Project Based Learning Course Integration for Elementary Science Methods

California State University, San Bernardino California State University, San Bernardino

CSUSB ScholarWorks CSUSB ScholarWorks

Q2S Enhancing Pedagogy

Spring 4-26-2019

Project Based Learning Course Integration for Elementary Science Project Based Learning Course Integration for Elementary Science

Methods Methods

William Dwyer

[email protected]

Follow this and additional works at: https://scholarworks.lib.csusb.edu/q2sep

Part of the Educational Methods Commons, Elementary Education and Teaching Commons,

Scholarship of Teaching and Learning Commons, and the Science and Mathematics Education Commons

Recommended Citation Recommended Citation

Dwyer, William, "Project Based Learning Course Integration for Elementary Science Methods" (2019).

Q2S

Enhancing Pedagogy

. 14.

https://scholarworks.lib.csusb.edu/q2sep/14

This Course Outline / Syllabus is brought to you for free and open access by CSUSB ScholarWorks. It has been

accepted for inclusion in Q2S Enhancing Pedagogy by an authorized administrator of CSUSB ScholarWorks. For

more information, please contact [email protected].

Project Based Learning Course Integration for Elementary Science Methods

File Contents

1. PBL Assignment Summary Description (excerpted from Syllabus)

2. Course Syllabus

3. PBL Assignment Description Details (in Two Parts)

4. Supporting Documents for the Assignment (Handouts)

a. Introduction to Project-Based Learning (PBL)

b. PBL Resources

c. Examples from Project-Based Learning at Olander

d. PBL Sites for Examples and Teacher Preparation

e. Project-Based Learning Activities for Elementary School Kids

f. The Difference Between Projects and Project-Based Learning

g. An Example of PBL in Early Elementary: How I Started

1. PBL Assignment Summary Description (from Syllabus)

4. PBL Project (30%) Driving Question for this assignment: Why and how should elementary teachers

engage students in Project Based Learning (PBL) in their future classroom? This project is the major course

assignment. You will decide whether to work individually or with another classmate (preferred) in

completing the assignment. You will focus on a specific grade level, develop a rationale for the effective use

of Project Based Science at this grade level, and create a PBL project that can be integrated into your future

classroom.

(1) Rationale (40 pts). Your rationale should justify the use of PBL in your future elementary classroom

based on a) learning goals, b) student engagement, c) management style, d) classroom arrangement, e)

assessment, f) community resources, g) material materials and artifacts, h) communicating with parents

and colleagues. Due on 4/22.

(2) Project (60 pts). Your project description should Include brief descriptions of examples of at least two (2)

effective PBL projects for your selected grade level. Projects can be year-long or semester-long to support

depth of involvement. Besides the above, students working in pairs, should provide a full description of a

PBL project for your selected grade level including necessary logistics for integrating the project your

curriculum. You will provide a summary presentation of your project at the last class. Due by week 10

(6/10).

1. Course Syllabus

College of Education

EELB 532 – Spring 2019

Monday 5:00-8:50 (IW 206)

Science/Health Curriculum and Pedagogy in Elementary School

Instructor: Dr. William Dwyer

Office: RG 213

Phone: (760) 218-9422

Email: william.dwyer@csusb.edu (Please put EELB 532 in message subject line)

Office Hours: By appointment

TEF Dept: (909) 537-7405

*************************************************************************************

Wise Educator Statement

The College of Education at California State University, San Bernardino (CSUSB) is dedicated to the

development and support of wise, reflective professional educators who will work towards a just and

diverse society that embraces democratic principles. Thus, the wise teacher:

• Possesses rich subject matter knowledge.

• Applies sound judgment to professional practice and conduct.

• Applies a practical knowledge of context.

• Respects multiple viewpoints.

• Wise educators reflect on professional practices and follow up with appropriate action.

