PROJECT OVERVIEWName of Project:              A Space of Our Own                                                          ...
Group:          Students show their group’s collection of graphs for the data they’ve collected from their                ...
Resources    On-site people, facilities:       Other content area teachers, lap tops/computers for research and project co...
PROJECT TEACHING AND LEARNING GUIDEProject: A Space of Our Own                                Course/Semester:          Kn...
PROJECT                   CALENDARProject:                                                                 Start Date:    ...
Step 5: Students get into     Step 6: Students work with    Step 7: Mini-lesson on          Step 8: Students put the      ...
© 2008 Buck Institute for Education   7
© 2008 Buck Institute for Education   8
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  1. 1. PROJECT OVERVIEWName of Project: A Space of Our Own Duration: 2-3 weeksSubject/Course: Pre-algebra/Math Teacher(s): Bell Grade Level: 7th SDC-SLDOther subject areas to Writing, technology, listening and speaking (ELD)be included, if any:Project Idea Students conduct a survey for a potential community center that will include a teen /youth center. 1. They are to collect student dataSummary of the issue, from both 7th and 8th graders, about what they would want included in a student center based upon a class made survey. 2. Studentschallenge, investigation, will then put their data together as a team. 4. They will create different graphs based upon the data with each student responsible forscenario, or problem: one kind of graph (given a variety of graphs to choose from and differentiate). 5. They will then present their data with a summary of their proposal to the class and they can choose their form of presentation (a compiled booklet made of paper, a powerpoint presentation, or a webpage with included information). 6. They have to include a reflection on their collaboration process and this can be a written paragraph, a concept/mind map, or else a video/audio reflection.Driving Question How can we decide what things should be included in a new teen/youth center in the neighborhood?Content and Skills Students will collect, organize, or represent data sets. Students will collect data and use the different forms ofStandards to be display for data sets, including stem-and-leaf plot or box and whisker plot; compare data. Understand theaddressed: relationship between two variables. Represent data through an electronic program. Math reasoning: determine how and when to break a problem into smaller parts. T+A E T+A E21st Century Skills Collaboration X Other: Problem Solving Xto be explicitly taught andassessed (T+A) or that Presentationwill be encouraged (E) by Xproject work, but not Critical Thinking: Xtaught or assessed: Presentation Audience: © 2008 Buck Institute for Education 1
  2. 2. Group: Students show their group’s collection of graphs for the data they’ve collected from their XCulminating peers, as well as summarize the findings of their data and brief proposal to the corporation Class:Products and (this can be in many different presentation forms: powerpoint, movie clip, webpage, a paperPerformances report). X School: Admin, other classes Students will give the survey to 6 people, create individual graphs for their group’s data, Individual: (given a menu of options to select from). Reflect on collaboration of group. PROJECT OVERVIEWEntry event tolaunch inquiry, A letter from the president of a corporation who wants to know if they should build a community/teen center in Highland Park,engage students: CA. We have been asked to represent the students of Burbank M.S. and find out what the students of Burbank would want in a center of this type. Student teams are responsible for collecting and organizing data and creating a proposal that shows student interest at Burbank M.S. and what the students would want to include in the center, if they were to win.Assessments Quizzes/Tests X Practice Presentations Formative Assessments Journal/Learning Log X Notes (During Project) Preliminary Plans/Outlines/Prototypes X Checklists X Rough Drafts X Concept Maps X Online Tests/Exams Other: Written Product(s), with rubric: X Other Product(s) or Performance(s), with rubric: Summative Individual graphs put together in their group __________________________________________________ Assessments presentations. (End of Project) Oral Presentation, with rubric X Peer Evaluation X Multiple Choice/Short Answer Test X Self-Evaluation X Essay Test Other: . © 2008 Buck Institute for Education 2
  3. 3. Resources On-site people, facilities: Other content area teachers, lap tops/computers for research and project completionNeeded Equipment: Computers, printer, LCD projector, document camera Materials: Rulers, pencils, graph paper, poster sized graph paper, CPM lessons Community resources:Reflection Journal/Learning Log X Focus GroupMethods (Individual, Group, and/or Whole-Class Discussion X Fishbowl Discussion Whole Class) Survey X Optional: Video/audio reflection (differentiation) X © 2008 Buck Institute for Education 3
