Project Plan – Lesson 5

THE GRAND FINALE!!

VENUE: LCD ROOM

DATE: 05-12-2016

TIME: 12 .15 PM to 1.20 PM

CHIEF GUEST: SMT. K. RAJESWARI,

PRINCIPAL, KENDRIYA VIDYALAYA, KANJIKODE

As the famous saying goes, ‘An end signals a new beginning’. We have come to the end of our endeavour. Architha has rightly said in the OPINION POLL, “It started with a BANG and it ended with a BIGGER BANG”. It was indeed a real BLAST. It was a release of the strain of 30 long days. There was the satisfaction of having done something SOLID on all the 46 plus one faces who had assembled for the Function.

The list of those who shouldered the responsibilities on the eventful day is given below:

PREPARATION OF INVITATION:    Ardra and Sona

COVER DESIGN OF ‘AGNI’: Antony

DESIGN OF SUB-SECTION HEADINGS:  Antony, Arjun, Aditya

TECHNICAL ASSISTANCE: Antony

PHOTOGRAPHY: Razul Harris and S. Siddharth

ANCHORING: Rishab and Rithika

GROUP REPORT PRESENTATIONS: Representatives from each GROUP

VOTE OF THANKS: Sruthi

                   THE HAPPENINGS THROUGH THE LENS

The COVER PAGE of 'AGNI' the PBL Venture by Class VII C, designed by Antony

The Anchors- Rishab and Rithika

  

The Release of 'AGNI' by Smt. K. Rajeswari, Principal, Kendriya Vidyalaaya, Kanjikode

                               

                              

A few Group Report Presentations

                              

Sharing of Experience of the Teacher, Ms. K Rugmini Menon

                             

                               Address by the Chief Guest, Smt. K. Rajeswari, Principal, KV Kanjikode

Expressing Gratitude- Sruthi

Lesson 2

Project Based Learning

Lesson 2

2.1 Essential Question:

            Put in writing the question that will engage the students 

If managed properly, fire will always remain as your best friend, never your foe. Do you think it is possible? 

2.2 Grouping Strategy:

Describe the criteria that will be used to form students’ team and how this maps to the goals of the project.

GROUP FORMATION:

NINE teams of FIVE students each were formed.

Initially, nine students with language proficiency were selected. The nine leaders were made to take lots of numbers 1-9. Then the rest of the class was made to tell numbers 1-9, according to the sequence in their seating arrangement. Groups were formed as per the numbers that they were called out. All the ONEs went to GROUP 1, TWOs to GROUP 2 and so on.

Once the Grouping was done, the Leaders took the lots once more, for choosing the topics that they had to work on.

One of the students was chosen as the Project Secretary. His role would be to coordinate the work between the Groups and the teacher.

GROUP COMPOSITION:

Each Group comprises of students belonging to different gender, learning abilities and talents. Thus the groups can be considered to be heterogeneous.

The presence of varied abilities and skills within a single Group would help in sharing the views and dividing the work according to the ability. These interactions would help in bringing out the desired output with maximum perfection. Moreover, the inter-personal skills and communication skills will be enhanced.

2.3 Learning Environment:

Describe the learning environment for the project including any classroom adaptation that will be required.

NINE Groups of FIVE students each were formed.

Initially, nine students with language proficiency were selected. The nine leaders were made to take lots of numbers 1-9. Then the rest of the class was made to tell numbers 1-9, according to the sequence in their seating arrangement. Groups were formed as per the numbers that they were called out. All the ONEs went to GROUP 1, TWOs to GROUP 2 and so on.

Once the Grouping was done, the Leaders took the lots once more, for choosing the topics that they had to work on.

One of the students was chosen as the Project Secretary. His role would be to coordinate the work between the Groups and the teacher.

GROUP COMPOSITION:

Each Group comprises of students belonging to different gender, learning abilities and talents. Thus the groups can be considered to be heterogeneous.

The presence of varied abilities and skills within a single Group would help in sharing the views and dividing the work according to the ability. These interactions would help in bringing out the desired output with maximum perfection. Moreover, the inter-personal skills and communication skills will be enhanced. 2.3 Learning Environment:

Describe the learning environment for the project including any classroom adaptation that will be required.

NINE groups of FIVE students each were formed.

Initially, nine students with language proficiency were selected. The nine leaders were made to take lots of numbers 1-9. Then the rest of the class was made to tell numbers 1-9, according to the sequence in their seating arrangement. Groups were formed as per the numbers that they were called out. All the ONEs went to GROUP 1, TWOs to GROUP 2 and so on.

Once the Grouping was done, the Leaders took the lots once more, for choosing the topics that they had to work on.

One of the students was chosen as the Project Secretary. His role would be to coordinate the work between the Groups and the teacher.

GROUP COMPOSITION:

Each Group comprises of students belonging to different gender, learning abilities and talents. Thus the groups can be considered to be heterogeneous.

The presence of varied abilities and skills within a single Group would help in sharing the views and dividing the work according to the ability. These interactions would help in bringing out the desired output with maximum perfection. Moreover, the inter-personal skills and communication skills will be enhanced. 

