project lesson plans

Project Lesson Plans
Project #1
PBL Component Description
Project Title
Edible Gardens: How Does My Garden Grow?
Project Idea
(Discuss the reason behind
choosing this issue/question as a
beginning point for inquiry.)
Students will participate in a unique outdoor
classroom designed (Discuss the reason behind
choosing to provide hands-on, experiential
learning as they learn about the steps involved in
planting, nurturing and harvesting a vegetable
garden. Students will learn about the role of the
water cycle, life cycle of plants, insects, earth
worms, and environmental stewardship. Students
will prepare a garden area and plant an edible
garden. They will continue to maintain it for the
school community to enjoy and from which to
learn. Students will maintain a journal, identify
beneficial bugs, design a garden layout, use
measurements to plan a garden space, and
track the growth of plants.
Driving Question
(Open ended; employs higher
order thinking skills, evokes
curiosity)
How will my garden grow?
Grant Objectives Addressed Objective 1.1 ) By July 2015, 80% of actively
participating
21st CCLC students (at least 30 days in
attendance) will demonstrate increased
reading proficiency.
Objective 1.2) By July 2015, 80% of
actively participating 21st CCLC students
will demonstrate improvement in writing I
language arts skills and abilities
consistent with the Common Core
Standards.
actively participating 21st CCLC students
will demonstrate improved knowledge,
skills, and abilities in mathematics
consistent with Florida's Next Generation
Sunshine State Standards.
actively participating students will show
improved understanding and application of
scientific principles consistent with state
standards.

Academic Subjects Language Arts, Mati1ematics, Science
Common Core State Standards
to Address
(Write out the Domain and
Cluster, then include the numbers
of individual standards that will be
explicitly taught/reinforced by the
project.)
Language Arts:
LACC.2.SL.1.2: Recount or describe key ideas or details
from a text read aloud or information presented orally or
through other media.
LACC.5.W.3.8: Recall relevant information from
experiences or gather relevant information from
print and digital sources; summarize or
paraphrase information in notes and finished
work, and provide a list of sources.
Mathematics:
MACC.4.MD.1.3: Apply the area and perimeter
formulas for rectangles in real world and
mathematical problems.
MACC.2.MD. 1.1: Measure the length of an
object by selecting and using appropriate tools such
as rulers, yardsticks, meter sticks, and measuring
tapes.
Next Generation Sunshine Standards:
Science:
SC.K.L.14.3: Observe plants and animals,
describe how they are alike and how they are
different in the way they look and in the things
they do.
SC.1.L.17.1: Through observation, recognize that all plants
and animals, including humans, need the basic necessities
of air, water, food, and space.
C.2.E.6.3: Classify soil types based on color,
texture (size of particles), the ability to retain
water, and the ability to support the growth of
plants.
SC.4.L.16.2: Explain that although
characteristics of plants and animals are
inherited, some characteristics can be affected by
the environment.
SC.5.L.15.1: Describe how, when the
environment changes, differences between
individuals allow some plants and animals to
survive and reproduce while others die or move to
new locations.
Health:
HE.K.C. 1.1: Recognize healthy behaviors.
HE.1.B.3.2: Identify healthy options to health-related issues
or problem.
HE.l.P.1.1: Demonstrate good personal health habits.
HE.1.P.2.1: Encourage others to make positive health choices.
HE.3.B.3.6: Describe the outcomes of a health-related
decision and the relationship between behaviors and

personal health.
Personal Enrichment Categories
Dropout Prevention and Character Education
Service Learning
Physical Education
Arts and Music Education
21st
Century Skills to be taught
(Collaboration, Communication,
Critical Thinking/Problem Solving)
Identify and describe how these
will be utilized.
Collaboration:
Students will be working in cooperative groups to
create, design, and maintain the edible garden.
Communication:
Students will communicate with each other to
ensure they build a successful garden.
Critical Thinking/Problem Solving
Students will discuss what would happen if
there weren't any gardens and other organisms
living in the gardens and how our world and
community would be different.
Expected Duration of Project 4 Weeks
Students Involved (#, grades) 100 students, grades K - 8:
Staff Involved (#, specialties) • 3 Certified Teachers
• 2 Instructional Specialist
• 1 Director
Additional Staff:
• Master Gardener
Frequency of Project
(# of days/week
# of hours/day)
5 days per week, 90 minutes per day
Entry Event
(Designed to engage students’
attention)
Field trip to a local garden, farm, farmer’s
market or grocery store.
Week by Week Timeline of Key
Tasks and Activities, as well as
Enrichment Topics/Lessons
(Add as many weeks as
necessary through the duration of
the project.)
Week 1: Explore Gardening
During the week students will:
• Read about gardens, especially types of gardens that
are successful in Florida.
• Learn about safety when working in the garden.
• Discuss different tools and supplies needed for the
garden.
• Create a layout/plan to use for the school garden using

area and perimeter.
• Plot out the garden space using a blueprint; and
• Draw and describe different gardening tools in there 21st
CCLC journals.
Books for Week 1:
An Apple a Day by Melvin Berger
Green Thumbs: A Kid’s Activity Guide to Indoor and Outdoor
Gardening by Laurie Carlson
Growing Vegetable Soup by Lois Ehlert
Week 2: How to Grow a Successful Garden
• Explore the best soil options.
• Conduct research on how to prepare soil.
• Made compost using leftovers from breakfast and luch.
• Learn about plant needs and how they differ from animal
needs.
• Create a comparison chart of plants and animal needs in
their 21st
CCLC journals;
• Learn the role of the water cycle, and
• Prepair the soil for the seeds and seedlings.
Books for Week 2:
Big Red Tomatoes by Pamela Graham
The Summer My Father Was Ten by Pat Brisson
Planting a Rainbow by Lois Ehlert
Week 3: Plant Life
• Learn about different plant and parts of plants.
• Dissect a bean seed and attach the parts of the seed
to a piece of cardboard and label each part of the
seed.
• Learn about the plant life cycle.
• Discuss the anatomy of the tree and the anatomy of
the flower then compare and contrast the two in their
journal.
• Examine different types of seeds and seedlings.
• Plant seeds/seedlings; and
• Observe plants daily and record plant height in a
table.
Books for Week 3:
Eating the Alphabet by Lois Ehlert
Flower Garden by Eve Bunting
The Vegetable Garden by Melvin Berger
Week 4: Good Bugs, Bad Bugs
• Research different bugs that will be beneficial/harmful to
the garden.

