1

Department of State Education Research and Training Karnataka

Technology Supported Project Based Learning Handbook for

Karnataka Government Schools

With Collaboration and Support from

PREFACE

1

TABLE OF CONTENTS

1. Introduction 03

2. Computer Education in Government Schools of Karnataka 2.1) Objectives of Mahiti Sindhu Project 2.2) Special features of Mahiti Sindhu Project

03 04 04

3. Learning with Technology 3.1) Significance of Computer Integrated Education in Schools 3.2) Impact of Computer Integrated Education on Students

04 05 06

4. The Trimester System 4.1) Project Work under the Trimester System

06 07

5. Twenty­First Century Skills 5.1) Digital Age Literacy—Today’s Basics 5.2) Inventive Thinking—Intelligent Decisions 5.3) Interactive Communication—Social and Personal Skills 5.4) Quality State­of­the­art Results

08 08 08 09 10

6. Project­Based Learning Method 6.1) Definition 6.2) Features of Project­Based Learning 6.3) Technology and Project­Based Learning 6.4) Benefits of Project­Based Learning

10 10 11 11 12

7. Implementation of Project­Based Learning 7.1) Planning of Projects 7.2) Scheduling of Projects 7.3) Implementing and Monitoring the Projects 7.4) Reflecting at the End of Projects

13 13 17 18 18

8. Sample Implemented Project Plan 18 9. Suggested Project Ideas for Karnataka State Curriculum 26 10. References 37 11. Appendix

Guiding Questions for Project Planning Sample Project Schedule 1 Sample Project Schedule 2 Proposed Evaluation Scheme for Project Work List of Suggested Topics for Projects Copy of Government Notification

38 38 42 43 44 45 46

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1. Introduction

The 21 st century is driven by complex technologies interwoven by information and

knowledge­based economy. The progress of the country or a state does not necessarily

depend only on natural resources or traditional and manufacturing industry; instead, the

economic wealth of the country in 21 st century would be largely dependent on the capacity

and readiness of the country to harness the potential of Information Communication

Technologies (ICT) for human development. This new global economy demands a diverse

workforce, who can bring constant innovations and solve complex problems.

Educators, Education Managers, Policy­makers and the Community at large need to realize

the growing demand for 21 st century skills such as the ability to multitask, work collaboratively

without any socio­economic barriers, ability to think critically and solve complex problems

with efficiency. It is thus important to develop and cultivate skills in our students so that they

can successfully face the challenges of the competitive global economy.

Our education system must focus on innovative teaching and learning practices such as

inquiry based and project based learning methods etc., so that students connect curricular

studies with real life situations, develop higher level thinking skills, work in teams and

develop a scientific temperament and attitude. ICT plays a major role in developing such a

classroom environment and bringing in a paradigm shift in education practices across the

world.

2. Computer Education in Government Schools of Karnataka

The state of Karnataka has gained worldwide reputation for being in the vanguard of

Information Technology. The policy of the government is to give Computer Education and

Computer Aided Education free of cost under “Mahiti Sindhu” project to students of

standards VIII, IX and X in 1000 government secondary schools in the state.

Following the Mahiti Sindhu project, another 718 government secondary schools were

computerized under different projects. Details are as follows:

1. Mahiti Sindhu Phase I : 1000 schools,

2. Eleventh Finance Commission : 88 schools

3. Revised Class Project : 150 schools

4. Central Government Project : 480 schools

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So far, 1718 government secondary schools are provided with state­of­the­art computer labs

with Internet connectivity.

2.1. Objectives of the Mahiti Sindhu Project This ambitious project aims at giving free computer education and computer based education

to the students of government schools, who come from rural and economically weaker

sections of the society, thereby enhancing the quality of education being given to them. The

objectives of the “Mahiti Sindhu” project are:

• To enable the students to gain computer education and to understand its applications

• To enhance the learning levels of the students in curricular subjects through

computer aided education using multimedia software CDs

• To introduce students to the world of opportunities that computers have to offer

• To enable the students to understand the basics of computer programming

• To introduce students to the communications media of e­mail and the Internet

• To train rural youth in the use of computers outside school hours

• To provide opportunities to the entire community to use computers

2.2. Special features of Mahiti Sindhu Project • In addition to computer education, students learn Mathematics, Science, Social

Studies and English subject materials through CD ROMs

• Students are given hands on experience in e­mail and Internet facilities

• Students have the option of learning through either English or Kannada medium

• Four periods are set apart a week for computer and computer aided education

• Teachers of these selected schools are also trained during the 5 year project period

3. Learning with Technology 1

Learning “from” computers takes a variety of forms — including: Computer­Based Instruction

(CBI), Computer­Assisted Instruction (CAI), Integrated Learning Systems (ILS), and

Intelligent Learning Systems (ITS). All of these forms involve using the computer as a “tutor”.

While evidence indicates that computers can help students improve their performance on

1 Adapted from The Learning Return on our Educational Technology Investment – http://www.wested.org/online_pubs/learning_return.pdf as accessed on November 2005

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tests of basic skills, many researchers investigating the use of technology in education have

found that technology is most powerful when used as a tool for problem solving, conceptual

development, and critical thinking. This kind of use consists of learning “with” technology. It

involves students using technology to gather, organize, and analyze information, and using

this information to solve problems. In this manner, the technology is used as a tool, and

teachers and students (not the technology) control the curriculum and instruction.

With the Internet, students can have access to libraries many times more extensive than

libraries in their schools or communities, and can take advantage of information that is up­to­

date, not found in their textbooks, and perhaps unfamiliar to their teacher. Interactions

through e­mail have been shown to be motivating factors for students to improve their

reading and writing skills. Students also use e­mail to collaborate with people not physically

present, over large distances.

One of the most powerful uses of technology in education is to tailor instruction to students’

individual learning needs. Technology can provide the means for students with special needs

to communicate via e­mail and use the Internet for research, and can also help teachers

accommodate students’ varying learning styles (Silverstein et al., 2000). Gifted students can

work at their own pace and explore subjects in depth than the basic curriculum. Technology

can also analyze and provide immediate feedback on performance and can suggest

modifications in instruction where necessary to improve student achievement (CEO Forum

on Education &Technology, 2001).

3.1. Significance of Computer Integrated Education in Schools

• Technology aided learning and the associated teaching methodologies would focus

on,

o Enhancing teacher and student productivity

o Accommodating differentiated learners

o Providing opportunity for activity­oriented, inquiry­based and project­based

learning

o Enhancing teacher­student relationship

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3.2. Impact of Computer Integrated Education on Students

4. The Trimester System 2

The trimester system was introduced during the academic year 2004 – 05 in 60,000 primary

and secondary schools following the state syllabus throughout Karnataka by the Government

Order ED.24 DGO 2004 dated 16th February 2004. Based on the Government Order,

DSERT after wide consultations prepared the guidelines for introducing the trimester system.

Oral testing, project work, competency based testing, giving due importance to life skills,

introduction of grading in evaluation and remedial teaching of slow learners have been some

of the important highlights of the trimester system. DSERT later prepared a comprehensive

teacher training module called “Sourabha” for training teachers on implementing trimester

system.

