PBL Facilitation- Workshop Example Lesson Plans

PBL Sample Lessons2016 NC Middle School Conference

ELA / Social Studies / Math / Science

7th Grade ELA PBL (adapted from Sam Ovies and Joanne Bernard)This ELA PBL will be completed in conjunction with the Social Studies unit on exploration.

Each scenario will be typed and printed on a half sheet of paper made to resemble an email to the student. OR it will be sent via email for the student to use.

Outline of PBL: The times/class periods needed may change as students work through the scenarios. Day 1: Scenario 1

all studentsDays 2-12: Scenarios 2-6

Students will choose the scenario they will work on by their choice of objective. Students will not move on to a new objective/scenario until they have completed the one they chose. Scenarios 2 and 3 should take 2-4 class periods to research, synthesize the information with their original draft, and plan a revision for their draft. Scenarios 4 and 5 should also take 2-4 class periods for students to research, synthesize the work in their original draft with their new knowledge, plan revisions, and draft revisions.

Day 14: Mapping skillsWe are going to try to coordinate this activity with a visit from a GIS specialist and team activity on GIS mapping. (Timing of this skill may change)

Days 14-16: Peer Editing and type narratives Student Grouping: This can be both an individual and group PBL.

Group PBL ideas: Students create learning teams to research each scenario. Each student writes his or her own narrative. Students create learning teams to research each scenario and then write the same narrative from

different perspectives. Students create learning teams to research each scenario and then write the same narrative together

with the understanding that they all receive the same grade. Students and their parents would have to sign a letter acknowledging cooperatively creating the narrative and each member receiving the same grade.

Scenario 1: You are a free-lance writer who has a profile on Linked In. Your profile intrigued a publisher who has contacted you. There is a market for stories that will help people understand the reasons and impacts of exploration on the world. She would like to gather quick write samples of exploration short stories to get a feel for your writing style and the direction your exploration manuscript might take. She wants the sample by tomorrow so she can choose which writers she will include in an anthology of exploration. With a small group, discuss what you know from this scenario, and what information you still need.

Anticipated Student Questions:O What are the reasons of exploration?O What are the impacts for exploration?O Do we have to? O What is an anthology?O What is being explored in the story?O Where/how is it being published?O What is the due date?O What does my story have to have?O What does it have to be fiction or non-fiction?O Target audience?O How much do we get paid?O What is LinkedIn?

O What do you mean by quick write?

This scenario will be used as a pre-assessment for both student knowledge of exploration and narrative structures. See the attached rubric.

Scenario 2: The publisher has forwarded some notes to encourage a greater depth of information on exploration in your narrative. She would like the story to include the reasons why people explore and how explorers interact with the native people they encounter.

Essential Question 4 3 2 1

Why do people explore and how do they interact with other people they encounter?

(Social Studies)

A deep understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated.

A clear understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated.

A limited understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated.

A minimal understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated.

A deep understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated by:

Multiple examples (minimum 3) of how push/pull factors lead to conflict, negotiation, or compromise

Allusion to specific historical events from the Age of Exploration to today

Scenario 3: The publisher has forwarded more notes to encourage a greater depth of information on exploration in your narrative. The anthology needs to have narratives that include how the environment influences the actions of the explorers and how the actions of the explorers impact the environment.


How does the environment influence the actions of the explorers and how do the actions of the explorers impact the environment?

(Social Studies)

A deep understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated.

A clear understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated.

A limited understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated.

A minimal understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated.

A deep understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated by:

Multiple examples (minimum 3) of adaptation, modification, or dependency on environmental conditions Allusion to specific historical events from the Age of Exploration to today

Scenario 4: The value of the anthology as a whole is only as great as its weakest narrative. The publisher wishes to ensure that all of the narratives are of the highest quality in terms of reader engagement and investment in the plot. To this end, ensure that your narrative is well-structured and


How does an author effectively structure events?

(ELA)

A masterful use of and well-structured event sequence is demonstrated.

A competent use of and well-structured event sequence is demonstrated.

A inconsistent use of and well-structured event sequence is demonstrated.

A minimal use of and well-structured event sequence is demonstrated.

A masterful use of and well-structured event sequence is demonstrated by: engages and orients the reader (exposition) events unfold naturally and logically (rising action resolution)

contains relevant descriptive details about the events

Scenario 5: The publisher has chosen your sample and would like to hire you as one of the authors included in the exploration anthology. Each entry in the anthology should include a variety of narrative techniques that engage the reader.