(College of Education Conceptual Framework, 2006)

Catalog Description

Introductory course in curriculum and pedagogy in science and health. Emphasis on

implementing state adopted science and health curriculum standards in an elementary

classroom. Includes designing instruction to meet academic needs of all learners including

English language learners and learners with special needs. Formerly EELB 443. Student teachers

may take concurrently with EELB 533 or 534,

520D and 540B. Intern teachers may take concurrently with EELB 520 C and 560B. If not taken

concurrently with EELB 540B or 560B, then six hours of fieldwork will be required.

Prerequisites: admission to the Multiple Subject Credential Program and completion of all

Phase I and II courses. (4 units)

Course Overview and/or Rationale

Instruction in science is fundamental to the development of all elementary school children. What

experience and knowledge do students bring to the science classroom? How do teachers assist elementary

children in doing science and understanding science concepts in a culturally relevant way? What classroom

conditions facilitate elementary children’s understanding in science? What methods can teachers employ

with elementary children to excite them about learning science? These are just a few of the questions we

will be addressing over the course of this semester. You will explore these ideas through experiencing

activities as a science learner, reading, writing and discussing ideas about elementary science teaching and

learning, practicing various teaching strategies and constantly reflecting on your teaching and learning

experience.

Observation and participation in a public school elementary classroom will facilitate application of class

readings, discussions, and activities in a practical setting.

The major objectives of this course include helping you to:

• clarify and refine your beliefs about teaching and learning inquiry-based science in elementary

classrooms of diverse student populations;

• become aware of elementary children’s ideas in science and cultural background and consider how

their ideas and cultural background influence their science learning;

• learn, practice and reflect upon various teaching strategies for elementary science in diverse

settings;

• develop lesson plans for teaching the Next Generation Science Standards for diverse student groups

that also support students’ literacy and mathematical skills;

• explore, discuss and develop ways of assessing student learning of inquiry-based science in diverse

settings

Required Textbook

Elementary Science Methods: A Constructivist Approach, 6

Edition

Author: Martin, David J.

Wadsworth Publishing Company

ISBN #: 978-1-111-30543-7

(There are several editions available from various sources. 4

or 5

editions are cleared for use in this

course, however, the reading assignments listed in the syllabus correspond to the 6

edition. If you use an

earlier edition, you are responsible for reading the appropriate chapter; therefore, pay attention to the

chapter titles, not the chapter numbers.)

Please bring your required textbook to each class for reflection and discussion purposes.

Relevant Professional Standards

The California Standards for the Teaching Profession (CSTP) are organized around the six interrelated

categories of teaching practice listed below. This course is designed to work towards professionalism in

each of the six categories. See Course Objectives for specific CSTP’s.

1. Engaging and supporting all Students in Learning

2. Creating and Maintaining Effective Environments for Student Learning

3. Understanding and Organizing Subject Matter for Student Learning

4. Planning Instruction and Designing Learning Experiences for All Students

5. Assessing Student Learning

6. Developing as a Professional Educator

All course work and products will be aligned with these science education standards:

California Standards for the Teaching Profession (CSTP) (2009)

http://www.ctc.ca.gov/educator-prep/standards/CSTP-2009.pdf

California Teaching Performance Expectations (2016)

http://www.ctc.ca.gov/educator-prep/standards/adopted-TPEs-2016.pdf

The Next Generation Science Standards (NGSS)

http://www.nextgenscience.org/

California Science Standards

http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

California Science Framework

http://www.cde.ca.gov/ci/sc/cf/

Program Standards Relating to Intern Pre-Service English Learner Content:

A. Candidates examine principles of educational equity, diversity, cultural and linguistic responsiveness

and their implementation in curriculum content and school practices for all students. Candidates are

prepared to effectively teach diverse students by increasing candidates' knowledge and understanding

of the background experiences, home languages, skills and abilities of student populations; and by

teaching them to apply appropriate pedagogical practices informed by sound theory and research that

provide access to the core curriculum and lead to high achievement for all students.

B. Candidates learn and understand the importance of students’ family and cultural backgrounds, and

experiences in planning instruction and supporting student learning. Candidates communicate

effectively with parents and families.

