Example+Project

Example Project Based Learning Project
Source: http://www.pbl-online.org/CoLab/PBLCL-02.Search2.QueryAndResults.php

Title: Life Cycles Collaborators: Kerry Rice, Mandy Clark, Amy Kuntz, Beth Heim Grade level: early childhood/preschool/kindergarten Recommended Time Frame: any Content areas: language arts and science Web Resources: http://www.primarygames.com/storybooks/plant/start.htm Dottie's Garden

Begin with the End in Mind: The theme of this would be the Life Cycle of Plants. The main reason to do this project would be that it would cover about half of our science GLCEs.

The content standards that will learn in this project are:

Science

S.IP.00.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.00.12 Generate questions based on observations.

S.IP.00.14 Manipulate simple tools (for example: hand lens, pencils, balances, non-standard objects for measurement) that aid obsevation and data collection.

S.IP.00.16 Construct simple charts from data and observations.

Language Arts

R.IT.00.02 With teacher guidance, discuss informational text patterns including descriptive and sequential.

R.IT.00.03 Explain how authors use text features including pictures, illustrations, and icons to enhance the inderstanding of key ideas presented in descriptive (definitions, enumeration) and sequential (directions, steps, procedures) organizational patterns.

R.IT.00.04 Respons to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections.

Key skills they will lean are how to follow directions, how to make simple charts, and how to pay attention to patterns.

Habits of mind that they will practice are gathering data through all senses, responding with wonderment and awe, and thinking interdependently.

**Craft the Driving Question:**
Driving question: How do plants grow?

Sub questions: 1. Do all plants start as seeds? 2. Where do seeds come from? 3. What do all basic plants need to grow? 4. How are some plants different? 5. Do all plants grow the same way? 6. Do all plants have flowers? 7. What stages do plants go through? 8. Do some plants take longer than others to grow? 9. What does sunlight do for plants? 10. Why do we need plants?

Characteristics of a quality driven question: Driving questions are open-ended, provocative, challenging, interesting, consistent with standards, and get at the heart of the subject area.

How my driving question meets the criteria: My driving question meets the criteria because it is open-ended, requiring more than a simple yes or no. It is challenging in the sense that this project is geared for kindergarten students and their knowledge of the world is a lot less than that of older students. It is very consistent with standards as a large part of the kindergarten science curriculum is centered on the life cycles of plants.

How an entire unit can be created around a driving questions and sub questions: This unit can be created around the driving questions and sub questions because it shows in the sub questions that the answer may not be as easy as you might think from the driving question. How plants actually grow is a lot more encompassing and takes into account many factors. With children this young, it will require a lot of hands on experimenting, stories, etc.

Plan the Assessment:
Step 1: Define the products for the project. What will you assess? Early in the Project: Students will be assessed through one-on-one communication as to the prior knowledge concerning the subject. Student will begin a research journal of pictures and simple words to help them remember what they learn through the project. During the Project: Students will continue to work on plant research journals, keeping a record of the plants we work with and how they grow. Students will complete simple worksheets and art projects during the project. Students will write about their experiences during Writer’s Workshop. End of the Project: Students will turn in plant research journal. Students will be assessed on basic plant information through a plant labeling art project. Students will share in Writer’s Workshop about the experience of working with plants. Step 2: State the criteria for exemplary performance for each product: Product: Plant Research Journal

Criteria:

 * Points||Content||Accuracy||Writing Conventions||
 * 3 points ||Journal is done in an organized way with the basic content included ||All information recorded is accurate ||Records are spaced and written one day per page ||
 * 2 points ||Journal includes the basic content but is unorganized||Most information recorded is accurate||Records are spaced or written one day per page||
 * 1 point||Journal is does not include basic content and is unorganized ||Some/None of the information recorded is accurate ||Records are neither spaced or written one day per page ||

Product: Plant Labeling Art Project Criteria: Map the Project:

Map the Project Product: Plant Research Journal KNOWLEDGE AND SKILLS NEEDED ALREADY HAVE LEARNED TAUGHT BEFORE THE PROJECT TAUGHT DURING THE PROJECT 1. Coloring in the lines

2. Writing in sentence form 3. How to use a ruler

4. Writing flower terms

5. Using spaces between words 6. How to write numbers Project tools used: □ Crayons □ Rulers □ Journals □ Plants List the key dates and important milestones for this project. Day 1 – Entry Scenario: Reading of “The Seed.” Introduction to seeds and how different seeds make different plants. Planting of mixed seeds. Introduction to Research journals. Day 2 – Read “Seeds.” Discuss how seeds grow, what they need for growth. Watch “Peep Plants a Seed” from United Streaming. Record observations in journals. Day 3 – Read “The Tiny Seed.” Work on flower collages in the style of Eric Carle. During center time, have students go to Dottie’s Garden online. Record observations in journals. Day 4 – Read “Seeds, Seeds, Seeds.” Do the Cut and Label Worksheet activity. Record observations in journals. Day 5 – Work on Probability of Color. Record observations in journals. Day 6 – 14 – Observe plant growths and record observations in journals. Day 15 – Culminating Activity. Decorating pots and replanting of plants for Mother’s Day presents. Seed Party. Sharing writing journals.

What challenges or problems might arise in this project? Students might have difficulty writing what they observe. Manage the Process: In Kindergarten, we do not make special accommodations for students because our students are not tested for learning disabilities until 1st grade. Those with physical disabilities are assigned individual aides to assist them with their work. Visually impaired students may need to work on the skills in an oral-to-oral fashion with additional time and individual attention. We also do not take into account ESL students since we do not provide for this service.

To reflect the completion of our project the students will work on a journal of what they have learned throughout the project which will be made into a book for future students. We will also be having a Seed Party and decorating pots for our seedlings.