Lesson 3: Plan Phase

Plan Phase
3.1 Work Breakdown, Products and Milestones:
List the project task and, if possible at this stage include the sub-tasks. For each task add the product that will be created and indicate it will be a milestone.

Classroom instruction: The stage of adolescence, Changes during adolescence.
Select student group. (Student group)
Research: Online and from books. ( Research Report)
Activity: Questionnaire for answering by a sample population- interaction with elders.( (Response sheets)
Activity: Survey of diet preference. ( Survey report)
Activity: Spending some time with the School Counseller. (Report)
Class activity: Peer talk. ( Report)
Note: Products are shown in ( )’s. Milestones are in bold font

3.2 Role definition:
List the roles team members will fulfill in the project.

Project leader: Teacher will fulfill this role
Survey writer (all students will contribute to this)
Presentation author
Presenter (all students will take some part in the presentation)

3.3 Task schedule:
Note start and end dates for the project.
Include expected dates to start specific tasks

Project start date 10th July 2016
Project end date 25th August 2016
Research to be started- 12th July 2016
Questionnaire for interaction with elders and that for the survey of diet preferences will be prepared by the team under the guidance of the teacher- to be started by the last week of July ( FA1 pen- paper test from 18th July)
 Talk- time with the school counseller- After the survey is completed. ( to help interpret the survey report better)

3.4 Special Activities Plan:
List any special activities (e.g. Field trips or guest speakers) including dates.

Guest Speaker - First week of August

3.5 Resource Plan:
List resource that will be required during the project and any other date constraints associated with them.

Junior Science lab and the computer therein: 1 science period per week for the duration of the project.
Library Resources

3.6 Direct Instruction:
List any planned direct instruction sessions and link them to specific tasks if appropriate.

Lesson : Reaching the age of adolescence
- Changes including physical changes, during adolescence
- Food and hygiene requirements in adolescents

3.7 Reviews and checkpoints:
Describe how you will incorporate review meetings and checkpoints in the project

A 30 minute class meeting every week to discuss the progress of the tasks taken up and problems encountered by them during the same.
A 5-minute meeting with each group separately twice a week

3.8 Assessment plan:
Describe the balanced assessment plan for the project. List products that will be assessed during the project. List rubrics that need to be created before project launch.

Opportunities for authentic assessment will include: the surveys and results
Formative assessment will primarily focus on the artifacts created by the students during the project. Special attention will be paid to survey prototypes, learning journals and presentation outlines.
Summative assessments will be performed on the survey results, presentations on the importance of proper food and hygiene during adolescence.
Rubrics prepared: Rubrics will be prepared to assess the questionnaire prepared, the survey questions, the results of the questionnaire and the survey conducted, content and presentation of the peer- talk.

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