C. Candidates acquire and demonstrate the ability to use initial, diagnostic, formative, and summative

assessment information (including performance-based assessment) to identify students’ language

proficiencies and to develop effective instruction that promotes students’ access to and achievement in

the academic content standards. (e.g., development of content and language objectives, flexible

strategic grouping, structured oral interaction).

D. Candidates learn how to differentiate instruction based upon their students’ primary language and

proficiency levels in English, and considering the students’ culture, level of acculturation, and prior

schooling.

E. Candidates understand and demonstrate the importance of structured oral interaction in building

academic English proficiency and fluency.

F. Candidates learn how to use a wide variety of strategies for including English learners in mainstream

curriculum, providing scaffolding, modeling, and support while maintaining access to academic content

and providing opportunities for language development.

G. Candidates acquire the knowledge of and ability to teach English learners, including but not limited to

Specially Designed Academic Instruction in English (SDAIE) methodology, language acquisition and

English Language Development (ELD), as applicable to a multiple subjects, single subject content, or

special education classroom.

TPE 1: Engaging and Supporting All Students in Learning - Elements

Beginning teachers:

1. Apply knowledge of students, including their prior experiences, interests, and social-emotional learning

needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to

engage them in learning. (I, P)

3. Connect subject matter to real-life contexts and provide active learning experiences to engage student

interest, support student motivation, and allow students to extend their learning. (I, P)

4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive

technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports

(MTSS) to support access to the curriculum for a wide range of learners within the general education

classroom and environment. (P)

5. Promote students' critical and creative thinking and analysis through activities that provide opportunities

for inquiry, problem solving, responding to and framing meaningful questions, and reflection. (P, A)

6. Provide a supportive learning environment for students' first and/or second language acquisition by

using research-based instructional approaches, including focused English Language Development, Specially

Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English

immersion, and demonstrate an understanding of the difference among students whose only instructional

need is to acquire Standard English proficiency, students who may have an identified disability affecting

their ability to acquire Standard English proficiency, and students who may have both a need to acquire

Standard English proficiency and an identified disability. (P)

7. Provide students with opportunities to access the curriculum by incorporating the visual and performing

arts, as appropriate to the content and context of learning. (P)

8. Monitor student learning and adjust instruction while teaching so that students continue to be actively

engaged in learning. (P, A)

TPE 2: Creating and Maintaining Effective Environments for Student Learning - Elements

Beginning teachers:

2. Create learning environments (i.e., traditional, blended, and online) that promote productive student

learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and

are culturally responsive. (I, P)

5. Maintain high expectations for learning with appropriate support for the full range of students in the

classroom. (P)

TPE 3: Understanding and Organizing Subject Matter for Student Learning - Elements

Beginning teachers:

1. Demonstrate knowledge of subject matter, including the adopted California State Standards and

curriculum frameworks. (P, A)

2. Use knowledge about students and learning goals to organize the curriculum to facilitate student

understanding of subject matter, and make accommodations and/or modifications as needed to promote

student access to the curriculum. (P, A)

3. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the

content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning

sequences, including integrating the visual and performing arts as applicable to the discipline. (P, A)

4. Individually and through consultation and collaboration with other educators and members of the larger

school community, plan for effective subject matter instruction and use multiple means of representing,

expressing, and engaging students to demonstrate their knowledge. (I, P)

5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of

academic language within learning activities to promote the subject matter knowledge of all students,

including the full range of English learners, Standard English learners, students with disabilities, and

students with other learning needs in the least restrictive environment. (P, A)

6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including

assistive technology, to facilitate students' equitable access to the curriculum. (I)

7. Model and develop digital literacy by using technology to engage students and support their learning,

and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and

the use of Creative Commons license, and maintaining Internet security. (I, P)

TPE 4: Planning Instruction and Designing Learning Experiences for All Students - Elements

Beginning teachers:

1. Locate and apply information about students' current academic status, content- and standards-related

learning needs and goals, assessment data, language proficiency status, and cultural background for both

short-term and long-term instructional planning purposes. (P)

3. Design and implement instruction and assessment that reflects the interconnectedness of academic

content areas and related student skills development in literacy, mathematics, science, and other

disciplines across the curriculum, as applicable to the subject area of instruction. (I, P)

4. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize

learning opportunities and provide access to the curriculum for all students by removing barriers and

providing access through instructional strategies that include: (P, A)

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional

materials, and resources for all students, including the full range of English learners;

• appropriate modifications for students with disabilities in the general education classroom;

• opportunities for students to support each other in learning; and

• use of community resources and services as applicable.

