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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: Finding Solutions to Hunger

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.

SOURCE: http://us.iearn.org/projects/curriculumintegration-toolkit/integrationplans/plan/finding-solutions-hunger-0 Questions & Possible Modifications

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

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

Covers Math, Health, Science, Language Arts, reading, Social Studies and technology. However, could incorporate more math-lots of potential. Does a good job of incorporating global awareness- comparing own diet with those around the world and addressing poverty and hunger. Problem solving, communication, collaboration, using technology, Why should we care? Week 4-8 Week 9- 10 outcomes were expected Focusing on why global hunger and poverty is a problem and how we are affectedquestions to ignite deeper curiosity. If why should we care", reason to know would be clearer. At the end, students decide which county they will focus on Offers checklist to go by and opportunity to present to class before final PSA. Requires students to make a PSA to educate school/community about the issue of hunger.

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.

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.

INCLUDE A PUBLIC AUDIENCE


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

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

Cycle 2 2 EDCI 397

MD State Curriculum Grade: 6 MATH: 1.C.2.a: Identify and describe the change represented in a graph. 1.C.2.b: Translate the graph of a linear relationship onto a table of values that illustrates the type of change. 4.A.1.a: Organize and display data to make frequency tables. HEALTH: 6.F.2.a: Analyze the information on a nutrition facts label. 6.G.1.b: Recognize and examine the factors that contribute to personal eating behaviors, such as hunger vs. appetite, stress, environment, family/culture, media, and peers. SCIENCE: 6.A.1.d: Identify and describe problems associated with obtaining, using, and distributing natural resources. 6.A.1.e: Identify possible solutions to problems associated with obtaining, using, and distributing natural resources. READING: 1.D.1.a: Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts. 1.D.3.d: Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression. WRITING: 4.2.a: Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose to develop an awareness of voice and tone. 4.2.f: Manage time and process when writing for a given purpose. 4.4.a: Use precise word choice, formal to informal, based on audience, situation, or purpose. SPEAKING: 7.1.a-f: Identify the purpose, audience, and setting for a presentation; Identify the needs and perspectives of the audience; Select and plan for appropriate use of visual aids; Select the topic of an oral presentation; Gather/construct adequate support; Identify and use a variety of organization structures such as narrative, cause and effect, chronological order, description, main idea and detail, problem/solution, question/answer, comparison and contrast. TECHNOLOGY: 3.B.1.a-c: Use technology tools to work collaboratively within the school community; Use technology tools to exchange ideas with individuals or groups outside of the school community; Articulate the advantages of collaboration supported by technology tools. 4.A.1.a: Use communication tools (such as e-mail, discussion boards, online conferences, Learning Management Systems, portfolios) to gather information, share ideas, and respond to questions. SOCIAL STUDIES: 6.C.2.a-f: Define the situation/issue; Identify prior knowledge about the situation/issue; Pose questions about the situation/issue from a variety of perspectives; Pose questions that elicit higher order thinking responses; Formulate research questions; Develop a plan for how to answer questions about the situation/issue. 6.F.1.a: Interpret information in maps, charts and graphs. 6.F.1.b: Interpret information from field studies and surveys.

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