PBL Sample – Lesson 3 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.
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

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 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.
Visit from a Forest officer –

3.5Resource Plan:
List resource that will be required during the project and any other date constraints associated with them.
Junior Science lab and the computer  lab: 1 science period per week for the duration of the project.
Library Resources
Online, books
3.6 Direct Instruction:
List any planned direct instruction sessions and link them to specific tasks if appropriate.
Lesson: Forest our life line.
Importance of forest
Creating  a Survey
Ppt and skit
Chart presentation
Collage work

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

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.

Share this

Related Posts

Next Post »