  4. 4. PROJECT TEACHING AND LEARNING GUIDEProject: A Space of Our Own Course/Semester: Knowledge and Skills Needed By Students Scaffolding / Materials/ Lessons To Be Provided to successfully complete culminating products and by the project teacher, other teachers, experts, performances, and do well on summative assessments mentors, or community membersGiving surveys (collect data) Discuss before start of project the value of surveys and data collection and organization. Model creating a survey (brainstorm ideas with class) and giving the survey with  several models from the teacher and other students. Have class practice giving surveys to each other on a simple topic (ex. Favorite flavor of ice cream), then practice giving the in-class survey for the project to each other.How to make graphs (organize data): different types of Using the data from the initial survey created by the class,graphs, range, quartiles show the students different ways to organize the data into different types of graphs (bar, pie, stem and leaf, box and  whisker, histogram, scatter plot) model for the students first, then use a different survey set to use for guided and the PBL can be their independent practice (as well as assessments throughout).Laws of central tendency Explicitly teach students before the start of the project how to find mean, median, mode, and range and then  review for students how to find the mean, median, mode, and range for their data from their various in-class surveys.Presentation skills Model different presentations for the students, and then with student models. Have them practice public speaking  in low-risk activities (small groups, using a script at first, sentence starters) with a rubric and giving each other feedback.Powerpoint, imovie, prezi, or iweb (webpages) For each graph example, model how to use a different type of software and do in-class activities allowing them  to practice and explore the different types. Stagger groups on the computer so that 1-2 groups per day have the opportunity to practice with powerpoint, prezi, etc. © 2008 Buck Institute for Education 4
  5. 5. PROJECT CALENDARProject: Start Date: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Project Week OnePresent Entry Event letter Step 2: Step 3: Review mean, Step 4: Have students give Step 5: Model how to from the CEO. Read the Kagan bingo (where they median, mode, and range each other a simple survey create a box and whiskerarticle about the new teen go around the room and for students and use the on their favorite food graph (review). Practicecenter that just opened in find people for their bingo data from our in- (sport, ice cream, subject, creating their own. Highland Park, IL. board), Kagan reflection/ class/teacher created etc.). Model how to Brainstorm with TIPS what Step one: Teach how to talk out (classbuilding and surveys to organize the organize the data in a they would want to include create survey questions. practice for talking to data into graphs. stem-and-leaf plot (review) in their teen center (for Students brainstorm w/ different people quickly). HW: Finding mean, median, and a bar graph on the final survey I will type upTIPS, share out ideas and I Brainstorm/discuss ways and mode with stem-and- computer (model of how to over the weekend). Have chart their ideas. Refine that giving a survey is leaf plots. use one of their tech students practice asking and show them how to similar to the game and options). Students find their partners some of the bring it to the essentials talk about what they did mean, median, and mode questions. and how to word the well and what they can do of the data with teacher Group one is on the survey. Model how to differently next time guidance. computer checking out give/take a survey with a (practice giving and technology they can use. student helper and then receiving criticism). HW: Finding mean, median,have them practice asking Brainstorm ideas for the and mode with stem-and- people questions. project survey. leaf plots. Warm-up/HW: Review Warm-up/HW: mean, finding mean, median, median, mode, graphing mode. coordinates on coordinate planes. Project Week Two © 2008 Buck Institute for Education 5
  6. 6. Step 5: Students get into Step 6: Students work with Step 7: Mini-lesson on Step 8: Students put the Step 9: Practice presentingtheir groups and practice their groups to decide who Prezi and powerpoint. Final data together. In groups drafts to their group andgiving each other the final will complete which graph. day to conduct surveys students tally up their receive feedback fromsurvey that they will use. Small group and whole (outside of class). results from their data and group. Work on finalThey organize their data group discussion about Students/groups who are make a plan for how they presentations (titles,into a group graph of their what they are learning as finished can spend time are going to present their slides, create graphs onchoice, make a plan as a they give the surveys. Are investigating their different data and proposal in their computers, decide theteam about who they are there any surprises? technological options on final presentation. order of the graphs andgoing to ask for their Problems? Resolve with computers. Students write out their organize theirindividual surveys, spend their team and class. plan and determine who presentation). Make anyclass time visiting pre- Complete their work report will be responsible for changes to their graphs orarranged classes to logs and determine next HW: Practice creating what part of the plan for presentations.conduct some surveys steps. graphs presentation. Work on Individually complete(last 20 min of class) and Group 3 practices with creating their graphs from written response on thehelp them jumpstart the technology. their data (paper drafts process (journal).project. HW: Practice creating first, before tech versions).Group 2 spends time graphs HW: complete their firstexploring tech. draft of their individualWarm-up/HW: creating graphs.different kinds of graphswith data sets. Project Week ThreeStep 10: Last day to put Step 11: Practice run Step 12: Finaleverything together and through of presentations to presentations to invitedreceive feedback on their another group. Give and admin, other classes, andgraphs and presentation. receive critical feedback each other. on presentations. Time to adjust their projects after receiving feedback. Project Week Four © 2008 Buck Institute for Education 6
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