1. Project-Based Learning 102 Complete Project Example “Out of this World” School: Mount Olive Township Grade/Grade Band: 3 Time Frame: 6 weeks Team Members: English, Social Studies, Math, Technology, Science

2. School: _________________________________ Grade/Grade Band: _______________________ Time Frame: _____________________________ Team Members: __________________________ Big idea Brainstorming Capstone Big Idea: It’s your mission to seek out the unknown! Summary Planetary Research NASA has recently sent robotic vehicles to Mars to collect data and send information back to Earth. Scientists want to know more about whether there was ever life on Mars and whether there is or was any water on the planet. Astronauts from NASA need information about other planets, so they can plan future missions. You have been selected as a Junior Space Camper to gather information for the astronauts. You and your partner will research two planets. Then You will compare and contrast the two planets and decide whether you would recommend the planets for exploration. After your research is complete, design a badge that could be used for a mission to your planet. Illustrate and write a postcard or write a letter describing your planet to the astronauts at NASA. Don’t forget to tell them why you think your planet is a good choice or a poor choice for exploration. Finally, create a model of the solar system with all the planets labeled, and present the important information about your planet to your classmates. 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. 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. How can you make the impossible possible? Why do humans feel the need to explore? What’s the new frontier? End Products Brainstorm several possible transdisciplinary end products Build your own planet Create a virtual postcard. Chart using Kidspiration

3. Unit Outlines Contain a snapshot of information for the reader. Unit Outlines Contain a snapshot of information for the reader. From this, the reader what will be taught, why it is being taught, and how it will be assessed From this, the reader what will be taught, why it is being taught, and how it will be assessed

4. Subject Area Learning Goals (SWBAT) Develop subject matter goals for each unit and end product SWBAT in SWBAT in Math Students will Solve real world and mathematical problems involving perimeters of polygons; including finding the perimeter given the side side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Students will Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). SWBAT in Art Students will Demonstrate skill and expression in the use of art techniques and processes. Use appropriate visual art vocabulary during artmaking processes. Find and solve problems of personal relevance and interest when developing artmaking ideas. Create artworks that demonstrate awareness of two- and three- dimensional space. SWBAT in Science Students will Predict the necessary mass, velocity, and distance from the sun of a planet in order for this planet to make a circular orbit around a sun. What happens when you increase or decrease the mass of the planet, but keep everything else constant? Does this agree with your prediction? Students will understand focuses on Earth’s resources. While resources can be living and nonliving, within this strand, the emphasis is on Earth’s nonliving resources, such as water, air, rock, soil and the energy resources they represent. SWBAT in English Students will Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting). Standard Statement 9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). SWBAT in Social Studies Students will Place events accurately on a timeline organized by years, decades and centuries Research, analyze, organize and present historical information about a characteristic of the local community that has changed over time. Formative Assessments (assessments that occur during the project) Postcard or letter writing Persuasive writing Using Kidspiration software to create a comparison chart. Read book on the planets. Read relevant sections of textbook. Summative Assessments (assessments that occur at the end of the project) Build your own planet Create a virtual postcard. Chart using Kidspiration (Rubric used to grade)

5. Subject Area Learning Goals identify the student expectations for each subject area. Subject Area Learning Goals identify the student expectations for each subject area. Formative and Summative assessments are defined to show how students will meet those expectations. Formative and Summative assessments are defined to show how students will meet those expectations.

6. 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.

7. “The procedure asks teachers to collegially analyze standard statements’ explicit, and most importantly, implicit concepts, content, and skills that will be incorporated into units of study, as well as considering formative and summative assessments that accurately measure the designed planned-learning curriculum.” “The procedure asks teachers to collegially analyze standard statements’ explicit, and most importantly, implicit concepts, content, and skills that will be incorporated into units of study, as well as considering formative and summative assessments that accurately measure the designed planned-learning curriculum.”

8. Curriculum Planning Templates Develop and overview of what the classroom teaching will look like in order to complete the goals of the project. Subject: Science Capstone: Out of this World Time Frame: 10 Weeks Classroom Unit Big Idea: Effective communication occurs when all aspects of the process are in place. Effective communication can advance our desire for social change. Classroom to Capstone Connection: students will build on this knowledge as they research one of the other planets in order to determine whether a manned mission to that planet would be feasible. In the process, students will learn about the geology, composition, and orbit of this planet. Readings: Various non fiction Materials: Internet access age appropriate resources planets- including print and non-print art supplies Unit Objective: By using various resources and web-based activity, students will develop knowledge about the planets and constellations in our Solar System. students will build on this knowledge as they research one of the other planets in order to determine whether a manned mission to that planet would be feasible. In the process, students will learn about the geology, composition, and orbit of this planet. tudents will determine such factors as: what it is like, whether or not it is habitable, and how its orbit affects planning a trip. Standards Addressed: Earth and Space Sciences Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. Rubrics Required: Build your own planet (model) Build your own planet (essay) Driving Question: What is out there and how do we get there?

