PROJECT OVERVIEW Page 1 s4

PROJECT-BASED LEARNING (PBL)
Planning Template
Name of Project: / Bungee Egg Drop / Duration (wks): / 2 weeks
CTE Course: / Introduction to Engineering Design / Grade Level: / 9/10
Academic Course(s): / Algebra
Teachers: / Steve Perri
Kira Lenhart
Project-Based Learning Components
Project Idea:
Summary of the issue, challenge, investigation, scenario, or problem. / The students will design and construct a bungee jump from rope and rubber bands that drops an egg from the second story of UHS. The goal is to get as close as possible to the ground without breaking the shell.
Driving Question:
The question that both engages student attention and focuses their efforts. / How do you calculate spring constant and adjust the bungee cord in order to control length of the drop before recoil?
Anchor Event/Project Launch:
Introduction and/or back- ground information to set the stage and generate interest. / Watch videos of bungee jumpers. Invite students to discuss how they make sure that the bungee cord does not allow the bungee jumper to hit their head on the rocks, but still brings them close enough to the ground to provide the adrenaline rush.
Inquiry & Innovation:
Discuss how the project engages students in innovative research and thought in each
curriculum area. / Students must design their own bungee cord to meet specifications. They must use Algebraic and Engineering Design applications of direct variation and measurements.
Process of Investigation:
Develop student guidelines for each phase of project.
Project Calendar
Project Teaching & Learning Guide
Project Management Log / 1. Introduction and Team Planning:
The spring constant from inclusion of rubber bands and weights determines the length that the bungee cord will extend to. Students will design and build a bungee cord that drops an egg a specific distance.
2. Initial Research Phase - Gathering Information:
Students will use their knowledge of spring constants to facilitate their internet research of bungee cords and design.
3. Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s):
Students will build their bungee cords in groups of two.
4. Second Research Phase - Additional Information & Revision:
Students will try their design in the Excel “Live Test Drop” (from High Tech High) and make final adjustments to their bungee cord.
5. Final Presentation Development:
Students will prove their bungee cord satisfies the requirements of the project by doing a Live Drop.
6. Publication of Product or Artifacts:
Students will include necessary documentation and reflection in their engineer’s notebook.
Collaboration:
Discuss collaboration among colleagues in teaching the project.
Discuss collaborative instructional strategies utilized by students. Collaboration Rubric / Teachers:
The teachers will use email, Skype and face to face conversation before and during the lesson to manage pacing and to share the data collected during each phase of the project. The teachers will meet after the project to reflect and revise the project procedures.
Students:
The students must collaborate with their teams during class and will collaborate via edmodo or email outside of lab time.
Student Voice:
Describe how students play a role in project design and implementation. / Students determine how to design their bungee cord using provided materials. They also determine how to attach the egg to the bungee cord.
Major Products & Performances:
Elaborate on products; Discuss publication and presentation of projects.
Presentation Rubric / Products: / Students will produce a bungee cord that meets the given specifications.
Publication/
Presentation: / Group: Students will demonstrate their bungee cord in front of the whole class. / Presentation Audience
Individual: Students will complete a reflection in their engineer’s notebook. /
Instructional Technology:
Select and discuss the technology-based instructional options embedded in the project. / / /
Discussion:
Business/Community Involvement:
Describe how business partners contribute to project learning. / Business partners will donate project materials and, if possible, attend the egg drops.
Project Standards
Topics of Study:
Main areas of project investigation. / Engineering: Design, Drawing, Research and Presentation
Algebra: Direct variation, evaluating expressions
Content Standards:
Those taught and
assessed in the project: / CTE Performance Standards
01.0 Demonstrate an understanding of the design process and the activities associated with each step.
02.0 Demonstrate skill in sketching and drawing, and describe their importance to engineering design.
03.0 Take, record, manipulate, and convert measurements using both standard and metric systems of linear measurement.
06.0 Demonstrate an understanding of tolerances and their implications on an engineering design.
29.0 Demonstrate an understanding of the analysis of loads on physical systems in static equilibrium (statics).
Common Career Technical Core (CCTC) Standards
These standards will be released/August 2012
Florida Next Generation Sunshine State Standards
MA.912.A.3.5 Symbolically represent and solve multi-step and real-world applications that involve linear equations and inequalities
Common Core Standards
A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
21st Century Skills:
Those taught and
assessed in the project.
For descriptions follow web links / LEARNING &
INNOVATION SKILLS / INFORMATION, MEDIA,
& TECHNOLOGY SKILLS / LIFE &
CAREER SKILLS
Creativity & Innovation / Information Literacy / Flexibility/Adaptability / Productivity/Accountability
Critical Thinking/Problem Solving / Media Literacy / Initiative/Self Direction / Leadership/Responsibility
Communication/Collaboration / ICT Literacy / Social/Cross-Cultural
Project Assessment, Reflection, Feedback & Revision
Assessments: / Formative Assessments
(During Project) / /
Summative Assessments
(End of Project) / / Other Product(s) or Performance(s) w/ Rubric:
Reflection Methods: / Individual
Group
Whole Class / /
Feedback & Revision: Scaffolded feedback and “check points” should be routinely provided by the teacher within the collaborative instructional process. Feedback can be based on either teacher and/or peer evaluations. / /