PBL Narrative Planning Draft

8/8/2019 PBL Narrative Planning Draft

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PBL Based Learning Initiative Proposal---NARRATIVEDraft

created by R. Cooper

Week of: Nov. 14-20Members:Patsy Kraj, Josh Dempsey, Keri Driver, and Ruth CooperTitle of Wiki Project Based Learning

Promotes BetterLearnersQuestion?? Does project based learning need to be capitalized every time you include it in a

sentence??

I have seen it written with no uppercase at all. APA on abbreviations is that the first time

we mention it in the paper we will write project based learning (PBL) blah blah. Then

every time we use it after that we may just write PBL. In the assignment description from

Dr. B he writes project based learning with no uppercase. - Patsy

TeacherWorkshop Narrative- need will be supported by this initiative during a 2-5month period

**Please input your completed written paragraphs inthe appropriate section. As we review each otherswriting, please feel free to offer suggestions and noteany errors.**

Introduction-Ruth

With the continually budget crisis in every level of educational fundingthe need for finding alternate professional learning opportunities isparamount. One of the most efficient methods for offering training for

educators is to implement redelivery of instructional approaches by co-faculty members. This inhouse training model will significantly be costeffective and establish a solid support base within the school.

Our emphasis for this workshop will be placed on developing strongintegrated instructional units which can be integrating into several contentareas. The primary subject focus will be on sixth grade sciencestandards. The selection of this content area was based on the recentdecision made by the Georgia Department of Education that beginning in2011, science scores will be the second indicator in the computation forAverage Yearly Progress for Georgia's public schools.

The foundational component for this teacher workshop proposal is topresent research supported emphasis on the success of Project BasedLearning (PBL). Specific grade level PBL instructional activities based onGeorgia Performance standards and National Educational Standards willalso be provided to participants. These classroom units will include detaillesson plans, suggestions for technology integration and assessmentrubrics.


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Need Indentify a problem or need in improving student achievement atCarrollton Junior High SchoolCarrollton, GA.

Patsy I uploaded the notes I took today on all of the research articles for the review ofresearch. 11/15 I will hopefully have the written part finished tomorrow and

uploaded.Thanks Patsy! I'm sure your written narrative will be great. Please feelfree to change the above introduction that I have written if it does not lead intoyour major section in an appropriate way. When you compile all of the parts intoone document, we will be able to edit more easily. I have a lot of experience atediting group projects and making them flow. I do not want to attempt changinganything until we have it in one piece. This section is going to be huge. I willupload it as a document in the folder instead of here. I will comment here whenit is done so that everyone knows where to find it.

I have not seen any place in the instructions that the actually articles or theirabstracts are to be submitted to Dr. Baylen, have you? No, I did not either. I

appreciate your knowledge on the APA citations--They will need to be includedin your part of the narrative-thanks again, ruth My master's was research heavyso I am pretty good with APA. My notes are by article and the quotes are addedunless I paraphrased in the notes. This way I can easily plug in my citationswhen I write and I never mistake my idea or quote for someone else's.

Yea! I am so thankful you have this task with your expertise! THANKS!I am not finished with the narrative, I had to find more research. - Patsy

PatsyUsing your

data from thepeer reviewarticles

This sectionshould be a

large piece ofthe narrative.Please add

the APAcitations aswell. Thanks

Patsy!

Note: Reference Page is coming with full document and will be uploaded to thefolder as a .doc this is 5 pages including references. (3 pages without references)

Need Research

Carrollton Junior High School has a need of increasing math and scienceachievement that is substantiated through the data received from statestandardized testing. This is similar to what we are seeing across the nation.American 15-year-olds lag behind their peers in 31 countries in mathproficiency, and in science, the nation's eighth-graders' test scores trail those ofeight countries, a 2009 U.S. Department of Education report concluded (US FedNews Service, 2010, p.1). Further indicators show that the United Statesstanding is becoming even lower. As our society becomes more and moredependent upon technology, we have an ever-growing need for deep thinkingand problem solving skill sets among our work force (US Fed News Service,2009). The achievement scores in math and science at Carrollton Junior HighSchool are similar to our national deficiency. Developing curriculum founded onproject based learning (PBL) will help develop deeper thinking skills andproblem solving skills while raising the students achievement in math, science,and other curricular content areas (Thomas, 2000). This workshop supports PBLintegrated into grade level and across the curriculum by allowing for


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collaborative planning which is shown to be imperative to successful integration(Munro, 2010).