9. 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: Task 23: What’s your message? After researching a problem in your local community that you feel strongly about write a/an argumentative or persuasive essay that explores a community problem and a plan for addressing that problem. L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3 Identify any gaps or unanswered questions. (Informational or Explanatory/Comparison) Subject Areas that will assess: History and English BenchmarksMastery Learning Goal:4321 SCI ERT & SPACE 3-5 A Use researched knowledge of space, earth, and atmosphere to create an original model planet Student showed large amounts of creativity. All planets are the correct color and imagination has been used when designing the model. All planets are accounted for. All of the planets are roughly proportional to each other. All planets are correctly and clearly labeled. All the planets were in the correct order. Thought has been put into the project. The planets are close to the correct color and there is evidence of student effort. One planet is missing. Most of the planets are proportional to each other. All planets are correctly labeled, but are difficult to read or find. One or two planets are out of order. Some thought has been put into the project. There is some color and a few planets are colored incorrectly. Two planets are missing. There a couple of mistakes with the proportions of the planets. Planets are incorrectly labeled or the labels are almost impossible to read.. Very little or no creativity. No color is used or the planets are all colored incorrectly. Three or more planets are missing. Planets are not correctly proportioned. (Pluto should not be larger than Jupiter.) Planets are not labeled or the labels are impossible to read. ENG 9-5 WRT A Use knowledge of solar system and NASA programming to create a postcard that will be sent to someone living on another planet Able to combine sentences that are interesting, express a clear message, and are easy to understand Follows the postcard formatting and gives a personal response to the concert Addresses intended audience appropriately Includes illustration that matches message content Demonstrates positive attitude and excellent participation Able to combine sentences that express a clear message, but are not very interesting Follows the postcard formatting, but does not give a personal response to the concert Addresses intended audience suffi ciently Includes illustration that somewhat relates to message content Demonstrates positive attitude and suffi cient participation Able to write simple sentences only or combine sentences that do not express a clear message Makes mistakes when following the postcard formatting Has diffi culty addressing intended audience Includes illustration that does not match message content Demonstrates poor attitude or little participation Not able to write complete sentences or express a clear message Does not follow the postcard formatting Does not addresses intended audience Does not include an illustration Does not participate

10. Entry Event: Launch inquiry, kick-off event, "the hook" NASA Tour at GLSC Astronaut Speaker Lunar Lander Activity ) PHASE 4: Choreography of Learning Community Resources and Partnerships: Mentors, speakers, authentic assessment NASA GLSC ) Facilities / Venues GLSC Bus Resources Needed Equipment Printer Copier Saw Supplies 40 rulers 100 flash drives (can be as low as 1g) 100 notebooks 50 protractors 50 compasses 200 AAA batteries 40 9volt batteries 2 dry erase erasers Budget: $1400 Capstone Vocabulary Atmosphere, Capacity, Climate, Conservation of Matter, Crust, Cycle, Earthquake, Erosion, Landslide, Natural, Nitrogenm, Non-Renewable, Orbit, Oxygen, Petroleum, Planet, Solar System, Star ) Roles Supplies Engineering Teacher Speakers Social Studies Teacher Event Campus Coordinator Documenting English Teacher Other

11. PHASE 4: Choreography of Learning Activities Calendar SubjectMondayTuesdayWednesdayThursdayFriday DateApril 1April 2April 3April 4April 5 Math Points, Lines, and AnglesTopic:Introducing proof. Three theorems complement Topic:Introducing proof. Conditional (if...then) statement. Science Static Electricity Electrical Field CalculationsInsulators and conductorsElectrical CurrentOhms Law Social Studies Compare / Contrast - Animal Farm book vs Film Design Animal Farm book Cover Test / Essay - Animal Farm English Persuassive essay - outine. Drafting persuassive essay. Peer review of 1st draft. Art Inside/Outside: Working in selected medium to complete finished art. Inside/Outside: Completing final work/embellishment. Writing up artist statement. Self-Portrait: Iintroduction Engineering Forms of powerMechanical powerFluid powerElectrical powerEnergy storage: Intro to batteries SubjectMondayTuesdayWednesdayThursdayFriday DateApril 8April 9April 10April 11April 12 Math Science Social Studies English Art Engineering