How do authors use narrative techniques to engage the reader?

(ELA)

A masterful use of effective narrative techniques is demonstrated.

A competent use of effective narrative techniques is demonstrated.

A inconsistent use of effective narrative techniques is demonstrated.

A minimal use of effective narrative techniques is demonstrated.

A masterful use of effective narrative techniques is demonstrated by: Consistent pacing throughout the narrative Consistency in point of view throughout the narrative Rich, well-developed characters through the use of direct and indirect characterization including dialogue

Scenario 6: As much as the publisher enjoyed your original quick draft of an exploration narrative, she noted that you need to add descriptive details to enhance the reader’s engagement with your narrative.


How do authors use descriptive details to enhance a narrative?

(ELA)

A masterful use of relevant descriptive details is demonstrated.

A competent use of relevant descriptive details is demonstrated.

A inconsistent use of relevant descriptive details is demonstrated.

A minimal use of relevant descriptive details is demonstrated.

A masterful use of relevant descriptive details is demonstrated by: Precise words and phrases Variety of transition words to signal changes Sensory language

Name _________________________________________SS/ELA 7.___ Rubric

Exploration PBL RubricEssential Question

4 3 2 1

Why do people explore and how do they interact with other people they encounter?

(Social Studies)

A deep understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated.

A clear understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated.

A limited understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated.

A minimal understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated.

How does the environment influence the actions of the explorers and how do the actions of the explorers impact the environment?

(Social Studies)

A deep understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated.

A clear understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated.

A limited understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated.

A minimal understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated.

How do authors use narrative techniques to engage the reader?

(ELA)

A masterful use of effective narrative techniques is demonstrated.

A competent use of effective narrative techniques is demonstrated.

A inconsistent use of effective narrative techniques is demonstrated.

A minimal use of effective narrative techniques is demonstrated.

How do authors use descriptive details to enhance a narrative?

(ELA)

A masterful use of relevant descriptive details is demonstrated.

A competent use of relevant descriptive details is demonstrated.

A inconsistent use of relevant descriptive details is demonstrated.

A minimal use of relevant descriptive details is demonstrated.

How does an author effectively structure events?

(ELA)

A masterful use of and well-structured event sequence is demonstrated.

A competent use of and well-structured event sequence is demonstrated.

A inconsistent use of and well-structured event sequence is demonstrated.

A minimal use of and well-structured event sequence is demonstrated.

A deep understanding of how push and pull factors lead to conflict, negotiation, or compromise is demonstrated by:

Multiple examples (minimum 3) of how push/pull factors lead to conflict, negotiation, or compromise Allusion to specific historical events from the Age of Exploration to today

A deep understanding of how exploration leads to adaptation, modification, or dependency on environmental conditions is demonstrated by:

Multiple examples (minimum 3) of adaptation, modification, or dependency on environmental conditions Allusion to specific historical events from the Age of Exploration to today

A masterful use of effective narrative techniques is demonstrated by: Consistent pacing throughout the narrative Consistency in point of view throughout the narrative Rich, well-developed characters through the use of direct and indirect characterization including dialogue

A masterful use of relevant descriptive details is demonstrated by: Precise words and phrases Variety of transition words to signal changes Sensory language

A masterful use of and well-structured event sequence is demonstrated by: engages and orients the reader (exposition) events unfold naturally and logically (rising action resolution) contains relevant descriptive details about the events

Name _________________________________________SS/ELA 7.___ Daily PBL tracker

Date Information Needed on What you learned today.What is your objective for today?

What information did you learn or task did you complete to meet your objective?

What help do you need to meet your objective?

What is your objective for today?



What is your objective for today?



Shelving Units for Egyptian Artifacts

6th Grade Social Studies / Math PBLAdapted from Jen Larkin & Joanne BernardScenario #1: A blueprintYou are a new shelving designer for a museum. You have been asked to create a blueprint of a shelving unit that will hold 37 Ancient Egyptian artifacts.

Look at the blueprint carefully. What do you notice about the blueprint? What questions do you have?

What do you notice? What questions do you have?