One of the first things to understand about PBL is that it is not asupplemental activity. It is not an enhancement to the curriculum, but it is the

foundation of the curriculum (Thomas, 2000). PBL is student centered learningin which students develop a question and are guided through research under theteachers supervision (Bell, 2010, p. 2). The projects do not have a predesignedpath that is followed. Each student or group may arrive at completely differentdestinations. A rubric is provided so that students can meet educational goals.Along the way they will have acquired deep learning on the content that remainsmeaningful to them. Frequently, collaborative group work and technology isused. The students gain valuable 21st century skills for communication andtechnology during the process (Bell, 2010). The investigation is a goal-directed process that involves inquiry, knowledge building, and resolution.Investigations may be design, decision-making, problem-finding, or problem-

solving (Thomas, 2000, p. 1). The learning resulting from the process is newknowledge and new skills that tie into prior knowledge and life experience(Anderson, 2010). This gain in real-world knowledge will be applicable beyondthe classroom; it is authentic learning (Thomas, 2000). Through PBL studentsdo not find clear-cut cookie cutter answers; they must explore many variablesand alternatives. This leads to deeper learning (Plucker & Nowak, 1999).

Technology provides a vehicle through which students are able to research,create, and express the learning they have acquired (Bell, 2010). Technologyshould not be used just for the sake of using technology. The experience andskills gained from technology are imperative to developing learning pathways for

21st century learners. Technology is also heavily integrated into students livesoutside of the classroom, using it in the classroom allows students to learn in acontext in which they are already comfortable (Anderson, 2010). This will leadto increased engagement. Research reports increased achievement in classroomsand schools that utilize PBL methods. Longevity of retention, increasedmotivation, increased engagement, and increased analytical thinking are noted asoutcomes also (Bell, 2010).

One study that took place in Dubuque, Iowa schools found that standardizedtest scores increased dramatically in one year. Gains continued for the followingthree years and were not evident in other district schools that did not integratePBL methods (Thomas, 2000). Gains in a Maine middle school were three toten times higher than the state average (Thomas, 2000, p. 3) on statestandardized testing when PBL methods were integrated in the school. Stillanother study in Boston found that reading scores for eighth graders rose to thesecond highest in the district after a year of implementing PBL curriculum(Thomas, 2000). It is clear that when PBL is integrated achievement increases.

Carrollton Junior High School would like to increase student achievement in


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math and science. Research shows that learning is increased based onstandardized test scores and surveys of students and teachers. Middle schoolstudents conveyed that they were more confident in their learning andunderstanding of content after they had a PBL science unit that used technology(Drake & Long, 2009). Middle school students also commented that the social

interaction in collaborative projects supported their learning in their scienceclassroom (Song, Grabowski, Koszalka, & Harkness, 2006). The classroomenvironment was found to be important to middle school students working onPBL activities. They must feel free to work and share (Song, et al., 2006).Teachers say that students are more engaged, learn more content, and use deeperthinking skills (Gultekin, 2005). One study found that teachers modelingthinking out loud such as speaking their train of thought is important to gettingstudents started with a PBL activity in science (Pederson & Liu, 2003).

Amir Abo-Shaeer a high school physics teacher in Goleta, California. Hewon a $500,000 grant from the MacArthur Foundation for his science PBLclasses and is the first public school science teacher to receive the grant. Heexplains the need for PBL in science classes; there is so much focus oninformation and not enough on experience. You cant build a robot by readingabout it online (Robelen, 2010, pp. 7). Students need authentic experiences fordeeper learning.

Keri -

Please addyour

paragraph(s)of the specific

needs foryour 6th grade

using yourschool data

Carrollton Junior High School is part of the Carrollton City SchoolSystem and houses grades 6-8. There are approximately 975students currently enrolled at CJHS. Our mission is to focus on

success for all students and ensure that each Carrollton JuniorHigh School student should be accepted as an individual andprovided with diverse academic experiences that promotemaximum growth in knowledge acquisition, character, self-discipline, responsibility, and citizenship. Our school isdesigned to provide students with as many learningopportunities as possible by using various resources that areavailable. Students have access to numerous forms oftechnology; some of which are listed below:

(1) Classrooms are equipped with student computers(2) 24 Interactive whiteboards throughout the school(3) One business education lab31 computers(4) Computer lab30 computers; interactive whiteboard,ceiling mounted projector(5) Media Center30 computer work stations; interactivewhiteboard; ceiling mounted projector(6) 2010 Technology update throughout schooladdedceiling mounted projectors, document cameras, and sound


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systems to classrooms.(7) Entire school system is connected throughnetworking; CJHS also has its own closed circuit network.

