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Project-Based Learning (PBL) Template

Part I: Designing a Standards-Based Project

1. Title:

Germs? I don’t see any germs! Created by Susan Brooks, Internet4classrooms

sbrooks@

2. Curriculum Standards:

Personal Health and Wellness: Standard 1 – The student will understand the role of personal hygiene practice as it relates to healthful living.

English-

Standard 2 – derive literal, personal, implied meaning from different kinds of text.

Poetry interpretation – sick by Shel Silverstein.

Standard 3- access, organize, evaluate and use information obtained by listening, reading, and viewing text.

3.1-identify stated main idea of a reading selection.

3.1 recognize how illustrations support the text.

3.2- 1- complete simple graphic organizer to group ideas for writing.

Science-

Content Standard1.1 – recognize living things are made up of smaller parts.

Content Standard 2.0 investigate how living things interact with one another and with non-living elements of their environment.

TCAP Skills

Lang Mechanics Obj 38 and 39 Writing Conventions

Reading Obj 03 Analyze Text 07 Sentence Structure 08- Writing Strategies 09 Editing Skills

Soc Studies Obj 26 Geographical Perspectives Obj 28 Civics and Gov’t Perspectives

Science Obj- 24 Personal and Social Perspectives in Science

Math Obj 11 Commutations and Numerical Estimation

3. Goals

Important for students to be aware of:

Germs are everywhere, even though you cannot see them. Some are helpful and some will make you sick. A microscope is a tool that lets us see things we cannot see by ourselves because they are too small. Germs are tiny living things called microorganisms.

Essential for students to know and to do:

There are two main types of germs, bacteria and viruses. There are things you can do to rid yourself of germs, such as hand washing, cleansing areas where germs live, and not touching places where germs live. It is important to know where the germs live so you can avoid them. Students will learn the proper way to wash hands and cleanse areas to remove germs. Some germs are helpful. Students will recognize how bacteria are helpful.

Critical for long-lasting understanding and comprehension:

There are many types of germs in the world, some helpful and some dangerous. By knowing how to keep harmful germs from entering your body, you can stay healthy and be responsible for your own personal health.

4. Essential Questions:

Can you do anything to prevent yourself from becoming ill? When you cannot see something, does that always mean it’s not there?

5. Learning Activities:

Pre-Activity

Create an Excel Spreadsheet with all the links that will be used in this project. Directed Teacher Activity – Do this as a class in the Computer Lab.

Alternative- Teach could create the worksheet in Excel and have it available at each student station.

Lesson One: What are Germs? –

educator/grades_pre_2/lesson_1_1.htm

Read online the story of how Lou caught the flu to the whole class.



Discuss the story with the class. Discuss germs.



Art Activity- What do you think germs look like under a microscope? Create an imaginary germ.

Lesson Two: Ask if they can see the wind. How do they know it’s there? We can’t see germs with only our eyes but with the help of a tool we can see them. What is this tool called? If no microscope is available, pull up examples of them on internet.



The most common types of germs are bacteria and viruses. Show microscopic pictures of what they look like, what shapes they are. Bacteria are like round balls, twisted spirals and straight rods. Viruses are balls with spikes sticking out on all sides, rectangle like loafs of bread and look like tadpoles.





Color sheet of bacteria – educator/grades_pre_2/lesson_1_2.htm - click on Germ Character – pdf file.

Lesson Three: Read Dirt and Grime – Vicki Cobb. Let students research the following sites that have bacteria and viruses on their own.





Draw a picture of one type of virus/bacteria.

Lesson Four: Are all germs bad? No, some are helpful. Discuss the helpful germs.













Write a report on how some germs help us.

Lesson Five: Students reread Lou and the flu online. Write down the ways the flu was passed on from animal to person.

Have students start thinking of a story they can tell about how someone in their family got sick by germs being passed around. Alternate product: How the teacher got sick in class. Write down ideas in a web format.

Lesson Six: Read Germie the Germ Jumps Rope – how germs spread. – Use instead of basal.









For homework write a story about how someone in your family got sick and how you think they caught the germs.

