Project-Based Learning

Overview
Project-Based Learning Packs
Introduction

Project-based learning (PBL) is an instructional framework that

encourages creativity, problem solving, research, inquiry, and
career readiness. PBL is a key tool for teachers who need to
meet the implementation challenges of next generation state
and national standards. Learning A-Zs Project-Based Learning
Packs focus on 21st Century Skills and reading across genres to
gain essential language arts and content-area knowledge. The
packs use a guided inquiry, inclusion model of project-based
learning that establishes a set of standards-based topics that
students develop to answer a Driving Question.
Students might take on the role of historian, scientist, artist,
business owner, or responsible citizen, as they investigate a
Driving Question. A Driving Question provides a purpose that
guides the investigation and generates student interest in
essential knowledge, so students can structure what they are
learning and understand why it is important.

Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 1
Organization . . . . . . . . . . . . . . . . . . . . . . . . . 2
Getting Started . . . . . . . . . . . . . . . . . . . . . . . 4
Forming Teams . . . . . . . . . . . . . . . . . . . . . . . 5
Supporting Projects . . . . . . . . . . . . . . . . . . . 6
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Appendix A:
Standards Referenced . . . . . . . . . . . . . . . . 6
Appendix B:
Additional Suggested Reading . . . . . . . . 7
Appendix C:
Technology Support Tips . . . . . . . . . . . . . 9

Content Area Skills

Project-Based Learning
Driving Question Project Outline

Problem Definition: Coral reefs are underwater communities made up of plants,

fish, and other living things. Coral reefs are home to about one-fourth of all sea life
on Earth. Coral reefs began forming millions of years ago, but today they are in
danger. Humans, rising ocean temperatures, pollution, and other things are putting
them at risk. If we lose our coral reefs and the fish that rely on them, we lose much
of the seafood that many people depend on to eat and make a living. We also lose
some of natures most beautiful places.
Driving Question
How can communities use technology to solve
the problem of disappearing coral reefs?
Words I Need to Know

Words to Investigate

chemical
communities
coral
food web
pollution
rely
research
technology
temperature

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21st Century Skills

GRADE 2

Instructions: Read the Problem Definition and the Driving Question. Circle words you do not know and write them
in the Words to Investigate box. Highlight words that appear in both your Words to Investigate box and the Words
I Need to Know box. Use surrounding words and sentences, a dictionary, and other strategies to discover the
meanings of words you do not know.

Disappearing Coral Reefs 1

Each pack provides resources focused on two to three content areas, including
language arts, math, science, social studies, or the arts. Students need to understand
key topics within the content areas of the pack in order to answer the Driving
Question, and topics are explicitly stated in each packs Driving Question Project
Outline for students. A core set of resources along with an Anchor Text from Reading
A-Zs Leveled Books collection for each Project-Based Learning Pack saves teachers
time when preparing for a project and helps them focus on differentiating to meet
their students instructional needs.

continued on next page

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Working on projects in groups students learn how to navigate the four Cs of 21st Century learning:
communication, collaboration, critical thinking, and creativity.* Students investigate a Driving Question
in small groups of three to four students and present projects to a public audience to show what they
have learned. The Project Based Learning packs provide tools to help students stay on task, work well
as a team, plan their investigations and projects, and reflect on their workall key features of projectbased learning that will prepare students to be college and career ready.

* From the Partnership of 21st Century Skills

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Project-Based Learning
Overview (continued)
Organization

The Project-Based Learning Pack Process

Each packs lesson plan follows a similar structure to establish a familiarity with the project-based learning
process and resources for investigation, teamwork, planning, and presentation.

Build Background

Entry Event
An entry event provides a spark to interest students in the topic
of their investigations, which are structured by a Driving Question
that provides a real-world purpose for projects

Reflection
Students reflect in writing about the project
and/or process; potentially identifying further
topics of inquiry to start the cycle again.