• Create a wanted poster for a good type of bug that
students would want in their garden using descriptive
language.
• Learn about the butterfly life cycle; and
• Demonstrate knowledge of the butterfly life cycle by
creating a mobile illustrating each of the parts of the
cycle.
Books for Week 4:
The Best Book of Bugs by Claire Llewellyn
From Caterpillar to Butterfly by Deborah Heiligman
Presentation Methods and
Audience
• Students will present the teamed
information to parents and families at a
Family Literacy event
• Students will take their parents on a tour
of their garden and present the
information they know about gardens to
their parents.
Expected End Result/Product
Create, design, and maintain an edible garden.
Connection(s) to Regular School
Day
Students will be using their reading and writing skills
throughout the lessons. They will .have literature that
relates to the human body along with learning how to
research. A journal will be provided to the students to
write about what they learned and how it relates to their
life.
• Language Arts:
o Descriptive Language
o Recording Information
o Compare and Contrast
• Science:
o Parts of the Plant
o Plant Life Cycle
o Water Cycle
o Making Observation
o Life Cycle of Butterflies
o What are Some Plant Structure?
• Mathematics:
o Perimeter
o Area
o Measurement
Adult Family Member Literacy
and Involvement
Parents/guardians will be invited to assist in
getting the garden ready to begin. This will
include cleaning the garden area, preparing
the soil, assisting with the planting of the

seeds/seedlings and continuing the
maintenance of the garden.
Students will prepare and serve simple
recipes such as vegetable soup, veggie
snacks, salsa, and garden salads for Family
Literacy Night.
At the Family Literacy Night, students will
educate the parents about an edible garden.
Educational Research that
supports the project *
Please site the source and provide
a short description of its relevance.
Summers, W. (2013). Tomatoes, cucumbers, and salad tag:
A farmer goes to school. Language Arts, 90(4), 268-272.
Will Summers, an experienced farmer, had
the opportunity to intern for a small
community-supported agriculture farm located
in Austin, TX. Summers' experience with
agriculture has been primarily with nonprofit
organizations in cultivating vegetables, raising
chickens, and milking goats. Through his
work with the non-profit organizations he
introduced young people to farming and
gardening. This article illustrates his story of
working with groups of teachers and students
in order to integrate good health and fanning
into K-12 curriculum as part of a program
called "Farm At School."
Block, K., Gibbs, L., Staiger, P. K., PhD., Gold,
L., Johnson, B.; Macfarlane, S., Townsend, M.
(2012). Growing community: The impact of the
Stephanie Alexander kitchen garden program
on the social and learning environment in
primary schools. Health Education and
Behavior, 39(4), 419.
This mixed-methods study focused on structured
cooking and gardening in Australian primary
schools. The focus of the study was on the
social and learning environment in the school
setting. In particular, this article addresses The
Stephanie Alexander Kitchen Garden Program
objective that "has a positive impact on student
engagement, social connections, and
confidence within and beyond· the school
gates." The evidence supporting the research
question came from a qualitative sample
collection from the parents, students,
teachers, volunteers, K-12 principals, and
specialist through interviews, observations, and
focus groups. Quantitative data was collected
on child quality of life, cooperative behaviors,
teacher perceptions of the school environment,
and educational-outcome. Results indicated that

some of the program attributes included
increased student engagement and confidence,
l e a r n i n g o p p o r t u n i t i e s , teamwork, social
skills, and connections and links between schools
and communities.
Rye, J. A., Selmer, S. J., Pennington, S.,
Vanhorn, L., Fox, S., & Kane, S. (2012).
Elementary school garden programs enhance
science education for all learners. Teaching
Exceptional Children.. 44(6 ), 58-65.
Gardening is an activity that benefits all
children; and is especially beneficial for
students with special needs in order to foster
inquiry and develop motor skills. GBL and
National Science Education report engaging
students in the planting, observing, measuring,
and investigation of soils and weathering.
Hands-on experiences are key in unlocking the
learning of students with disabilities.
* Please be sure all research is cited using APA format. For more information on how to format APA citations, go
to: http://owl.english.purdue.edu/owl/resource/560/01/.

Project #2
Project Title Getting Healthy, Staying Healthy: My Body and
Me!
Project Idea
(Discuss the reason behind choosing this
issue/question as a beginning point for
inquiry.)
The key to happiness starts with our bodies. America is
getting to be an obese nation, reaching down into childhood,
with far too many elementary school students in the School
Palm Bay Academy classified as obese or morbidly obese. A
bad body image is the primary source o f shame
disappointment , and shyness among our elementary
school students. Together, mind and body form a whole.
Although the body is designed to support the mind,
unhealthy bodies and lack of knowledge about physical
wellbeing leads to poor development and a mind that does
not reach its full potential. Awareness has tremendous
power. It tunes into every cell. Awareness is the invisible,
silent age nt that lets your body know what your mind is
thinking, and at the san1e time it sends feedback from the
body so that the mind feels supported and understood. This
project will include an awesome range of experiments,
science projects, interesting facts, amazing videos,
challenging quizzes and more to help boost the mind-body
awareness of mu students. Students will learn about health
and growth, the human skeleton and all kinds of interesting
human body topics. As well as activities for children, there
will be activities for parents.
Driving Question
(Open ended; employs higher order
thinking skills, evokes curiosity)
What makes our bod y work?
Grant Objectives Addressed Objective I .I) By July 2015, 80% of actively participating
21st CCLC students (at least 30 days in attendance)
will demonstrate increased reading proficiency.
Objective 1.2) By July 2015, 80% of actively participating
21st CCLC students will demonstrate improvement in writing /
language arts skills and abilities consistent with the
Common Core Standards.
Objective1.3) By July 2015, 80% of actively participating
21st CCLC students will demonstrate improved knowledge,
skills, and abilities in mathematics consistent with Florida's
Next Generation Sunshine State Standards.
Academic Subjects
Language Arts, Mathematics, Science
Common Core State Standards Common Core State Standards