Carrollton Junior High School has met Adequate Yearly Progresseach year since the passage of the No Child Left Behindeducation reform law. However, based on CRCT data, there areareas of concern, especially concerning sub-groups within ourstudent body. In order to address these needs, we haverecently implemented an afterschool program called TrojanUniversity. Trojan University is funded from a grant to build 21st

century community learning centers. There are three mainpurposes to this program: one is to provide tutoring services tostudents as well as enrichment opportunities. The secondpurpose of this program is to offer additional services andactivities to not only reinforce, but also compliment the

academic program that students engage in during their regularschool day.

The program specifically targets students that did meet thestandards in Math and/or Reading based on their CRCT scores.The process for applying for this grant began during the summerof 2009, therefore the needs that were accessed for our schoolwere based on CRCT scores from April, 2009. Trojan Universityis offered at no cost to those students that qualify andtransportation after school is also provided to these students.When determining our need for a grant to provide a programsuch as this, several factors had to be examined; during thisprocess numerous risk factors within our community wereidentified. There are several economic factors that exist, suchas a low median household income, the high unemploymentrate in our community, the percentage of people that live belowthe poverty level, and the percentage of students that qualifyfor free or reduced lunch. Other factors that were consideredwere the percentage of adults without a high school educationand the teen pregnancy rate.

Carrollton Junior High Schools 2010 CRCT scores representseveral areas of concern, especially Math and Science. Scoresfrom April, 2010 are as follows:

CJHS 2010 CRCTResults


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ContentArea

Did notMeet Meets

Exceeds

LanguageArts 8.4 54.4 37.2Math 22.5 52.7 24.9

Reading 11 48 40.8Science 24.6 51.2 24.3SocialStudies 24.9 34.5 40.5

As a means of enhancing our students math andscience skills, CJHS was recently awarded a STEM grant. STEMgrants provide middle and high schools with funding to meetgoals in promoting science, technology, engineering, and mathin 21st century learning classrooms. STEM is intended to help

schools establish STEM labs that enable students to engage inactivities that require hands-on learning; provide students withmultiple opportunities to use technology tools and buildtechnology skills while working with the Georgia PerformanceStandards.

The implementation of both Trojan University and theresources that can be purchased using the STEM grant can beused to provide all students at CJHS with either remediation orenrichment that is rich in technology use. Both can providestudents with opportunities to engage in project based learning

activities that are based on the topics that are being studiedwhile being able to incorporate technology into math andscience, which have been identified as areas of concern.

Sources

Georgia Department of Education: STEM Grant

http://www.doe.k12.ga.us/it/aspx?PageReg=ITSTemLabs

Georgia Department of Education: 21st Century CommunityLearning Centers Grant

http://www.doe.k12.ga.us/ci_iap_learning.aspx

Carrollton Junior High School

http://cjhs.carrolltoncityschools.net/?pageName=AboutTheSchool

Keri, can you please add your intext citations. We wouldn't
http://www.doe.k12.ga.us/it/aspx?PageReg=ITSTemLabshttp://www.doe.k12.ga.us/ci_iap_learning.aspxhttp://cjhs.carrolltoncityschools.net/?pageName=%27AboutTheSchoolhttp://cjhs.carrolltoncityschools.net/?pageName=%27AboutTheSchoolhttp://www.doe.k12.ga.us/ci_iap_learning.aspxhttp://cjhs.carrolltoncityschools.net/?pageName=%27AboutTheSchoolhttp://cjhs.carrolltoncityschools.net/?pageName=%27AboutTheSchoolhttp://www.doe.k12.ga.us/it/aspx?PageReg=ITSTemLabs


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know where to put them. Otherwise it looks beautiful. We willhave to change the focus to math and science instead of justscience. -Patsy

Question:Should we write this entire narrative in first person as if we areall on staff at Carrollton Junior High?-Ruth

It will probably be easier to see when we put the first rough draft together.-Patsy

Narrative on Need

The general outline is:Low Achievement in Math and Science documented problem

What is PBLBenefits of PBL -This s the biggest section---This is going to be fine PatsyHow PBL directly links to documented success with math and science

. I am using Science and math standards and technology. It will be for humanimpact on the environement. Students with create a voicethread with theirconservation ideas and survey other students via voice thread to see if their ideaswould be something the students would realistically committ to doing. Thenthey will create a graph of their results.-Patsy

KeriPlease add

your summaryon the

demographicsof your school

Thanks!

