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.
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Class room
instruction: Important forest products, Role of forest in preserving the
Environment, Role of forest in water cycle, Deforestation.
Select student
groups (student groups)
Research: online,
books and science magazine.
Class activity :visit
from a Forest office and conduct interview with forest officer about cause of soil erosion and flood,
protection of wild life.
Activity:
Questionnaire for answering by a sample population – in school and out
side locality( Response sheet)
Activity: Survey
of effect deforestation in their locality
(survey report)
Activity: Model
making, seminar on aforrestation
Activity: Presentation
–Importance forest and their role in maintaining balance of nature
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3.2 Role
definition:
List the roles team members
will fulfill in the project.
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Project leader: Teacher will fulfill this
role
Researcher Survey writer (all students will contribute to this) Surveyor 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
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Project start date 4th November 2016
Project end date 30th November 2016 Research to be started- 10th November 2016 Questionnaire for interaction with people and that for the survey of disease affecting people will be prepared by the team under the guidance of the teacher- to be started by the first week of a November2016 Talk- time with the Forest officer- After the survey is completed. ( to help interpret the survey report better) |
3.4Special
Activities Plan:
List
any special activities (e.g. Field trips or guest speakers) including dates.
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Visit from a Forest officer –
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3.5Resource
Plan:
List resource that will be required
during the project and any other date constraints associated with them.
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Junior Science lab and the computer lab: 1 science period per week for the
duration of the project.
Library Resources
Online, books
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3.6 Direct
Instruction:
List any planned direct instruction
sessions and link them to specific tasks if appropriate.
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Lesson: Forest our life line.
Importance of forest
Creating a Survey
Ppt and skit
Chart presentation
Collage work
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3.7 Reviews
and checkpoints:
Describe
how you will incorporate review meetings and checkpoints in the project
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30 minute class meeting every week to discuss the progress
of the tasks taken up and problems encountered by them during the same.
A check point meeting for each 10-minutes 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.
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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 food chain and food web and Forest products. 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 seminar and skit. |