1. Project Based Learning: Kentucky River Watershed Institute

2. What is Project Based Learning? Project Based Learning is an approach to instruction that uses teaching strategies designed to increase student knowledge and skills as they work for a period of time to answer relevant questions or solve problems through investigation, research, collaboration, and communication.

3. Components of PBL Instructional Focus Driving & Sub-Driving Questions Benchmark Lessons Development of Products / Artifacts Assessments

4. Instructional Focus: Content What do we want students to know? – Can be derived from NGSS Performance Expectations – Content focus is found in the Disciplinary Core Ideas and Cross Cutting Concepts – Can be derived from Grade Band Endpoints found in the Framework – See page 1 of packet for examples

5. Instructional Focus: Skills Skills: What do we want students to be able to do? – Can be derived from NGSS performance expectations – Emphasis is found in Science and Engineering practices and Cross Cutting Concepts – See page 2 of packet for examples

6. Driving Questions Developed by teachers and expanded by students Engage students and establish relevance Designed to be answered through investigation, experimentation, research Guide the development of specific content knowledge and skills Set the stage for activities and investigations Lead to further questions for investigation

7. Sub-Driving Questions Derived by breaking down Driving Questions into smaller questions Developed by students and teachers Narrower focus than Driving Questions Focus on the development of specific content knowledge or skill development Can be used in developing benchmark lessons and sequencing instruction See Pages 3-5 of packet

8. Benchmark Lessons: What are they? Follow a planned instructional sequence to develop content knowledge and skill development Integrate the 3 dimensions of the NGSS – S&EP, DCI, CCC Interdisciplinary Allow students to build on prior knowledge as they construct and apply new meaning

9. Developing Benchmark Lessons: Deciding What to Teach Develop a hierarchy of knowledge and skills students must master in order to answer the Driving Questions Divide the knowledge and skills into separate but related benchmark lessons Identify lesson objective

10. Developing Benchmark Lessons: Deciding How to Teach Select appropriate instructional strategies – Direct instruction (less in PBL) – In-direct instruction (less in PBL) – Experiential (more in PBL) – Independent or Group Study (more in PBL) – 5-E Instructional Model (more in PBL) Write a lesson plan detailing what the teacher and students will do Secure materials and resources

11. Example 1: What Properties of Magnets Affect the Way We Use Them in Our World? See page 6 of packet. Benchmark Lesson 1e. Investigating interaction at a distance Benchmark Lesson 1d. Investigating possible cumulative strength of magnets

12. Example 2: What is the Composition of the Pasture at Taylor Made Farm? See page 7-8 of packet. Benchmark Lesson 2. Counting plants in plots and recording data. Benchmark Lesson 2. Setting up test plot of pasture grasses.

13. Project Products / Artifacts Can be the result of each individual lesson Can be completed after the final lesson Are related to the Driving and Sub-Driving Questions Showcase student mastery of new knowledge and skills Can be produced by groups or individuals

14. Examples of Interdisciplinary Products and Artifacts Charts Graphs Diagrams Posters Brochures Articles Reports Models Power Point Presentation Songs

15. Magnet Project Directions Students may work individually or in groups of up to 4 students to design a game that uses magnets. Students will make a poster or model showing the game design. Students write a description of how a magnet is used in the design. Groups will give an oral presentation and complete a written description applying what they have learned about magnetic interactions and strength.

16. Magnet Product: Leap Frogs Magnet Game Students explaining repelling interaction of 2 small magnets.

17. Using Formative Assessments in PBL Embedded in lessons throughout a unit Vary in form Used to identify student misconceptions Used to inform teachers of student progress Used to provide feedback to students Used to guide instruction throughout a unit

18. Journal Entries

19. Keeley Formative Assessment Probes A & D Statements Commit & Toss Concept Cartoons Fishbowl Think Aloud Fist to Five Four Corners

20. Summative Assessment in PBL Measures the extent to which students have met the learning goals established for a unit, benchmark, or standard Includes assessment of both content and skill mastery Generally found in the form of multiple choice tests, final exams, standardized tests Analyses student ability to apply content knowledge and skill mastery in developing products or artifacts that address and answer driving questions. Analyses student ability to synthesize evidence to create arguments using scientific knowledge.