Lesson Seven: Read Germs make me sick by Melvin Berger.



Thinkquest about germs

Think about the places where germs could be.



the hunt for germs – in the newspaper – Create a collage on where germs hide.



Lesson Eight:

Your invisible neighbors.

Teacher makes a template while class is brainstorming on places that germs hide.

Visit website below. Students expand on the template with places germs hide.



Product: Fill out an inspiration chart of where to find germs in various places in a house and in a school.

Using the information on the Inspiration graphic chart, create an Excel spreadsheet on the places where germs hide in the house Write down the number of places in each room and then see which room is more likely to house germs.

Lesson Nine: How do you get rid of the bad germs? By wiping off areas and the process of washing ones’ hands. The process of hand washing : Brochure







Sequencing activity on washing hands:



ces.uga.edu/pubcd/B693.htm

Product : PowerPoint Presentation on ways to catch germs and solutions as to the prevention of this.

Lesson Ten: Create poem about germs. Read Shel Silverstein’s poem “Sick” –



Use the following activity



Lesson Eleven – Germs Germs Germs – Bobbie Katz

Keeping areas clean from germs in your house.

With a partner, create a classroom environment free from germs. Discuss the upkeep of this environment.

Conclusion – How does your health affect others around you? How does your health affect the world?

Product: With a partner, create a presentation (oral with visuals or multimedia) discussing how your health affects the world.

Certificate of a germ fighter.



Materials and Resources:

Books:

Dirt and Grime – Vicki Cobb

Germs! Germs! Germs!- Bobbie Katz

Germs make me Sick! – Melvin Berger

Pencil, Paper, Crayons, Markers

Part II: The Role of Technology

1. Technology tools and resources used in the project and how they will be used:

Handouts, stories, color sheets, and lesson plans all come from Internet resources. Tools include: computer access, Internet access, printer.

Software: Inspiration, PowerPoint, Word









ces.uga.edu/pubcd/B693.htm



2. How the use of technology helps meet the learning goals:

If there is no microscope to view a germ, a picture of a microscopic germ can be found on the internet. Examples of various types of germs can be seen on the internet.

The use of inspiration can help students visualize all the places germs can be found during a brainstorming activity to name where germs are.

Using a chart made in excel, students can visualize which area of the home is more likely to contain germs so they can be more likely to avoid contact and/or cleanse the area frequently.

By using Paint to draw a germ, students will compare and contrast the shape of the most common types of germs.

Part III: Assessment

1. Final project description and assessment strategy and/or rubric:

Presentation/Essay on How does your health affect others in the world? How can you be responsible for your own personal health?

2. Intermediate goals and assessment strategies and/or rubrics:

How do you rid yourself of germs? Create a classroom environment as germ free as possible and share ideas on the upkeep of this. By presenting this concept to the class, the teacher can evaluate concept understandings by the number of factual evidences supplied. Presentation Rubric used to evaluate this product.

3. Overall assessment rubric:

The rubric is at the bottom of this document

Part IV: Implementing Your PBL Project

1. Project description for students:

Germs are everywhere, even if you don’t see them. Should you be worried about them? What can they do to you? How does your illness affect others around you? How does your health affect the world? By learning about germs, you can stay healthy and be responsible for your own personal health.

2. Project planning table for students:

The reading skills of this period will be incorporated into the stories read online.

Student Tasks:

Create imaginary germ

Color germs

Draw a bacteria or virus germ from an illustration

Write a report on how germs help us

Create a story about how someone in your family got sick

Hunt for germy areas in the newspaper. Make a collage on hiding places of germs

Create inspiration organizational graphic on where to find germs

Create a plan to keep the classroom environment as germ free as possible and on its upkeep of this.

Sequence story of how to wash hands correctly

Create poem on germs using “Sick” as a model

Ppt show on ways to catch germs and problem solve ways to prevent this.