Note: The

data I put inour weeklyplanning docfrom GDOEwas olderdata from2008-09.


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I am sure youhave morecurrent data.

I have not

been able tolocate specificdemographicdata for thecurrent schoolyear...I'm stilltrying.

I did include2010 CRCTinformation.

I placed all ofmy info in thespace above.

Description:

Answer these questions Who, What, When, Where and Why?

Vision,Mission, and

values ofCarrolltonJunior HighSchool and

GeorgiaDepartment of

EducationVision

Mission -Ruth

This teacher training initiative will support the sound vision and valuesestablished by the Georgia Department of Education and Carrollton

Junior High School. Georgias goal for developing strong educationleaders particularly at the building level will be specifically addressed aswell as the states mission for establish strong collaboration andcontinuous improvement values.The activities presented will also providelearning opportunities that will lead to improvement of studentachievement and workforce readiness skills.

The vision of Carrollton City Schools to empower students to be life-long learners who become responsible productive members of societywill be an underlying concept throughout this workshop. The systemsmission for preparing teachers to be their best while offering qualityinstructional resources and tools will also be strengthened through thistraining session.

This faculty workshop will highlight the schools emphasis of mergingtechnology into innovative teaching techniques through a rigorousacademic program which offer engaging classroom experiences.


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Audience:

The audience for this workshop will be sixth grade teachers atCarrollton Junior High School located in Carrollton, Georgia.

Goals:(Outcomes)For teachers

Please take a moment to list anyNETS for Teachers which will beaddressed through our teacher workshop.List the outcomes we hope to see-----What skills will they learn? Whatknowledge will be gathered? How will collaboration improve? Etc.

Intro RuthThis learning initiative is built upon several related educational goals andprojected outcomes. At the onset we hope to present a foundational basisfor the importance and success of project based learning. Theinformation we will impart will show solid research support and hopefully,give the participants a clearer view of how PBL instructional units canimprove student learning. The participants in this workshop will alsoreceive several handouts which will include numerous teaching ideas,

detail instructional procedures and student assessment rubrics.Patsy

JoshRuth

**Since I amnot sure whatstandards areincluded inyour PBL

studentactivities, Wemight can addthe 4th NETSfor teachers.

The overall goal for this teacher training is designed to improve instruction andto expand our educational knowledge. Since integrating technology is anongoing emphasis from all educational levels it is imperative that we makediligent effort to implement the National Educational Technology Standards intothis session and more importantly, into our classroom. Listed below are the ITSEstandards for teachers that will be addressed in this workshop.

NETS for Teachers:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, andtechnology to facilitate experiences that advance student learning, creativity, andinnovation in both face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and

assessment incorporating contemporary tools and resources to maximize contentlearning in context and to develop the knowledge, skills, and attitudes identifiedin the NETSS.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an


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innovative professional in a global and digital society

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong

learning, and exhibit leadership in their school and professional community bypromoting and demonstrating the effective use of digital tools and resources

Outcomes forStudents

**List thespecific GPSthat will beaddressed in

your unit.

Please take a moment to list any GPS or NETS for Students which willbe addressed through our student PBL activities.List the outcomes we hope to see-----What skills will they learn? Whatknowledge will be gathered? How will student learning improve?

Also list any specific standards or student outcomes you included in yourstudent PBL instructional unit.

PatsyS6E5. Students will investigate the scientific view of how the earths surface isformed.

i. Explain the effects of human activity on the erosion of the earths surface.

j. Describe methods for conserving natural resources such as water, soil, and air.

S6CS1. Students will explore the importance of curiosity, honesty, openness, andskepticism in science and will exhibit these traits in their own efforts to

understand how the world works.