Scenario #2: THE ARTIFACTS

# of artifacts

maximum dimensions minimum dimensions space needed above artifact

13 5 7/8" x 4 1/16" x 10 7/8" 3 7/8" x 2 1/16" x 6 7/8" 4 1/2"

10 6 7/8" x 3 1/16" x 4 7/8" 5 7/8" x 2 7/16" x 1 5/8" 5 7/16"

10 9 1/4" x 6 1/8" x 8 1/2" 6 5/8" x 3 5/16" x 4 3/8" 4 1/8"

4 1’ 2 1/2" x 6 1/2" x 5 1/2" 11 1/4" x 4 1/2" x 3 3/16" 3 7/8"

What are some possible dimensions for your shelving unit?

Scenario #3: Show your work on a separate piece of paper. Record your widths in each shelf.The artifacts are split into four different groups. The groups are outlined on your data chart. There are 13 artifacts in the first group, 10 in the second, 10 in the third and four in the fourth. Each artifact must have at least 1 1/8” of free space on both sides. If you created separate shelves for each group, what is the minimum width of each shelf and still ensure that all of the artifacts will fit on the shelf?

Name: _______________________________________

Scenario #4You just got word from person in charge of the artifacts that the measurements were incorrect. The space needed on each side of the artifact is actually 3/8 of an inch less than originally stated. The height needed above for each of the artifacts is actually 1 1/2 inches less than originally stated. What are the new measurements of each of the four shelves?

Artifact Group symbol of artifact maximum measurements space needed between

(symbol – II)

space needed above

group of 13 5 7/8" x 4 1/16" x 10 7/8"

group of 10 6 7/8" x 3 1/16" x 4 7/8"

group of 10 9 1/4" x 6 1/8" x 8 1/2"

group of 4 1’ 2 1/2" x 6 1/2" x 5 1/2"

Design it!

Scenario #5: How much will it cost? Measurements: All measurements need to be written in feet and inches. For example, if the total height of my shelving unit is 2 1/2 feet, I would write that as 2'6".

Cost: These measurements are actual size.

3/4" x 7 1/2" x 4' = $5.48 3/4" x 7 1/2" x 6' = $7.42

3/4" x 7 1/2" x 8' = $9.32 3/4" x 7 1/2" x 10' = $11.22

3/4" x 7 1/2" x 12' = $13.12 1/4" x 4' x 8' = $13.28

Fossil Evidence PBL8th Grade Science

You have a time machine and you have the ability to travel into the future 50,000,000 years. Where do you think Concord NC will be located?

Questions you will need to know the answer to:------------------------------------------------------------------------------------------------------------Puzzling Information to Process First:

1.

286 mya there was a decrease in the number of species of animals in the shore ecosystems. 144 mya species on opposite shores of the Atlantic increase

The greater the distance between fossil evidence of animals found, the smaller the numbers of families are in common.How is this possible?------------------------------------------------------------------------------------------------------------

2.

Fossil evidence of armadillo and opossum seem to rise up in higher layers of rock as you venture north in the Americas.Fossil Evidence of large predators seem to rise up in higher layers of rock as you venture south in the Americas.How is this possible?------------------------------------------------------------------------------------------------------------

3.

Llama and tapir fossils evidence can be found in North America as you dig down in the ground. Llama and Tapir no longer live naturally in North America.There is no fossil evidence of llamas or tapirs in South America, but they can be found living there today. How is this possible?

------------------------------------------------------------------------------------------------------------

Teacher Actions: Hand out fossil evidence pictures. Have photos of Pangaea and fossils that support this theory.

What concept does this evidence support?Answer: Pangaea

4. Give map Pangaea, and map of world today. How can this be explained? Answer: Theory of Continental Drift

5. Using the information you have gathered, answer the question:You have a time machine and you have the ability to travel into the future 50,000,000 years. Where do you think Concord, NC will be located? What do you think it will be like in terms of biodiversity? You must explain your reasoning. Your reasoning should be based on facts that were gathered today.

Got Gas?8th Grade Science PBL

Adapted from Sabrina Sidaras, Megan McNutt & Tiffany Smith

Show the video as a hook: http://news.bbc.co.uk/newsbeat/hi/technology/newsid_7886000/7886427.stm

Scene 1There has been a manufacturing recall on the Arai motorcycle airbag jackets. There have been multiple reports of incidents ranging from no deployment to explosion of jackets upon impact.

What do you need to know?

---------------------------------------------------------------------------------------------------- Scientists have concluded that airbag deployment in the motorcycle jacket is a chemical reaction rather than a mechanical one.