The key features of the trimester system are as follows:

2 Source – “Educational Reforms – The Trimester System in School Education – Karnataka Experiment – May 2005

• Student assumes role of a researcher o Consumer of

information • Authentic • Problem­based • Supported by computer use

Student

Lesson

Computer Teacher

• Learning Tool • Integral to Learning •Not the Object of Study

• Technologically Competent

• Lesson Designer • Classroom Facilitator •

• Active learner o Producer of

information

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• Holistic development of student

• Reduce exam fear and make learning a joyful experience

• Promote life skills and real world connections to face a competitive world

• Cater to average and below average students

• Make learning more meaningful so that learning takes place continuously and is

spaced throughout the academic year

• Evaluate the child both in scholastic and non­scholastic areas, thus giving due

importance to development of all­round personality of the child

4.1. Project Work under the Trimester System

For every trimester ten marks have been allotted for project work under the trimester system.

The teachers can assign project work to students in small groups of 2 to 6 children. It is

important that all students in a given class/section are involved in project work for all the

given subjects (at least one project, per subject during one academic year). For the sake of

convenience, teachers may follow the project distribution method given below,

• Trimester 1: All students in a given class work on one English language project and a

science project

• Trimester 2: All students in a given class work on one Kannada language project and

a Mathematics project

• Trimester 3: All students in a given class work on one Hindi language project and a

Social Studies project

After the projects are completed in every trimester, an exhibition may be conducted

displaying all the projects done by the children. Here, the children may be encouraged to

explain their projects to other children.

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5. Twenty­First Century Skills 3

In order to thrive in a digital economy, students will need digital age proficiencies. It is

important for the educational system to make parallel changes in order to fulfill its mission in

society, namely the preparation of students for the world beyond the classroom. Therefore,

the education system must understand and embrace the following 21st century skills within

the context of rigorous academic standards.

5.1. Digital Age Literacy—Today’s Basics Basic, Scientific, and Technological Literacy

In the early 1900s, a person who had acquired simple reading, writing, and calculating skills

was considered literate. In recent years to be successful in any discipline of work it is

essential for our students to learn to read critically, write persuasively, think and reason

logically, and solve complex problems. As society changes, teachers must be equipped to

cater to the need of students and prepare them to face the 21st century. Visual and Information Literacy

With the advent of Information and Communication Technologies students need good

visualization skills to be able to decipher, interpret, detect patterns, and communicate using

imagery. Information Literacy includes accessing information efficiently and effectively,

evaluating information critically and competently, and using information accurately and

creatively.

Cultural Literacy and Global Awareness

The world is rapidly becoming wired, given the speed at which Internet is penetrating across

the cultural and geographic barriers. Our students in the near future face local as well as

global competition. Hence, it is very necessary for teachers to prepare students to face

interaction, partnerships and competition from across the world.

5.2. Inventive Thinking—Intelligent Decisions Adaptability/Managing Complexity and Self­Direction

Internet and globalization are accelerating the pace of change in today’s world. Interaction in

such an environment requires individuals to be able to identify and react to changing

3 The written material under this head is from the websites –http:// www.twentyfirstcenturyskills.org and http:// www.ncrel.org/engauge/skills/engauge21st. (Accessed on October 2005)

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conditions independently—self­directed learners who are able to analyze new conditions as

they arise, identify the new skills that will be required to deal with these conditions and

independently chart a course that responds to these changes. They must be able to take into

account contingencies, anticipate changes, and understand interdependencies within

systems.

Curiosity, Creativity and Risk­taking

Today’s knowledge workers are expected to adjust and adapt to changing environments. The

focus is on fast and continuous learners who are curious about the world and how it works.

Continuous learning organizes and reorganizes the brain and curiosity fuels lifelong learning

as it contributes to the quality of life, and to the intellectual capital of the country. Equally

important is risk taking—without which there would be few quantum leaps in discoveries,

inventions, and learning.

Higher Order Thinking and Sound Reasoning

Thinking creatively, making decisions, solving problems, seeing things in the mind’s eye,

knowing how to learn and reasoning are the new age objectives of student life. Furthermore,

sound reasoning enables students to plan, design, execute, and evaluate solutions—

processes that are often carried out more efficiently and effectively using technological tools.

5.3. Interactive Communication—Social and Personal Skills Teaming and Collaboration

The rapid pace of today’s society has caused a shift in the level of decision­making in any

working environment. It is very essential to make accurate decisions on complex problems

while multi tasking. Hence, the need for teaming and interaction has taken a paramount

place in the 21 st century. Our students to become a productive working force for the country

in the near future should imbibe the quality of teaming and collaboration to thrive better when

they start working. Information technology plays a key role in the ease with which individuals

and student groups collaborate. E­mail, online discussions, bulletin boards etc., provide more

timely collaborations.

Personal and Social Responsibility

Emerging technologies of today often present ethical and value dilemmas. As the technical

complexity increases, our society needs to advance ethics and values to guide the

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application of science and technology in society—to manage the use of these powerful tools

at the personal, community, and government levels. It will be important for students to grasp

this responsibility and contribute as informed citizens at all levels.

Interactive Communication

In today’s networked society it is imperative that students understand how to communicate

using technology. This includes person­to­person e­mail interactions, or group interactions.

Hence, it is very important for students to understand various dimensions of interactive

communication so that they succeed in their future working environments. A few new

dimensions of interactive communication in 21 st century are scheduling over time zones,

cultural diversity, and language issues.

5.4. Quality, State­of­the­art Results Any country’s growth depends upon the productivity of the work force and quality of the work

that adds to the economy of the country. Hence it is important for educational institutions to

groom students for higher and efficient productivity right from the school days. For our

students to succeed in the near future careful planning, managing and anticipating the

outcomes of students’ work is essential. This means more than simply concentrating on

reaching the main goals of the project or keeping an eye on the project outcomes. It also

requires the flexibility and creativity to anticipate unexpected outcomes as well.

6. Project­Based Learning Method

6.1. Definition Project­based learning is a comprehensive instructional approach to engage students in

sustained, cooperative investigation (Bransford & Stein, 1993). It focuses on the central

concepts and principles of a discipline, involves students in problem­solving investigations

and other meaningful tasks, allows students to work autonomously to construct their own

knowledge, and culminates in realistic products 4 .

4 http://www.bie.org/research/pbl/index.php

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6.2. Features of Project­Based Learning 5 : • A comprehensive instructional approach to engage students in sustained, cooperative

investigation.

• Focuses on the central concepts and principles of a discipline, involves students in

problem­solving investigations and other meaningful tasks, allows students to work

autonomously to construct their own knowledge, and culminates in realistic products.

• Helps students develop skills for living in a knowledge­based, highly technological

society

• Encourages active inquiry and higher­level thinking.

• Develops critical thinking, problem­solving, and collaborative skills in addition to

content knowledge through problem identification, formulation of hypotheses, and

data searches.

• Is often aligned with engaged and constructivist learning: students are responsible for

their own learning, are energized by and find excitement and pleasure in learning.

• Fosters active learning by involving students in:

o Asking and refining questions, asking new questions

o Debating ideas

o Making predictions

o Designing plans and/or experiments

o Collecting and analyzing data

o Drawing conclusions

o Communicating their ideas and findings to others and creating artifacts

6.3. Technology and Project­Based Learning

PBL is especially effective when supported by educational technology. Evaluations of K ­12

instructions have shown strong evidence of learning gains associated with PBL plus

technology. 6

Using technology in project­based methodology makes the environment more authentic to

students, because the computer provides access to data and information, expands

5 Based on discussions in: Bransford & Stein, 1993; George Lucas Educational Foundation; Thomas, 1998; Bransford, Brown, & Conking, 1993; Torp et al, 1998; Jones, Rasmussen & Moffitt, 1997; Thomas, Mergendoller & Michaelson, 1999; Blumenfeld et al. 1991; BIE Web site. 6 Blumenfeld et al., 1991; Cognition and Technology Group at Vanderbilt, 1992

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interaction and collaboration with others via networks, promotes laboratory investigation and

emulates tools experts use to produce artifacts 7 .

