Project-Based Learning 101 For K-12 Educators June 23-24, 2014.
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Transcript of Project-Based Learning 101 For K-12 Educators June 23-24, 2014.
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Project-Based Learning 101 For K-12 EducatorsJune 23-24, 2014
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Project-Based Learning 101 Learning Outcomes
By the end of this session, you will:
• Have an understanding of Project-Based Learning• Have knowledge of how to incorporate PBL in your
classroom,• Create a beginning PBL unit outline (skeleton)• Experience activities that can be recreated in your classroom• Have a better understanding of STEM• Share information with your colleagues to enhance
collaboration
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SortDo you prefer…??? – Hot, humid vs. cold, snowy days – Cloud watching vs. star gazing – Rain vs. Snow – Cumulous vs. stratus clouds – NOAA.Gov or Weather.Com
GETTING TO KNOW YOU . . .
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• What is your favorite place on Earth?• What is your favorite season?• What is your favorite outdoor activity?• What is your favorite weather/climate topic to teach?• What is your least favorite weather/climate topic to teach?
SORT AND MINGLE
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WIKI -CENTER FOR INNOVATION IN STEM
EDUCATION
http://mc2stemgrade9.wikispaces.com/CISE+PBL+101
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The STEM Crisis: A Matter of National Security
CREATING A 21ST CENTURY CLASSROOM
PBL
Source: US Department of Commerce Economics and Statistics Administration
US projected need for STEM professionals continues to grow at a rapid pace
CREATING THE 21ST CENTURY CLASSROOM
STEM degree attainment remains relatively flat among US citizens
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
Troubling Indicators of US Student Academic Performance
US students consistently rate as mid-range performers in science achievement compared
to other developed nations
2009 Program for International Student Assessment Science Scores
Significant numbers of US students are not leaving high school prepared for the
academic rigors of college science and math
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
Why STEM?The President’s Council of Advisors on Science and Technology recommend a
focus on both inspiring and preparing our next generation workforce to pursue STEM careers.
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
Project-Based Learning: What comes to mind?
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
MISCONCEPTIONS
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM MISCONCEPTIONS
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation.
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
that engage student interest and motivation
instructional approach (facilitated)
built upon authentic learning activities
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Project-Based Learning 101 Introduction & Norms
“Think about your education from K-12…What is one particular learning experience you remember, and why does that stand out?”
For the next 5 minutes, share these experiences with your colleagues.
Directions: Talk about why these experiences stand out in your mind.
Create a list of what all experiences have in common.
Be prepared to present to the group.
End
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Project-Based Learning 101
“Think about your education from K-12…What and why do events stand out?”EVENTS THAT STAND OUT? WHY?
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
• Increases student motivation to learn• Real need to know• Understand through research and doing• Students demonstrate what they learn• Learning goes beyond simply getting a good grade.
Key Aspects of PBL
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Project-Based Learning 101 8 Essentials for Project-based
Learning
As a group, choose to complete either the KWL chart or the pre-test as you read the assignment.
Everyone in your group must agree to use either the KWL chart or the pre-test before the activity.
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Project-Based Learning 101 8 Essentials for Project-based
Learning Jigsaw Instructions1. Each participant reads the assigned section of the article and answers the questions individually. 2. After reading the article and answering the questions, participants will meet in their “expert” group to discuss the main points of the article and the answers to the questions. 3. Students will return to their home groups to share information.
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
THE 8 ESSENTIAL ELEMENTS OF PROJECT-BASED LEARNING
1. Significant content
2. A need to know
3. A driving question
4. Student voice and choice
6. Inquiry and innovation
5. 21st Century skills
7. Feedback and revision
8. Publicly presented product
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SHOW WHAT YOU KNOW
• Partner – Share• Stand behind your chair• Wait for the instructor to blow the whistle• When the whistle blows, hold your hand up ready to offer a
high-five. • Find a partner at a table different from the one at which you are
sitting.• Give the partner a high five• Stand facing one another • Decide which partner will be “A” and which one will be “B.”• EXAMPLE
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
PBL’s Effective: Researchers say, well-designed and implemented PBL can:
* Be more effective than traditional instruction increasing academic achievement
* Increase student motivation and engagement in learning
* Improve students’ retention of knowledge over time
* Improve students’ mastery of 21st century skills
* Be especially effective with lower-achieving students
* Increase students’ achievement on state-administered, standardized tests
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CREATING A 21ST CENTURY CLASSROOM
PBLCREATING THE 21ST CENTURY CLASSROOM
So – What is the role of the educator?