2.3 Learning Environment:

Describe the learning environment for the project including any classroom adaptation that will be required.

CLASSROOM ADAPTATION:

The classroom will be the place which will be utilized to the maximum for compiling the work. The seating arrangement can be modified as per the need. The Library and the Computer Labs can be made use of for collecting data/information. At times the entire class can be brought out so that they can conveniently sit, discuss and go ahead with the documentation of the Project. Compiling of the data will initially be done in the Scrap Book/ A 4 Sheets, which will later be documented in the Computer.

LESSON 3

Project Based Learning

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.

PROJECT TASK  (1) CLASSROOM INSTRUCTION    -     INTRODUCTION TO THE TOPIC - FIRE: FRIEND AND FOE. The bright and dark aspects of Fire are discussed through instruction and classroom interaction. PRODUCT: Ideas and suggestions from the students MILESTONE: Finalization of the 9 topics  to be given to 9 different Groups SUB-TASK (1) GROUP FORMATION AND ALLOTMENT OF TOPICS TO INDIVIDUAL GROUPS Nine students of good language proficiency were chosen. 9 Groups of 5 members each were formed by calling out numbers from 1-9.One representative from each Group took the lots for choosing the topic. PRODUCT: Formation of nine groups with a topic to work on for each Group MILESTONE: Allotment of work for the members within each Group. RESEARCH Students are asked to collect data/information related to their topics from books/online/interaction with individuals. PRODUCT: Collection of information/data based on the specific topic MILESTONE: Soft and hard copies of the information collected ACTIVITY (1) Conducting a Survey based on fire safety with the help of a pre- prepared questionnaire PRODUCT: The responses from the people to whom the questionnaire was administered. MILESTONE: Compilation of the result and writing a report on the findings. ACTIVITY (2) Interviewing the victims ( 2 students ) of fire burns in the school by one of the Groups PRODUCT: The answers to the questions asked. MILESTONE: The fairing up of the interview in the form of a Write-up ACTIVITY (3) Interviewing a doctor who treats burns by one of the Groups PRODUCT: Responses given by the doctor during the course of conversation MILESTONE: The Video Recording of the Interview WHOLE CLASS ACTIVITY The day to day progress of the Project is discussed everyday and suggestions are given, wherever needed.

3.2 Role definition:

            List the roles team members will fulfill in the project.

Project leader: The Teacher Researcher (s): All the students involved in the implementation of the Project Survey Writer: All the students, as it is mandatory for each student to collect data from at least  5 people each. Surveyor: One student from each Group will take up the role of the surveyor, who will analyse the complete data within his/her Group. Presentation Author: It is the duty of the Presentation Author to finalize the findings of all the Groups and draft a Report based on the same. Presenter(s): The final presentations will be done Group –wise, where each member will contribute his/her share in the oral presentation.  The

3.3 Task schedule:

            Note start and end dates for the project.

                Include expected dates to start specific tasks

Project start date - 01 November,  2016 Project end date -30th November ,2016 Research to be started – 05 November, 2016 Interview with a fire victim in the school: 07 November, 2016 Guest Speaker’s Speech and Interaction with the students: 23 November, 2016 Interview with the doctor who treats burns: 24 November, 2016 Beginning of the conduct the survey using the questionnaire :25 November,2016 Interview with a fire victim in the school: 25 November, 2016 Visit to the Fire Station, Kanjikode, for a demonstration: 29 November, 2016 (tentative) Final compilation of the Project  30 November, 2016 Release of the Project: 1st Week of December

3.4Special Activities Plan:

                List any special activities (e.g. Field trips or guest speakers) including dates.

Interaction with Fire Officer, Shri. Madhu, Fire Station, Kanjikode. Interviews: 1.      Fire Victim 1- Raveena, Class XI C 2.      Fire Victim 2- Akash B , IX C 3.      Dr. Sivamani, Skin Specialist, Athaani Hospital, Palakkad

           

3.5Resource Plan:

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

-          LCD Room for the talks and presentations -          School Library for referring to books -          The computer Lab for collecting information about the topic -          The photocopying machine to take copies of the questionnaire

3.6 Direct Instruction:

List any planned direct instruction sessions and link them to specific tasks if appropriate.

Lesson : FIRE: FRIEND AND FOE -          Discovery of fire -          Components needed to start fire -          Uses of fire as an enemy -          Definition of Flash Point -          Precautions to be taken, in case of a fire mishap

3.7 Reviews and checkpoints:

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

-          Every day meetings of 5-10 minutes during class hours to ascertain the progress of the Project -          Pre-determined meetings with specific groups, after school  hours, to modify /edit the presentation prepared by them

3.8 Assessment plan:

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

Opportunities for Authentic Assessment: Surveys , Interviews and Interactions Formative Assessment:  Artifacts created by the students, in the form of write-ups, Interview Recordings (both oral and written), filed in questionnaires and compiled information about the specific topics in print. Summative Assessment: The final report of the survey, the group presentations and also the reports on the interviews and the interactions. Rubrics: Group Analysis and Final Presentation of the of the Survey Report: Authenticity: 2 Marks , Content: 3 Marks, Presentation: 2 Marks, Accuracy: 2 Marks Group Presentation of the Information Collected: Content: 5 Marks, Presentation: 3 Marks , Accuracy: 2 Marks

PBL LESSON 2

Project Based Learning

Lesson 2

2.1 Essential Question:

Put in writing the question that will engage the students

If managed properly, fire will always remain your best friend, never your foe. Do you think it is possible? 