to Address
(Write out the Domain and Cluster, then
include the numbers of individual
standards that will be explicitly
taught/reinforced by the project.)
Language Arts:
LACC.2.RI.2.5: Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries, indexes ,
electronic menus, icons) to locate key facts or information in a
text efficiently.
LACC.2.SL.2.4: Tell a story or recount an experience with
appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
Mathmatics:
MACC.3.MD.2.3: Draw a scaled picture graph and a scaled
bar graph to represent a data set with several categories.
Solve one- and two-step "how many more" and "how many
less" problems using information presented in scaled bar
graphs.
Next Generation Sunshine State Standards:
Science:
SC.K.L.14.1: Recognize the five senses and related body
parts.
SC.2.L.14.1: Distinguish human body parts (brain, heart,
lungs, stomach, muscles, and skeleton) and their basic
functions.
SC.5.L.14.1: Identify the organs in the human body and
describe their functions, inc1uding the skin, brain, heart, lungs,
stomach, liver, intestines, pancreas, muscles and skeleton,
reproductive organs, kidneys, bladder, and sensory organs.
Other:
DA.1.S.1.2: Explore how the body parts move by using imitation
and imagery.
HE.l.C.1.6: Emphasize the correct names of human body
parts.
HE.2.C.1.6: Recognize t h e lo c a t io n s a n d functions of
major human organs.
HE.4.C.1.6: Identify the human body parts and organs that
work together to form healthy body systems.
MU.K.0.1.1: Respond to beat, rhythm, and melodic
line through imitation.
E.2.L.2.2: Identify the components of health-related physical
fitness (cardio respiratory endurance, muscular strength,
muscular endurance, flexibility, body composition).
PE.5.L.2.9: Describe the benefits of maintaining a healthy
body composition.
TH.K.S.3.1: Use imagination to show a person at work
using the body and voice to communicate ideas.
Personal Enrichment Categories
Dropout Prevention and character Education
Service Learning
Physical Education

21st
(Collaboration, Communication, Critical
Thinking/Problem Solving)
Identify and describe how these will be
utilized.
Collaboration:
Students will provide peer assistance to students in other
groups to assist with the completion of their drawings and
projects; and work together in SPARK activities to learn
healthy exercise routines. Families will learn to collaborate
planning balanced meals for healthy living.
Communication:
Students will discuss the job of each part of the body as
they learn about them; teach younger students how to
properly wash their hands. Written communication will be
utilized in students' journals.
.
Critical Thinking/Problem Solving:
Students will discuss what would happen if one part of your
body isn't working, how the rest of your body will function, and
whether they could live without that part of your body; how
germs are spread through touching objects and other people.
Additionally, students will create a nutritionally balanced menu of
meals.
Expected Duration of Project The duration of this Project Based Learning project will be
for a ten week period: October 3, 2014 - December 19,
2015.
Students Involved (#, grades)
100 students, grades K - 8
Staff Involved (#, specialties) • 3 Certified Teachers
• 2 Instructional Specialist
• 1 Director
(# of days/week
# of hours/day)
5 days per week, 90 minutes per day
Entry Event
(Designed to engage students’ attention)
• School nurse will discuss the different parts and
systems throughout the body.
• Invite the St. Johns Water Authority to dissect a
frog or shark under the document camera for the
students.

(Add as many weeks as necessary
through the duration of the project.)
Week 1: My Body and the Senses
An outline of everyone’s body will be created working with
partners. As parts/systems are studied, items will be added to
the
bodies to represent their actual size and labeled.
• Explore the five senses to learn how senses work
together.
• Participate in an activity with different items placed in
paper bags to use their senses exploring to guess the
items in the bag.
• Record the prediction and senses that helped them
guess.
• Look in the bags to see if other senses helped them
figure out what the items were; and
• Write predictions and a reflection of the activity in there
journals.
Books for Week 1:
My Five Senses by Aliki
The Senses by Adolfo Cassan
Week 2: Skeleton and Bones
• Create/build a model of the human skeleton using Q-tips
and a large paper; and
• Base their model off of research done on bones to
accurately portray how many bones are in the human
body (large, small, etc.)
Complete models will be added and labeled to their life-size
human creation from week one.
Books for Week 2:
The Bones You Own: A Book about the Human Body by Becky
Baines
You Can’t See Your Bones with Binoculars: A Guide to Your 206
Bones by Harriet Ziefert
Week 3: Muscles, Joints, Ligaments, Tendons
• Research and read about muscles.
• Use rubber bands to represent the muscles stretching.
• Create a model of their hand showing how all of the
bones, muscles, ligaments, joints, and tendons work
together.
• Use a different material to represent each part of the
hand; and
• Show how muscles and bones work together to help the
body move by adding muscles (rubber bands) and labels
to their life-size human body.
Books for Week 3:
My Muscles by Rena Korb abd Anthony J. Weinhaus
Usborne’s Understanding Your Muscles and Bones: A Guide to

What Keeps You Up and About: by Rebecca Treays
Week 4: Digestive System
• Explore the digestive system by learning how a
hamburger goes through the digestive track through a
web quest, “the hamburger project.”
• Conduct research based on different websites of other
students or schools who have participated in digestive
projects on the hamburger.
• Add the different digestive organs and fluids including
saliva, esophagus, stomach, gastric acid, bile, large
intestine, etc. to their life-size human body creation; and
• Label each of these items.
Books for Week 4:
The Digestive System by Christine Taylor-Butler
The Quest to Digest by Mary K. Corcoran
Week 5: Circulatory System
During the week the students will:
• Research the circulatory system and sue plastic tubing
and colored water to recreate the circulatory system.
• Build the circulatory system using the plastic tubing.
• Run the colored water through the tubing to show how the
heart moves blood through the body; and
• Add and lable the parts of the circulatory system, such as
the heart, to their life-size human body creation they
started during week 1.
Books for Week 5:
The Circulatory Story by Mary K. Corcoran
The Heart by Lisa Greathouse
Week 6: Respiratory System
• Actively listen and participate in presentation by the
American Lung Association, which will include a
demonstration on how smoking affects the respiratory
system.
• Create anti-smoking posters to display around their
school.
• Divide into groups to create models of healthy lungs and
unhealthy lungs.
• Compare and contrast the two different lungs and discuss
how smoking turns healthy lungs into unhealthy lungs;
and
• Add and label parts of the respiratory system , such as
the lungs, to their life size human body creation.