Preteach Vocabulary
Each pack contains vocabulary specific to the content
areas and academic vocabulary of the project to help
students unlock key ideas related to the Driving Question.

Final Presentation & Assessment

Teams present in front of a public audience to
remind students that their learning has real-world
application. Assessment opportunities exist
throughout the project cycle for many learning
objectives. A Pack Rubric and Presentation Rubric
help teachers determine what students have learned.

Anchor Text
All students experience the same leveled book to
give them a foundation upon which to build their
understanding of the Driving Question.

Investigate

Question and Plan

Students create investigation
questions, form teams, and set a
project timeline to frame their teams
research of the Driving Question.

Present
& Assess

Practice Presentation
& Peer Review
Teams practice speaking and listening skills and review the
presentations of their peers to ensure everyone is confident
when presenting in front of a public audience.

Find and Evaluate Resources

Groups start their research and divide up project
tasks. A core set of resources is listed in the Reading
and Activities Chart of each lesson, and Research
Bookmarks provide tools for evaluating sources.

Choose a Project
Teams decide on a presentation format from
options suggested in the lesson plan.

Organize Information
Teams organize what they have learned
to create their presentations. They
choose which information to share that
answers the Driving Question.

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Project-Based Learning
Overview (continued)
Resources Provided with Each Pack
Investigation
(by grade range)

Teamwork & Presentation

(by grade range)

Reading and
Activities Chart (by pack)

Project Planning
(by pack)

Ask and Answer

Questions KWLS

Team Project Planner

Anchor Text

Project Lesson Plan

Investigation Planner

Teamwork Rubric

34 primary sources

Driving Question Project

Outline

Research Bookmark

Peer Review Sheet

34 secondary sources

Pack Rubric

Presentation Rubric

13 activities

Resources in the left two columns of the table above provide support for students in a grade range
(such as grades 23 or grades 45) and are used across all packs within those grades. Resources in the
right two columns are specific to each grade and each pack. The resources listed in the Reading and
Activities Chart found on page 2 of every lesson plan supply texts at a range of complexity for the
grade level. Both grade-range resources and grade-specific resources provide teachers with the tools
they need to help students become experts at working in groups and on grade-appropriate content
at the same time.
Each pack provides multiple text types and experiences with primary and secondary sources. The
Reading and Activities Chart on page 2 of every lesson plan provides a list with summaries of core
student resources that are specific to each pack, including an Anchor Text at a reading level within
the grade-level expectations.

Sample Reading and Activities Chart Resources

Primary source examples
(items created at the time under study or that provide
first-hand experiences)

Historical documents, surveys, advertisements,

diagrams, graphs, maps, photographs, experiments,
interviews, etc.

Secondary source examples

Articles, graphs, charts, diagrams, timelines,

encyclopedia entries, etc.

Labels of resources as either primary or secondary vary based on content, area of discipline, and other factors.
Refer to the chart on page 2 of each lesson plan for specific primary and secondary resources in each pack.

The Anchor Text serves as the cornerstone of each pack and should be read aloud by the teacher, used
in guided reading, or be read independently by all students. The project-based nature of the packs,
which includes the goal of empowering students in their own learning, means that students will likely
need resources outside of those featured in the packs to complete their projects.
Additional suggested reading lists (such as those included as Appendix B to this overview) provide
varying levels of key or supplemental information for research into the Driving Question in each pack.
Providing students with a list of available research sources online (especially if your school or district
has access to specific resources that require a paid account) and from the school library is another way
to supplement what students are reading to research the Driving Question.
Research Bookmarks guide students through evaluating their sources to think
critically about what they have read. Three different bookmarks provide questions
to answer who, why, what, how, when, or where and set a purpose for reading and
re-reading a text. Students use the bookmarks when reading closely to determine
who wrote the source and why, what kind of source it is, how it tells or shows
information, and when or where the source was created. Knowing that information
ensures students dive more deeply into each text they research to answer the Driving
Question. Research Bookmarks are provided at different grade ranges. Each grade
range contains questions to address appropriately complex text and ideas. Students
should try to answer at least one question from each bookmark about every source
to determine whether a source will support their projects.

