Lesson Template

Download Word Document Template

DRIVING QUESTION

e.g., How big was megalodon?

A good question is feasible, worthwhile, contextualized, meaningful, and ethical (Krajcik & Czerniak, 2013). The driving question captures the heart of the project by providing purpose using clear and compelling language. Driving questions (also called compelling questions) pose simply stated real world dilemmas. They pose predicaments that students find interesting and actually want to answer. What is a compelling question for a teacher may not be a compelling question for a student!

LEARNING GOALS

Think of learning goals as the consequence or product of the 3 dimensions associated with the performance expectation(s) of your lesson. Please don’t put NGSS expectations here. There is a table below for that. To identify the 3 dimensions on your performance expectation, we recommend you use the NSTA platform:

http://ngss.nsta.org/AccessStandardsByDCI.aspx

COLLABORATIONS

Describe the types of collaborative work that will occur during the project. Simple placement of students in groups does not ensure effective collaboration. How will you facilitate effective collaboration within and across teams and possibly even classrooms?

STEM INTEGRATION

Describe the Science, Technology, Engineering, and Math knowledge and skills this activity helps develop.

Science: text
Technology: text
Engineering: text
Mathematics: text

ASSESSMENT

What artifacts will students develop during the project and how will these projects be assessed. To be effective, artifacts need to address the driving question and demonstrate student understanding of the learning goals by reflecting the learning performances you identified above. If you plan to use a rubric, please paste it here.

Buck Institute’s PBL Rubrics: http://bie.org/objects/cat/rubrics

How will your assessment incorporate student understanding of the 3 dimensions of learning – disciplinary core ideas, crosscutting concepts, and scientific/engineering practices?

1. a) Formative assessments:
2. b) Summative assessment(s):

ANCHORING EVENT & PROCEDURE

Describe how you plan to trigger students’ interest in the question and problem (e.g. invite a scientist to situate the problem, show a PBS video clip explaining its causes and effects etc.).

Explain the specific sequence of activities that will scaffold student learning. A good frameworks for developing procedures is the 5E model (http://bscs.org/bscs-5e-instructional-model). Does the procedure meet the following criteria: http://bie.org/object/document/pbl_essential_elements_checklist

Add 3 images: 300 x 306 each (NO CHILDREN’S FACES)

DAY 1:

If you have 5 E’s (Engage, Explore, Explain, Extend, Elaborate, and Evaluate), please insert them withing the days as they appear.

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DAY 2

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DAY 3

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STANDARDS

NEXT GENERATION SCIENCE STANDARDS (NGSS)

Ecosystems: Interactions, Energy, and Dynamics

Insert Performance Expectation

COMMON CORE STATE STANDARDS (CCSS)

Solve problems involving measurement and estimation.
CCSS.Math.Content.3.MD.A.1

Represent and interpret data.
CCSS.Math.Content.3.MD.B.3

Conduct short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.W.3.7

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CCSS.ELA-Literacy.W.3.8

Other Standards

(optional – examples are ISTE standards, 21^st century skills and 4C’s etc.)

http://www.iste.org/standards/iste-standards

http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf

http://www.p21.org/component/content/section/9

RESOURCES & MATERIALS

Embed You Tube videos and list all resources given by the teacher

3D Printed Skulls

Half should be reptile and half mammal.
I recommend having enough for each group to have 4 skulls.
If this is not possible, groups can take turns visiting the skull station.

Suggested Skulls

Scientific Name	Common Name	Link to Database	Screen Shot
Hyaene hyaena	Hyaena	africanfossils.org/fauna/striped-hyaena?o=1
Colobus abyssinicus	White Colobus monkey	africanfossils.org/fauna/om-9008?o=1
Diceros bicornis	Black Rhinoceros (modern)	africanfossils.org/fauna/diceros-bicornis?o=1

Database Tips

africanfossils.org

This virtual lab showcases a spectacular collection of fossils and artifacts found mostly at Lake Turkana in East Africa. The digital collection of animals, human ancestors, as well as ancient stone tools offers a unique tool for scholars and enthusiasts to explore and interact with the collection online. It also provides an opportunity to download models for 3-D printing as well as to comment and share images of your favorite printed fossil objects on our forum. Once you create a username and password through africanfossils.org, you can download STL files.

KEY ACADEMIC AND/OR SCIENTIFIC LANGUAGE

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PRIOR KNOWLEDGE

Explain what knowledge and skills students should have developed before engaging in this project-based lesson.