Books for Week 6:
The Lungs by Lisa Greathouse
The Remarkable Respiratory System: Slim Goodbody's Body
by John Burstein
Week 7: Germs
• The importance of hand wahing.
• Understand how germs get and stay on their hands.
• Pass around a wet sponge covered in flour (each time the
sponge is passed to the next student, the flour is released
unto the student’s hands.)
• Walk around and shake hands of the other students in the
classroom.
• Observe how every time they touch something or
someone, they pick up/spread more and more germs.
• Learn the proper way to wash their hands using soap and
water.
• Discuss what happens to the flour (which represents
the germs) when they properly wash their hands.
• Create signs and work in groups to create posters to
be placed near sinks and around campus on how to
properly wash hands; and
• Older students will be guest speakers in Kindergarten
classrooms during the school day and will teach
students how to properly wash their hands using soap
and water. he posters made by the 21st CCLC
students will be hung up in the kindergarten classrooms
for reference.
Books for Week 7:
Germs Make Me Sick! by Melvin Berger
The Magic School Bus: Inside the Human Body by Joanna
Cole and Bruce Degen
Week 8: Healthy Choices for your Body
• Brainstorm a list of healthy foods and a list of junk foods.
• Collect food wrappers and will examine the nutritional
facts on the back of the packages.
• Research different foods and the effects that different
food choices have on the human body by using the USDA
website.
• Analyze the different components to a healthy meal; and
• Use the My Plate guide to create a weekly food plan
which will incorporate recommended daily serving from
each of the food group.
Books for Week 8:
An Apple a Day by Melvin Berger
Eat Healthy, Feel Great by William Sears, M.D., Martha
Sears, R.N., and Christie Watts Kelly

Week 9: Exercising
Students have been learning a variety of SPARK (Sports, Play,
and Active Recreation for Kids) games and activities during
PE/Wellness time with their counselors.
During the week the students will:
• Brain a list of SPARK activities that they enjoy.
• Discuss how much exercise they should be getting daily.
• Create a monthly calendar of daily exercise activities to
participate in; and
• Each group will teach other groups different exercises
that they enjoy.
Books for Week 9:
Kids in Sports by Kristen Hall
Wallie Exercises by Steve Ettinger
Week 10: Oral Hygiene
Staff from the District’s Health Department will visit the school to
teach students proper oral hygiene care.
• Discover why it is important to take proper care of their
teeth; and
• Work in cooperative groups will make a bar graph
showing how many teeth each person has and describe it
to the class.
• Question to help guide the group include: What is the
smallest number of teeth on your graph? How many
people have the smallest number of teeth? What is the
largest number of teeth on your graph? How many
people have the largest number of teeth?
Books for Week 10:
At the Dentist by Carol Green
Brush! Brush! Bunny by Lizzie Nanna
Audience
• Students will present and display their life-size human
body creation to the entire 21st CCLC program since
students worked in groups among the different grade
levels.
• Students and parents will pru1icipate in a Family
Literacy event where students will help their parents
plan a weekly menu for the family including all of the
recommended food groups and the daily recommended
servings from each.
• Students can then post these menus on the fridge and
help their parents prepare healthy meals all week long!

Expected End Result/Product • Make a life-size poster of the human body that
incorporate
• all of the different body part and systems explored
throughout the unit.
• Students will create a healthy one-week menu with their
parents.
• Students will learn the role of exercise and movement in
their daily lives by creating a fitness video that students
choreograph and then present to family and community
members.
Day
• Students will be using their reading and writing skills
throughout the lessons.
• They will .have literature, that relates to the human body
along with learning how to research.
• A journal will be provided to the students to write about
what they learned and how it relates to their life.
• Language Arts:
o Retelling Important Information from Informational Texts.
o Readers Know Ways to Find Information in a book.
o Notification Text - Science
• Science:
o What Makes Up the Human Body?
o What Changes Your Heart Rate?
o Growing Healthy and Strong
o What Body Parts Enable
o Movement, Support, Respiration, and Circulation?
o What Body Parts Enable Digestion, Waste Removal, and
Reproduction?
• Mathematics:
o Draw Actual Size/To Scale
o Draw Diagram Strategy
o Create Various Graphs
and Involvement
Parents will be invited in at least two times per month for
an open house. They will work with the students to build
the models of human body parts. To prepare for the
open house, students will create project boards to
present to the parents and use as a resource as they
are building the models.
Students and parents will have a Family Literacy Night
that is focused on nutrition. Together the students and
parents will create a menu for one week incorporating the
daily recommended servings from each of the food groups.
Students and parents will extend this activity by cooking
together at home according to the menu they have
created.
Educational Research that supports Carison, S. A., Fuiton, J. E., Lee, S. M., Maynard, L M., Brown, D.

