1. Project-Based Learning 101 For K-12 Educators June 23-24, 2014

2. Project-Based Learning 101 Learning Outcomes
By the end of this session, you will:
Have an understanding of Project-Based Learning
Have knowledge of how to incorporate PBL in your classroom,
Create a beginning PBL unit outline (skeleton)
Experience activities that can be recreated in your classroom
Have a better understanding of STEM
Share information with your colleagues to enhance collaboration

3. GETTING TO KNOW YOU . . . Sort Do you prefer…???
– Hot, humid vs. cold, snowy days
– Cloud watching vs. star gazing
– Rain vs. Snow
– Cumulous vs. stratus clouds
– NOAA.Gov or Weather.Com

4. SORT AND MINGLE • What is your favorite place on Earth?
• What is your favorite season?
• What is your favorite outdoor activity?
• What is your favorite weather/climate
topic to teach?
• What is your least favorite
weather/climate topic to teach?

5. CENTER FOR INNOVATION IN STEM EDUCATION
WIKI -
CENTER FOR INNOVATION IN STEM EDUCATION

6. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING THE 21ST CENTURY CLASSROOM
CREATING A 21ST CENTURY CLASSROOM
The STEM Crisis: A Matter of National Security
US projected need for STEM professionals continues to grow at a rapid pace
Source: US Department of Commerce Economics and Statistics Administration
STEM degree attainment remains relatively flat among US citizens

7. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
Troubling Indicators of US Student Academic Performance
US students consistently rate as mid-range performers in science achievement compared to other developed nations
2009 Program for International Student Assessment Science Scores
Significant numbers of US students are not leaving high school prepared for the academic rigors of college science and math

8. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
Why STEM?
The President’s Council of Advisors on Science and Technology recommend a focus on both inspiring and preparing our next generation workforce to pursue STEM careers.

9. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
Project-Based Learning: What comes to mind?

10. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
MISCONCEPTIONS

11. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
MISCONCEPTIONS
PBL is not: Making something or hands-on learning or doing an activity.
PBL is: often focused on creating physical artifacts, but not always. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion and oral presentation

12. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
Project Based Learning is an instructional approach
built upon authentic learning activities that engage
student interest and motivation.

13. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
instructional approach (facilitated)
built upon authentic learning activities
that engage
student interest and motivation

14. Project-Based Learning 101 Introduction & Norms
“Think about your education from K-12…What is one particular learning experience you remember, and why does that stand out?”
For the next 5 minutes, share these experiences with your colleagues.
Directions: Talk about why these experiences stand out in your mind.
Create a list of what all experiences have in common.
Be prepared to present to the group.
End

15. Project-Based Learning 101 “Think about your education from K-12…What and why do events stand out?”
EVENTS THAT STAND OUT?
WHY?

16. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
Key Aspects of PBL
Increases student motivation to learn
Real need to know
Understand through research and doing
Students demonstrate what they learn
Learning goes beyond simply getting a good grade.

17. Project-Based Learning 101 8 Essentials for Project-based Learning
As a group, choose to complete either the KWL chart or the pre-test as you read the assignment.
Everyone in your group must agree to use either the KWL chart or the pre-test before the activity.

18. Project-Based Learning 101 8 Essentials for Project-based Learning
Jigsaw Instructions
1. Each participant reads the assigned section of the article and answers the questions individually.
2. After reading the article and answering the questions, participants will meet in their “expert” group to discuss the main points of the article and the answers to the questions.
3. Students will return to their home groups to share information.

19. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
THE 8 ESSENTIAL ELEMENTS OF
PROJECT-BASED LEARNING
1. Significant content
2. A need to know
3. A driving question
4. Student voice and choice
PBL is not: Making something or hands-on learning or doing an activity.
PBL is: often focused on creating physical artifacts, but not always. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion and oral presentation
5. 21st Century skills
6. Inquiry and innovation
7. Feedback and revision
8. Publicly presented product

20. SHOW WHAT YOU KNOW Partner – Share Stand behind your chair
Wait for the instructor to blow the whistle
When the whistle blows, hold your hand up ready to offer a high-five.
Find a partner at a table different from the one at which you are sitting.
Give the partner a high five
Stand facing one another
Decide which partner will be “A” and which one will be “B.”
EXAMPLE

21. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
PBL’s Effective: Researchers say, well-designed and implemented PBL can:
* Be more effective than traditional instruction increasing academic achievement
* Increase student motivation and engagement in learning
* Improve students’ retention of knowledge over time
* Improve students’ mastery of 21st century skills
PBL is not: Making something or hands-on learning or doing an activity.
PBL is: often focused on creating physical artifacts, but not always. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion and oral presentation
* Be especially effective with lower-achieving students
* Increase students’ achievement on state-administered, standardized tests