Project based learning encourage mastery of technology tools. Projects provide an ideal

context for learning to use computer technology and graphic art tools, thus extending

students’ capabilities and preparing them for the world beyond schools 8 .

Students make effective use of Information Technology (IT) as they produce a product,

presentation, or performance such that IT components are integrated into the learning and

students are NOT learning IT skills in isolation.

6.4. Benefits of Project­Based Learning 9 : Motivation: All things being equal, students who possess a motivational orientation

that focuses on learning and mastery of the subject matter are more apt to exhibit

sustained engagement with schoolwork than students whose orientation is to merely

perform completed assigned work.

Improved library research skills: Most projects require students to move beyond

easily available printed information such as textbooks, encyclopedias, and

dictionaries, CD­ROMS, the Internet.

Increased collaboration: Group work in many projects requires students to develop and practice communication skills in an authentic environment. Current cognitive

theories suggest that learning is a social phenomenon and that students will learn

more in a collaborative environment.

Increased resource­management skills: Part of becoming an independent learner

is taking responsibility for completing complex tasks. PBL gives students instruction

and practice in organizing projects, and in allocating time and other resources such

as equipment to complete tasks on schedule.

7 As reported by ISTE Report, (Blumenfeld et al, 1991, Gardner, 1995. Wiburg, 1994, Johnson & Johnson, 1989, Krajcik, et al, 1994, Thomas 2000, Ames 1992). 8 http://www.bie.org/research/pbl/index.php 9 As reported by ISTE Report, (Blumenfeld et al, 1991, Gardner, 1995. Wiburg, 1994, Johnson & Johnson, 1989, Krajcik, et al, 1994, Thomas 2000, Ames 1992).

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Learn to be an Expert: The way to insure that young children become proficient at inquiry and problem solving is to simulate the conditions under which experts’ master

subject matter and become proficient at conducting investigations.

7. Implementation of Project­Based Learning (PBL)

Project­Based Learning, like all lessons, requires good preparation and planning. Integrating

project­based learning in school curriculum involves the following four stages:

• Planning

• Scheduling

• Implementing and Monitoring

• Reflecting

7.1. Planning of Projects

This is a very important part of PBL integration. The implementing teachers need to focus on

the following key preparation areas while planning a project,

• Determine specific learning objectives: Using the syllabus guidelines and the

desired higher­order thinking skills identify the learning objectives

• Select suitable topics: To achieve the identified learning objectives suitable topics

must be selected. The teachers need to select topics that lend themselves to the use

of PBL and technology. PBL methodology cannot be used for every unit in the

syllabus. The teacher needs to identify the best units in the prescribed syllabus to

teach using PBL. The topic selected for PBL integration should have the following

characteristics. It should:

o be based on syllabus guidelines

o have real world connection

o be relevant to students

o be age appropriate

o have scope for investigation

o have an authentic task or scenario

• Develop Curriculum Framing Questions: In order to arouse the curiosity and to

drive the study of the entire project, teachers need to develop questions that are

open­ended, multidisciplinary and address the heart of the content. Questions are the

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most powerful tools that we have for making decisions and solving problems, for

inventing, changing and improving our lives as well as the lives of others.

The following points need to be remembered while framing the questions 10 :

o Choose the right question to launch the project

o Select driving questions carefully so that the students will develop in­depth

understanding of the content stipulated in syllabus guidelines

o Make it such that students can feel that they are making an impact by

answering the question or solving the problem

o The question should be a “NOW” question ­­ a question that has meaning for

the students in their lives at this moment in time

• Develop the assessment plan: Assessment helps teachers to understand students

better, plan their next steps and also helps students answer the questions "Am I

getting it? and "How am I doing?”. Assessment can help make content connections

clear and engage students directly in the evaluation of their own work. While planning

assessment, the teachers need to think about the different ways that would help them

understand how their students have met the learning objectives. They will have to

determine the criteria by which they will assess their students. The assessment

should be an ongoing process (Formative & Summative) that would help to know

whether the students have achieved the set learning objectives. While creating the

assessment plan the teachers will have to decide the reporting and the monitoring

methods that they would use to encourage student self­management and progress

during independent and group work. Make the requirements clear to the students so

that all can meet with success. Assessment Methods 11

o For Monitoring Progress

§ Reflection Logs

§ Progress Checklists

§ Progress Reports

§ Project Meetings (With teacher or within the team and publishing

minutes)

10 George Lucas Educational Foundation: http://www.glef.org/ 11 Used with permission from Intel® Education website. All rights reserved. http://www97.intel.com/en/ProjectDesign/Design/AssessingProjects/Types_of_Assessment.htm (Accessed in October 2005)

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o For Checking Understanding

§ Journal Entries

§ Teacher / Peer Interviews

§ Review Sessions

§ Oral Tests

§ Quizzes

§ Written Tests

o For Demonstrating Understanding

§ Products – (a word­processed document, a multimedia presentation,

an oral report, a poster, or a combination of products) ­ Prepare rubrics

to evaluate products

§ Performances – Presentations (Persuasive proposal, inspiring

speeches, debate, research analysis and conclusions) Skill

Demonstration (Science lab processes, constructions), Skits, Role­

plays – Prepare rubrics to evaluate performances.

Sample Assessment Timeline 12 : The diagram below shows how assessment can be

embedded throughout a unit. There are endless combinations of assessment methods

that can be woven into a plan,

• Develop the Project Idea and Activities: Successful implementation of the project

would depend on the underlying idea/theme of the project work that students would

undertake. Teachers should connect the content to the real world situation and

develop a project idea such that it is feasible to implement and to measure the

achievement of students. Plan the ways in which your students can make real life

12 Used with permission from Intel® Education website. All rights reserved. http://www97.intel.com/en/ProjectDesign/Design/AssessingProjects/Types_of_Assessment.htm (Accessed in October 2005)

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connections and develop the desired higher level thinking skills and 21st century

skills.

While developing the project idea follow the guidelines given below: Plan out effective

scenarios for the project, keeping in mind curriculum, higher order thinking skills and

development of 21 st century skills.

o o Write down the goal of the project. State what is expected to be achieved at

the end of the project.

o Choose roles, which students can understand and relate. Provide a

meaningful and realistic role for the students considering the real world

connection.

o Decide the audience the students would be addressing through their projects

and sharing their end products. The audience should help students make the

real world connections.

o Design a set of activities and tasks through which students address the

curriculum framing question, learn the desired content, and come up with final

products

o Finalize the kind of technology­supported end products that you expect

from your students as a result of working on this project

o Three phases of Project Planning

Phase 1 Activity (ies) to set the stage for the project

Phase 2

Activity (ies) that engage students in learning

(includes field trips, other explorations, visiting

experts, etc.)

Phase 3 Activity (ies) in which students share their

knowledge in a culminating event, as well as

reflect on the project and their learnings

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o Finalize the grouping system: While implementing PBL creating student

groups is a very important aspect. Teachers need to address equity issues

and also balance the outcome of the project so that the whole class is

benefited and learning outcomes culminate as end products of group learning.