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Project-Based Learning
Research Bookmarks

GRADES 23

Evaluate My Sources
Use these bookmarks to remind yourself about what questions to ask as you read
primary and secondary sources for research. These questions help you to think about
what you learn. They also help you to draw conclusions or make inferences about the
topic. Once you have answered these questions, you can analyze and evaluate the
information you will share with others in your project presentations.

Evaluate My Sources
Who?

Evaluate My Sources
What?

Evaluate My Sources
When?

Who is the author

or source?

What kind of source

is it?

When was it made?

Does the author have

first-hand knowledge
of the event?

What does the text say?

How does the author
say it?

Does the author record

the event or participate
in it?

What does a picture

show? What details can
I see?

What is the authors

purpose?

Does the source report

original findings or ideas?

What do I know about

where it was made?

Which parts of what I

read are fact and which
are opinion?

Was it made for an

audience? If yes, who?

What do I know about

the time when it was
made?
Was it made at the time
of the event or just after,
or a long time after?
Where was it made?

How does the source

compare to what else
I have learned?
What do I now know
or still not know from
this source?

Think. Analyze.
Evaluate.
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Think. Analyze.
Evaluate.

Think. Analyze.
Evaluate.
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Project-Based Learning
Overview (continued)
Assessment and reflection opportunities in the form of a Peer Review
Sheet, Presentation Rubric, and Pack Rubric; evaluation and writing
opportunities at the end of each team meeting and project; and the
projects themselves help teachers determine how students perform with
21st century skills, content area skills, speaking and listening skills, and
presentation skills called out in Common Core State Standards and other
nationally recognized content standards.**

ng
Project-Based Learni

GRADES 23

Presentation Rubric
Peer Review Sheet

Project-Based Learning
GRADES 23

Date
Teamw
Project
Assessment
ork Presentation
Rubric

Project-Based Learni
ng

tion.
box that bestto Common Core Speaking and
a project
Choose the according
Use the Presentation
Rubricpresenta
to score
project presentations
Name
a box in each row.
below before watching by checkingName
performand 21st Century Skills. Team Project Planners, Teamwork Rubrics, Peer Review
1. Review the chart Listening
standards
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Instructions:
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help students
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t your below
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Getting Started

GRADES 23

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The Team . . . The Team . . .
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facts with
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Rubric
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Looks and Moves stands
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that is easy to understand
Looks at audienc
Mumbles
or incorrectly

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Speaks Clearly
on topic.
questio nswhen
pronounces
words
Correctly
pronounces
most
at notes
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with purpose
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Does
answer or answers Answers with details
or facts
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Speaks Clearl
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that dowhat
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suggestions. Use
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tand)

Project-based learning (PBL) can be implemented in three generally

accepted ways: fully integrated, which means your entire school day centers
around projects; partially integrated, which means your science, social
studies, and/or art time is used for projects and some of your literacy time; or separated, which
means projects do not include any literacy time and only happen periodically so that they fit around
mandated literacy or math programs. Our resources are designed to fit into your day in whatever way
that you do project-based learning in your classroom.
(or did not unders
I unders tood

t about
Have you though Learning AZ All rights reserved.
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The Three Ways to Do PBL

Fully Integrated

Partially Integrated

Separated

Projects teach all content areas,

including literacy and math.

Projects focus on content areas

primarily but also include some
literacy standards.

Projects teach content areas such

as science or social studies.

Projects are often used with

a balanced literacy model.
Projects incorporate reader and
writer workshop time, math,
science, social studies, art, and
other content areas so that
students entire days are focused
on various aspects of the project.