22. CREATING A 21ST CENTURY CLASSROOM
PBL
CREATING A 21ST CENTURY CLASSROOM
CREATING THE 21ST CENTURY CLASSROOM
So – What is the role of the educator?
Instructor - direct
Guide
Learner
Coach
Facilitator
Teacher
Reviewer
PBL is not: Making something or hands-on learning or doing an activity.
PBL is: often focused on creating physical artifacts, but not always. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion and oral presentation
* Give yourself a year to become acquainted
* Two years to become comfortable
* Once teachers feel comfortable with PBL, they usually say they’d “never go back.”

23. Begin with the End in Mind
Preliminaries
Big Idea
Standards
End Products (assessments)

24. Big idea Brainstorming
School: ___PBL School_____________________
Grade/Grade Band: ________8______________
Time Frame: __________1 Week_____________
Team Members: _Carolyn & Rob______________ Title: May the Force Be With You
Subject Area Learning Opportunities
Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.
Science
Big idea Brainstorming
(Use the Scope and Sequence and reference
ALL benchmarks for the designated quarter )
Engineering
Math
FORCES
Art
ELA
Social Studies
End Products
Brainstorm several possible transdisciplinary end products
Essential and Guiding Questions
Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.

25. So – What’s the Big Idea? When: Length of time
Who: participating teachers
What: Benchmarks/standards
When: Length of time
Where: Usable spaces, i.e., classroom, field trip
Why: Are you asking students to do this?
Important Details: Major topics, focus topics, readings
Other: State testing during project? Celebration at the end of the project? Any special information.

26. Choreography of Learning
Big Idea Brainstorming
Big idea Brainstorming
(Use the Scope and Sequence and reference
ALL benchmarks for the designated quarter )

27. Choreography of Learning
END PRODUCTS
End Products Brainstorm several possible transdisciplinary end products.

28. Project-Based Learning 101 Crafting Essential Questions
Costa’s Levels of Questioning
Bloom’s Taxonomy

29. The Driving Question

30. If knowledge is made up of “answers,” then what are the questions?
Grant Wiggins
Jay McTighe The Center on Learning, Assessment and School Structure

31. It has been said . . .
The average teacher asks 350 questions each day.
Most of the 350 questions are directed; low-level – only one correct answer.

32. Knowledge is pursued and shaped by questioning
Knowledge is pursued and shaped by questioning. Allow students to simulate or recreate the process by which the knowledge is created. Grant Wiggins Jay McTighe The Center on Lerning, Assessment and School Structure

33. What is a Driving Question?
A question that captures the theme in the form of a problem or a question that cannot easily be solved or answered:
provocative
open ended
goes to the heart of a discipline or topic
challenging
arises from real world dilemmas students find interesting
consistent with standards and frameworks

34. Do music videos paint an accurate picture of America?
DQ = Provocative
Do music videos paint an accurate picture of America?
Focus is on culture in America
Focus is on media portrayals
It engages the interest of students

35. Should the United States have used the atomic bomb in World War II?
DQ = Open Ended
Should the United States have used the atomic bomb in World War II?
Deep examination of the arguments in favor or or against dropping the bomb
Allows students to consider the arguments
Arrive at their own conclusion based upon personal and peer reasoning and logic.

36. DQ = Goes to The Heart of a Discipline or Topic
How safe is our water?
Requires scientific evidence
Requires professional judgments based on criteria developed in biology, chemistry, and physiology.
Students must investigate and learn the criteria used in scientific fields.

37. DQ = Challenging
When are people justified in revolting against an established government?
Encourages students to confront difficult issues
Encourages students to try out unfamiliar behaviors
Addresses current standards

38. DQ = Real-World Issues and Student Interest
How could we build a new community center using only materials that are native to the state?
Need of the community – their community
We – personal challenge
Durability of natural and manufactured materials available in a state (commerce)

39. DQ = Standards and Frameworks
Should the United States develop the capability for biological warfare?
Is this question provocative?
Is the question open ended?
Is the question related to US history or American government standards?
Based upon global events and their impact upon US soldiers, should the US develop the capability for biological warfare? (OH, Grade 7)

40. How Many Driving Questions?
A good driving question will have “Guiding” or “Leading” questions that need to be answered during the learning process.