the project *
Please site the source and provide a short
description of its relevance.
R., Kohl HI, H. W., & Dietz, W. H. (2008). Physical education and
academic achievement in elementary school: data from the early
childhood longitudinal study. American Journal of Public Health,
98(4), 721-727
Using data from the Early Childhood Longitudinal Study, the
research in this article found that increased levels of
physical education may be associated with improved
achievement in mathen1atics and reading. In elementary
school students, does not negatively affect academic
achievement. Therefore, concerns about a decline in
academic achievement are not grounds for limiting physical
education programs.
Inagaki, K. & Hatano, G. (1993). Young children's
understanding of the mind-body distinction. Child Development,
64(5), 1534-1549.
Four experiments that investigate children's understanding of
the mind-body distinction are reported in this article. The first
experiment studied children's understanding of changeable.
versus unchangeable human properties and bodily
versus mental properties. The second experiment studied
children's understanding of causal explanations for biological
phenomena. The third experiment compared children 's
and adult's understanding of causal explanations for
biological phenomena. The final experiment compared
children’s and adult's understanding of causal explanations
for psychological phenomena. The results show that
children as young as six years of age understand that
biology is independent from psychology.
Tremblay, M. S., Inman, J. W., & Willms1 J. D. (2000). The
relationship between physical activ1ty, self-esteem, and
academic achievement in l 2-year-old children. Pediatric
Exercise Science, 12(3), 312-323.
This article discusses the relationships between physical
activity levels of students, body-mass index, self-esteem,
and reading and mathematics scores. As expected, the
higher the levels of physical activity, the lower the body-
mass index.
The study also reports a positive correlation between
increased levels of physical activity and improved self-
esteem. Increased levels of physical activity, which leads
to higher self-esteem, may be related to increase
academic achievement in some students.
* Please be sure all research is cited using APA format. For more information on how to format APA citations, go to:
http://owl.english.purdue.edu/owl/resource/560/01/.

Project #3
Project Title Habitats in the World !
Project Idea
inquiry.)
Florida in itself demonstrates a wide variety of habitats, being a
home to thousands of different plants and animals. Students
will learn all about habitats in Florida as well as their parts of
the world. Through exploration of habitats such as oceans,
deserts, the arctic, the rainforest, and so much more,
students will see how animals survive by adapting to their
environment. Students will have the opportunity to research
different plants and animals and see some up close by
exploring different habitats in Florida and at local zoos and
nature centers.
Driving Question
What is the importance of habitats in our world? How do
animals survive and adapt to harsh climates
Grant Objectives Addressed • Objective 1.1) By July 2015, 80% of actively
participating 21st CCLC students (at least 30 days in
attendance) will den1onstrate increased reading
proficiency.
• Objective 1.2) By July 2015, 80% of actively
participating 21st CCLC students will demonstrate
improvement in writing/language arts skills and
abilities consistent with the Common Co r e Standards.
participating 21st
CLCC students will demonstrate
improved knowledge, shills, and abilities in
mathematics consistent with Florida’s Next
Generation Sunshine Standards
participating 21st CCLC students will show
improvement and application of scientific principles
consistent with state standards.
participating 21st CCLC students will show improved
physical fitness and knowledge of healthy behaviors.
participating 21st CCLC students will show an increased
understanding an appreciation of visual and performing
arts.
participating 21st CCLC students will demonstrate
improved community awareness and service
commitment.
participating 21st CCLC students will show increased
dedication, motivation, and commitment to the

educational process.
Academic Subjects Language Arts, Mathematics, Science
Common Core State Standards
to Address
(Write out the Domain and Cluster, then
include the numbers of individual
standards that will be explicitly
taught/reinforced by the project.)
Common Core Standards:
Language Arts:
LACC.4.RI.3.9: Integrate information from two texts on the
same topic in order to write or speak about the subject
knowledgeably.
LACC.2.RI.3.7: Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and clarify text.
LACC.1.RI.2.6: Distinguish between information provided
by pictures or other and information provided by the words in
a text.
Mathematics:
MACC.l.MD.1.2: Express the length of an object
as a whole number of length units, by laying
multiple copies of a sh01ter object (the length
unit) end to end; understand that the length
measurement of an object is the nun1ber of
same-size length units that span it with no gaps or
overlaps.
Next Generation Sunshine State Standards
Science:
SC.2.L.16.1: Observe and describe major stages in the
life cycles of plants and animals, including beans and
butterflies.
SC.l.L.17.1: Through observation, recognize that all plants
and animals, including humans, need the basic necessities
of air, water, food, and space.
SCA.L.16.4: Compare and contrast the major stages in the
life cycles of Florida plants and animals, such as those that
undergo incomplete and complete metamorphosis, and
flowering and nonflowering seed-bearing plants.
SC.5.L.15.1: Describe how, how when the environment changes,
differences between individuals allow some plants and animals to
survive and reproduce while others die or move to new locations.
Personal Enrichment Categories Drop Out Prevention and Character Education
Service Learning
Physical Education
21st
utilized.
Collaboration:
Students will collaborate as they create the biome of the ocean.
Communication:
Students will work in cooperative learning groups. They
will work in groups to create models of dolphins, fish,
coral reefs, ocean levels, as well as food chain posters.
Students will collaborate with their parents to create

other sea animal and plant life to add to the biome.
Students will work together to find facts and design the ocean
model based on the information learned and researched
Expected Duration of Project The expected duration of the project based learning project will
before nine weeks: January 5, 2015 through March 6, 2015
Staff Involved (#, specialties) 3 Certified Teachers
2 Instruction Specialist
1 Project Director
Additional Staff:
St. Johns River Water Authority Professional
(# of days/week
# of hours/day)
5 days per week, 90 minutes hours per day
Entry Event
(Designed to engage students’
attention)
Invite outreach educators from St. Johns River
Water Authority Department (Forever Florida
Conservation Center) to bring animals and
talk to students about different animals and
their habitats.
Week 1: Ponds
• Read about what types of plants and animals survive in
fresh water ponds.
• Create a poster demonstrating the food chain in the pond.
• Create a model of the life cycle of a frog after researching
it.
• Learn that frogs can jump as far as five feet per hop, which
is about 20 times the length of their body.
• Each will be measured by a partner and will try to jump one
length of their body.
• Measure how far down the field they would need to hop to
be promotional to the frog.
• Hop 20 times their length and see how many times it takes,
and
• Learn that animals in the pond habitat can do unique
things!
Books Week 1:
Pond Circle by Betsy Franco
Would You Rather Be a Pollywog? All About Pond Life by Bonnie
Worth
Week 2: Deserts