While grouping students, structure individual and group accountability

§ Before grouping students consider:

• Total number of pupils in class

• Number of Groups

• Number of Students in a Group

• Roles within the Group (problem solver, decision maker,

investigator, documentarian, etc.)

o Check resources availability: While planning the project, the teachers need

to make a list of all the resources that are required for the project

implementation. It is important to make arrangements for having all the

resources in place for successful project implementation

o Acquire school head and parents’ support: This is another important area

where the teachers need to present their plan to the school head or their

subject coordinator. Based on the feedback received the teachers need to

make changes in their plan. For successful implementation it is crucial to have

the support of the parents and hence the teachers need to send out

information to parents regarding the project

7.2. Scheduling of the Projects

It is very essential to design a timeline for all project components so that teacher and

students follow the timelines and are able to track the progress and direction of the project.

The teachers need to consider the total time that would be needed for the project. They need

to decide the amount of class time that can be given to this project. It is essential to keep in

mind the other things will be going on in their classroom and school that will impact the time

frame of the project. To create the project schedule, teachers need to note the due dates and

the checkpoints for the project goals to be completed. It is also important for the teachers to

be prepared to allow for flexibility, growth and changes in the project.

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Sample project schedule template

Day(s) Time frame Task

7.3. Implementing and Monitoring the Projects

The teachers need to follow the project schedule, mentor the project process and encourage

students to work collaboratively. Teachers need to ensure that each group and all the

students of the group are going through the entire process of learning. During the

development of the project, teachers need to proactively promote discussions within the

group and larger­group and let all the groups come up with individual technology based

products (like presentations, brochure etc.). Teachers need to integrate field and classroom

learning, facilitate the process and support students by providing resources. Teachers need

to proactively question students’ thinking and challenge students to support their

conclusions. While implementing the project, the teachers need to carry out progress review

and evaluation using rubrics. Sharing and showcasing are also very important for project

implementation.

7.4. Reflecting at the End of the Project

At the end of the project, the teachers must take time to reflect, individually and as a group.

Teachers need to analyze what worked well and what needs to be changed. They need to

carry out a quantitative and qualitative analysis of student learning outcomes as well as an

analysis of their own professional growth. It is important to share ideas, feelings and

experiences with other teachers as this will lead to new inquiries, thus new projects.

8. Sample Implemented Project Plan 13

Lesson Author

First and Last Name: Shivgiri

School Name: GHS Bangalore

School City: BANGALORE

13 Used with permission from the Intel® Teach to the Future Program Essentials Course. The Lesson Plan Template is the property of Intel ® Corporation. All Rights Reserved.

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School State: KARNATAKA

If your Project Portfolio is chosen to be uploaded to the Intel ® Teach to the Future database or used as a sample in future materials, do you want your name displayed as the author?

Yes No

Lesson Overview

Lesson Plan Title: Microbes Curriculum­Framing Questions

Essential Question Are we interdependent?

Unit Questions Would we be better off with no microbes in the world?

Content Questions

What are microbes?

What are the different kinds of microbes?

How do microbes grow and reproduce?

What are the disease causing microorganisms?

Lesson Summary Microbes are the foundation of life on earth. Microbes are one­celled to few –celled organisms

and the smallest organisms that are alive. Some microbes cause disease, while others are

not useful. This unit is fundamental in introducing students to the amazing world of microbes

and is a part of the important discipline of science called “Microbiology”.

In this project students of the 9th standard take the role of microbiologists and investigate

microbes from the twin human perspectives of benefit and hazard. In the final project,

students present what they have learned through the lens of microbiologists and in

collaboration with the community health center and help villagers develop scientific

understanding of the microbial world and create awareness in the village on harmful diseases

and uses of microbes in daily life. Students also undertake the task of suggesting measures

to be taken for reducing the incidence of microbial diseases in village.

Subject Area(s): Click box(es) of the subject(s) that your lesson targets Mathematics Science Art:

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Economics Statistics Business Administration Language Arts Music Social Studies

Regional Language Physical Education Computer Science Environmental Studies Home Science Commerce

Other: Other:

Class Level: Click box(es) of the class level(s) that your lesson targets Junior Kindergarten 1­4 9­10 Resource

Senior Kindergarten Other: 5­8 11­12 Gifted and Talented

School Examination Board Guidelines:

As per the guidelines of Karnataka State Secondary Education Board syllabus for 9 th

Standard.

1. Introduction to microbes

2. Classification of Microbes

3. Structure and function of Microbes

4. Growth, nutrient requirement and reproduction of microbes

5. Harmful and useful microbes

6. Diseases caused by microbes

7. Control of microbial diseases

Student Objectives/Learning Outcomes:

• The students will understand that micro­organisms are living organisms that are often

too small to be seen

• The students will examine and illustrate size, shape, and structure of organisms found

in our environment.

• The students will conduct research on how microbes move, where they live, and how

they reproduce

• The students will compare common characteristics observed in organisms (e.g., color,

movement, appendages, shape) and infer their function (e.g., green color found in

organisms that are producers, appendages help in movement).

• The students will research and report on a microorganism’s requirements (i.e., food,

water, air, waste disposal, temperature of environment, reproduction).

• The students will analyze how microbes can be helpful or harmful

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• The students will collect information from the local health centers about the microbial

diseases, its causes, effective treatment and steps for preventing the spreading of the

diseases.

• The students will analyze the data collected from the visits and prepare an awareness

campaign to spread scientific awareness among the villagers.

Procedures:

Introducing the Unit

Begin the unit by asking the class the essential question, “Are we interdependent?”

Brainstorm with students’ examples of interdependence. Record student answers on a chart

(which will be brought out again at the end of the unit).

Encourage students to discuss various ways of interdependence of man and other organisms

and appreciate the relationships.

Introduce the concept of microbes with the Microbes Introduction slideshow that gives an overview of the upcoming research project. Discuss the requirements of the slideshow

research assignment. Since the class will be working in groups, remind students that each

member of the group should contribute to the upcoming projects, and that each person’s

responsibilities within the group should be well defined for each task.

The teacher divides the class into 4 groups in such a way that students from the nearby

villages/settlements are in the same group.

Students collect pond water sample and observe under compound microscope to study the

microbe structure and different kinds of microbes present in the sample. Following this activity

each group is assigned one of the topics below and the students are asked to conduct

research.

1. Microbial Structure and Classification of Microbes – Kinds of microbes, basic structure

and function of microbes, nutrients for growth of microbes, reproduction in microbes

2. Microbial diseases­ Kinds of microbial diseases, how they spread, what they cause,

what are the measures to control them

3. Uses of Microbes to Man­ Different uses of microbes in food processes, antibiotics,

industrial enzymes etc

4. Microbes and environmental Interactions: Man and microbes interaction, microbes and

21

plants interaction and their role in agriculture and bio­geo chemical cycles and ethical

issues concerned with research on biological weapons using microbes

Students are given 5 days time to visit the websites, conduct research and prepare

presentations for the discussion.

Groups deliver their slide presentations to the class. After each presentation, members hold a

brief class discussion and take suggestions for improving their presentations. Students should

be advised to take notes during the presentation so they will be prepared for the final test

covering information on all the topics identified for the research project.

The peers are encouraged to ask questions to the student groups making the presentation

and thus the content knowledge and current issues about the topic will be covered in the

class.

The day after the group presentations, the teacher conducts a written test covering the above

4 sections in the class to test the content knowledge of the students.