* Give yourself a year to become acquainted
* Two years to become comfortable
* Once teachers feel comfortable with PBL, they usually say they’d “never go back.”
Instructor - direct
Facilitator
Guide
Coach
ReviewerTeacher
Learner
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Begin with the End in Mind
• Preliminaries• Big Idea• Standards• End Products (assessments)
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School: ___PBL School_____________________Grade/Grade Band: ________8______________Time Frame: __________1 Week_____________Team Members: _Carolyn & Rob______________Title: May the Force Be With You
Big idea Brainstorming(Use the Scope and Sequence and referenceALL benchmarks for the designated quarter
)
Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.
Essential and Guiding QuestionsBrainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.
End ProductsBrainstorm several possible transdisciplinary end products
FORCES
Science
Math
ELA
Social Studies
Art
Engineering
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So – What’s the Big Idea?
Who: participating teachersWhat: Benchmarks/standards
When: Length of time
Where: Usable spaces, i.e., classroom, field trip
Why: Are you asking students to do this?
Important Details: Major topics, focus topics, readings
Other: State testing during project? Celebration at the end of the project? Any special information.
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Choreography of Learning
• Big Idea BrainstormingBig idea Brainstorming
(Use the Scope and Sequence and referenceALL benchmarks for the designated quarter
)
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Choreography of Learning
• END PRODUCTS
End ProductsBrainstorm several possible transdisciplinary end products.
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Project-Based Learning 101 Crafting Essential Questions
Costa’s Levels of Questioning
Bloom’s Taxonomy
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The Driving Question
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If knowledge is made up of “answers,” then what are the
questions?
Grant WigginsJay McTighe
The Center on Learning, Assessment and School Structure
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It has been said . . . • The average teacher asks 350 questions
each day.
• Most of the 350 questions are directed; low-level – only one correct answer.
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Knowledge is pursued and shaped by questioning.
Allow students to simulate or recreate the process by which the knowledge is
created.
Grant WigginsJay McTighe
The Center on Lerning, Assessment and School Structure
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What is a Driving Question?
A question that captures the theme in the form of a problem or a question that cannot easily be solved or answered:• provocative• open ended• goes to the heart of a discipline or topic• challenging• arises from real world dilemmas students find
interesting• consistent with standards and frameworks
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DQ = Provocative
Do music videos paint an accurate picture of America?
• Focus is on culture in America• Focus is on media portrayals• It engages the interest of students
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DQ = Open Ended
Should the United States have used the atomic bomb in World War II?
• Deep examination of the arguments in favor or or against dropping the bomb
• Allows students to consider the arguments• Arrive at their own conclusion based upon
personal and peer reasoning and logic.
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DQ = Goes to The Heart of a Discipline or Topic
How safe is our water?
• Requires scientific evidence• Requires professional judgments based on
criteria developed in biology, chemistry, and
physiology.• Students must investigate and learn the
criteria used in scientific fields.
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DQ = Challenging
When are people justified in revolting against an established government?
• Encourages students to confront difficult issues• Encourages students to try out unfamiliar
behaviors• Addresses current standards
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DQ = Real-World Issues and Student Interest
How could we build a new community center using only materials that are native
to the state?
• Need of the community – their community• We – personal challenge• Durability of natural and manufactured
materials available in a state (commerce)
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DQ = Standards and Frameworks
Should the United States develop the capability for biological warfare?
• Is this question provocative? • Is the question open ended? • Is the question related to US history or
American government standards?Based upon global events and their impact upon US
soldiers, should the US develop the capability for biological warfare? (OH, Grade 7)
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How Many Driving Questions?
A good driving question will have
“Guiding” or “Leading” questions that need to be answered during the learning
process.
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DQ / GQ Sample
How can we explore and understand the motion of a falling object?
1. Do objects accelerate as they fall?2. How can you describe a falling object?3. Explain why some objects float?4. Using what I have learned, what can I
predict about falling objects?
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DQ / GQ Sample
How would you describe the relationship between energy and gravity to your peers?
1. How does the conservation of energy apply falling object?2. How does the conservation of energy apply to a
projectile?3. How does work apply to falling objects?
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DQ & GQ Sample
When is it too late to save the world?