41. How can we explore and understand the motion of a falling object?
DQ / GQ Sample
How can we explore and understand the motion of a falling object?
Do objects accelerate as they fall?
How can you describe a falling object?
Explain why some objects float?
Using what I have learned, what can I predict about falling objects?

42. DQ / GQ Sample
How would you describe the relationship between energy and gravity to your peers? 1. How does the conservation of energy apply falling object?
2. How does the conservation of energy apply to a projectile?
3. How does work apply to falling objects?

43. When is it too late to save the world?
DQ & GQ Sample
When is it too late to save the world?
What is the current status of our natural resources?
What is sustainability?
What do all living things need in order to live a safe, healthy, and productive life?
What is a sustainable alternative to a current practice that is not ecologically friendly?
What action can you take locally to make a community sustainable?

44. How did the ancient inhabitants of Mesoamerica affect our lives today?
DQ & GQ Sample
How did the ancient inhabitants of Mesoamerica affect our lives today?
Where is Mesoamerica?
Who were the inhabitants?
How did they live?
What were some of their customs?
What inventions did they contribute?

45. The DQ = a Collaborative Art Form
How could you initiate this collaborative discussion within your grade level, school, this PD cohort?

46. Characteristics of Essential Questions
Project-Based Learning 101 Crafting Essential Questions
Characteristics of Essential Questions
Essential Questions have no one obvious right answer.
They uncover, rather than cover up a subject’s controversies, puzzles and perspectives.
e.g. What is snow”, Why is winter colder than summer?
Essential Questions raise other important questions, often across subject-area boundaries
e.g. How does global warming affect all forms of life?
What can be done to decrease CO2 emissions?

47. Project-Based Learning 101 Crafting Essential Questions
Developing Higher Level Questions-Costa’s Levels of Questioning
Essential Questions
1. Promoting Higher Order Thinking Skills-Bloom’s Taxonomy and Costa’s Levels of Questioning
2. Characteristics of Essential Questions

48. Big idea Brainstorming
School: ___PBL School_____________________
Grade/Grade Band: ________8______________
Time Frame: __________1 Week_____________
Team Members: _Carolyn & Rob______________ Title: May the Force Be With You
Subject Area Learning Opportunities
Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.
Science
Forces between objects act when the objects are in direct contact or when they are not touching.
Big idea Brainstorming
(Use the Scope and Sequence and reference
ALL benchmarks for the designated quarter )
Engineering
Math
Students will investigate, in a transdisciplinary manner, the various forces that impact life relative to transportation, the ground, and air As students experiment with various forces acting upon things in space/the air, they will graph the results of their investigations, research and examine the development of flight during WW1 and WW 2, and use their creative skills to develop the look of a bird in flight as forces are acting upon it. They will have the ability to design their own foam and paper rocket to launch and graph results It is anticipated that students will be able to relate their new found knowledge to forces under the ground as they complete their study of forces in the air acting upon transportation.
Outcome 5.1: The Design Process
compare the size of irrational numbers, locate them approximately on a number line diagram
FORCES
Art
ELA
5PR Collaborate to create a thematic work that combines visual art with other arts disciplines.
Analyze how differences in the points of view of the characters and the audience or reader
Social Studies
Primary and secondary sources are used to examine events from multiple perspectives
End Products
Brainstorm several possible transdisciplinary end products
Essential and Guiding Questions
Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.
POE Sheet and Storyboard Essay-history of aviation Letter to CLE Hopkins Int’l Art: Bird in flight Engineering/Math: Foam rocket
How do different types of forces affect our lives? (transportation, ground, water)

49. Subject Area Learning Opportunities
School: _________________________________
Grade/Grade Band: _______________________
Time Frame: _____________________________
Team Members: __________________________
Subject Area Learning Opportunities
Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.
Big idea Brainstorming
Capstone Big Idea: Students use self expression to promote social change. Summary  What if you only had one moment, one shot to share your voice with the world? What would you say? What would you wish to tell the world about your life, your expectations, your doubts, your desires, your values, your emotions, your dreams? What would your message be? Communication becomes effective when used with precision. In English class, students will explore the power of language to express themselves through lyrics, poetry, technical writing, and expository writing. Students will use writing and self-expression to craft a plan to improve their communities. In Social Studies class, students will evaluate and defend positions about issues concerning American democracy through a persuasive essay and subsequent team debate to argue and communicate their ideas on social change. In Science class, students will explore concepts in Physics used to create a means of communication and students will development and design a marketing brochure to inform and bring about awareness of modern technology. Effectively communicating their ideas about technological advancement will ultimately lead to future improvements. In Art, students develop an understanding of how artists communicate.  As a result, they enhance and refine the visual expression of their own ideas through the production of mixed media collage, printed collateral, t-shirts, and sound speakers. Students will have an authentic engineering teamwork experience in which the strengths of each member of the group is utilized for the good of the common product.  The groups will be composed of four students  who have specific roles.
End Products
Brainstorm several possible transdisciplinary end products
Brochure - Science, English, Art, Engineering
Debate- History, English
Lyrical & Musical Composition- Math, English, Science, History
Sound System- Science, Art, Engineering, Math
Essential and Guiding Questions
Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.
What’s your message? What would you say if you had a limited amount of time?
Can you hear but not listen?
Is the medium the message?