S6CS9. Students will investigate the features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

a. Scientific investigations are conducted for different reasons. They usuallyinvolve

collecting evidence, reasoning, devising hypotheses, and formulatingexplanations.

d. Scientists use technology and mathematics to enhance the process of scientific

inquiry.

M6D1. Students will pose questions, collect data, represent and analyze the data,and interpret results.


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a. Formulate questions that can be answered by data. Students should collect databy using samples from a larger population (surveys), or by conductingexperiments.

b. Using data, construct frequency distributions, frequency tables, and graphs. c.

Choose appropriate graphs to be consistent with the nature of the data

Keri

I will includethe NETS thatRuth haslisted as well.

S6CS2. Students will use standard safety practices for all classroom

laboratory and field investigations.

a. Follow correct procedures for use of scientific apparatus.

b. Demonstrate appropriate techniques in all laboratory situations.

c. Follow correct protocol for identifying and reporting safety problems andviolations.

JoshRuth

**I listed allthe studentstandards fromISTE except #5 and 6.

Let me know ifthey should beincluded.

Students will be exposed to instructional activities which will address

several Georgia Performance Standards and National EducationalTechnology Standards (NETS) for Students. Some of the standardswhich will be included in the lesson plans are:NETS for Students:1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, anddevelop innovative products and processesusing technology.2. Communication and CollaborationStudents use digital media and environments to communicate and workcollaboratively, including at a distance, to support individual learning andcontribute to the learning of others.

3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information.4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manageprojects, solve problems, and makeinformed decisions using appropriatedigital tools and resources.

Evaluation:

Please write up evaluation ideas. The student assessment documents

will be included in your PBL activity.

Patsy I like Keri's scale idea. Me Too--I'll ask Josh about it.-ruthKeri Ruth's questions for the teacher survey are great...my only suggestion is that the

survey be created so that questions are answered based on a scale: ex. 1 beingthe lowest rating, 5 being the highest--just a thought, this might be too timeconsuming to create Good idea Keri

Josh Need you to build the Google Form survey into the wiki. Can you put a


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drop down selection that would allow a grading scale? If so, I will need toreword the questions.

RuthTeacherSurvey

questions tobe entered inthe Googleform on ourwiki space

Josh, is thereany way youcan give achoice of yesor no and

then give theoption to typein a responseto the lastquestion?

As a participant, were you well informed of the objectives for thisworkshop?Did this teacher training help you to better understand the concept of project

based learning?Will the content presented in the workshop help to improve the instruction withinyour classroom?Were the objectives for this workshop accomplished?Did this workshop meet your expectations?Did the facilators of the workshop communicate clearly and professionally?

1. Do you feel confident with implementing PBL strategies in yourclassroom after attending the workshop?

2. Would you recommend this teacher training to other faculty members?3. What suggestions can you offer that would improve this training

workshop?

Josh See above question above the survey options in google forms for the survey.

TimelineInclude planning phases, actual instructional events, and evaluationand follow up.

PatsyKeriJoshRuth Im assuming this is for the teacher workshop; Possible time frames

could be:

Initial planning with facilitators- 2 weeks of collaborativeplanning and development of workshop outline with examplesof instructional activities

Presentation to administration for consideration andapproval---2-4 weeks

Confirmation of facilitators schedule and purchasing of

needed equipment/software- 4weeks Scheduling and advertisement of workshop-2 weeks(concurrent with above step)

Actual presentation-half day during school hours or 2two hour sessions during teacher planning day

Follow up or evaluationimmediate upon conclusion ofworkshop


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PBL Student Instructional ActivityRuth

Josh, I havesaved them as

an html file andcan send themto you if youwant todownload themto our wikipage. OR youcould justprovide thislink.

**I found some good science lesson plan ideas on the GDOE website inthe 6th Grade Frameworks Section. Each one has a technologyintegration activity.

Here is the URL:https://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspx

These lessons would have to be expanded in order to meet therequirements established by Dr. Baylen for this assignment, but they area good base activity.

We should also site this as the resource.

