PBL Project Plan Summary

Adapted from the Buck Institute for Education. http://pblworks.org

A PBL Project includes many individual lessons.

Focus Standard: E-ESS3-4: Evaluate or refine a technological solution that reduces impacts on human activities on natural systems
The project will include many standards, but the focus standard is key to the essential question.

ISTE for Students

Lesson Activity / Notes Technology Utilized
Standard
CHALLENGING PROBLEM OR • How can we build a design for creating energy effectively? - Computers - Innovative
QUESTION - Calculators designer
The project is based on: - Mini-energy - Computational
• a meaningful problem to solve models Learner
or
• a question to answer,
• at the appropriate level of
challenge for students, which is
operationalized by an open-
ended, engaging driving
question.

KEY KNOWLEDGE,
UNDERSTANDING, AND SUCCESS 8.F.1.b: Relate inputs and outputs to independent and dependent
SKILLS variables
The project is focused on
teaching students’ key E-ESS3-3: Use computational representation to illustrate the
knowledge and understanding
derived from standards, and
relationships among management of Earth’s resources, the
success skills including critical sustainability of human populations, and biodiversity
thinking/problem solving,
collaboration, and self-
management.

PBL Lesson Plan Summary – Page 1


SUSTAINED INQUIRY
The project involves an active,
in-depth process over time, in
which students
• generate questions,
• find and use resources,
• ask further questions, and
• develop their own answers.
ISTE for Students
Lesson Activity / Notes Technology Utilized
Standard
Students will research different energy sources and how it can be - Websites - Knowledge
implicated. As well as students will determine what will be the best - Learning Constructor
energy source for the area they choose. Students will have the videos via
opportunity to develop questions to further investigate the YouTube
different energy sources.

After choosing their energy source and area, they will calculate - Calculator - Knowledge
AUTHENTICITY how much energy output will cover their chosen area. They will - Internet Constructor
The project has
• a real-world context, uses real-
compare the amount of energy output per unit to the amount of - Computational
world processes, tools, and land coverage each unit provides. So, the equation is, y=x(e/m). Thinker
quality standards, makes a real Where y is output of energy per mile, x is output of energy per mile,
impact, e is amount of energy produced, and m is country in miles.
and/or
• is connected to students’ own
concerns, interests, and
identities.

STUDENT VOICE & CHOICE Students can choose their energy source based on the environment - Google maps - Innovative
The project allows students to they want to implement their solution in. For example, if they - Google earth Designer
make some choices about the chose a desert area wind, and solar energy would be most
products they create, how they
work, and how they use their
beneficial. They can also build their own model representation with
time, guided by the teacher and the materials they so choose.
depending on their age and PBL
experience.

REFLECTION Students will reflect on their projects by writing an essay describing - Word - Creative
The project provides the processes they used. They will describe the effects their energy - Google docs Communicator
opportunities for students to source has on the environment, as well as demonstrate their
reflect on what and how they
are learning, and on the project’s
understanding of renewable and nonrenewable resources.
design and implementation.

PBL Lesson Plan Summary – Page 2


CRITIQUE & REVISION
The project includes processes
for students to give and receive
feedback on their work, to
revise their ideas and products
or conduct further inquiry.
ISTE for Students
Lesson Activity / Notes Technology Utilized
Standard
Students will allow their classmates to provide reviews, or feedback - Google docs - Creative
on their projects. This may include how to make the project better, communicator
or an exchange of ideas to better other students. They will do so by
sharing their thought via google docs.

PUBLIC PRODUCT To bring it all together, students will provide some sort of - Padlet - Global
The project requires students to presentation. They can choose a variety of technologies, like padlet - PowerPoint Collaborator
demonstrate what they learn by or PowerPoints, for their presentation if the message comes across - Prezi - Creative
creating a product that is
presented or offered to people
clear. - Other forms Communicator
beyond the classroom. of
presentations

PBL Lesson Plan Summary – Page 3