Following the research assignment, students are informed that they will become junior

microbiologists over the coming weeks.

The students playing the role as junior microbiologists – visit 4 different local health centers of

their village. During their visit they carry out the following tasks:

• Collect information on the most common microbial diseases in the village, average

number of patients being treated for microbial disease in one month

• Identify which microbial disease is prevalent in that village

• Hold discussion with resident doctors to analyze the causes of the common microbial

diseases

• Understand the symptoms and treatment

• Discuss the steps taken to prevent spreading of the diseases

The teacher supports the students with a record sheet template and tips for discussion with

the resident doctor.

The students then analyze their record sheets and prepare a report, make the necessary

22

interpretations and conclusions. Student use graphs to represent the data on most commonly

occurring diseases in each village they have surveyed.

They collaborate with community health center officials and volunteer to spread awareness

among villagers and introduce measures to be taken by villagers to control the spread of

microbial diseases.

They prepare a multimedia presentation for the community and talk about it in their respective

villages.

The multimedia presentation covers the following points

1. Introduction to microbial world, kinds of microbes, general growth and reproduction of

microbes, harmful and useful microbes and microbe –environment interaction

2. A brief summary of the findings from the local health center and data representations

3. Growth, nutrient requirements, reproduction of microbes and how the microbes

multiplies and the role of hygienic conditions in villages towards preventing microbe

multiplication and spread

4. Symptoms, treatment and prevention of the most common microbial disease

5. Control measures and hygienic conditions and steps to be taken by common man to

keep healthy and fit

Apart from the multimedia presentation, each student group prepares few posters highlighting

the cleanliness and hygienic conditions to be maintained by the villagers in their houses, in

cattle sheds, village markets, their school and in the farms belonging to villagers.

Following the presentation to the villagers, the teacher presents the questions ­

“Are we interdependent?” and Would we be better off with no microbes in the world? to the

students. The students research about the usefulness of microbes and analyze whether they

would be better off with no microbes in the world. The students by means of posters convey

their answers to the Unit Question. Following this activity, the four student groups with the

help of their schoolteacher develop a radio skit on the usefulness of the microbes. The radio

skit is telecasted on the Keli­Kali (listen & learn) program of state education department in

association with All India Radio.

23

The teacher revisits the Essential Question: Are we interdependent? She shares the chart

containing students’ answers to the Essential Question. The students have a concluding

discussion session in their classroom relating to the question from different angles, starting

from micro­organisms, collaboration, brotherhood, humanity, compassion, etc.

Approximate Time Needed: Approximately 15 periods of 40 minutes each. Prerequisite Skills: Conceptual Knowledge

• Knowledge structure of cell and cell organelles and their functions • Understanding of interactions of living beings • Basic knowledge of common diseases, like common cold, rabies, viral respiratory

infections etc Technological Skills

• Basic use of computers • Creating power point presentation

• Browsing the Internet

Materials and Resources Required For Lesson

Technology – Hardware: (Click boxes of all equipment needed)

Camera Computer(s) Digital Camera Tape Recorder Internet Connection

Television Printer Projection System Scanner Video Camera

VCR Video Camera Video Conferencing Equip. Other:

Technology – Software: (Click boxes of all software needed.) Database/Spreadsheet Desktop Publishing E­mail Software Encyclopedia on CD­ROM

Image Processing Internet Web Browser Multimedia

Web Page Development Word Processing Other:

Printed Materials:

Karnataka State Science Text book of 9 th standard Encyclopedia of Science given to schools by DSERT Charts on microbes provided to science centers by the state education department

Supplies: Pens, sketch pens, worksheets, handouts

24

Resources:

http://www.umaine.edu/NSFGK­2/images/PDFs/gumdrop.pdf http://www.koshlandsciencemuseum.org/exhibitdna/intro01.jsp http://www.microbes.info http://www.microbe.org http://www.microbeworld.org http://www.amnh.org/infection

Others: Permission and approval letters from the school principal, and community health centers

Accommodations to support different levels of learners in your classroom

Resource Student:

Additional support materials and scaffolds are provide to resource students

for creating a story board, interacting with doctors, collecting information from

websites and special time is allotted by the teacher to enhance conceptual

knowledge on microbes.

The teacher provides a checklist that breaks down individual tasks into

component parts.

Gifted Student:

Gifted students are given the task of report writing on the project outcome.

Student Assessment:

The students are assessed on their performance individually as well as a

group The scoring rubrics created by the teacher for the research project,

community awareness project is shared with student groups. The radio skit is

a whole class effort and students groups are assessed based on the task

completion and contribution to the development of the radio skit

Key Word Search:

Microbes, bacteria, diseases and health issues in villages

25

9. Suggested Project Ideas for Karnataka State Curriculum

Project plan: 1 Subject : English II Lang. Topic : The Flood Class : 9 th

Essential Question: How can I help?

Goal: To study floods and to present precautionary measures to be undertaken during

floods.

Project: Students role­play as environmentalists: they research and collect information on

rivers in Karnataka. They study the prior condition of the rivers and as they are now. They

understand the role of rivers in enriching human civilization and progress. With reference to

the current scenario, they also collect information on flood­hit areas in Karnataka and

suggest precautionary measures to be undertaken during floods. This information is

presented in the form of a multimedia presentation to the rest of the school.

They also publish a newsletter on different relief measures adopted by different

governments. They write articles to create awareness on health hazards and destruction of

the ecosystem and food chain during floods.

Project plan: 2. Subject : II lang. English Topic : The Merchant of Venice. Class : 9 th

Essential Question: How can we lead a happy life?

Goal: Analyzing Shakespearean drama – The Merchant of Venice – and realizing that

money alone does not make an individual, his/her character and attitudes are equally

important.

Project: Students role­play as critics: they read and analyze the Merchant of Venice and

compare the main characters of the drama to modern social setting and situations. They

debate on the characters and analyze the causes of their problems in the play and the

26

modern social setting. They conduct a survey to understand various short cuts employed by

man to make quick money and analyze the problems in society resulting from man’s greed.

Keeping in mind the problems, they script a play, which also highlights the solution. They

publish their play as a booklet using MS Word and also enact the play to reach out to the

community.

Project plan: 3 Subject : English II Lang. Topic : Role of family on an individual Class : 9 th

Essential Question: Are we born dependent?

Goal: To learn the advantages and disadvantages of a nuclear family and a joint family.

Project: Students role­playing as family welfare counselors interview 5­6 joint families and 5­

6 nuclear families in their village/community and do a comparative study. They list out the

advantages and disadvantages of nuclear and joint families. They prepare a multimedia

presentation on positive attitudes; values; social changes influencing families in both nuclear

and joint family and share it with their peers and the wider community.

They write articles in their school newsletter on role of family in shaping the personality of a

child – behavioral, attitudinal, emotional, and personal development. They organize an inter

school debate on “Joint family vs. Nuclear family”.

Project plan: 4 Subject : Geography Topic : Human interaction with environment. Class : 9 th

Essential Question: Are we truly independent?

Goal: To understand the interdependence between man and environment by examining the

level of imbalance in the physical environment brought about by man through his activities.

And, to realize the effect of the imbalance on man.

27

Project: Students role­play as environmentalists: they conduct research and analyze the

different activities of man that has led to imbalance in nature (surroundings/environment).

They prepare a multimedia presentation on causes of imbalance and measures to restore

the balance. They present it to the local municipal council to implement the suggested

measures. They design posters to create awareness among the public on protecting nature

and maintaining a proper balance.