Links

**Please listbelow a briefdescription ofPBLinstructionalactivity youare creating:

see Page 3 of

our Proposal

Instructions

**All the links for our instructional activities will be embedded intoour wiki spaceEach student instructional activity must contain 1 web 2.0 tool and1 Microsoft Office product and align with the goals the of overallproject based learning initiative and PBL concepts/principals

***Each memberis expected to contribute the written narrative for aPBL instructionalActivity which will include: narrative, handouts of instructions,handout of rubric for assessing student outcomes, and samples ofoutcomes if possible.(??Since our workshop will be purposed as a future workshopwewill probably not have student examples) If any of us have actuallytaught the activity and have student produced project thensubmitting a sample would be GREAT!)

PatsyI am almostfinished withthe handout,

rubric,teacher

reflectionsurvey, and

track for this.When I finish

thedocuments

will beuploaded to

http://www.teachertube.com/viewVideo.php?title=Inquiring_Minds_Want_To_Know&video_id=1101PBL Activity Conservation

Patsy Kraj

November 17, 2010

Title

What Can I Do to Conserve?

Overview
https://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspxhttps://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspxhttp://www.teachertube.com/viewVideo.php?title=Inquiring_Minds_Want_To_Know&video_id=1101http://www.teachertube.com/viewVideo.php?title=Inquiring_Minds_Want_To_Know&video_id=1101https://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspxhttps://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspxhttp://www.teachertube.com/viewVideo.php?title=Inquiring_Minds_Want_To_Know&video_id=1101http://www.teachertube.com/viewVideo.php?title=Inquiring_Minds_Want_To_Know&video_id=1101


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the folder. Students will participate in a project based learning experience. The studentswill collaborate to gather information and create a VoiceThread displaying theirideas for conservation. The groups will obtain input from other students andcreate a graph to illustrate the results.

Goals / Objectives

Students will work in groups to explore conservation for water, soil, and air.

Students will create a VoiceThread presenting an idea for conservation of water,soil, and air.

Students will obtain feedback from other students and create a graph usingMicrosoft Excel.

Students will know how to create a graph.

Students will know different methods to conserve water, soil, and air.

Georgia Performance Standards

S6E5. Students will investigate the scientific view of how the earths surface isformed.

i. Explain the effects of human activity on the erosion of the earths surface.

j. Describe methods for conserving natural resources such as water, soil, and air.

S6CS1. Students will explore the importance of curiosity, honesty, openness, andskepticism in science and will exhibit these traits in their own efforts tounderstand how the world works.

S6CS9. Students will investigate the features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

a. Scientific investigations are conducted for different reasons. They usuallyinvolve

collecting evidence, reasoning, devising hypotheses, and formulatingexplanations.

d. Scientists use technology and mathematics to enhance the process of scientific

inquiry.


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M6D1. Students will pose questions, collect data, represent and analyze the data,and interpret results.

a. Formulate questions that can be answered by data. Students should collect databy using samples from a larger population (surveys), or by conducting

experiments.

b. Using data, construct frequency distributions, frequency tables, and graphs. c.Choose appropriate graphs to be consistent with the nature of the data

Rationale

This activity is for a 6th grade science classroom at Carrollton Junior HighSchool. This is part of a school wide initiative to integrate project based learninginto math and science classes as a means to develop deeper learning and increasestudent achievement in the areas of math and science. This activity will give

teachers hands-on experience with project based learning methods.

Prerequisites

It is assumed that students know how to use Microsoft Excel and now how to usethe World Wide Web. This activity will increase students ability to use Exceland the World Wide Web.

Resources

Students will need a computer with Microsoft Excel, access to the Internet, and

access to an email address for VoiceThread.

Processes

1. Students will be given the handout a rubric for the activity. The teacher willbriefly go over the directions for the activity and students will be divided intogroups of 3-4 students.

2. Together as a class, students will set up VoiceThread accounts, view theVoiceThread tutorial and view sample VoiceThreads.

3. The groups will participate in the track on TrackStar about conservation ofwater, air, and land.

4. The groups will discuss ways that they could realistically conserve for eachwater, air, and land. They will choose one idea for each conservation area.

5. The groups will create a VoiceThread presenting their ideas of conservationfor water, air, and land. When the VoiceThread is complete, they will share it


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with other groups in the classroom. The groups will respond to each othersVoiceThreads with whether or not the conservation ideas were realistic and ifthey would participate in the conservation efforts.

6. The groups will compile the data they receive in the VoiceThread and create a

bar graph with Microsoft Excel to illustrate the data. The graph will then beadded to the end of the VoiceThread project to be evaluated.

