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Project based learning examples

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Project-based Learning. Different grade levels- Olivia Payne. A Project-Based Learning Activity About Project-Based Learning What Is Project-Based Learning? Students engaged in project-based learning (PBL) activities "work in groups to solve challenging problems that are authentic, curriculum-based, and often interdisciplinary" (McGrath, 2003). Project-based learning is a component of an inquiry-based approach to learning. In this approach, students create knowledge and understanding through learning activities built around intellectual inquiry and a high degree of engagement with meaningful tasks. Within the context of this inquiry-based approach, projects take the role traditionally afforded to assessments such as tests and quizzes.

A classic project-based learning activity usually involves 4 basic elements: (1) an extended time frame; (2) collaboration; (3) inquiry, investigation, and research; and finally, (4) the construction of an artifact or performance of a consequential task. The Task The Process Grade K-5 Examples Grade 6-12 Examples. Managing Money- Olivia Payne. Holidays- Olivia Payne. Olivia Payne- Writing. Middle School PBL- Olivia Payne. LUKE UPCHURCH Teach21 Project Based Learning. Prior to the start of the project: *If planning to have the students prepare the recipes for the wellness event, seek funding sources such as school PTO, grants or donations from local businesses.

Another option could be to ask the cafeteria manager, if the winning meal could be placed on the school menu. *West Virginia Department of Education has a terrific website WVDE Smart Foods that has a wealth of information about healthy schools and kids. Free print materials are available through USDA Team Nutrition for schools that participate in the Federal Child Nutrition Programs.

Set up a resource folder of websites. Invite a nutritionist or Local Food Service Director for the entry event. Divide the class into groups of four to develop major group projects. Days 1-3: Entry event: Ask students how smart they believe their favorite foods to be. The team’s job is to submit a recommendation for a healthy school meal along with the amount of ingredients needed and nutritional information.

Day 15: LUKE UPCHURCH Education Designing Effective Projects Destination America. LUKE UPCHURCH Teach21 Project Based Learning. Know Geography vocabulary: geography, cartographer, landform, landmark, latitude, longitude, archipelago, bay, butte, canyon, cape, channel, cove, gulf, island, marsh, mesa, mountain, peninsula, plain, plateau, sea, sound, strait, swamp, valley, wetland Understand the role of elevation in creating and understanding a topographic map The benefits of effective group work How a rubric can be used for self-assessment Physical geographic features of regions of the US Identify state outlines and name the region where it is found Do Read and understand US maps Locate 50 states on US map Match state to US region Learn and use geography vocabulary in authentic context Use a rubric for self-assessment Maintain a Project Folder Solve problems with group members to complete their collaborative projects Participate in various methods of self assessment Write a script for Movie Maker project Select graphics which support movie script Complete a storyboard for Movie project Use Windows Movie Maker Create geography game.

LUKE UPCHURCH Teach21 Project Based Learning. To ensure that the targeted learning occurs, the teacher is constantly monitoring student progress toward the goals to make sure students are acquiring and applying the intended learning outcomes. The teacher checks with each individual and each group on a regular basis as well as reads each individual’s learning log. Students choose a skill necessary to successfully complete a collaborative project and present a case for investigation as an individual through a research project. To group students for the group media presentation, the teacher will group students who investigated similar or related skills in the following groups: leadership skills, ethical behavior, respect, responsibility, planning skills, and productive interactions. Each group will gather, analyze, interpret, and synthesize information regarding how their chosen skill contributes to the successful completion of a collaborative project. .

Managing the Process Timeline: Step One Review the Entry Event. Review the Step Two. LUKE UPCHURCH Teach21 Project Based Learning. RLA.O.5.1.6 determine main ideas and locate supporting details in literary passages and informational texts. RLA.O.5.1.8 differentiate and apply comprehension strategies in literary and informational texts to draw conclusions predict use context clues summarize judge text critically RLA.O.5.2.2 arrange thoughts and ideas in graphic representations to plan and write a product. RLA.O.5.2.6 select and use a variety of resource materials to plan and deliver a short research project, citing references. RLA.O.5.3.4 create an age-appropriate media product that demonstrates format, purpose, and audience.

HE.5.1.2 describe the relationship between nutrition and health risk factors. HE.5.3.4 compare and contrast the nutritional value of foods when making personal food choices (e.g., food labels). HE.5.6.1 analyze disease prevention plans (e.g., diet and exercise). HE.5.6.2 identify strategies to change an unhealthy behavior (e.g., smoking, overeating).

Group discussion on topic. Final presentation. Frances Rambo- Earth Science PBL. Frances Rambo- Politics PBL. Katlyn Wolfgang: Remember, you are working on your symbolism reflection piece that is going on our final website. Help each other out, collaborate as you always do. My name is Katlyn Wolfgang and I teach art at Central York High School. I always wanted to become a teacher. I looked into being a math teacher and I looked into being an art teacher. Art just happens to be the media in which I teach. Jennifer Mills: Miss Wolfgang is a really great art teacher because she incorporates more than just art into the class. Ryan Caufman: The school identifies and defines integrated studies really as curricular connections that can be made between the subjects and the different departments within our high school here.

Dayna Laur: That leads us to number seven where, can any of you seriously say the Bill of Rights could get through Congress today? My name is Dayna Laur and I teach social studies at Central York High School. Frances Rambo-Writing. Frances Rambo_Social Studies PBL. Author: Jen Peterson and Brett Peterson Grade level, subjects: 11th Grade Humanities Essential questions: Was the conflict in Vietnam a selfish, colonial move on the part of the United States or was it a general effort to make the world safe from Communism or something in between?

What are the essential elements of effective drama? What are the fundamentals of successfully putting on a play? Duration: 8 weeks Description: Students will each research a historical topic, in this case the Vietnam War. CA standards/domains: U.S. Assessments: In addition to a final performance and rehearsals with outside professionals and peers, authors used several rubrics to evaluate characters, scripts, ameliorations, journal entries and performances. About the Authors Jen Peterson is in her second year as a Humanities teacher at High Tech High International. Brett W. Frances Rambo-Math PBL. Parent Communication: The Individual Parent Letter can be used to update parents about the project and provide them with contact information if questions arise.

Suggestions for Differentiating Instruction: Pre-Assessment: Prior to beginning this project, the teacher should administer the Individual Pre-Assessment. The results of this assessment will not only help guide the teacher when planning direct instruction, but can also be used when grouping students. Peer Teaching: Students that have received extra one-on-one instruction (or who have demonstrated mastery on the pre-assessment) can be designated as the ‘resident expert’ for a particular concept and may be given the opportunity to re-teach the concept to peers. Differentiating the Product: The complexity of the quizzes, checkbook, and check register can be modified to meet the needs of students working below grade level.

Share Project Goals with Students: On Day 1 students will be introduced to the project using the Team Storyboard.