50. Student Voice and Choice
School: _________________________________
Grade/Grade Band: _______________________
Time Frame: _____________________________
Team Members: __________________________
Subject Area Learning Opportunities
Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.
Big idea Brainstorming
Capstone Big Idea: Students use self expression to promote social change. Summary  What if you only had one moment, one shot to share your voice with the world? What would you say? What would you wish to tell the world about your life, your expectations, your doubts, your desires, your values, your emotions, your dreams? What would your message be? Communication becomes effective when used with precision. In English class, students will explore the power of language to express themselves through lyrics, poetry, technical writing, and expository writing. Students will use writing and self-expression to craft a plan to improve their communities. In Social Studies class, students will evaluate and defend positions about issues concerning American democracy through a persuasive essay and subsequent team debate to argue and communicate their ideas on social change. In Science class, students will explore concepts in Physics used to create a means of communication and students will development and design a marketing brochure to inform and bring about awareness of modern technology. Effectively communicating their ideas about technological advancement will ultimately lead to future improvements. In Art, students develop an understanding of how artists communicate.  As a result, they enhance and refine the visual expression of their own ideas through the production of mixed media collage, printed collateral, t-shirts, and sound speakers. Students will have an authentic engineering teamwork experience in which the strengths of each member of the group is utilized for the good of the common product.  The groups will be composed of four students  who have specific roles.
21st Century Skills
Need to Know
Inquiry & Innovation
Feedback and Revision
Student Voice and Choice
End Products
Brainstorm several possible transdisciplinary end products
Brochure - Science, English, Art, Engineering
Debate- History, English
Lyrical & Musical Composition- Math, English, Science, History
Sound System- Science, Art, Engineering, Math
Driving Question
A publicly presented Product
Essential and Guiding Questions
Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.
What’s your message? What would you say if you had a limited amount of time?
Can you hear but not listen?
Is the medium the message?

51. ELEMENTS OF A PROJECT BASED LEARNING UNIT
Materials Needed: Pen, pencil and the handout entitled PBL Essential Elements Checklist
Directions: While participants watch the two following videos, they should mindfully check the essential elements on their handout as they see them in motion on the videos.

52. LET THE FORCE BE WITH YOU
What is a force?
What are the different kinds of forces?
Why should we be concerned about the different kinds of forces?
How can you apply what you have learned about forces to things other than moving items or items in the air?

53. Falling Objects Demonstration Plan, Observe, Explain/POE
EVENT Describe the event
PREDICT What do you think you’ll see?
OBSERVE What did you see?
EXPLAIN Why did that happen?
Drop 1 piece of paper and 1 book from the same height at the same time
Drop 1 piece of paper and 1 coffee filter
Drop 1 piece of paper on top of a book together
Drop the piece of paper and one balled up piece of paper
Drop 1 coffee filter at the same time as a coffee filter flower 7:1.

54. FORCES Draw all forces at each chapter NET FORCE Draw the net force
Motion Storyboard
EVENT
FORCES Draw all forces at each chapter
NET FORCE Draw the net force
CHANGE IN MOTION Yes or No.
If yes, describe the change
Chapter 1
Push a Matchbox car over the table from a starting point to 12” away from the starting point
Chapter 2
Matchbox car over sandpaper
Chapter 3
Matchbox car over felt fabric
Chapter 4
Matchbox car over Saran Wrap
Chapter 5
Matchbox car over horizontal piece of Masking Tape

55. ROTO-MOTOR DESIGN AND INVESTIGATION

56. (number of seconds from your hand to the floor)
ROTO-VEHICLE TEST #1
TRIAL
NUMBER OF PAPER CLIPS
DROP SECONDS
(number of seconds from your hand to the floor) 1 2 3 4 5 6 7 8 9 10