2.2 Grouping Strategy:

Describe the criteria that will be used to form students’ team and how this maps to the goals of the project.

GROUP FORMATION:

NINE teams of FIVE students each were formed.

Initially, nine students with language proficiency were selected. The nine leaders were made to take lots of numbers 1-9. Then the rest of the class was made to tell numbers 1-9, according to the sequence in their seating arrangement. Groups were formed as per the numbers that they were called out. All the ONEs went to GROUP 1, TWOs to GROUP 2 and so on.

Once the Grouping was done, the Leaders took the lots once more, for choosing the topics that they had to work on.

One of the students was chosen as the Project Secretary. His role would be to  coordinate the work between the Groups and the teacher.

GROUP COMPOSITION:

Each Group comprises of students belonging to different gender, learning abilities and talents. Thus the groups can be considered to be heterogeneous.

The presence of varied abilities and skills within a single Group would help in sharing the views and dividing the work according to the ability. These interactions would help in bringing out the desired output with maximum perfection. Moreover, the inter-personal skills and communication skills will be enhanced.

2.3 Learning Environment:

Describe the learning environment for the project including any classroom adaptation that will be required.

CLASSROOM ADAPTATION:

The classroom will be the place which will be utilized to the maximum for compiling the work. The seating arrangement can be modified as per the need. The Library and the Computer Labs can be made use of for collecting data/information. At times the entire class can be brought out so that they can conveniently sit, discuss and go ahead with the documentation of the Project. Compiling of the data will initially be done in the Scrap Books, which will later be documented in the Computer.

2.4 Assessment Approach:

     Describe the approach for:

2.41 Authentic Assessment:

The authentic tasks for assessment will include-
Providing and compiling data based on the topic give
Conducting a survey based on the Questionnaire given
Interacting with the Fire Station Officer
Spreading awareness of Fire Safety through posters and slogans
Interviewing a fire accident victim
Group discussions within the respective Groups

2.42 Formative Assessment:

The work done by the different Groups will be closely  monitored. The Group Leaders and the Project Secretary will update the day-to-day progress and doubts/ clarifications, if any, will be cleared then and there. The editing of the written work will also be done simultaneously so that errors do not creep in. The questionnaire for the survey will be provided. In short, any kind of guidance and support will be extended for the smooth and successful completion of the Project.

2.43 Summative  Assessment:

Assessment will be conducted based on –
The presentations made on the different topics
The reports of the survey
The Posters and the slogans made

2.44      Rubrics:
 Presentations- Relevance to the topic, Presentation, Accuracy
Survey- Authenticity, Interpretation, Report Writing
 Posters and Slogans- Content, Accuracy, Presentation

2.44 Grading:

  Separate grades for individual contribution and overall grade for the Group Presentation are awarded

PBL -LESSON 1

Project Based Learning

LESSON -1

1.Project Plan

(1.1)The Define Phase

(1.11)Introduction:

·   Write a statement describing the overall purpose of the project.

·   What is the key challenge or problem the project is aiming to address?

·   What are students intended to learn from the project?

STATEMENT OF PURPOSE: The Project has been designed to create awareness among the student community, especially the seventh graders, regarding the bright and the dark sides of fire, the measures/precautions taken to prevent fire and also the basic first aid to be administered to a fire victim. 

KEY CHALLENGE / PROBLEM:

Fire can be a friend, if used properly, if not, it can turn into an enemy which would spearhead widespread destruction.

INTENDED LEARNING OUTCOME: During the course of the Project, the students learn about the evolution of fire, its uses, and the dangers if it is not used the way it has to be used, the preventive measures and precautions that have to be taken in order to avoid a fire mishap and also the first-aid/treatment to be given to a fire burnt victim. In addition, they will be preparing a dictionary based on the words related to fire , collecting idioms and phrases related to fire and also conducting a survey based on fire safety norms within their locality and also in different Institutes/organizations.An interaction with the Fire Safety officials is also in the anvil.

(1.12)Project Scope:

Describe the scope of your project- this may include class and section, subjects it covers, self skills to be used etc. as well as other factors affecting scope.

CLASS: VII C

SUBJECTS COVERED: English, Science, Social Science, Mythology, Maths

SELF SKILLS:

• Collecting Data
• Compiling Data
• Consolidating Findings
• Interaction with Peer Group
• Laying and Following Group Norms 
• LSRW( Listening Speaking, Reading and Writing)

FACTORS AFFECTING SCOPE:

   

       

•  Availability of resources like, related materials/books in the Library 
• Access to Internet Connection
• Time-factor.