Project plan: 5 Subject : History Topic : Religious reform movements in India. Class : 9 th

Essential Question: Why should we change?

Goal: To understand the different religious reforms from the 8th to 16th century. To realize

the common aspects among the reformers and to analyze the impact of the reform

movements on Indian society.

Project: The students as members of a social organization study the religious reformers and

highlight the common aspects of all the reform movements. They create a multimedia

presentation and voice their opinion at the All Religion Spiritual Convention. They gather

information about many songs and Bhajans composed by all the Bhakti and Sufi saints and

publish them in the form of a booklet. They publish a newsletter highlighting their study and

also write articles on various services rendered by different groups advocating harmony and

peace. They also urge people to forget their religious differences and lead a life of mutual

respect.

Project plan No: 6 Subject : Geography Topic : Mineral and Power Resources. Class : 10 th

Subjects linked to the topic: Science, Math, English and Value Education Essential Question: Are we truly empowered?

28

Goal: To understand the problems our country is facing due to shortage of power resources.

To realize the advantages of using alternative power resources like solar energy.

Project: Students role­play as ecologists who are promoting alternative power resources.

They conduct a survey to find out what power resources are being used and the advantages

of using alternative power resources. To educate the members of the community, students

prepare a multimedia presentation on alternative power resources of India, their advantages

and related support provided by the government.

They create awareness in the community about the advantages of solar energy over other

exhaustible power resources by writing articles in the newsletter and convince people to

switch to solar heaters (and encourage them to use solar energy). The newsletter also gives

information on various attractive schemes and incentives offered by the government to

promote the usage of solar energy that would reduce expenses.

Project plan No: 7 Subject : Civics Topic : Challenges facing India.

Class : 8th­10th Subjects linked to the topic: Languages (communication skills) Ethics and Values. Essential Question: How can I make a difference?

Goal: To become aware of different challenges faced by our country such as corruption in

the ration stores. To suggest solutions and take measures to solve them.

Project: The students role­play as social workers to help people fight against the poor

quality of rice and other food grains supplied by the government at the ration store. They

conduct research; carry out surveys to analyze the causes for poor quality – like the role of

intermediaries, the sale of goods in the black market etc. They create awareness among

people (community) about the consumer forum and consumer education through a

multimedia presentation and address the very serious issue of combating misuse and black

marketing of ration goods.

29

Project plan No: 8 Subject : Economics Topic : Basic concepts of economics. Class : 8th Essential Question: Is there strength in numbers?

Goal: To learn about cooperation and general principles of cooperative societies.

To analyze the advantages and disadvantages of cooperative society.

Project: Students role­play as community helpers: they collect information on different types

of co­operative societies all over Karnataka. The students then compile a list of cooperatives

in their area and find out whether they are functioning properly. They also develop an action

plan to start their own cooperative society. They share this information with the financiers

through a multimedia presentation to invest / fund the co­operative society.

Project plan No: 9 Subject : History Topic : The Rashtrakutas

Class : 8 th

Essential Question: Can the past influence the present? Goal: To learn about the Rashtrakuta Empire that extended from Narmada to Cauvery.

Instilling a sense of pride as students learn about the immortal contributions of their

ancestors to administration, literature, education, art, and architecture.

Project: Students role­play as researchers: they explore the Rastrakuta Empire and the

contribution made by the empire in the growth and development of mankind. Students

research on the important monuments of Rashtrakutas. They plan out strategies to preserve

and restore these monuments. They prepare a multimedia presentation, present it to the rest

of the school, and hold discussions among their peers to create awareness about protecting

and preserving their national heritage. Students organize an exhibition in their school and

exhibit the contribution of the Rashtrakutas administration, literature, education, art, and

architecture.

30

Project plan No: 10 Subject : English II Lang. Topic : The Dove Class : 10 th

Essential Question: Are we truly free?

Goal: To realize the importance of being free and apprehend that liberty is our birthright. To

understand that one can be free only if one understands the rights of freedom of others.

Project: Students role­play as reformers: they interview other students of the school and list

the superstitious beliefs followed by family members. They analyze the cause and effect of

such beliefs on society. Students create a multimedia presentation highlighting the effect of

casteism, child marriage, child labor, dowry system, low status accorded to women and the

exploitation of the girl child. And use the presentation to create awareness as a part of the

community development program in their community.

Project plan No. 11 Subject : Science

Topic : Heart Class : 10th Subjects linked to the topic: Maths, Science, Physical Education, and Environmental Science Essential Question: How can we lead a healthy life?

Goal: To learn about the heart, its functions; to provide precautionary steps to save oneself

from heart­risks and also to provide remedial measures to affected persons.

Project: Students role­play as various professionals working for an NGO, who are working

toward building a healthier world, such as prevention against heart diseases. They are

placed in a group of five and each student is asked to play a different role:

§ Student 1 ­ Environmentalist ­ Will do research to collect data on how pollution and

environment lead to heart risk

§ Student 2 ­ Health Statistician ­ Collect the data on the ratio of people being affected

by heart disease and interpret it in graphs.

31

§ Student 3 ­ Genetic Engineers ­ Analyze and find out how cells, DNA and heredity is

a cause for heart risk

§ Student 4 ­ Doctor ­ Find out reasons on why people are affected by heart disease

and provide remedial steps to them

§ Student 5 ­ Yoga Therapist ­ Demonstrate simple steps of how yoga can be helpful

in curing the disease and also acting as a prevention tool

All the members compile the information that they had gathered role­playing as different

professionals and discuss about the heart, its diseases and prevention. . Later, as a group,

create a multimedia presentation about the importance of a healthy lifestyle, heart care and

distribute the brochure prepared by them to other students, parents and the wider

community.

Project plan No. 12 Subject : Indian Economics. Topic : Small­scale industries. Class : 8 th ­ 10th Subjects linked to the topic: Geography, Language, Banking, Mathematics, and

Science. Essential Question: Can simple measures solve major problems?

Goal: To realize the role of small­scale industries in the economic development of India.

Project: Students role­play as entrepreneurs and conduct research on small scale

industries. They interview local small­scale industrialists and identify the problems in these

industries. They come up with various solutions and strategies to combat these problems

and make a presentation to the local small scale industry owners. Following this they study

the market trend and the list of goods that are in demand and goods for manufacturing with

low investment. They prepare a proposal and create a multimedia presentation on their

product, and propose an action plan on how this product would play a role in the economic

development of their village and solve unemployment problems. They present it to the

financiers and the village panchayat members to promote their product. They coin attractive

slogans and advertise their product through posters.

Project plan: 13 Subject : Biology Topic : Food production and Management.

32

Class : 10 th

Essential Question: Why is teamwork so successful?

Goal: To realize the need for food management. Identify the different factors affecting food

materials in their journey from the producer to consumer.

Project: Students role­play as quality control agents: they study the products that are

suspected to be contaminated. They interview experts and people who have been affected

and have faced various health disorders and publish their stories in a newsletter. They

prepare a multimedia presentation to create awareness among people about food production

and the importance of coordination amongst the people who are involved in the food

management process.

Project plan: 14 Subject : Science Topic : Environmental science Class : 10th

Essential Question: Why do things move in cycles?

Goal: To gain knowledge about biogeochemical cycles, water cycle, pollution of water bodies, and measures to control them.