6. Access resources for planning and instruction, including the expertise of community and school

colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking. (I, P)

7. Plan instruction that promotes a range of communication strategies and activity modes between teacher

and student and among students that encourage student participation in learning. (P)

8. Use digital tools and learning technologies across learning environments as appropriate to create new

content and provide personalized and integrated technology-rich lessons to engage students in learning,

promote digital literacy, and offer students multiple means to demonstrate their learning. (I, P)

TPE 5: Assessing Student Learning - Elements

Beginning teachers:

1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments

(e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design

and administer classroom assessments, including use of scoring rubrics. (P, A)

2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction

and document students' learning over time.

3. Involve all students in self-assessment and reflection on their learning goals and progress and provide

students with opportunities to revise or reframe their work based on assessment feedback. (I)

TPE 6: Developing as a Professional Educator - Elements

Beginning teachers:

1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan

and implement instruction that can improve student learning. (P, A)

2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit

and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any

negative impact on the teaching and learning of students. They exhibit positive dispositions of caring,

support, acceptance, and fairness toward all students and families, as well as toward their colleagues. (I, P)

3. Establish professional learning goals and make progress to improve their practice by routinely engaging

in communication and inquiry with colleagues. (P)

4. Demonstrate how and when to involve other adults and to communicate effectively with peers and

colleagues, families, and members of the larger school community to support teacher and student learning.

(I, P)

Course Objectives

Students who successfully complete EELB 532 will have the knowledge, skills, and dispositions identified by

the Multiple Subjects Program for this course. The following objectives identify the knowledge, skills, and

dispositions that should be attained by the end of this course. Numbers in parentheses directly link the

objectives to the CCTC 2042 Standards and to California Standards for the Teaching Profession. The CCTC

2042 Standards can be found at:

http://www.ctc.ca.gov/educator-prep/standards/adoptedpreparationstandards.pdf

Knowledge

During interrelated activities in EELB 532 coursework and fieldwork, Multiple Subject candidates will:

1. Relate the state-adopted academic content standards for students in Science (K-8)/NGSS to major

concepts, principles, and investigations in the science disciplines. [CCTC 8A(b), 6; TPE 3.1]

2. Become aware of elementary children’s ideas in science through various assessment strategies and

understand the influence of these ideas on science instructional planning. [CSTP 5; TPE1.8, 3.2, 4.1,

4.4, 5.1, 5.2, 5.3]

3. Learn to make pedagogical decisions based on multiple sources of information, including state-

adopted instructional materials and curriculum frameworks, other professional literature,

consultation with colleagues, and reflections on actual and potential practice. [CCTC 6; TPE 3.4, 3.6,

6., 6.4]

Skills

During interrelated activities in EELB 532 coursework and fieldwork, Multiple Subject candidates will:

4. Plan and implement instruction that is comprehensive in relation to the subject matter to be taught

and in which the three-dimensional learning (core ideas, practices and crosscutting concepts) is

achieved. [the Next Generation Science Standards; TPE 1.3, 3.1, 3.3, 3.4]

5. Plan and organize effective laboratory and/or field activities in which K-8 students learn to ask

important questions and acquire increasingly complex investigation skills. [CCTC 8A(b); TPE 3.3, 3.4]

6. Integrate “AVID” strategies in science instruction that promote students’ inquiry, reading, writing,

collaborating and organizing skills (“WICOR”). [TPE 1.5. 1.6, 2.2, 4.7]

7. Evaluate and integrate technology to engage students’ learning and make the instruction more

effective [CCTC11, TPE 3.6, 3.7]

8. Interrelate ideas and information within and across science and other subject areas. [CCTC 8A(b);

TPE 3.3, 4.3]