Projects are done primarily during

content area time.
Examples of connections to
literacy time: read-alouds,
literature circles, word work on
the vocabulary of the project,
or writers workshop in creating
or reflecting on the project.

Projects happen only during

content time or are separated out
and done only a couple of times
a year.
Projects are used this way
primarily when teachers have
a literacy and/or math program
that must be followed with
fidelity.

Learning AZs Project-Based Learning Packs fit best with a partially integrated model of PBL because
they feature language arts standards along with content area standards for science, social studies,
the arts, or math. If you use fully integrated PBL, our resources provide a framework that is easy to
build upon and saves time when planning a fully integrated unit. If you use separated PBL, our packs
will help support your instruction with language arts skills, but your focus will be on the content area
skills addressed in each pack.

Sample Schedules
8:30 Morning Meeting/Board Work
8:45 Literacy Block

8:30 Morning Meeting/Independent Reading

8:45 PBL Project Time

10:00 Recess

10:00 Recess

10:15 Math Block

10:15 Math Block

11:30 Lunch

11:30 Lunch

12:00 Read aloud

12:00 Read aloud

12:30 PBL Project Time

12:30 Literacy Block

2:00 Specials (Art, Music, P.E., Outdoor Learning)

2:00 Specials (Art, Music, P.E., Outdoor Learning)

2:30 Closing Meeting

2:45 Dismissal

2:45 Dismissal

** For a complete list of standards used to inform each pack, see Appendix A.
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Project-Based Learning
Overview (continued)
Forming Teams

Whole-class participation in the entry event and Anchor Text discussion ensures that all students
start a project with a solid foundation of knowledge. Use the whole-class activities to identify key
points of interest that will help you divide students into small groups of three to four team members.
Each team of three to four students should be based around a common interest to ensure student
engagement and success.
A common interest might be defined as the role each group takes to answer the Driving Question, a
topic within the project, a type of project presentation, or any other method that allows students to
support their individual interest while working in teams. For example, in the Make More Chocolate
pack for grade 2, students are required to answer the Driving Question: As producers of chocolate,
how can we make more? Teams might be formed by having students identify producers from the
Anchor Text or other sources and which kind of producer they would like to represent in their
projects, such as farmers, factory workers, or candy shop owners.
Teachers might consider using roles, such as illustrator, discussion leader, summarizer, etc., (similar
to those used in Reading AZs Literature Circles) to help facilitate group work or provide a firmer
structure for each students role within a group. Roles that have real-world job equivalents help
students understand how what they learn applies beyond the classroom.

Sample Projects and Roles

Pack

Driving Question

Possible projects

Roles needed for quality

project presentations

Make More Chocolate

As producers of
chocolate, how can we
make more?

Guide with charts and

diagrams of alternative
planting methods that
should increase cacao
farm production.

Scientist
Writer
Illustrator and Designer
Editor

Farmers application for

grant money to support
management of cacao
tree diseases.

Farmer
Grant writer
Scientist
Accountant

Chocolate factory model

that shows how to
improve the chocolateboxing process.

Factory Foreperson
Model Designer
Model Builder(s)

Presentation by new
candy store trying to
convince a chocolate
factory to give them the
best price on chocolate.

Candy Store Owner

Sales & Marketing
Manager
Accountant
Factory Owner

Resources such as the Teamwork Rubric and Team Project Planner help team members be aware of
the tasks and participation of each member of the group. Both resources provide a way to track not
only who is doing what and when, but they also help students hold each other accountable for equal
participation.