1. What is the current status of our natural resources?2. What is sustainability?3. What do all living things need in order to live a safe,
healthy, and productive life?4. What is a sustainable alternative to a current practice
that is not ecologically friendly?5. What action can you take locally to make a community
sustainable?
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DQ & GQ Sample
How did the ancient inhabitants of Mesoamerica affect our lives today?
1. Where is Mesoamerica?2. Who were the inhabitants?3. How did they live?4. What were some of their customs?5. What inventions did they contribute?
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The DQ = a Collaborative Art Form
• http://bie.org/objects/cat/videos/P45• http://bie.org/objects/cat/videos/P60• How could you initiate this collaborative
discussion within your grade level, school, this PD cohort?
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Project-Based Learning 101 Crafting Essential Questions
Characteristics of Essential Questions• Essential Questions have no one obvious right answer.
– They uncover, rather than cover up a subject’s controversies, puzzles and perspectives.
– e.g. What is snow”, Why is winter colder than summer?
• Essential Questions raise other important questions, often across subject-area boundaries– e.g. How does global warming affect all forms of life? – What can be done to decrease CO2 emissions?
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Project-Based Learning 101 Crafting Essential Questions
Developing Higher Level Questions-Costa’s Levels of QuestioningEssential Questions
1. Promoting Higher Order Thinking Skills-Bloom’s Taxonomy and Costa’s Levels of Questioning
2. Characteristics of Essential Questions
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School: ___PBL School_____________________Grade/Grade Band: ________8______________Time Frame: __________1 Week_____________Team Members: _Carolyn & Rob______________Title: May the Force Be With You
Big idea Brainstorming(Use the Scope and Sequence and referenceALL benchmarks for the designated quarter
)
Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.
Essential and Guiding QuestionsBrainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.
End ProductsBrainstorm several possible transdisciplinary end products
FORCES
Science
Math
ELA
Social Studies
Art
Engineering
POE Sheet and StoryboardEssay-history of aviationLetter to CLE Hopkins Int’lArt: Bird in flightEngineering/Math: Foam rocket
How do different types of forces affect our lives? (transportation, ground, water)
Students will investigate, in a transdisciplinary manner, the various forces that impact life relative to transportation, the ground, and air. As students experiment with various forces acting upon things in space/the air, they will graph the results of their investigations, research and examine the development of flight during WW1 and WW 2, and use their creative skills to develop the look of a bird in flight as forces are acting upon it. They will have the ability to design their own foam and paper rocket to launch and graph results. It is anticipated that students will be able to relate their new found knowledge to forces under the ground as they complete their study of forces in the air acting upon transportation.
Primary and secondary sources are used to examine events from multiple perspectives
Analyze how differences in the points of view of the characters and the audience or reader
Forces between objects act when the objects are in direct contact or when they are not touching.
compare the size of irrational numbers, locate them approximately on a number line diagram
5PR Collaborate to create a thematic work that combines visual art with other arts disciplines.
Outcome 5.1: The Design Process
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ELEMENTS OF A PROJECT BASED LEARNING UNIT
Materials Needed: Pen, pencil and the handout entitled PBL Essential Elements Checklist
Directions: While participants watch the two following videos, they should mindfully check the essential elements on their handout as they see them in motion on the videos.
https://www.youtube.com/watch?v=-OWX6KZQDoE
https://www.youtube.com/watch?v=vqY5wrSiWe0
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LET THE FORCE BE WITH YOU
What is a force?
What are the different kinds of forces?
Why should we be concerned about the different kinds of forces?
How can you apply what you have learned about forces to things other than moving items or items in the air?
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Falling Objects Demonstration Plan, Observe, Explain/POE
EVENTDescribe the event
PREDICTWhat do you think
you’ll see?
OBSERVEWhat did you see?
EXPLAIN Why did that happen?
Drop 1 piece of paper and 1 book from the same height at the same time
Drop 1 piece of paper and 1 coffee filter
Drop 1 piece of paper on top of a book together
Drop the piece of paper and one balled up piece of paper
Drop 1 coffee filter at the same time as a coffee filter flower 7:1.
