WordPress.com



Project-Based Learning Plan National University Rebecca HusteddeJune 2019Project-Based Learning Planning TemplateTeacher Name:Miss HusteddeGrade Level: Second GradeProject Title: Marshmallow ShootersContent Standards Addressed: (National Math Standards or Common Core/NGSS)K-2-ETS1-3 Engineering DesignAnalyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Classroom Composite: Brief summary of whole group and 3 learners (ELL, IEP, Student with emotional needs) describe their assets and needs. ?The class is comprised of 23 students 13 boys and 10 girls. Three of your students are extremely bright and school is easy for them. The majority of your students speak good English (6) have passed the CELDT test and 3 are still ELL learners. Two students are on an IEP, one is at grade level but has a diagnosis of Autism (mild) and the other student has ADHD and learning disabilities.Focus Student #1: IEPThis student is a Caucasian male student who has been diagnosed with Autism. He can be easily distracted, struggles with maintaining eye contact and gets upset if the daily routine is interrupted. That said, he is performing at grade level and is very bright. This student has an IEP and one of the IEP goals is to develop his social skills. Focus Student #2: ELLThis student is a Hispanic female student and she has only been in the U.S for two years. Her parents don’t speak English, but they are very involved in her education. She has not yet passed the ELPAC/CELDT and she rarely speaks in class. This student loves to draw and she seems happiest and most engaged during Art and Dance class.Focus Student #2: (Social-Emotional Support)This student is a Caucasian male student who has difficulty with attention and impulse control -he often gets frustrated when he doesn’t get his way. He has a hard time following directions, remembering what he is supposed to be doing and staying on task. This student enjoys assignments that are hands on. Accommodations/ Modifications I will create groups that pair my English Language Learners with students who have strong English skills and who I know to be patient and helpful. I will also place my student with the IEP and my ADHD student in separate groups as I think they need to be surrounding with supportive students. I will consider flexible seating for my class. My Autistic student gets upset with routine is disturbed so I will start talking to him a week before this project to help prepare him for this exciting interruption of our daily routine. Cross-Curriculum Connections: What other standards and subjects will you address in this project. (Visual and Performing Arts, Computer Science or Health Education) California K-12 Visual and Performing Arts Standards 2.VA:Cr2.3Repurpose found objects to make a new artwork or design. California K-12 Computer Science StandardsK-2.DA.8Collect and present data in various visual formats. CCSS.MATH.CONTENT.2.MD.D.9Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. STAGE 1: PLANNING:Driving Question: the question that drives the work How can I use the materials in my class to build a marshmallow shooter that is both powerful and accurate? What are the strengths and weaknesses of my design and how does it compare to others?Project Summary: (what students will do, learn and accomplish by the end of the project)Students will be broken into groups and asked to design a marshmallow shooter that is both powerful and accurate enough to hit our target. Students will be responsible for recording their design plans in their science notebooks as well as any notes taken during the design process. Students will test their designs in front of the class. Each group will have 5 attempts to hit the target. They will also have 3 attempts to launch their marshmallow as far as possible. Data for each group will be recorded by all students and entered in Excel. Students will then use Excel to create graphs that represent the data collected. After students have analyzed their data and voted on the most effective marshmallow shooter, students will then use their launchers to create original works of art. We will take the launchers outside, cover marshmallows in paint, and launch them at white butcher paper to create an artwork that represents our project. 21st Century Skills: (to be taught and assessed) Based on 4C’s FrameworkCreativity:Students will be able to use any materials in the classroom to create their marshmallow shooters. Critical Thinking:Students must think critically about their designs and make adjustments as needed to make their launchers more powerful and/or accurate. Collaboration: Students will work together in their small groups to design and build their marshmallow shooters. In addition, students will work together to find the average distance each shooter was able to launch their marshmallows as well as their average accuracy. Communication: Using the data collected during launches, groups will decide which group had the most powerful and accurate marshmallow shooter and will present their findings to the class. The Hook: How will you engage the students and spark their interestI will capture the students’ interest by showing them videos of different marshmallow shooters from YouTube and then by showing the bags of mini, regular and jumbo marshmallows that I have brought to classResources & Materials Material/Equipment:Mini marshmallowsRegular MarshmallowsJumbo MarshmallowsPVC pipeBalloonsScience notebooksTape measureTargetPaintWhite butcher paperTechnology:YouTube Laptops (to access Excel) Learning Outcomes & Targets:What targets will students meet to be able to complete the projectStudents will be able to analyze the data collected from testing the marshmallow shooters and compare the strengths and weaknesses of the designs. Students will be able to work together with their groups to design, build, and modify a marshmallow shooter that meets their standards of power and accuracy. Students will be able to articulate why they designed their model the way they did and what modifications they chose to make in order for their launcher to be more powerful and/or accurate. Students will be able to articulate why they chose to launch