Project: The students role­play as environmental activists: they conduct research, discuss

and learn about the factors causing pollution in the water bodies and its impact on the water

cycle and its relationship to other biogeochemical cycles. They test the local water bodies

like rivers and lakes with the help of the state pollution board. They also devise strategies to

fight pollution. They create a multimedia presentation on their research on pollution of local

water bodies and share strategies to combat pollution with the pollution control board. They

propose a plan of action for setting up of a low cost water treatment plant. They design

posters on diseases caused by polluted water to create awareness among people.

Project plan: 15 Subject : English, Science, Social Studies Topic : The Chipko Architect Class : 8 th

Essential Question: Progress, at what cost?

33

Goal: To learn about deforestation – its causes and its effects. They find out about eminent

persons who have fought against tree felling and the nationwide movements started by them.

Project: Students as members of Eco­Club analyze the causes and effects of tree felling and

develop an action plan to combat this problem. They create a multimedia presentation on the

advantages of preserving and nurturing trees, the birds and animals that had lived in the

forests earlier and which are either endangered or extinct now and present it in the school

assembly to educate their fellow students. They also create awareness among people

through their Eco­club newsletter, which gives information on Salumarada Thimmakka and

Appikko movement. They promote the message ­ Nurture, protect and preserve trees for posterity that bear soil, water and pure air through their newsletter. They also design

posters on saving trees and distribute in the community to create awareness.

Project plan: 16 Subject: English, Science and Social Studies Topic : The Legend of ‘The Narmada’. Class : 8 th

Essential Question: How can I make a difference?

Goal: To understand the major role of rivers on our lives. To realize the importance of

maintaining the quality of water sources.

Project: Students role­play as environmentalists: they identify the water source (lifeline) of

the community and carry out tests for checking the quality of water. Students conduct

research and offer suggestions on how to keep the quality of water high. They suggest low

cost measures to clean local water resources. They educate their peers through a

multimedia presentation on the importance of keeping the water sources clean for

sustainable growth and development of their community. They publish a newsletter about

important rivers of India and the vital role the rivers have played in the development of our

country. They also spread awareness about measures taken by national and international

organizations to purify the major rivers like Narmada and Ganges.

Project plan: 17 Subject : Civics Topic : Man as Citizens

34

Class : 8 th

Essential Question: Where Do I Belong?

Goal: To understand the relationship between a nation and its subjects (citizens). To

appreciate the rights they enjoy as citizens. Become aware of their duties as citizens and

honor them.

Project: The students form a census board and take up various posts as census

commissioners and as census officials. They devise a questionnaire to collect the

information. Each group is allocated 10 to 12 houses, depending on the size on the locality.

They collect information on literacy rate, social and economic status, size of the family,

mortality, religion, language, communication, facilities and nature of houses.

Students compile the information, represent, and discuss their findings to their peers using

appropriate graphing tools .The committee meets and identifies areas, which need to be

improved. They draw up a plan to solve the problems and present it using multimedia

presentation to the village panchayat or the municipal corporation.

Project 18 Subject : Language, Science and Social Studies Topic : MEIN SAGAR HOON. [IAM OCEAN] Class : 8 th

Essential Question: How are we interconnected?

Goal: To learn about the multifaceted nature of oceans and how they are linked to human

life.

Project: Students role­play as marine biologists and study major oceans. They collect

information on the major oceans and seas and how they influence our lives. Students

describe the state of our world's oceans; explain the significance of healthy oceans for a

healthy planet. They interact with oceanographers of Institute of Marine Biology in Karwar

district and study diversity of animals and plants in oceans, the effect of oceans on climate

and the problems faced by our oceans. They prepare a multimedia presentation with

suggestions for solving environmental problems in the watery part of our world.

Project plan: 19 Subject : Mathematics

35

Topic : Mensuration Class : 10 th

Essential Question: Is planning essential?

Goal: To solve simple problems pertaining to surface area and volume of solid objects.

Derive the formula. Apply it to solve problems in real life like building a water tank for

rainwater harvesting etc.

Project: The students as civil engineers design an underground water tank for their village.

They discuss and decide upon the quantity of water to be stored. Depending upon the

availability of the space and the topography, they work out the exact size of the tank and

submit an estimation of the total cost of construction. They also predict problems that could

arise during construction and suggest positive measures to prevent them. They make a

multimedia presentation to the local MLA for allocating funds for constructing the village

underground tank and solving water scarcity in their village.

Project plan: 20 Subject : Mathematics

Topic : Permutation­Combination. Class : 10 th

Essential Question: Can creativity be curbed?

Goal: To develop lateral thinking in students. Find different solutions for a problem.

Project: The students as members of BCCI study the performance of the Indian cricket

team. They analyze the reasons for the current performance of the team. They collect,

analyze and represent data using statistical methods such as, averages, strike rates, mean,

mode, correlation, permutations and combinations and study the consistency of players over

a period of 6 years and shortlist 15 consistent cricket players. They study various factors that

influence the game for each cricketer. They make a multimedia presentation to the Cricket

Board Members with their justification and recommendation for forming the best cricket team

for the next World Cup.

36

10. References

Educational Reforms – The Trimester System in School Education – Karnataka Experiment – May 2005

Intel ® Teach to the Future Program Essentials Course and Program CD

http://www.educationinindia.net

http://www.intel.com/education/designing projects

http://www.ncrel.org/engauge/skills/engauge21st

http://www.twentyfirstcentruyskills.org

http://www.wested.org/online_pubs/learning_return.pdf

37

11. Appendix

Guiding Questions for Project Planning 14

Project Components Reflection

Questions that need to addressed

while developing the project:

1. What is the goal of my

project?

2. Is my project based on and

aligned to syllabus

guidelines?

3. What are the higher­level

thinking skills and the 21st

century skills that I would like

to target through this project?

4. What are the learning

objectives of this project?

5. What is/are the subject(s) that

would be covered in this

project?

6. What are the curriculum

framing questions that would

be used in this project to

promote higher level thinking

skills and to help students

achieve the learning

objectives?

7. What are the different areas

that my students would be

assessed upon?

8. What are methods of

14 Used with permission from Intel ® Education website All rights reserved. http://www97.intel.com/en/ProjectDesign/Design/PlanningProjects/ (Accessed in October 2005)

38

assessment that I would use

throughout the project to help

me understand the progress

of my students?

9. What are the different types of

assessments that I would be

conducting?

10. When would I be conducting

the above assessments?

11. What are the processes and

the purposes of the above

assessments?

12. What are the scenarios that

need to be developed and

presented to my students to

help them achieve the

learning objectives and

effectively address the

curriculum framing questions?

13. What is/are the role(s) that

my students will be playing

during this project?

14. Who is/are the audience(s)

that my students would be

addressing in this project?

15. What is/are the task(s) that

my students will have to

complete to help them

establish real life connections

and address real world

concerns through this project?

16. How many student groups

would be there for this

project?

39

17. What are the grouping

techniques that I would be

using for this project?

18. What are the roles that my

students need to play within

each group?

19. What are the kinds of

activities/field trips that my

students would need to

undertake for this project?

20. What are the support

materials/scaffolds that my

students would need to

complete the task(s) that has

been set out for them?

21. What are the resources that

my students would need to

complete the project?

22. What are the different

technologies tools that my

students would need to use

while working on the project?

23. What are the kinds of technology based end products that I expect my

students to develop in the

course of the project?

24. What is the kind of

sharing/showcasing activities

that need to be done by my

students?