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Motion StoryboardEVENT FORCES
Draw all forces at each chapter
NET FORCEDraw the net
force
CHANGE IN MOTION
Yes or No.If yes, describe
the change
Chapter 1
Push a Matchbox car over the table from a starting point to 12” away from the starting point
Chapter 2
Matchbox car over sandpaper
Chapter 3
Matchbox car over felt fabric
Chapter 4
Matchbox car over Saran Wrap
Chapter 5
Matchbox car over horizontal piece of Masking Tape
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ROTO-MOTOR DESIGN AND INVESTIGATION
http://www.nasa.gov/pdf/205711main_Rotor_Motor.pdf
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TRIAL NUMBER OF PAPER CLIPS DROP SECONDS(number of seconds from your hand to the floor)
1 0
2 1
3 2
4 3
5 4
6 5
7 6
8 7
9 8
10 9
ROTO-VEHICLE TEST #1
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TRIAL NUMBER OF PAPER CLIPS DROP SECONDS(number of seconds from your hand to the floor)
1 0 2 1 3 2 4 3 5 4 6 5 7 6 8 7 9 8
10 9
VARIABLE: WHAT’S DIFFERENT FROM YOUR FIRST ROTO-VEHICLE. HOW DID YOU ALTER OR CHANGE THE DESIGN?
ROTO-VEHICLE TEST #2
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Project-Based Learning 101
• Understanding by Design• http://www.grantwiggins.org/documents/UbDQ
uikvue1005.pdf
“Students develop flexible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying principals and themes from their learning exercises.”
-How People Learn, p. 224
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Project-Based Learning 101 Homework – Benchmarking
As a group, all participants should determine the time period they are going to teach. For homework, participants are to gather a list of the benchmarks they must teach during the 2014 Fall or Winter.
Tomorrow, the benchmarks will be used to develop a unit outline and assessments.
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School: _________________________________Grade/Grade Band: _______________________Time Frame: _____________________________Team Members: __________________________
Big idea BrainstormingCapstone Big Idea:
Summary
Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.
Essential and Guiding QuestionsBrainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.
End ProductsBrainstorm several possible transdisciplinary end products
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Subject Area Learning Goals (SWBAT)Develop subject matter goals for each unit and end product
SWBAT in
SWBAT in Math
SWBAT in Art
SWBAT in Science
SWBAT in English
SWBAT in Social Studies
Formative Assessments (assessments that occur during the project)
Summative Assessments (assessments that occur at the end of the project)
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Benchmark Alignment/ Transdisciplinary Project Based UnitsContent Standards and Benchmarks that were identified for the CAPSTONE that have natural disciplinary connections and are overlapping in theme, ideas, topics, etc.
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Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject: Capstone: Time Frame:
Classroom Unit Big Idea:Classroom to Capstone Connection:
Readings: Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:
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Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject: Capstone: Time Frame:
Classroom Unit Big Idea:Classroom to Capstone Connection:
Readings: Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:
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Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject: Capstone: Time Frame:
Classroom Unit Big Idea:Classroom to Capstone Connection:
Readings: Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:
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Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject: Capstone: Time Frame:
Classroom Unit Big Idea:Classroom to Capstone Connection:
Readings: Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:
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Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject: Capstone: Time Frame:
Classroom Unit Big Idea:Classroom to Capstone Connection:
Readings: Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:
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Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject: Capstone: Time Frame:
Classroom Unit Big Idea:Classroom to Capstone Connection:
Readings: Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:
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Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject: Capstone: Time Frame:
Classroom Unit Big Idea:Classroom to Capstone Connection:
Readings: Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:
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Unit - Performance Criteria (Rubrics): You can use a holistic rubric or a criterion rubric to measure your performance assessment. Insert your rubric below the samples provided. The scale is an example, but you can design the scale
and criteria that best fits your intended outcomes. Template Task: Subject Areas that will assess:
Benchmarks Mastery Learning Goal: 4 3 2 1
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Entry Event: Launch inquiry, kick-off event, "the
hook"
)
PHASE 4:Choreography of Learning
Community Resources and Partnerships:
)
Facilities / Venues
Resources Needed
Equipment
Supplies
Budget: $
Capstone Vocabulary
)
Roles
Supplies Speakers Event
DocumentingOther Other
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PHASE 4:Choreography of Learning Activities Calendar
Subject Monday Tuesday Wednesday Thursday FridayDate
Math
Science
Social Studies
English
Art
Engineering
Subject Monday Tuesday Wednesday Thursday FridayDate
Math
Science
Social Studies
English
Art
Engineering
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PHASE 4:Choreography of Learning Activities Calendar
Subject Monday Tuesday Wednesday Thursday FridayDate
Math
Science
Social Studies
English
Art
Engineering
Subject Monday Tuesday Wednesday Thursday FridayDate
Math
Science
Social Studies
English
Art
Engineering