Feedback

The VoiceThread and graph will be evaluated with a rubric that the students willbe given at the beginning of the project. Teachers will use a survey evaluation asa means for reflecting on the experience.

Keri

This is therough draft ofmy PBLnarrative. I

still havesome work todo on it, but Iwanted to goahead andpost thisbefore I goout of town soyou all cantake a look atit. I am also

working onthehandouts/assignments thatwill go alongwith this.

My student activity is going to focus on the standard I listed above that dealswith lab safety in science classrooms--I am going to include a lesson usingComicLife as well as Word.

PBL Narrative:

Student Project Based Learning ActivityOverviewTitle: Safety in the Science Lab

Goals: The goal of this activity is to provide students with an activity thatincorporates technology standards (NETS for students) in to a learning activitythat correlates to the Georgia Performance Standards. The standard focuses on

lab safety; students examine the proper way to handle the various pieces of labequipment and chemicals that might be encountered in the science lab. Studentsalso learn the techniques for handling situations that might occur whileparticipating in lab activities. Also included in the lesson are the protocols foridentifying and reporting any accident that occurs while in the lab.

Objective: S6CS2. Students will use standard safety practices for all classroomlaboratory and field investigations.


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a. Follow correct procedures for use of scientific apparatus.

b. Demonstrate appropriate techniques in all laboratory situations.

c. Follow correct protocol for identifying and reporting safety problems andviolations.

Rationale

Audience: 6th Grade Science students

This unit is designed to teach the importance of following safetyprecautions while conducting experiments in the science lab.Students will become familiar with the types of accidents thatmight occur and the proper protocol to follow in the event thatan accident does occur.

Prerequisites

6th grade students will be prepared in the event of an accidentwhile performing experiments in the science lab. Thosestudents that display an exceptional understanding of thesestandards will be chosen to be station leaders for the first nineweeks.

Resources

This unit will primarily be taught in the classroom. Students will

be shown PowerPoint presentations, as well as other variousdocuments that provide information about how work in thescience lab should be conducted. In order to create the finalproject for this assignment, students will need access to thefollowing:

Computer lab/internet service/printer

Microsoft Word

ComicLife

Processes

See handout.

Feedback


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Final assessment of the Lab Safety Comic Strip and the SafetyEssay will be based on a rubric.

Josh

Ruth

Josh,

Here is the link mentioned above that gives 6th grade science lesson ideas whichintegrate technology from the GDOE website: (could be listed in the resourcearea on the wiki)

https://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspx

Here are some Teacher Tube video links on Project/Problem based Learning.(choose the ones that you think are most appropriate and embedded them into thewiki)

http://www.teachertube.com/viewVideo.php?video_id=189015&title=The_Net_Generation_and_Project_Based_Learning_2_0

http://www.teachertube.com/viewVideo.php?video_id=120405

Here are some websites that give good info on Project Based Learning: (choosethe ones that you think are most appropriate

http://pbl-online.org/

http://www.4teachers.org/projectbased/

http://www.globalschoolnet.org/web/pbl/
https://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspxhttp://www.teachertube.com/viewVideo.php?video_id=189015&title=The_Net_Generation_and_Project_Based_Learning_2_0http://www.teachertube.com/viewVideo.php?video_id=189015&title=The_Net_Generation_and_Project_Based_Learning_2_0http://www.teachertube.com/viewVideo.php?video_id=189015&title=The_Net_Generation_and_Project_Based_Learning_2_0http://www.teachertube.com/viewVideo.php?video_id=120405http://www.teachertube.com/viewVideo.php?video_id=120405http://pbl-online.org/http://www.4teachers.org/projectbased/http://www.globalschoolnet.org/web/pbl/https://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspxhttp://www.teachertube.com/viewVideo.php?video_id=189015&title=The_Net_Generation_and_Project_Based_Learning_2_0http://www.teachertube.com/viewVideo.php?video_id=189015&title=The_Net_Generation_and_Project_Based_Learning_2_0http://www.teachertube.com/viewVideo.php?video_id=189015&title=The_Net_Generation_and_Project_Based_Learning_2_0http://www.teachertube.com/viewVideo.php?video_id=120405http://pbl-online.org/http://www.4teachers.org/projectbased/http://www.globalschoolnet.org/web/pbl/


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http://www.bie.org/about/what_is_pbl/

Biographies

*All groupmembers*

****Please submit a biographical summary here as soon aspossible******

Patsy I have a Bachelor of Science from Northeastern Illinois University. Majorbiology and minor sociology. I have a Masters of Education in secondaryeducation from the University of Phoenix. I working on an Ed.S in InstructionalTechnology at the University of West Georgia.I am certified in Science 6-12, Math6-8, and am adding on Business andTechnology. My interest areas include integrating technology into the

curriculum and distance education. I am currently not working in the educationsector and own a counter top fabrication company with my husband.