• Learn about desert habitats and what types of plants and
animals can survive in the desert.
• Research amount of rainfall each year and will describe
how animals adapt to the harsh climate.
• Create their own desert animal and describe how its
adaptations allow it to survive in the extreme hot climate.
• Share their designed animals with their classmates.
• Research sand dunes and create their own using small
containers, aluminum plans, and sand; and
• Demonstrate how sand dunes are not permanent and are
constantly changing by blowing on the model sand dunes
to change their shapes.
Books for Week 2:
Why Oh Why Are Deserts Dry? All About Deserts by Tish Rabe
Week 3: Savanna/Grasslands
• Learn about grassland in the United States, which are
closely related to Savannas in Africa.
• Compare and contrast the plants and animals in the
grasslands and savanna; and
• Collect grass, rocks, etc from outside of school and create
a model of either a savanna or grassland with a partner.
Books for Week 3:
A Mama for Owen by Marion Dane Bauer
Grasslands by Cathryn Sill
Here is the African Savanna by Madeleine Dunphy
Week 4: Rainforests
• Conduct research on the different layers of the rainforest
and learn about which types of animals live in the different
layers.
• Create “Save the Rainforest” poster and add real life facts
and statistics regarding the rainforest; and
• Use a cereal that box to create a diorama of the rainforest
demonstrating each of the three layers and the animals that
live in these layers.
Books for Week 4:
Amazing Animals Rainforest Romp by Tony Mitton and Ant
Parker
I See Kookaburra! by Steve Jenkins and Robin Page
If I Ran the Rainforest: All about Tropical Rainforest by Bonnie
Worth
Sparrow Girl by Sara Penny Packer

Week 5: Oceans
• Learn about different ocean animals.
• Focus their learning on marine mammals that use
echolocation to communicate.
• Use paper towel rolls to demonstrate how marine mammals
communicate with each other.
• Conduct research on mammal training at Sea World; and
• Record observations regarding marine mammal training.
Books for Week 5:
Dolphin Talk: Whistles, Clicks and Clapping Jaws (Let’s read-and-
Find-out-Science Book Series) by Wendy Pfeffer
One Small Square Seashore by Donald M. Silver
Week 6: Artic
• Research plants and animals in the tundra/arctic.
• Create an experiment called "blubber gloves" to learn how
animals that live in the arctic can deal with the harsh
climate.
• Place their hand in one bag plastic bag with shortening
and submerge it in ice water to see how long they can
keep it in the water before they begin to feel cold.
• Repeat the same experiment except this time they will
place their hand covered with just a plastic bag and no
shortening into the water.
• Use a stopwatch to keep track of the amount of time their
hands are in the water and record this time in a chart; and
• Write about this experience in their 21st
CCLC journals.
Books for Week 6:
Animals in Winter by H. Bancroft & Richard Van Gelder
Week 7: Everglades/Wetlands
• Read about the Florida Everglades and what makes it so
unique.
• Compare and contrast alligators and crocodiles; and
• Create models of alligators and crocodiles with modeling
clay
The models will demonstrate the differences between two and
will be labeled.
Books for Week 7:
Deep in the Swamp by Donna Bateman
Week 8: Caves
• Research caves and what kinds of plants and animals
can survive in caves.

• Focus on bats and compare bats to other types of
mammals, such as marine mammals discussed in week 5,
and humans.
• Conducts research on different types of bats; and
• Create a model cave out of clay and will include animals
and plants that survive in caves.
Books for Week 8:
Caves (Nature in Action) by Stephen Kramer
Who EatsWhat? Food Chains and Food Webs by P. Lauber
Week 9: Habitats Around the World
• Create an information book about each of the different
habitats they learn about.
This book will include elements of the habitat, plants, and animals
including non-fiction text features including captions, illustrations,
sidebar/fact boxes, and charts and graphs.
Books for Week 9:
Habitats Around the World by Debra Castor
What's For Dinner? Quirky, Squirmy Poems about the
Animal World by Katherine B. Hauth
Audience
• Students will present their created animal habitat books to
different groups of students.
• The books will be displayed in a 21st CCLC library where
students can go and read different students books.
• Students will create an animal habitat book including
elements of the habitat, plant, and animals.
• Students will have the opportunity to participate in hands-
on learning at St. Johns River Water Authority during and
or following the project.
Expected End Result/Product Students will create an animal habitat book including
elements of the habitat, plants, and animals.
Day
Within the PBA Learning Village Scope and sequences during the
school year.
• Language Arts:
o Create Information (Non-Fiction) Text
o Text Feature
• Science:
o What are some Animal Life Cycles?
o What are Animal Needs?

o Where do Plants and Animals Live?
o Basic Needs and Environments
o Living Things Change
• Mathematics:
o Measurements in Inches and Feet
o Proportional Distance
and Involvement • Students will host a Family Literacy night where they can
read and their habitat books to their parents.
• Parents can add to the book with their child or translate to
make a bi-lingual book.
Educational Research that supports
the project *
Fanner, J., Knapp, D. & Benton, G. M. (2007). An elementary
school environmental educational field trip: Long-term effects
on ecological and environmental knowledge and attitude
development. The Journal of Environmental Education, 38 (
3),33-42,
A group of fourth grade students visited Great Smoky
Mountains National Park on an environmental school
field trip. This article discusses the effects of the trip
on the students. One year after the field trip, the author
conducted interviews with the students. Most students
could recollect what they saw, heard, and learned on the
field trip. In addition, findings suggest that this trip
impacted the students’ attitude towards the environment,
and most students developed a pro-environmental
attitude as a result of the first hand experience.
Knipper, K. J. & Duggan, T. J. (2006). Writing to learn across
the curriculum: Tools for comprehension in content area
classes. 17ie Reading Teacher, 59(5), 462-470.
Reading and writing are reciprocal processes. When
students write about what they read, they interact with
the text, and become more engaged in the learning
process. This author shows how using both reading and
writing across the curriculum can improve student
learning. Implementing writing lessons into the science
class will reinforce students' comprehension of new
concepts and extend their critical thinking. When
students "write to learn," they extend the meaning-
making process and deepen their understanding.
Pringle, R. M. (2005). Such low temperatures in the arctic
region: How can polar bears call it home? Science Activities:
Classroom Projects and Curriculum Ideas, 41(4), 29-32.

