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    PBL Essential Elements Checklist: Does The Project ?

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    The project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects. The only one that requires research is "recycling in northfield" ENGAGE STUDENT IN IN-DEPTH INQUIRY Students are engaged in rigorous, extended process of asking questions, using resources, and developing answers.

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    PBL Essential Elements Checklist: Does The Project ?

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    The project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects. The only one that requires research is "recycling in northfield" ENGAGE STUDENT IN IN-DEPTH INQUIRY Students are engaged in rigorous, extended process of asking questions, using resources, and developing answers.

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    The project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects. The only one that requires research is "recycling in northfield" ENGAGE STUDENT IN IN-DEPTH INQUIRY Students are engaged in rigorous, extended process of asking questions, using resources, and developing answers.

    Copyright:

    Attribution Non-Commercial (BY-NC)
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    Download as docx, pdf, or txt
    37 views3 pages

    PBL Essential Elements Checklist: Does The Project ?

    Uploaded by

    api-213658017
    The project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects. The only one that requires research is "recycling in northfield" ENGAGE STUDENT IN IN-DEPTH INQUIRY Students are engaged in rigorous, extended process of asking questions, using resources, and developing answers.

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    Cycle 2 1 EDCI 397

    PBL Essential Elements Checklist


    The Eight Elements Project Based Learning Must Have Posted by Jeff Dunn on 2013-03-22 http://edudemic.com/2013/03/elements-project-based/

    PROJECT NAME:

    SOURCE:

    Does the project?


    FOCUS ON SIGNIFICANT CONTENT
    At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.

    Questions & Possible Modifications

    (FOR 397) FOCUS ON GLOBAL AWARENESS AND DEVELOP GLOBAL COMPETENCE

    While the lesson focuses on a local level of awareness, it can be improved by allowing the students to have different perspectives on a larger scale. Addition of the group project that requires students to research their chosen recyclable both locally and globally enhances the awareness but not necessarily the competence. -B. This aspect of the project does not necessarily need revision. It touches on collaboration, communication, critical thinking and problem solving. It doesnt have as much research as we originally thought. The projects are deceiving. The only one that requires research is Recycling in Northfield Adding questions that allow thinking of recycling for the future can deepen the knowledge gained from the project because the information learned will continue to be relevant and may affect the lives of the students in their futures. Why is recycling important and how does it keep the Earth clean and protected for future generations? from other lesson plan about recycling.

    DEVELOP 21 CENTURY SKILLS (FOR 397 DEVELOP RESILIENCE)


    Students build skills valuable for todays world, such as creativity, critical thinking and problem solving, collaboration, and communication, which are taught/practiced and assessed.

    ST

    ENGAGE STUDENT IN IN-DEPTH INQUIRY


    Students are engaged in rigorous, extended process of asking questions, using resources, and developing answers.

    ORGANIZE TASKS AROUND A DRIVING QUESTION


    Project work is focused by an open-ended question that students explore or that capture the task they are completing.

    Lisa A. Bot, Ph.D. All Rights Reserved. Lbote@umd.edu

    Cycle 2 2 EDCI 397


    ESTABLISH A NEED TO KNOW
    Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an ENTRY EVENT that generates interest and curiosity.

    ENCOURAGE VOICE AND CHOICE


    Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

    INCORPORATE REVISION AND REFLECTION


    The project includes processes for students to use feedback to consider additions and changes that lead to high-quality projects, and think about what and how they are learning.

    This hits on Applying Evidence and Reasoning B.1.1. from the core curriculum are devoted to environmental sciences.. Our students are engaging in lessons that encourage them to research and learn about the recycling process. They are then required to reflect on what they learn and judge how they themselves recycle at home. A few activities would be Clean Up Your World, Sort Mania,Save the Planet, Recycle Zone, and Adventures of the Garbage Gremlin We have also added a section where students get the chance to create teams that investigate different recyclable products and discover products that are is also being recycled in other parts of the world. Students will also be able to develop a plan to encourage recycling their specific product Students must be able to reflect on their own study habits, while also keeping in mind their recycling habits. Presenting the final project to the class Presentation of the added recycling project to the class before final submission to the public meets our group review criteria This lesson needs to address community in some way. Adventures of the Garbage Gremlin (make comic book to distribute), public service announcement. Anything that would draw connections and establish bonds between classroom and community setting. The implementation of our added team recycling project definitely improves this category!

    INCLUDE A PUBLIC AUDIENCE


    Students present their work to other people, beyond their classmates and teacher.

    Added activities (general description): #1 Group Recycling Project: Lisa A. Bot, Ph.D. All Rights Reserved. Lbote@umd.edu

    Cycle 2 3 EDCI 397 Have students choose a recyclable from the list of materials from the School Field Cleanup, Adopt-a-Road, KWD Brainstorming, or Save the Planet Slideshow and organize into teams that will research a chosen recyclable. The students will identify local recycling efforts for their chosen product, the environmental impacts of the product if not recycled, and an international community affected by the recycling or non-recycling of their chosen product. Students will develop a recycling project detailing the problems, impacts and solutions that the students identify about their recyclable resulting in an effort that can be shared and implemented in their community. (Meets Maryland Curriculum Criteria 6.3.3, 6.4.1, 6.4.2, 6.4.3)

    #2 International Recycling Project: Using the Group Recycling Project that the students have developed, contact a classroom from the country that was identified during the research phase as having either a recycling problem or an ongoing effort to recycle the recyclable chosen by the group, and contact them using online resources ( e.g. Skype) to share ideas regarding their projects and set up a friendly recycling competition or coordinated recycling effort. (Meets Maryland Curriculum Criteria 6.4.4)

    Lisa A. Bot, Ph.D. All Rights Reserved. Lbote@umd.edu

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