9. Reflect, analyze, and discuss their own pedagogical practices in order to make informed

pedagogical choices in relation to the intellectual, ethical, social, personal, and physical

development of students. [CCTC6; TPE 1.1, 1.4, 4.1]

10. Use appropriate instructional strategies, materials, and technologies to meet the needs of special

populations in the general education classroom, including those students identified with special

needs and those who are gifted and talented. [CCTC 9; TPE 3.6, 4.4, 4.8]

Dispositions

During interrelated activities in EELB 532 coursework and fieldwork, Multiple Subject candidates will:

11. Demonstrates a commitment to foster an inquiry model of teaching and learning in appropriate

contexts and promote students’ critical thinking and problem-solving skills. [CCTC 6; TPE 1.3, 1.5,

3.3]

12. Understand and use students’ prior knowledge, experiences, abilities, and interests as they plan

academic instruction. [CCTC 6, 9; TPE 1.1, 3.2, 4.1]

13. Demonstrate a commitment to develop and maintain an equitable classroom community that

contributes to the physical, social, emotional, and intellectual safety of all students and fosters high

expectations for academic performance. [CCTC 5,10; TPE 2.2, 2.5, 4.4, 6.3]

14. Demonstrate a commitment to the students’ family and cultural experiences and effectively use

pedagogical strategies designed to make science content comprehensible to English Language

Learners. [CCTC 9; TPE 1.6, 3.5, 4.4]

15. Demonstrate a commitment to collaborative, collegial planning by teachers and other adults in K-12

schools and take advantage of opportunities provided by local, state, and national science and

science education organizations. [CCTC 5; TPE 6.4]

Course Policies

Professionalism: Due to the interactive nature of this course, regular attendance and high-quality

participation are expected. An effective learning environment is created by everybody. I would like you to:

a) being prepared for class discussion by completing all required readings/assignments, b) actively

participating in and reflecting on all class activities and group discussions, c) respecting your classmates,

yourself, and the instructor by helping to build a positive science learning community and d) willing to

accept and adjust positively from feedback on behavior and work performances.

Communication: You are expected to check your CSUSB email regularly.

Absences

• Absence from class is strongly discouraged. If you do not attend class you will automatically receive

a zero for that day’s in-class assignment and daily participation points.

• Should something come up and you are unable to attend you must inform your instructor via email

as soon as possible. In the rare case that you are confronted with a legitimate health issue or

emergency with a family member, you will be required to show proof in order to have the zeros

expunged from your grade report. If you have an illness that precludes you from attending class,

you must have a doctor’s note stating that you were unable to attend class on for that day – A note

from the Health Center stating that you were treated is not sufficient – the (class) date must be

specified and the doctor must write that you were unable to attend class. If there is a death of an

immediate family member, you must submit a copy of the obituary or funeral notice.

• An excused absence may result in still receiving the points for attendance that day, but you will still

lose the points for not being there to participate in the class activities. No points for attendance are

given without documentation for an absence.

• Missed in-class activities cannot be made up.

• REMINDER: You are responsible for the materials covered in class, regardless of whether or not

your absence is excused. You need to find out what you missed and have your work completed for

the next class. See a classmate and/or your instructor as soon as possible after an absence.

Late assignments

• Assignments will not be accepted past the due date unless an agreement (e.g., an extension) is

worked out with the instructor prior to the original due date. (NOTE: Extensions are not automatic.

Reasonable justification is needed for an extension to be granted.)

• ONLY EXCEPTION to this rule is when an assignment was due but you have an emergency/excused

absence as mentioned in the “attendance” section above. These cases will be addressed on an

individual basis and depending on the reason for your absence may result in no to some deduction

from the assignment’s total score.

Incomplete: In order to receive and incomplete for a course, you must have attended 80% of the class

sessions and completed the course assignments. Incompletes are only given if there is a compelling reason

and you have discussed this with your instructor prior to making a request for an incomplete.