Final Project- Presentation (oral or multimedia) on how knowing what to do about germs affects not only you but the world

Optional idea: Imovie- play on passing germs around to others

|Tasks |Description |Resources |Timeline |

|Create An Imaginary Germ |In Kidpix or Paint, create what you |Computer, Paint program |1 day |

| |think a germ looks like | |Can also be drawn first on paper |

|Draw a bacteria or virus germ|After viewing actual germs, choose a |Computer, Paint program |1 day |

|from an illustration |germ to reproduce in a drawing program| |Can also be drawn first on paper |

|Write a report on how germs |After learning about helpful germs, |Computer, word processing program|3 days (this is also a homework |

|help us |write a report using this information | |assignment so they are expected to|

| | | |do some work at home) |

| | | | |

| | | | |

| | | | |

|Fictional Story with story |After learning facts about germs and |Computer, |3 days |

|elements How the teacher got |the spread of them, create a story |Word processing program |(this is also a homework |

|sick or how someone in your |using the information you have | |assignment so they are expected to|

|family became sick. |learned, along with story elements. | |do some work at home |

|Create inspiration |Make a graphic organizer about |Computer, Inspiration |2 days |

|organizational graphic on |household places germs hide. | | |

|where to find germs | | | |

|Collage- where germs hide |Create a collage from pictures found |Newspaper, Glue, paper, |3 days |

| |in the newspaper or magazines showing |magazines, markers |(this is also a homework |

| |places germs hide. | |assignment so they are expected to|

| | | |do some work at home) |

|Sequence story of how to wash|After learning the proper way to wash |Brochure for each child, glue, |1 day |

|hands correctly |hands, put this brochure in sequence |paper, pencil, markers. | |

|Presentation on ways to catch|Analyze the knowledge learned about |Computer, word processor, |5 days |

|germs and solutions to |germs and create a presentation |Inspiration for brainstorming | |

|prevent this. |showing specific facts and solutions |ideas, multimedia software, | |

| |to the spread of germs |internet pictures | |

|Create a poem about germs |Create an original poem about germs |Computer, Word processing program|2 days |

| |incorporating knowledge about germs in| |(this is also a homework |

| |the poem | |assignment so they are expected to|

| | | |do some work at home) |

|Essay: how do your germs |With a partner, create an essay |Computer, |4 days |

|affect the world? |describing how your germs affect |Word processing program, | |

| |others in the world. |Inspiration for brainstorming | |

|Create a classroom |With a partner, create a plan for a |Computer, word processing |5 days |

|environment as germ free as |germ free classroom environment |program, Inspiration for | |

|possible and present ideas on| |brainstorming | |

|the upkeep of this | | | |

|Optional: Imovie- play on | | | |

|passing germs around to | | | |

|others | | | |

Germs Presentation Rubric

| |Evaluating Student Presentations | | |

|Developed by Information Technology Evaluation Services, NC Department of Public Instruction | |

| |1 |2 |3 |4 |Total |

|Organization |Audience cannot |Audience has difficulty|Student presents |Student presents | |

| |understand presentation|following presentation |information in |information in logical,| |

| |because there is no |because student jumps |logical sequence |interesting sequence | |

| |sequence of |around. |which audience can |which audience can | |

| |information. | |follow. |follow. | |

|Subject Knowledge |Student does not have |Student is |Student is at ease |Student demonstrates | |

| |grasp of information; |uncomfortable with |with expected |full knowledge (more | |

| |student cannot answer |information and is able|answers to all |than required) by | |

| |questions about |to answer only |questions, but fails|answering all class | |

| |subject. |rudimentary questions. |to elaborate. |questions with | |

| | | | |explanations and | |

| | | | |elaboration. | |

|Graphics |Student uses |Student occasionally |Student's graphics |Student's graphics | |

| |superfluous graphics or|uses graphics that |relate to text and |explain and reinforce | |

| |no graphics |rarely support text and|presentation. |screen text and | |

| | |presentation. | |presentation. | |

|Mechanics |Student's presentation |Presentation has three |Presentation has no |Presentation has no | |

| |has four or more |misspellings and/or |more than two |misspellings or | |

| |spelling errors and/or |grammatical errors. |misspellings and/or |grammatical errors. | |

