. This proposal
is a written paper or presentation that should
include what culture/subculture is to be exam-
ined as well as what media/advertiser is to be re-
searched. It basically sets forth what is to be
examined.
• Project part two – A plan. The plan is a writ-
ten paper or presentation that should include
how the student intends to research the adver-
tiser/media’s influence on the culture/subcul-
ture to be explored.
• Project part three – The findings. The find-
ings should include what was observed through
the project as it relates to the assignment.
Project Duration: Six weeks
Applicable grades: 11th & 12th
Subjects: Englishy
This project examines cultural diversity in the United
States and how media manipulation affects the attitudes
and opinions of cultures and subcultures. Media in the
United States has for many years attempted to
influence the views of various cultures and subculture
within society. This project seeks to examine this
influence by determining how an advertiser shapes its
message towards a particular culture/subculture and
how this culture and subculture is affected by this mes-
sage. This project can be accomplished individually or
in a group setting in accordance with the teacher’s ex-
pectations.
This project is accomplished in three parts. This project
is based on work found in the Project Based Learning
Handbook second edition published by the Buck Insti-
tute for Education.
Media Manipulation Project
(High School, Ages 14-18)
Course Schedule
WEEK ACTIVITIES
2 The proposal is due
3 Nothing specific due this week
4 The plan is due
5 Nothing specific due this week
6 The final project findings are due

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Project Part One
This project allows students to explore the relationship
between cultures/subcultures and media directed at
these cultures. The project seeks to demonstrate to
the students how media attempts to shape the values of
cultures and subcultures. Students begin this project by
determining which culture/subculture they wish to
explore and which advertiser they wish to look at.
This proposal should be about one page in length or it
could be performed as a presentation. This proposal
needs to include a description of this culture/subculture
and how this culture/subculture can be discerned
from society as a whole by its own cultural identity.
Further, this proposal needs to address how the particu-
lar advertiser uses this identity to create advertising
directed at this identity to shape the values and attitudes
of this culture/subculture.
Project Part Two
The project plan should be approximately 1000 words
in length and include and/or accomplish the following:
• A title page
• A detailed description of the culture/subculture
• How the culture/subculture differentiates itself
from the rest of society
• A plan for exploring how a particular advertiser
uses this differentiation to influence the culture/
subculture.
This last portion, the exploratory plan, may be accom-
plished by observations, interviews, mock ups, or any
other reasonable method agreed upon by the teacher
and student. This section of the assignment could also
be accomplished as a presentation if the teacher so
desired.
Project Part Three
Project part three is a report out on the findings of the
project. This can be accomplished by a presentation,
by a written report, or by both.
Assessment
The student should be assessed in the following areas:
• Ability to write persuasively
• Ability to defend positions
• Ability to organize thoughts and ideas
• Ability to present complex issues
• Ability to assess cultural influences
• Ability to work in a group setting including
leadership, teamwork, and communication skills
Media Manipulation Project (Continued)
Project Specifics

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pmief.org

pmief.org
14 Campus Blvd.
Newtown Square, PA 19073-3299 USA
Tel: +1 610 356 4600, x1128
Fax: +1 610 356 0357
E-mail: pmief@pmi.org
Internet: PMIEF.org

A Mentored Project Management Curriculum Theme Building 21St Century Project Management Skills Contributing Members Include

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