Cultivating Achievement through Project-Based Learning Terri Butts, NBCT Curriculum Effectivness Specialist Richland Two Child Development Centers

Why Project-Based Learning? “In the 21st century workplace, success requires more than basic knowledge and skills. In PBL, students not only understand content more deeply but also learn how to take responsibility and build confidence, solve problems, work collaboratively, communicate ideas, and be creative innovators.” http://bie.org/about/why_pbl

Benefits of PBL Provides students with a purpose for learning Encourages integration of content areas and technology Fosters collaboration and community Better retention and application of content knowledge

Setting the Stage The state of South Carolina has the potential for various types of severe weather, i.e. hurricanes, thunderstorms, tornadoes, hailstorms and possibly blizzards. Students need to know what conditions cause these types of severe weather and how to keep themselves safe.

Driving Question How can we, as meteorologist, teach others about severe weather conditions, and ways to keep safe if it happens?

Launching Event Students rotated through four stations (puzzles, books, Voice Thread, and Brain Pop) in order to activate prior knowledge and get students excited about severe weather.

Meteorologist Visit A local meteorologist came and shared how she does her job as a meteorologist and as a weather broadcaster. She also shared tools meteorologist use to measure weather conditions.

An Understanding of Concepts and Skills South Carolina Science Academic Standards English Language Arts Common Core State Standards

Science Skills and Concepts Inquiry-based science kit Recall weather terms Explain the effects of moving air Measure and record daily weather conditions using weather tools Illustrate conditions of seasons Identify safety precautions for severe weather

Reading and Writing Integration Students read the leveled reader, “Severe Weather” to gain more insight and information on their specific storm. They used this book for the following tasks: researching about their storm using the “TWIST” strategy in practicing close reading writing a nonfiction paragraph using the Step Up to Writing “Topic Sentence and Star Ideas” graphic organizer developing and creating their Google Draw independent project highlighting and identifying each storms safety tips learning about the different nonfiction text features

Severe Weather Research Students researched the 5W’s about their severe storm. They used non-fiction texts and online search engines to find their information.

Checklist and Rubrics

Thunderstorm Google Draws Thunderstorms by Fernand Thunderstorms by Victoria Characteristics Thunderstorms have lots of heavy rain, thunder, lightning, wind, and hail. Weather Tools I use a thermometer to measure temperature, A raingauge is to measure precipitation, An anemometer is to measure wind speed. Safety Tips 1. Do not stand on a hilltop or a open field. 2 Do not carry anything made of metal. 3 Do not use electrical appliances. Safety Tips 1.Do not stand on a hilltop or open field. 2.Do not carry anything made of metal. 3.Never lie down on the ground during a storm. 4.If you are in or the water get out or off. Weather Tools I used a thermometer to measure temperature. I used a rain gauge to measure precipitation.I used a anemometer to measure wind speed. Characteristics A thunderstorm has lots of wind, rain, and hail and it has lightning.

Non-Fiction Big Books We created non-fiction big books to give to a kindergarten or child development class. Our students recorded themselves reading their pages that they created. Each page included elements of nonfiction text features.

Classroom Rotations Once the google draw and non-fiction big books were complete, students rotated to each classroom to learn about the other severe storms and see other student work.