----------------------------------------------------------------------------------------------------

During manufacturing, one of the workers incorrectly balanced the equation and made mistakes in the math. You must try to solve it correctly to get the airbag to deploy properly each time.

Here is their first mistake:

2NaHCO3 + 5CH3COOH = 7CH3COONa + 2H2O + 3CO2

Correctly balance the equation to find the ratios that are needed.

Name the chemicals in this equation.

----------------------------------------------------------------------------------------------------

Scene 2The US Consumer Product Safety Commission wants you to recreate a smaller version of the motorcycle jacket airbag to test to see if you can manufacture it properly and guarantee the product.


----------------------------------------------------------------------------------------------------

Part I: Calculating the Volume of the Airbag1. Obtain 1 plastic empty “airbag” (plastic Ziploc bag)2. Fill your airbag as full as possible with water3. Poor the contents of the bag very carefully into a graduated cylinder4. Record the volume of water collected5. Use paper towels to completely dry the inside of the bag

----------------------------------------------------------------------------------------------------

Part II: Calculating chemicals

http://news.bbc.co.uk/newsbeat/hi/technology/newsid_7886000/7886427.stm

You must use math to decide how much of each chemical to put in the bag so that it inflates perfectly without bursting so that the motorcyclist is safe.

What information do you need to know?----------------------------------------------------------------------------------------------------

1g of gas will take up 22.4L of volume1 g of baking soda makes 1 g of carbon dioxide

What do you need to do now? ----------------------------------------------------------------------------------------------------

Using the information above, your volume of your airbag, and the ratio of sodium bicarbonate to vinegar, calculate how much of each substance you will put in the bag.

----------------------------------------------------------------------------------------------------

Part III: Testing the Airbag1. Weigh out your calculated amount of CH3COOH and add it to your “airbag”. 2. Measure out your calculated volume of CH3COOH using a graduated Cylinder.3. Place them both in 2 dishes and slide into the bag. 4. Mix the ingredients completely by shaking the bag---------------------------------------------------------------------------------------------------- Rubric:

Level 4:You can explain your math and reason verbally about what you put in the bag using details from the balanced equation. You can answer questions about the calculations correctly. When “deployed” your bag fills fully without bursting.

Level 3: You can explain your math and reason verbally about what you put in the bag using details from the balanced equation. You can answer questions about the calculations correctly. When “deployed” your bag almost fills, or causes a small leak of gas – but doesn’t burst.

Level 2: You can explain your math and reason verbally about what you put in the bag using details from the balanced equation. You can answer questions about the calculations correctly.

The bag does not inflate, or bursts the bag.

Level 1: Explanations are incomplete, and caused the director to not allow you to test your airbag for safety reasons.

Resource websites

http://www.cse.emory.edu/cases/index.cfm?&CFID=441488&CFTOKEN=37472747 http://www.bie.org/tools/online_resources/pbl-online http://www.edutopia.org/stw-project-based-learning-best-practices-resources-lesson-plans http://www.pblearning.com/

http://www.pblearning.com/

http://www.edutopia.org/stw-project-based-learning-best-practices-resources-lesson-plans

http://www.bie.org/tools/online_resources/pbl-online

http://www.cse.emory.edu/cases/index.cfm?&CFID=441488&CFTOKEN=37472747

Inventors PBL7th Grade Social Studies

Goal: Students will build a prototype of an invention, based on one of the inventors from the Industrial Revolution. These prototypes should have some kind of relationship to their inventor, but should be the student’s own idea and design.Social Studies Standards: Industrial Revolution.STEM Standards: Design Cycle; 21st century learner traits (problem solving, communication, creativity); EngineeringDay before Starting this PBL: Students will need to briefly research several of the inventors from this group and choose one. Students do not need to know that they will be inventing something based on this inventor.List of Inventors: Abraham Darby Alexander Graham Bell Cyrus W. Field Edward Cartwright Eli Whitney Elias Howe George Stephenson George Westinghouse Gottlieb Daimler Guglielmo Marconi Henry Bessemer Henry Cort Henry Ford Isaac Singer James B. Hill James Hargreaves James Watt John Ericsson John Kay John McAdam John Smeaton Lee de Forest Nikola Tesla Wright Brothers Ottmar Mergenthaler Richard Arkwright Richard Hoe Robert Fulton Rudolf Diesel Samuel Crompton Samuel F.B. Morse Samuel Slater Thomas Edison Thomas Newcomen Thomas Telford Vladimir Zworykin George Pullman Elisha Otis Day 1: Introduction, Initial Brainstorming, and Planning

• Introduce the challenge: Use the inventions of your inventor as a guide to help you build a prototype of an invention of your own.

