PROJECT-BASED UNIT TITLE
SUBJECT:
GRADE LEVEL:
INTRODUCTION:
ESSENTIAL QUESTION:
STATE STANDARD:
OBJECTIVES:
ASSESSMENT STRATEGIES:
Pre:
Post:
RESOURCES NEEDED:
TECHNOLOGY AND INTERNET SITES USED:
LEARNER DIVERSITY:
What diverse learner needs do you need to consider when selecting resources, grouping students or planning the culminating project? Are there any special considerations such as assistive technologies or second-language learning to take into account?
LESSON PLANS NEED A REAL WORLD CONNECTION: i.e.,
1. How our use/misuse of environment affects animals
2. Individual responsibility for Earth
3. How everyday actions affect environment
**LESSON PLANS NEED COLLABORATION ACTIVITIES
**LESSON PLAN NEEDS CRITICAL THINKING/HIGHER ORDER THINKING ACTIVITIES
FIVE PROJECT IDEAS: (choose 3)
1) completing a WebQuest project
2) creating an ABC/Vocabulary/Informational book project about topic
3) creating aPhoto Story 3 project
4) creating a Glogster poster project with a video
5) creating a hands-on art project
LESSONS:
ENGAGE:
Capture the students’ attention, stimulate their thinking and help them access prior knowledge
ENGAGE ACTIVITIES: Introducing topic in an interesting way with anAnticipatory activity.
It is an opportunity to provide some information but to encourage the students to seek out new information.
Students will collaborate and generate questions about the topic. They will engage in higher level questioning.
EXAMPLES: KWL, Children’s Literature, Video, Drama, SmartBoard lesson, Vocabulary review
ANTICIPATORY ACTIVITY - includes the motivation and introduction of your lesson; it is the attention getter for the lesson. This gets the attention of the students and generates interest by creating a need to know. Obviously if the students are ready to learn, you will not need to spend a great deal of time getting them interested.
The anticipatory activity refers to an activity to focus the students' attention, provide a brief practice and/or develop a readiness for the instruction that will follow. It should relate to some previous learning. If successful, the anticipatory set should help the student get mentally or physically ready for the lesson.
Often this section will arouse a student's curiosity and encourage them to pursue answers to their own questions. It is important not to provide them with everything they need to know, but more the motivation to find out. Each lesson plan has an 'essential question' that is the basis for their inquiry. Normally the section will include a few key questions to help direct some of the research in the Explore section.
EXPLORE
Give students time to think, plan, investigate and organize collected information.
EXPLORE ACTIVITIES: Student will research the topic(s) through reading books and using Internet sites to develop background information on the topic.
*CREATE A WEBQUEST FOR THIS ACTIVITY.
EXPLAIN
Involve students in an analysis of their explorations. Use reflective activities to clarify and modify their understanding.
EXPLAIN ACTIVITIES: Students will generate questions they want to research for their projects.
The teacher will introduce 3-5 different kinds of projects that groups of students can complete for the unit.
ELABORATE
Give students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real-world situation.
ELBORATE ACTIVITIES: Students will write a paper or draw a diagramabout what they learned and the description of the project they will create. This is completed after they have all the information for the project. They can write, draw, or have a conference with the teacher about their final project.
CREATION ACTIVITY: creating final product
SHOWCASE ACTIVITY: presenting final project
EVALUATE
Evaluate throughout the lesson. Present students with a scoring guide at the beginning. Scoring tools developed by teachers (sometimes with student involvement) target what students must know and do. Consistent use of scoring tools can improve learning.
EVALUATE ACTIVITIES: Closure and Reflection - 1) rubric for presentation 2) What I’ve learned about (topic).