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Project-Based Learning
Overview (continued)
Supporting Projects

Each packs lesson plan includes suggested project ideas for students to present what they have
learned during the course of a Project-Based Learning Pack. Project ideas are simply listed, and some
may require more or less support from you depending on your students experience with the options.
Explicit instruction and support might be required. Review project choices ahead of time to ensure
that you are prepared to support each type of project. You may choose to limit students project
choices, but be sure to let students have some choice in their project presentation options to keep
them motivated. You might look at entry event ideas or resources listed in the Reading
and Activities Chart for a pack as a starting point to give your students a
framework for their projects.
ng
Project-Based Learni

GRADES 23

(continue
Investigation Planner

d)

Investigation

Planner
Team Name
Organize
ion from your sources.
Outline
My Name
evaluate informat
Question Project
My Name
you analyze and
Review your Driving
Bookmarks to help Instruct
what you learn.
Use the Research
Team Name
presentation from ions: Write the Driving Question
Instructions:
research
details of your project
in

Each Investigation Planner includes a main-idea-and-details graphic organizer

that students use to organize their project presentations. Some presentations
might require the use of a different kind of organizer. Use Reading AZs
Reading Graphic Organizers to replace the main-idea-and-details organizer
when needed.

Project-Based Learni
ng
GRADES 23

the center of the

to answer the Driving
and
are included.
the main ideas
mind web. Investiga
Question. Ask each
the important topics
tion Questions (I.Q.s)
question as you
to make sure all
explore new sources
will help
Ideas and Details
Organ ize My
to discover or confirm you plan your
information.
Details Invest igation

Questi ons

Main Idea

Driving Questi
on

I.Q. #1

I.Q. #2

Where could
I find
the answe r?

Conclusion

Instructions:

Keep track of the

Title

I.Q. #3

Where could
I find
the answe r?

resources you use

Source s

for research.

Learning A-Zs Project-Based Learning Packs provide the specific standards

expected to be met through each project. Each lesson plans table of standards
and the standards listed in the presentation rubrics for each grade range make
it easy for teachers to determine how projects fit within their specific curriculum needs. Our packs
and the process we use in lesson plans establishes a foundation upon which we hope teachers and
students build to create empowering project-based learning that helps students understand how
what they learn has application beyond the classroom.
Title

Author

Title

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Where could
I find
the answe r?

Author

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Author

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continued on next

page

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Written with support from Kathy Lohse, a Project-Based Learning Coach and consultant who works with teams
of teachers to develop long-range projects for their classrooms in kindergarten through fifth grade

Appendix A
Standards Referenced

(Links collected 07/2014)

Common Core State Standards English Language Arts

National Geography Standards

Common Core State Standards Math

National Content Standards in Economics

Framework for 21st Century Learning

National Standards for Financial Literacy

Next Generation Science Standards

National Standards for Arts Education

National Standards for History

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Project-Based Learning
Overview (continued)
Appendix B
Additional Suggested Reading for Each Pack
Books provided for each pack come from Reading A-Zs Leveled Books unless otherwise noted. Each
packs Anchor Text appears below the pack title in blue.

Grade 2 Packs
Disappearing Coral Reefs
Coral Reefs
The Force of Water
Coral Reefs
Coral Reefs
Ocean Poems
Natural Wonders of the World
The Amazing Undersea Food Web
M Is for Mexico
Lets Change Together
Can I Vote?
Police Officers
Laws for Kids
Police Officers
The Creature Constitution
Safe Biking with Dad
Police Officers
Joeys Stop Sign
The Creature Constitution
The Creature Constitution
The Bill of Rights

Level N
N
Q
U
U
V
X
Z
M
E
G
H
J
J
K
L
M
P
U

Make More Chocolate

All About Chocolate
Level O
Workers D
All Kinds of Farms
E
All Kinds of Factories
E
The Food We Eat
G
What Comes From Plants (Benchmark Book) J
Messy Martha (Shared Reading)
2
About Trees
P
All About Chocolate
R
All About Chocolate
U
How to Build a Greenhouse
U
Making Big Bolstead Bucks
X
Woods of Wonder
O
Woods of Wonder
R
Show Respect!
Martin Luther King Jr.
Dr. Kings Memorial
Ruby Bridges
Riding with Rosa Parks
Every Dog Has Its Day
Im the Guest
Mother Teresa: Mother to Many