| |grammatical errors. | |grammatical errors. | | |

|Eye Contact |Student reads all of |Student occasionally |Student maintains |Student maintains eye | |

| |report with no eye |uses eye contact, but |eye contact most of |contact with audience, | |

| |contact. |still reads most of |the time but |seldom returning to | |

| | |report. |frequently returns |notes. | |

| | | |to notes. | | |

|Elocution |Student mumbles, |Student's voice is low.|Student's voice is |Student uses a clear | |

| |incorrectly pronounces |Student incorrectly |clear. Student |voice and correct, | |

| |terms, and speaks too |pronounces terms. |pronounces most |precise pronunciation | |

| |quietly for students in|Audience members have |words correctly. |of terms so that all | |

| |the back of class to |difficulty hearing |Most audience |audience members can | |

| |hear. |presentation. |members can hear |hear presentation. | |

| | | |presentation. | | |

|Cooperative Group Work |Cannot work with others|Works with others, but |Works well with |Works well with others.| |

| |in most situations.  |has difficulty sharing |others. Takes part |Assumes a clear role | |

| |Cannot share decisions |decisions and |in most decisions |and related | |

| |or responsibilities. |responsibilities. |and contributes fair|responsibilities. | |

| | | |share to group. |Motivates others to do | |

| | | | |their best. | |

| | | | |Total Points: | |

[pic]

Name: Caroline McCullen

Email: caroline_mccullen@ncsu.edu

Germ Story Rubric

|Germ Story |Accomplished |Proficient |Developing |Beginning |

|Writing Effectiveness |Story has all four parts of |Story has 3 parts of story |Story includes at least 2 story|Retells a story changing one or|

| |story element; holds reader’s |element; setting, problem and |elements |no story elements. |

| |attention |solution centered on germs. | | |

|Organization |Ideas are presented clearly and|Ideas presented in orderly |Ideas are overall incoherent. |Little or no organizational |

| |in logical sequence. |fashion and mostly logical. | |pattern. Difficult to follow |

|Language Usage |Lively and descriptive |Some descriptive language used.|Simple sentences and word |Sentences unclear, word usage |

| |language. Sentences varied in |Some sentence variety. |choice. |incorrect and hard to |

| |length and structure | | |understand. |

|Conventions |Capitalization, punctuation and|Capitalization, punctuation and|Capitalization, punctuation and|Many errors in language |

| |spelling correctly used in all |spelling correctly used in 80% |spelling correctly used in 40% |conventions. |

| |instances |of story |of story | |

|Content |Uses 3 facts about germs to |Uses 2 facts about germs to |Uses 1 fact about germs to |Uses no facts about germs to |

| |support story |support story |support story |support story |

|Inspiration Rubric |

|Attributes |Above Standard |At Standard |Still a Goal |Attribute Points|

| | | | |Earned |

| |(5-4.5) |(4-3.5) |(3-0) | |

|Model Synthesis |Students make meaning of the |Students make partial meaning|Students make little or no |/5 |

| |information and incorporate |of the information and |meaning of the information and| |

| |it into their own mental |incorporate it into their own|do not incorporate it into | |

| |world model by generating |mental world model by |their own mental world model | |

| |diagrams (created by the |generating diagrams (created |by generating diagrams | |

| |group). |by the group). |(created by the group). | |

| |(10-9) |(8.5-7) |(6.5-0) | |

|Depth of Study |Gathered information includes|Gathered information includes|Gathered information is |/10 |

| |the basics of the topic and |the basics of the topic and |incomplete and does not | |

| |an in-depth study of the |an in-depth study has begun. |include the basics of the | |

| |topic. | |topic. | |

| |(5-4.5) |(4-3.5) |(3-0) | |

|Applicaton of |Gathered information enables |Gathered information enables |Much research is needed before|/5 |

|Information |the students to understand |the students to understand |the topic is understood and | |

| |the topic and incorporate it |the topic and incorporate it |incorporated into concrete | |

| |into 3 concrete elements |into 2 concrete elements. |elements | |

| |(5-4.5) |(4-3.5) |(3-0) | |

|Diagrams |More than three diagrams |A minimum of three diagrams |Diagrams are missing or do not|/5 |