This article reinforces the need to hands-on, active
learning in the classroom. When students learn about
biological concepts in elementary science classrooms,
they learn best through direct experiences. Students
learn about habitats in their immediate environment by
exploring outdoors and interacting with the plants and
animals. However, when learning about habitats that
are not as accessible, simulations and models can be
utilized to provide similar experiences. In the lesson
"How do polar bears keep warm in their homes?"
students explore animals adaptations through imitations
and models.
Upadhyay, B. & Def ranco, C. (2008). Elementary students:
retention of environmental science knowledge: Connected
science instruction versus direct instruction. Journal of
Elementary Science Education, 20( 2), 23-37.
This article describes a study conducted on two
different third grade science classes to determine the
effects of connected instruction versus direct
instruction. For the purposes of this study, connected
instruction refers to lessons that are specifically
designed to connect to the students' prior knowledge.
The study shows that while students gain general
science knowledge through direct instruction, long-term
retention of knowledge is improved when students
receive connected science instruction. Meaningful
science instruction comes from creating experiences
that connect with the students' lives. Hands-on
experiments and discussions improve knowledge
retention rate because the students are provided
with experiences that connect to their prior knowledge
and allow for opportunities to practice and relearn new
knowledge. Students are more likely to learn when
new science concepts are connected to actual
experiences.

Project #4
Project Title Come Dive With Me!
Project Idea
inquiry.)
Many students have never been to the local beaches to see
the ocean. Students will learn that our ocean covers 73% of
the Earth’s surface and is still the home of the majority of
Earth’s living creatures. They will also learn the oceans are a
vital part of the water cycle that brings rain to our crops and
forests and shrinking water to our cities. Students learn about
plant life, shells, coral reefs, fish, endangered sea life, such as
manatees and sea turtles. They will understand the
significance of keeping beaches litter free by presenting a
PowerPoint highlighting the impact of litter on marine life and
encouraging others not to litter.
Driving Question
Why is the ocean important?
Grant Objectives Addressed
Objective 1.1) By July 2015, 80% of actively participating 21st
CCLC students (at least 30 days in attendance) will demonstrate
increased reading proficiency.
Objective 1.2) By July 2015, 80% of actively participating 21st
CCLC students will demonstrate improvement in writing/ language
arts skills and abilities consistent with the Common Core Standards.
Objective 1.3) By July 2015, 80% of actively participating 21st CCLC
students will demonstrate improved knowledge, skills, and abilities in
mathematics consistent with Florida's Next Generation Sunshine State
Standards.
students will show improved understanding and application
of scientific principles consistent with state standards.
21st CCLC students will show improved physical fitness and
knowledge of healthy behaviors.
21st CCLC students will show increased understanding an
appreciation of visual and performing arts.
21st CCLC students will demonstrate improved community
awareness and service commitment.

21st
CCLC student will show increased dedication, motivation, and
commitment to the educational process.
Academic Subjects
Language Arts, Mathematics, Science
Common Core State Standards to
Address
(Write out the Domain and Cluster,
then include the numbers of
individual standards that will be
explicitly taught/reinforced by the
project.)
Language Arts:
LACC.3.RI.1.3: Describe the relationship between a series of historical
events, scientific ideas or concepts, or steps in technical procedures
in a text, using language that pertains to time, sequence, and
cause/effect.
LACC.1.SL.1.2: Ask and answer questions about key details in a
text read aloud or information presented orally or through other
media.
Mathematics:
MACC.5.MD. 1.1: Convey among different-sized standard measurement
units within a given measurement system (e.g.,
convert 5 cm to 0.05 m), and use these conversions in solving multi-step,
real world problems.
MACC.4.lID.1.2: Use the four operations to solve word
problems involving distances, intervals of time, liquid volumes, masses
of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in
a larger unit in terms of a smaller unit Represent measurement
quantities using diagrams such as number line diagrams that feature a
measurement scale.
Next Generation Sunshine State Standards
Science:
SC.K.L.14.3: Observe plants and animals, describe how they are alike
and how they are different in the way they look and in the things they
do.
SC.4.L.17.4: Recognize ways plants and animals, including humans,
can impact the environment.

Personal Enrichment Categories Dropout Prevention and Character Education
Service Learning
Physical Education
21st
utilized.
Collaboration:
Students will collaborate as they create the biome of the ocean.
Communication:
Students will work in cooperative learning groups. They will work in
groups to create models of dolphins, fish, coral reefs, ocean levels,
as well as food chain posters. Students will collaborate with their
parents to create other sea animal and plant life to add to the
biome.
Students will work together to find facts and design the ocean model
based on the information learned and researched.
Expected Duration of Project The duration of this Project Based Learning project will be for a
six week period: March 9, 2015 –May 1, 2016
Staff Involved (#, specialties)
21st CCLC staff:
3 Certified Teachers
2 Instructional Specialists
1 Project Director
Additional Staff:
St. Johns River Water Authority
(# of days/week
# of hours/day)
5 week, 90 minutes per day
Entry Event
(Designed to engage students’ attention) Field trip to the beach and ocean.
Video of the ocean.
Week 1: Ocean Zones: Sunlit Zone, Twilight Zone, Midnight
Zone
• Be split into three groups and will research their zones.
• Create a news broadcast of “Entering the Sunlit Zone”, “Entering
the Twilight Zone”, or “Entering the Midnight Zone” (prior to
doing the broadcast, students need to create a written plan.)
• Add this plan to their 21st
CCLC journal (In the broadcast,
students will explain their zones, and why the animals are likely
to live in the zone. They will discuss plant life and temperature