M
H
I
J
L
L
M

Gandhi
Level N
Makusanis Lesson
O
Martin Luther King Jr.
P
Gandhi Q
Turtle Tom
R
Martin Luther King Jr.
S
Ricardos Dilemma
T
Gandhi U
Bullying Hurts Everyone
V
The Gossip Monster
V
Nelson Mandela
W
Rosalind Franklins Beautiful Twist
X
The Life of Cesar Chavez
Y
Historic Peacemakers
Z
Triple Threat to Trash
Landons Pumpkins
New Again
Using Less Energy
Art Made from What? (Shared Reading)
Landfills: What a Load of Garbage!
My Earth Day Birthday
The Three-R Plan
Growing Up Green

P
C
F
3
Q
Q
Q
U

Grade 3 Packs
My School, My Castle
Castles
Gordon Finds His Way
Hannahs Townspeople
The Homework Lesson
First Day of School
Robin Hood and the King
The Three-R Plan
Were in Business
Miguel and King Arthur

Level Q
G
J
P
Q
Q
Q
R
X

Foods Global Web

Foods Around the World
R
The Food We Eat
G
Friends Around the World
H
PIZZA! H
Friends Around the World
K
Spare the Turkey
N
Celebrating Food and Family
N
Making Rice
N
Pepper: The King of Spices
O
Salt Rocks!
O
Friends Around the World
P

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Sweet Potato Challenge

An Apple a Day
Lets Make Vegetable Soup
All About Chocolate

Level Q
R
S
U

How Prepared Are We?

Severe Weather
T
How Is the Weather Today?
F
Anna and the Magic Coat
K
Because of El Nio (Shared Reading)
3
Watching Earth from Space
N
The Noreaster (Benchmark Book)
Q
Explorers Guide to World Weather
R
Storm Chasers
R
Hurricanes W
Violent Weather (Benchmark Book)
Z
Satellites Z
Technology vs. Mother Nature
Earthquakes, Volcanoes, and Tsunamis
Q
Haiti Is My Home (Shared Reading)
3
Owen and the Tortoise
N
Sinkhole Science
Q
Volcanoes S

Tsunamis
Level S
Earthquakes, Volcanoes, and Tsunamis
T
Volcanoes V
Earthquakes, Volcanoes, and Tsunamis
W
The Eruption of Mount Shasta
X
Plate Tectonics
Y
Volcanoes Z
Visitor or Invader?
Alaska: The Last Frontier
At a Touch Tank
Woods of Wonder
Arctic Life (Shared Reading)
Lost Cities
Expedition 60: The Subarctic
National Parks
The Jr. Iditarod
Galapagos Wonder
Seven Wonders You Can Visit
The Amazing Amazon
The Last Great Race
Natural Wonders of the World
To Drill or Not to Drill?

R
H
L
2
Q
R
S
U
U
U
U
V
V
W

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Project-Based Learning
Overview (continued)
Grade 4 Packs
Crack the Codes
Arrows
Level U
Being Bilingual
J
Sending Messages
L
Sign Language and Hand Talk
L
A Man of Vision
M
Helen Keller
P
Arrows R
The Trouble with English
S
Whats In a Name?
S
Adventures with Abuela
T
The Mystery of Granville Library
W
The Internet
X
Arrows Y
Environmentally Friendly Cars
Electric Cars: History & Future
W
Where We Get Energy
K
A Nation on Wheels
P
Speed R
Alternative Fuel Cars
V
The World of NASCAR
W

To Drill or Not to Drill?