| |(referenced if necessary) are|(referenced if necessary) are|aid in communication of | |

| |included that aid in the |included that aid in the |gathered information. | |

| |communication of gathered |communication of gathered | | |

| |information. |information. | | |

| |(5-4.5) |(4-3.5) |(3-0) | |

|Conventions |There are no errors in |There are 3 errors in |There are 4 or more errors in | |

| |capitalization, usage, |capitalization, usage, |capitalization, usage, | |

| |punctuation, or spelling. |punctuation, or spelling. |punctuation, or spelling. | |

| |(C-U-P-S). |(C-U-P-S). |(C-U-P-S). | |

|Presentation |The graphic organizer is neat|The graphic organizer is |The graphic organizer is |/5 |

| |and clearly understood. |somewhat untidy and not |untidy and hard to understand.| |

| | |clearly understandable | | |

|Total Information Summary Points Earned |

[pic]Overall Assessment Rubric

|ATTRIBUTES |STRENGTH |EXPECTATION |GOAL TO BE MET |

|Use of Internet |Easily accesses Internet sites; |Accesses Internet sites with minimal |Needs frequent assistance to |

| |consistently locates meaningful |assistance; frequently locates |access Internet sites and locate |

| |information |meaningful information |meaningful information |

|Data gathering |Abundant relevant data of |Adequate relevant of observations and |Minimal or irrelevant data |

| |observations and factual data |factual data | |

|Organization of information |Information clearly |Some information marginally organized |Information poorly organized |

| |well-organized | | |

|Data analysis |Data from two or more sources |Data shows little combination from |Data shows no combination from |

| |have been combined for analysis |different sources |different sources |

|Analysis of personal health |Statements based on logical, |Statements based on limited evidence |Statements based on very little |

|impact on world |documented evidence | |evidence and/or on opinions |

Presentation Component Rubric

|ATTRIBUTES |STRENGTH |EXPECTATION |GOAL TO BE MET |

|Organization of written work|Well-organized, complete and |Fairly well-organized, mostly complete|Poorly organized, lacking |

| |factual, formatted consistantly |and factual, a few errors in format |significant factual |

| | | |information, several errors |

| | | |in format |

|Germs: basic information in |Reflects a deep understanding of |Reflects some understanding of germs; |Reflects a basic or no |

|reports and presentation |germs; contains abundant facts |contains some facts about spreading of|understanding of germs; |

| |about spreading of germs, |germs, helpfulness of germs and how it|contains minimal or incorrect|

| |helpfulness of germs and how it |affects the world. |facts about germs . |

| |affects the world. | | |

|Quality of oral group |Well-organized, logical sequence,|Fairly well-organized, sequence not |Poorly organized, sequence |

|presentation |clear evidence of planning, use |always logical, some evidence of |not logical, little evidence |

| |of two or more high quality |planning, use of one high quality |of planning, low quality or |

| |visual aids |visual aid |no visual aids |

|Group involvement |All members actively involved in |All members usually involved in most |Inconsistent effort by group |

| |research, planning, organization,|group activities |members |

| |and presentation | | |

|Quality of product |Creative, well-designed, meets |Some creativity, meets all |Little or no creativity, |

| |all requirements, reasonable, and|requirements, generally reasonable, |meets most requirements, |

| |economically possible |and economically possible |problems with feasibility |

[pic]

Authors of Overall Assessment Rubric: Ms.Christine Schwarz, Glenbard East High School, Lombard, Illinois; Mr. Lawrence C. Cwik, Madison Junior High School, Naperville, Illinois; Dr. William F. Fraccaro, Johnson Elementary School, Warrenville, Illinois; Ms. Patricia Franzen, Madison Junior High School, Naperville, Illinois.

Handbook of Engaged Learning Projects sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab. Funded by the Midwest Consortium for Mathematics and Science Education based at the North Central Regional Educational Laboratory (NCREL).

Created: July 1, 1996 - Updated: July 26, 1996



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