Pass out planning sheets and Rubrics – • As you work through the planning sheet, check in with me at check in points:

• Check in 1 – After you brainstorm 3-4 ideas. Research your inventor to get ideas

Day 2: Brainstorming and Research• You should finish brainstorming and summarizing your plan today and begin working on your rough

draft sketch.

• Please remember to check in with me at some point once you have completed the brainstorming phase, and or planning phase.

• Closure Today: What is your reason for creating your invention?

• Label a page in your social studies notebook Inventor PBL. Record your thoughts to this question on that page. Complete sentences are not required, but the date is.

Day 3: Final Sketch and Building• You should finish your rough draft sketch, materials list and be working on or finishing your final sketch

today.

• Final Sketches: Graph paper, with a ruler, and detailed labels.

• Closure Today: Consider how your invention could change lives… What impact would it have? Add your thoughts on this question to your notes from yesterday’s question to the Inventor’s PBL page in your SS notebook.

• Yesterday’s Closure: What is your reason for creating your invention?

Day 4: Building and Improvements• Finish your final sketch, have it approved… start working on your prototype.

• Use your rubric as a guide to complete the final sketch and prototype

• You will be working on prototypes today. If you finish your prototype, have a peer review it and make improvements based on feedback.

• Closure Today: How does your invention relate to the inventor you researched for Social Studies? What does it have in common with those inventions? What differences can be seen?

• Closure Yesterday: Consider how your invention could change lives… What impact would it have?

Day 4/5: Prototype Card• This needs to be turned in with the prototype.

• Include the following on your card:

• Name of Prototype

• Your Name

• The answers to each of the closure questions written in paragraph form using complete sentences.

Invention PBLPlanning Sheet

Your Inventor ________________________Time Period _________________________Area of Invention (Engineering, Science, Medicine, Machinery) ________________________________

Inventions credited to your inventor __________________________________________________________________________

Brainstorm SectionYour ideas on inventions in the same category as your inventor

Invention Ideas Sketches and notes

Your Invention Idea Summarize your plan to innovate or create a new invention.

Rough Draft Sketch: Final Sketch should be done on graph paper and attached to this planning sheet.Rough Draft Sketch Materials Needed

Invention RubricLevel 5 (100-95) Level 4 (94-85) Level 3 (84-75) Level 2 (74-65) Level 1(64-59)

Relationship to assigned

Inventor

The planning sheet shows a

strong relationship between the

invention you are building

and the inventor assigned.

The planning sheet shows a relationship between the



The planning sheet shows

somewhat of a relationship between the



The invention you are

building is in the same general

category, but no relationship is established.

The invention you are

building is not related to the

inventor assigned.

Final product /

Final Sketch

100% of the final product

was built using the final

sketch. Any changes during

building are noted in a

different color on the final

sketch.

80-90% of the final product


sketch. Any changes during



sketch.



sketch. Some changes during



sketch.



sketch. A few changes during



sketch.

Less than 50% of the final

product was built using the

final sketch. No changes

during building are

noted in a different color

on the final sketch.

Use of materials

100% of the materials are

re-used or recycled

materials.


re-used or recycled

materials.


re-used or recycled

materials.


re-used or recycled

materials.


re-used or recycled

materials.

Summary

Summary includes all of the following components:1. Explains how the invention is related to the inventions of your assigned inventor.2. The need or reason for this invention is clearly explained3. The impact of this invention is clearly explained.

There is a lack of detail in one of the following components:1. Explains how the invention is related to the inventions of your assigned inventor.2. The need or reason for this invention is clearly explained3. The impact of this invention is clearly explained.

There is a lack of detail in two of the following components:1. Explains how the invention is related to the inventions of your assigned inventor.2. The need or reason for this invention is clearly explained3. The impact of this invention is clearly explained.

There is a lack of detail in three of the following components:1. Explains how the invention is related to the inventions of your assigned inventor.2. The need or reason for this invention is clearly explained3. The impact of this invention is clearly explained.

The summary does not

appear to be related to the components

provided.

PBL Facilitation- Workshop Example Lesson Plans

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