57. (number of seconds from your hand to the floor)
ROTO-VEHICLE TEST #2
VARIABLE: WHAT’S DIFFERENT FROM YOUR FIRST ROTO-VEHICLE. HOW DID YOU ALTER OR CHANGE THE DESIGN?
TRIAL
NUMBER OF PAPER CLIPS
DROP SECONDS
(number of seconds from your hand to the floor) 1 2 3 4 5 6 7 8 9 10

58. Project-Based Learning 101
Understanding by Design
“Students develop flexible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying principals and themes from their learning exercises.”
-How People Learn, p. 224

59. Project-Based Learning 101 Homework – Benchmarking
As a group, all participants should determine the time period they are going to teach. For homework, participants are to gather a list of the benchmarks they must teach during the 2014 Fall or Winter.
Tomorrow, the benchmarks will be used to develop a unit outline and assessments.

60. Big idea Brainstorming
School: _________________________________
Grade/Grade Band: _______________________
Time Frame: _____________________________
Team Members: __________________________
Subject Area Learning Opportunities
Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.
Big idea Brainstorming
Capstone Big Idea:
Summary 
End Products
Brainstorm several possible transdisciplinary end products
Essential and Guiding Questions
Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.

61. Subject Area Learning Goals (SWBAT)
Develop subject matter goals for each unit and end product 
Formative Assessments (assessments that occur during the project)
SWBAT in English
SWBAT in Math
SWBAT in Science
SWBAT in
Summative Assessments (assessments that occur at the end of the project)
SWBAT in Social Studies
SWBAT in Art

62. Benchmark Alignment/ Transdisciplinary Project Based Units Content Standards and Benchmarks that were identified for the CAPSTONE that have natural disciplinary connections and are overlapping in theme, ideas, topics, etc.

63. Curriculum Planning Templates
Develop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject:
Capstone:
Time Frame:
Classroom Unit Big Idea:
Classroom to Capstone Connection:
Readings:
Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:

64. Curriculum Planning Templates
Develop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject:
Capstone:
Time Frame:
Classroom Unit Big Idea:
Classroom to Capstone Connection:
Readings:
Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:

65. Curriculum Planning Templates
Develop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject:
Capstone:
Time Frame:
Classroom Unit Big Idea:
Classroom to Capstone Connection:
Readings:
Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:

66. Curriculum Planning Templates
Develop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject:
Capstone:
Time Frame:
Classroom Unit Big Idea:
Classroom to Capstone Connection:
Readings:
Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:

67. Curriculum Planning Templates
Develop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject:
Capstone:
Time Frame:
Classroom Unit Big Idea:
Classroom to Capstone Connection:
Readings:
Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:

68. Curriculum Planning Templates
Develop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject:
Capstone:
Time Frame:
Classroom Unit Big Idea:
Classroom to Capstone Connection:
Readings:
Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:

69. Curriculum Planning Templates
Develop and overview of what the classroom teaching will look like in order to complete the goals of the project.
Subject:
Capstone:
Time Frame:
Classroom Unit Big Idea:
Classroom to Capstone Connection:
Readings:
Materials:
Unit Objective:
Standards Addressed:
Rubrics Required:
Driving Question:

70. Unit - Performance Criteria (Rubrics): You can use a holistic rubric or a criterion rubric to measure your performance assessment. Insert your rubric below the samples provided. The scale is an example, but you can design the scale and criteria that best fits your intended outcomes.
Template Task:
Subject Areas that will assess:
Benchmarks
Mastery Learning Goal: 4 3 2 1   

71. Community Resources and Partnerships:
PHASE 4:
Choreography of Learning 
Resources Needed 
Budget: $
Entry Event: Launch inquiry, kick-off event, "the hook" )
Community Resources and Partnerships: )
Facilities / Venues
Equipment
Capstone Vocabulary )
Roles 
Supplies
Speakers
Event
Supplies
Documenting
Other
Other

72. Choreography of Learning Activities Calendar Subject Monday Tuesday
PHASE 4:
Choreography of Learning 
Activities Calendar 
Subject
Monday
Tuesday
Wednesday
Thursday
Friday
Date
Math
Science
Social Studies
English
Art
Engineering
Subject
Monday
Tuesday
Wednesday
Thursday
Friday
Date
Math
Science
Social Studies
English
Art
Engineering

73. Choreography of Learning Activities Calendar Subject Monday Tuesday
PHASE 4:
Choreography of Learning 
Activities Calendar 
Subject
Monday
Tuesday
Wednesday
Thursday
Friday
Date
Math
Science
Social Studies
English
Art
Engineering
Subject
Monday
Tuesday
Wednesday
Thursday
Friday
Date
Math
Science
Social Studies
English
Art
Engineering