Keri I have a B..S. in Political Science from the University of West Georgia as well asa Master's in Public Administration, also from the University of West Georgia.After completing my master's degree I received by teacher certification insecondary social studies (grades 6-12). I have taught sixth grade social studiesfor the past 4 years. I am currently working on my Ed.S in InstructionalTechnology. I chose to pursue this degree in order to become more effectivewith integrating technology into my curriculum in order to provide my studentsthe most update resources available. I am also very interested in the decisionmaking process that schools and school systems engage in when making

decisions regarding the level of use of technology and technology purchases.Josh I have a Bachelor of Fine Arts Degree in Mass Media with an Emphasis in

Television Production from Valdosta State University. I have worked for ESPN,FoxSports, and CNN. I also spent three years as a producer for NBC affiliateWALB-TV. For the past four years I have been teaching Broadcast VideoProduction at North Cobb High School. For a year before that I worked as anelementary special education teacher with the Fulton County School District.Currently, I am pursuing my M.Ed. from The State University of West Georgia.I hope to take this knowledge and use it to push my students and myself to aneven greater and more effective use of technology in the educational process.I love my wife, Megan, my 19-month-old son, Wyatt, and Chick-fil-A... which

sounds really good right now.Ruth I received a Bachelor of Science in Early Childhood Education from the

University of West Georgia and Im nearing completion of my Masters ofEducation in Instructional Technology from the same institution. I havetaught various grade levels within different private and public schoolssystems. Currently, I am a Title 1 Support Teacher working with studentsfrom Kindergarten through fifth grade in a computer lab setting. I haveheld this position for the last thirteen years. My continually interest in
http://www.bie.org/about/what_is_pbl/http://www.bie.org/about/what_is_pbl/http://www.bie.org/about/what_is_pbl/


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integrating technology into all curriculum areas within the elementaryclassroom is the basis for my participation inthis professional learningopportunity. My experience in designing technology based lesson planswhich directly link to Georgia Performance Standards and NationalEducational Standards give me an insight which I hope to share with

other faculty members as we build a quality resource for effectiveinstructional activities.

Budgetand

Resources

***I will start writing this section when you give me your feedback

on materials, equipment and software needed for your PBL student

activities.**** -Ruth

**Keri,we

need youinput here asto what

resources willbe availablewithin your

school

Include materials, equipment, software applications, services from school

personnel, other needed resources

**All groupmembers**

Next list all resources that will be needed for your part within in thisinitiative. List specific items which will have to be purchased and

give approximate cost.Keri--If the workshop is provided during planning time, then the need forsubstitute teachers will not be an issue. Also, we have two technology specialistsin my system, so they can administer the workshop which should eliminate theneed to hire facilitators.Keri, I like this suggestion---Lets write this narrative up as if the trainingwill be conducted during a series of common planning times using yourtechnology specialist. Tell me again when you think the sessions shouldtake place?-Ruth

Planning for academic teachers is 100 minutes, beginning at 10:50-12:30Patsy Students will need a computer with Microsoft Excel, access to the Internet, and

access to an email address for VoiceThread.

KeriCan you addthe technicalinformation

The training could take place in one of two locations:

1. Computer lab30 computers; interactive whiteboard, ceiling


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concerningthe lab or

classroom inwhich the

workshop will

take place?Include theavailable

equipmentand softwarewe need to

make surethat the itemsneeded in thePBL activitiesare included

as well

mounted projector

2. Media Center30 computer work stations; interactivewhiteboard; ceiling mounted projector

Computers are equipped with:

Microsoft Office (Word, Excel, Powerpoint, etc.)

ActivInspire--software for Promeathean Boards

JoshRuth I will write this section in the narrative when all have listed their particular

needs

Documents

PBL Narrative Planning Draft