BC: Feedback/Comments | Please comment on my PBL: 1. Where can I add to my unit to make it more rigorous for my students? 2. What is something you think will be difficult to facilitate/teach? 3. What types of resources would be good for students to use while gathering info for this project? 4. How can I incorporate other core subjects into my unit plan? 5. What technology resources could I add to my unit plan? Thank you for coming!
FC: Planning for Disaster | Melissa Bedell 7th Grade Science Cimarron Springs 2010-2011
1: Project Based Learning | Project Summary and CFQ's: | Summary: Students will be creating a poster to show causes and effects of a natural disaster. They will also be creating a PSA video to encourage Arizona residents to be prepared for a natural disaster. CFQ's Essential Question: How are humans affected by our environment? Unit Questions: How are we affected by natural disasters in Arizona? How can a natural disaster can affect your community? What kinds of natural disasters can happen and how can we be prepared for them? Content Questions: How are earthquakes measured? What can we do to prepare for a natural disaster? What can we do to prevent damage from natural disasters?
2: Project time line | Week one: Introduce PBL and topics. Create groups and decide on topics. Begin research and planning. Week two: Work on projects, wikki blogs, and earthquake shake. Week three: Work on projects, peer conferences, teacher conferences, fnalize products. Week four: Present projects and reflections.
3: Assessment time line Before the unit begins: Pre-Test, Visual Ranking tool, Student notebooks, brainstorming tool During the unit: Student notebooks, wikki blogs, peer conference sheet, teacher conference sheet, project checklist, After the unit: Oral presentations, reflection, final wikki blog, peer grading sheet.
4: Science standards addressed: | 1. Propose viable methods for responding to a need or problem. 2. Compare solutions to best address an identified need or problem. 3. Describe a scientific discovery that affects technology. 4. Describe how earthquakes are measured. 5. Predict how environmental factors can affect living organisms.
5: Peer group Conference sheet Directions: Ask the following questions and record their answers. Your Name: _____________________________ Partner's Name: ______________________________ 1. What is your natural disaster? 2. What is your job? 3. What is going well? 4. What are you having trouble with? 5.What have you learned about the topic so far? 6. What would you like to learn more about? 7. How do you like working with your group members? 8. What questions do you have about your project? | Inspiration brainstorming web
6: Student Sample
7: Teacher Conference Sheet Group members: __________________ Topic: _________________________ 1. Brainstorm inspiration document complete: Yes or No? 2.Group member jobs assigned. Researcher: ________ Creator: ____________ Idea Maker: __________ Other: _______ 3. Completed research: 1—2—3—4—5—6—7—8—9—10 4.Poster completion: 1—2—3—4—5—6—7—8—9—10 5.Wikki posts complete: 1, 2, 3. 6.Video script: 1—2—3—4—5 7.Video recorded: Yes or No? | Formative assessment:
8: Student work rubric
9: Resources: | www.intel.com/assessment www.intel.com/tools Mixbook.com Edu.glogster.com rubistar4teachers.com E3 Participants 2009-2010