Level W
What Do You Think About Climate Change? Y
Energy Sources: The Pros and Cons
Z
Looks Greek to Me
Acropolis Adventure
Ancient Greek and Roman Gods
Art Made from What? (Shared Reading)
Persephone: A Greek Myth
Acropolis Adventure
A Golden Tragedy
The Olympics: Past and Present
Making Mosaics
Mysteries of the Lost Civilization
Art Around Us
The Olympics: Past and Present
Odysseus and the Bag of Winds
Acropolis Adventure
The Olympics: Past and Present

W
W
3
N
P
P
R
S
T
T
W
Y
Z
Z

Money Games
Tanyas Money Problem
Jobs for James

U
F

Brad Needs a Budget

The Backpack Tax
Rainy-Day Savings
Were in Business
The International T-Shirt Challenge
Money in the USA
Morty and the Mousetown Gazette
Money, Money, Money
Making Big Bolstead Bucks

Level M
O
O
R
S
T
T
X
X

Protect My Rights!
The Bill of Rights
Barack Obama
Barack Obama
The Creature Constitution
Good for Thurgood!
Barack Obama
Ben Franklin
Meeting Mrs. Pierce
Protests and Uprisings
Building a Nation
Abraham Lincoln: From Log Cabin
to the White House

U
K
O
P
Q
S
W
X
Y
Z
Z

Grade 5 Packs
Americas Army
The Gettysburg Address
Level X
Hugs for Daddy
K
Memorial Day
N
The Buffalo Soldiers
Q
The Buffalo Soldiers
T
Alices Birthday Cake
T
Veterans Day
U
Clara Barton: The Angel of the Battlefield
V
The Tuskegee Airmen
V
The Battle of the Alamo
V
The Buffalo Soldiers
W
Seeds of Revolution
X
Battling for Independence
Y
Abraham Lincoln: From Log Cabin
to the White House
Z
Explore History with Technology
The Mystery of King Tut
Ancient Egypt
What the Boys Found
Dont Wake the Mummy

Learning AZ All rights reserved.

Z
L
S
U

Pyramids
Level V
Mummies W
Otzi: The Iceman
W
The Bones of a King
Y
Heros Journey
Odysseus and the Bag of Winds
A Heros Name
The Legend of John Henry
Troika: Canine Superhero
Pecos Bill Rides a Tornado
Alia and the Furniture Troll
The Golden Flute
Robin Hood Wins the Sheriffs Golden Arrow
The Moon Bowl
Robin Hood Wins the Sheriffs Golden Arrow
Atlantic Crossing
Adventure in Bear Valley
The Eruption of Mount Shasta
Robin Hood Wins the Sheriffs Golden Arrow

Y
L
M
O
O
P
Q
R
S
U
W
W
X
Y

How Revolution Led to Republic

Seeds of Revolution
Level X
Women of the Supreme Court
P
Thomas Jefferson
T
The Bill of Rights
U
Your Road to the White House
X
Battling for Independence
Y
Protests and Uprisings
Y
Building a Nation
Z
Rethink Farming
Dust Bowl Disaster
George Washington Carver
George Washington Carver
George Washington Carver
What Is Water Worth?
What Is Water Worth?
The Life of Cesar Chavez
The Case of the Disappearing Honeybees
Prairies Alive
Genetics at Work
What Is Water Worth?

X
L
O
R
T
W
Y
Y
Z
Z
Z

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Project-Based Learning
Overview (continued)
Appendix C
Technology Support Tips

Technology can provide important support for project-based learning packs for additional research,
organizing content, and creating presentation products. (Links collected 06/2014)

Online Project Support Resources

Social Studies
National Archives
DOCS Teach: Special Topics and Tools

Library of Congress
Primary Source Sets
Read.gov
Americas Library
Science: Everyday Mysteries
Today in History

Science
National Aeronautics and Space Administration (NASA)
NASA Education for Grades K4
NASA Education for Grades 58
Image Galleries
eClips Videos for Grades K5

U.S. Geological Survey (USGS)

Educational Videos and Animations

The Science Museum

Energy Flows Game
Wasted Game

The Arts
Kids.gov Grades K5 Art
Smithsonian Education for Students

Presentations
Wordle
Prezi

Learning AZ All rights reserved.

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