as well.); and
• Students will present the broadcast to the two other groups so
all students will learn about each zone of the ocean.
Books for Week1:
A House for Hermit Crab by Eric Carle
Sea Turtles by Carol K. Lindeen
Sea Turtles by Gail Gibbons
Week 2: Ocean Zones: Abyss and Hada!
• Create a diagram of the different zones of the ocean drawn
to scale.
• Label the different ocean zones and use their math skills to
create their diagram so it is proportionate to the actual ocean.
• include animals in each zone of the ocean based off the
animals and their needs for survival; and
• Write in 21st CCLC journals to explain why certain animals
live in different zones of the ocean, i.e. ocean animals that
breathe air must live in the sunlight zone, animals that can
survive temperatures above freezing can live in the hadal
zone, etc.
Books for Week1:
Life in the Oceans by Claire A. Nivola
Ocean Life for Kids! The Magic School Bus on the Ocean Floor
by Joanna Cole and Bruce Degen
Week 3: Marine Mammals
• Describe cetaceans.
• Discuss, compare, and contrast marine mammals and land
mammals.
• Chart the basic needs of marine mammals.
• Create a model of a porpoise (dolphin) by labeling the different
parts of the dolphin help with survival in the ocean as a
mammal; and
• Reflect on the adaptations water animals and mammals have.
Books for Week 3:
Dolphins by Carol K. Lindee
I'm a Manatee by John Lithgow Whales by Carol K. Lindeen Whales
by Laura Mars
Week 4: Fish
• Create a model of a fish to show how a shape and size of a
fish affect what they eat, where they live, and how they swim.
• Learn about camouflage, coloration, and scales on fish.
• Create a fish using recycled plastic water bottle based off of
what they know about fish sizes and shapes.

• Write a summary of their fish in their 21st
CCLC journal; and
• Discuss the importance of specific fish living in certain areas
and how the ocean can change when animals that do not
belong in certain areas are placed there, such as lionfish.
Books for Week 4:
Hello Ocean by Pam Munoz Ryan
The Magic School Bus the Fishy Field Trip by Martin
Schwabacher
The Seashore Book by Charlotte Zolotow
Week 5: Sharks
• Understand the importance of sharks in the ocean by creating a
poster of ocean food chain.
• Show in their posters the predators and prey of sharks and
other sea animals; and
• Discover how important sharks are to the ocean ecosystem.
Books for Week 5:
Sharks! by Anne Schreiber
Sharks by Jody Sullivan
What Color is the Ocean? by Gary Collins and Maggie Rose Parson
Week 6: Coral Reefs
• Research natural coral reefs and man-made coral Florida and
other states in the United States.
• Research and create a model of a coral reef using butcher
paper, tissue paper, etc,; and
• Show how different animals find homes in the coral reef.
Books for Week 6:
Crabs by Jody Sullivan
Over in the Ocean: In a Coral Reef by Marianne Berkes
Sea Stars by Jody Sullivan
Weird Sea Creatures by Laura Marsh
Audience • 21st CCLC students will host an event during the school day
based on the theme "Come Dive with Me.”
• Other students in the school will have the opportunity to
learn from their peers about the different zones of the
ocean and how plants and animals adapt to their
environment
Expected End Result/Product • 21st CCLC students will host an event during the school day
based on the theme "Come Dive with Me.”
• Other students in the school will have the opportunity to
learn from their peers about the different zones of the

ocean and how plants and animals adapt to their
environment.
• Students will recreate the ocean scene including animals,
plant life and facts about the ocean in a biome. The biome
will be in one room where all 21st CCLC students can add
mini projects they have created throughout the unit.
• Students can create and add to the biome other plants and
animals not previously made.
• The biome will be used as a host room for a Family Literacy
Night.
Day Within the School Districts Learning Village Scope and
Sequence for the school year.
• Language Arts:
o Skim and Scan for Information with Notification
o Presentation Skills
• Science:
o Classifying Plants and Animals
o Changes in Environment
o Oil Pollution
o What are Some Adaptations to Life In Water?
• Mathematics:
o Item Drawn to Scale
o Proportional
Adult Family Member Literacy and
Involvement
• 21st CCLC students will host a Family Literacy Night and
work on models of other sea animal and plant life to add to
their biome.
• 21 st CC.LC students will host a Family Literacy Night
based on the theme "Come Dive with Me." The 21st CCLC
parents will explore the different zones of the ocean and
learning about the different animals in each of the zones.
The students will be able to teach their parents about the
ocean.
Educational Research that supports
the project *
Eidietis, L, & .Jewkes, A. M. (20i 1). Making curricu1um
decisions in K 8 science: The relationship between teacher
dispositions and curiculum content. Jounal of Geoscience
Education, 59( 4), 242-250.
This study indicated dispositions of teachers regarding
teaching ocean science. Data collection was done through
the means of a survey where 89 K-8 teachers reported

their feelings on their preparedness to teach on the topic
of ocean literacy and their attitudes toward ocean science.
Results showed that teachers' dispositions predicted the
frequency of teaching ocean literacy. These findings
indicated that this decision likely reflects feelings of
preparedness to teach.
Bruno, B. C., Wiener, C., Kimura, A., & Kimura, R. (201 I ). Ocean
FEST: Families exploring science together. Journal of Geoscience
Education, 59(1), 13-21.
Ocean FEST engages elementary school students, parents,
teachers, and administrators in ocean-themed family
science nights based on a scientifically proven model. The
key goals are to educate the participants regarding the
ocean and earth science issues relevant to their
communities and to inspire more under-represented
students to pursue careers in ocean and earth science.
Wolf, M., & Laferriere, A. (2009). Crawt into inquiry-based
learning: Hennit crab experiments. Science Activities, 46 (
3), 32- 38
There is a need for inquiry-based lessons in the
early elementary grades due to the development of analytical
skills at the early stages of a child's life. The authors of this
article present an inquiry-based lesson for first and
second grade students that have been previously and
successfully used by graduate teaching associates involved
in the National Science Foundation GK:12 program at the
'Oregon ·Institute of Marine Biology. The lesson involves
using live marine or terrestrial hermit crabs where students
learn about the anatomy, ecology, and classification of the
hermit crabs. The students make
detailed observations and have the opportunity to ask
questions regarding their live subjects. The students then
raise an experimental question regarding hermit crabs and
carry out an experiment where they make a hypothesis,
record and report results, evaluate their experiment, and
suggest possible improvements.

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