25. Who is/are the other

teacher(s) that I need to work

with so as to complete this

40

project successfully?

26. What is the kind of help and

support that I need from the

school management and

parents?

27. What is the project timeline?

28. How much class time would

be spent on this project?

29. How much time is required to

be spent by students outside

the school time to complete

this project?

41

Sample Project Schedule 1

Days Time Frame Task

1 and 2 2 periods Introduction and discussion of the main concepts of the unit.

Presentation of the project idea and division of students into

groups

3 1 period Giving detailed guidelines for student multimedia assignment,

presentation of the assessment tool, discussion on Internet

research process and guidelines for field trip.

4 and 5 2 periods Research on Internet: Students gather information and resources

pertaining to the assignment given.

6 2 periods Information collection from other sources (field trip etc.)

7 and 8 2 periods Compilation and analysis of the information and preparation of

the storyboard

9 to 11 3 periods Development of student multimedia presentation

12 and 13 2 periods Showcase by student groups. Evaluation by peers and teacher.

14 1 period Inclusion of the feedback received from teacher and peers and

students participate in the project quiz

15 2 periods Students showcase the project to the Principal, teachers and

community members

42

Sample Project Schedule 2

Days Time Frame Task

1 1 period Introduction of the unit and discussion of the Essential and Unit

Questions

2 1 period Discussion of the main concepts of the unit.

3 1 period Class Quiz

4 1 period Sharing the project idea and the problem being addressed.

Student grouping Giving detailed guidelines for student

assignment and sharing of assessment tools

5 and 6 2 periods Research – gathering of information and resources. Meeting

experts

7 to 9 3 periods Creation of student multimedia presentation.

10 and 11 2 periods Showcasing of presentations. Evaluation by peers and teacher.

12 1 period Detailed guidelines for field work

13 and 14 2 periods Field Work to be conducted. Filling in reflection logs

15 and 16 2 periods Research – gathering of information and resources for

newsletter. Analysis of data and preparing the outline for the

newsletter

17 and18 2 periods Development of newsletter. Teacher –student groups meetings

19 and 20 2 periods Presenting before other school mates and sharing the newsletter

21 1 period Students complete an essay addressing the Essential Question

Note: The project schedules given above are samples developed and used by some

teachers. All implementing teachers need to prepare their own schedule based on their

requirements.

43

Proposed Evaluation Scheme for Project Work

Main Criteria Sub­Criteria Description Marks Allotment

Marks Obtained

Project Process

Implementing the project • Students have scheduled

their tasks and carried out activities adhering to the timelines.

• Students have used various processes to plan and complete the project. For example – They think about the information they need, the resources they have, the important pieces to work on first, and the problems that might arise and how they will deal with them.

• Finding Relevant Information – Students use multiple strategies to locate necessary information.

• Responsibilities are divided fairly and equitably taking advantage of individual strengths.

• Group supports each other and works together effectively, solving problems on their own and making decisions based on reason

• Focus on tasks –Students consistently stay focused on the task and what needs to be done.

4

Project Work

Achievement of Essential

Skills

• Higher order thinking skills

• Multi­tasking • Problem solving • Decision Making • Communication • Collaboration • Time Management • Creativity • Critical Thinking

3

44

Content

• The information is accurate, meaningful, authentic and useful

• Content and the problem being addressed is articulated well

• Students’ works reveal realistic solutions and strategies to solve the issues and concerns posed in the project.

4

Graphics and Images

The graphics/images have clear relationship with the content and enhance the meaning of the presentation

2

Grammar The are no grammatical and spelling mistakes 1

Organization

• The information is presented well with connectivity from one slide to another.

• Presentation is organized in a logical manner and is engaging.

• Text area and graphics are well balanced

• Introduction and conclusion slides are present

2

Charts & Tables

Data is presented meaningfully with appropriate charts and tables 1

Links & Navigation

All links work and lead to logical destination 1

End Products

(Student multimedia presentation)

Citation/ Reference

Students have given appropriate credits and reference for the information/graphics they have used

2

Total Marks obtained

Score for Project Work Total Marks obtained divided by 2

Note: The descriptions for each sub criteria are samples of some of the areas that a teacher needs to keep in mind while assessing students’ work and giving marks. Description areas can be added/deleted by the teacher for each sub­criteria depending on the project needs.

45

List of suggested topics for Projects

Sl. No. Project Title

1 Profit and loss

2 Discount

3 Interest rates and loans

4 Banking

5 Applications of Pythagoras theorem

6 Physical features of India

7 Wild life in India and your local wildlife

8 Natural calamities in India

9 Leaders of India

10 Space research in India

11 Population of India

12 Environmentalists of Karnataka

13 Hampi­ As a world heritage center

14 Bio­technology and modern farming

15 Rainwater harvesting

16 Alternate sources of energy

17 Healthy lifestyle

18 Cottage Industries, small scale industry in your area

19 Microbes

20 Diary farming

21 Local environmental pollution

22 Town planning using geometric concepts

23 Medicinal plants in your locality

24 Flora­Fauna of your locality

25 Agricultural produce in your area

26 AIDS

27 Terrorism

46

28 Leaders of Indian independence

29 Biographies of national leaders

30 Tourism in India and local tourism

Copy of Government Notification

______________________________________________________________________

Number: ETC3/K. S. P.A/ 2005­ 2006 Date: 06­05­2005

NOTIFICATION

Subject: Effective implementation of school computerization program

Computer Education is being provided in 1238 high schools of our state. The school

computerization program is a massive project taken up by the government and its effective

and qualitative implementation is the duty and responsibility of each one of us. In this regard

the following notices are provided by the department for implementation. School

headmasters and teachers are instructed to implement the following conditions compulsorily.

A minimum of 45 periods/week are allotted for computer education and computer

based education (2 periods /week /school). All schools compulsorily need to utilize all the 45

periods/week

Based on trimester system, the subject teachers of the schools are instructed to

implement project based learning methods and the student projects are to be compulsorily

developed using computers.

The teachers of computerized schools have been trained in computer based

education and educational software for math and social sciences has already been provided

to all computerized schools. Educational CDs on science and English will soon be installed in

the computerized schools.

THE DEPARTMENT OF STATE EDUCATION RESEARCH AND TRAINING

NO 4, 100 FT RING ROAD, BANASHANKARI 3 RD STAGE BANGALORE 560 085

TEL NO: 26422372, 26422373 26422375

FAX NO: 26422377

E MAIL:dsert@bgl.vsnl.net.in

47

All subject teachers are instructed to use the educational CDs in the development of

projects for computer based teaching of units in their respective subjects

The school headmasters are instructed to monitor computer education, computer

based education and development of projects in school from time to time and provide useful

suggestions to teachers and also record the progress of the development of computer based

education.

Computer lab time table is to be developed so as to enable the use of educational

CDs by teachers and for development of projects.

It is instructed that all teachers in the school compulsorily undergo training on

computer based education

Concerned nodal officers from DIET are instructed to monitor the implementation of

all the above mentioned notices during their regular school visits and provide necessary

feedback It is instructed that all computerized schools need to compulsorily follow all the

above notices failing which disciplinary action would be taken by the department

Revived and Approved by the Director

For Director

(Research and Training)

Copies to

1. To all DIET Principals for further action

2. To all District Deputy Directors (Administration) for consideration and action

3. To all Block Education officers of the state for further action

4. To all concerned school HeadMasters for further action

5. Office Copy