either mini, regular, or jumbo sized marshmallows. Students will be able to articulate the identified strengths and weaknesses of the marshmallow shooters and explain why they have voted for a particular design as being most effective. Students will be able to measure the average distance each design was able to launch its marshmallows and the average accuracy of each design. Students will be able to use Excel to input their collected data and generate representational graphs of the data. Instructional Strategies:What will you provide to support student learning and scaffold information with materials and lessons aligned to learning outcomes and assessment. Day 1I will introduce our project by showing my students various videos on marshmallow shooters on YouTube. I will further engage my students’ interest by revealing to them the bags of mini, regular, and jumbo sized marshmallows. I will explain to students that we will be breaking into groups and building marshmallow shooters. Students will be able to use any of the materials located in our classroom to construct their launchers, as well as the balloons, PVC pipe, and extra rubber bands that I will supply as optional materials. I will explain to students that our project will be broken into stages. One Day One, we will complete stages 1 and 2. Stage 1 will be working together in their groups to design their launchers. They will draw their designs in their science notebooks and record any notes and modifications they think will be necessary. Stage 2 will be constructing and testing prototypes of their launchers and recording any adjustments that need to be made to make a more powerful and accurate marshmallow shooter. During stage 1 and 2, I will walk around the classroom and provide support to students if they are struggling with communicating effectively in their groups or if they are struggling with their designs. I will ask students questions that inspire higher order thinking. Day 2On the second day of our project, we will complete stages 3 and 4. In stage 3, students will make the final adjustments to their designs and construct the marshmallow shooter that they will be using in our trials. Once all designs are completed, we will test the shooters. Each group will have 5 attempts to hit the target. They will also have 3 attempts to launch their marshmallows as far as possible. Students will record the data for each group in their science notebooks and calculate the average accuracy of each launcher and the average distance each shooter was able to launch its marshmallows. Students will work on these calculations in their small groups. We will then go over each group’s data in whole class instruction and verify that all groups have calculated the same averages for each group. Two representatives from each group will come to the board and demonstrate how the average distance and accuracy for their group was calculated. I will help students solve any discrepancies with data and provided guidance, if it is needed, for the calculations. Day 3On day three, we will complete stages 5, 6, and 7. In stage 5, students will enter the data collected on day 2 into excel and create graphs representing the data. Students will then discuss in their small groups who they think created the most effective launcher that was both powerful and accurate based on the data. Each group will present their findings to the class. Students will then fill out a self-evaluation form that they will submit along with their science notebooks and graphs for grading. We will then proceed outside to complete the 6th stage of our project. Students will be able to cover marshmallows in paint and, using their marshmallow shooters, launch the marshmallows at white butcher paper. As a class, we will create a work of art that represents our experience with this project. After our work of art has been created, I will guide the class in a whole-discussion of what we learned during the project and how we can apply what they learned outside of the classroom. Checkpoint:How will you ensure all students are on track and moving towards the learning goal(s). I will observe and monitor group work.I will review students’ designs with them during the planning stage and provide guidance or suggestions if needed.As students calculate their averages, I will provide support as needed. STAGE 2: ASSESSMENTAssessment Products: Individual:Science notebookExcel graphs Specific Evidence and Completion:In their science notebooks, students will record their designs, design modifications, notes made during the design and testing process, and calculations for group averages.Students will use Excel to create graphs that represent the data collected during the launch trials. Group:By the end of the project, each group will…Design and build a marshmallow shooterAnalyze the strengths and weaknesses of all designs and use the collected data to determine which group create the most effective shooter. Specific Evidence and Completion:Each group will work together to design and build an effective marshmallow shooter.Students will discuss in their groups the strengths and weaknesses of each marshmallow shooter designed during this project. With this knowledge combined with their collected data, each group will decide who created the most effective marshmallow shooter. Reflection Methods:(how will students capture their thinking across the scope of the project) Individual: (graphic organizer/journal)Students will complete a self-evaluation form that assesses how well their group worked together and tackled problems they encountered during this assignment.Group/Team: Groups will be asked to present to the class which design they have chosen as most effective and defend their choice siting their observations and data collected. Whole Class:The final stage of this project will be a whole class discussion where we discuss what we learned during the project and how we can apply what we learned outside of the classroom.Other: Students will be asked to listen thoughtfully to all groups during group presentations and demonstrate active listening in our whole class discussion. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download