CSUSB Policy on Academic Honesty

“Plagiarism and cheating are violations of the Student Discipline Code (see Appendix of the CSUSB

Catalogue of Programs) and may be dealt with by both the instructor and the Coordinator of Student

Conduct. Plagiarism is the presentation, as one’s own, the ideas and writing of another. Plagiarism is

academically dishonest and subjects the offending student to penalties up to and including expulsion.

Students must make appropriate acknowledgments of the original source where material written or

compiled by another is used.”

Instructional Accommodations

In keeping with the university’s Commitment to Diversity, the faculty of the College of Education fully

supports the Americans with Disabilities Act (ADA). Faculty will provide reasonable accommodation to any

student with a disability who is registered with the Office of Services to Students with Disabilities and who

needs and requests accommodation. If you are in need of an accommodation for a disability in order to

participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at

UH-183, (909) 537-5238.

Course Requirements and Evaluation

1. Class Attendance and Participation (5%). Students must be active participants in class activities,

including being to class ON TIME and being actively involved. We are all adults and as such have to take

responsibility for our priorities and personal lives. Some specific requirements: Do not work on outside

lesson planning, grading papers or other activities not pertaining to the task at hand. You may use devices

for class work but refrain from using them for non-class activities. Tardiness, though at times unavoidable,

is also distracting to other students in the class. Thank you in advance for your thoughtfulness and your

efforts to create and maintain a good learning environment during class meetings. Full attendance and

participation are worth 5 points for each class. If you are running late more than 10 minutes, you will lose

half points (2.5pts). If you must miss part or all of a class, you will be responsible for contacting classmates

to find out what was missed and providing the instructor with evidence of this contact a message. You may

not get above a C for this course if you miss more than TWO scheduled class meetings.

2. Reading responses (blog) (10%) Each week you will have a “free-write” written response based the

assigned reading. Soon after the first class, you should post all of your reading responses (including the first

one) in your blog. Blog entries should be up-to-date according to the schedule to receive full point credit

(each response is worth 10 points). Late entries may not receive credit.

3. Students’ stories about science. (5%) You will collect students’ stories about science learning from a

small selected group of students. You can work with them in a group or individually but with consideration

of the difference with group interactions. (You may work with the whole class if allowed to do so.) This

assignment is for you to get to know your students with regard to science learning. What are their ideas

about scientists and science? What resources do they have at home that can support their science

learning? What experiences do they have that you can build science instruction on? What challenges do

they have that you need to pay special attention to? This information will serve as a foundation for your

science teaching that should build on students’ prior knowledge and experience. The detailed instruction

will be provided and explained in the first class and this assignment is due on 4/15. [TPE 1.1, 1.3, 2.2, 2.5,

4.1] [Intern A, E]

4. PBL Project (30%) Driving Question for this assignment: Why and how should elementary teachers

engage students in Project Based Learning (PBL) in their future classroom? This project is the major course

assignment. You will decide whether to work individually or with another classmate (preferred) in

completing the assignment. You will focus on a specific grade level, develop a rationale for the effective use

of Project Based Science at this grade level, and create a PBL project that can be integrated into your future

classroom.

(1) Rationale (40 pts). Your rationale should justify the use of PBL in your future elementary classroom

based on a) learning goals, b) student engagement, c) management style, d) classroom arrangement, e)

assessment, f) community resources, g) material materials and artifacts, h) communicating with parents

and colleagues. Due on 4/22.

(2) Project (60 pts). Your project description should Include brief descriptions of examples of at least two (2)

effective PBL projects for your selected grade level. Projects can be year-long or semester-long to support

depth of involvement. Besides the above, students working in pairs, should provide a full description of a

PBL project for your selected grade level including necessary logistics for integrating the project your

curriculum. You will provide a summary presentation of your project at the last class. Due by week 10

(6/10).

5. Book share (5%). Each person will read aloud to our class a portion of a children’s (trade) book that

covers a science topic and explain how you can use this book in your science teaching (5 pts). Readings will

be done during each class. You will also submit a summary table to the designated Discussion forum on

BlackBoard (5pts). You will sign-up for a date and the summary is due by week 10 (6/10). You are

encouraged to post your summary by the week of your book share—so you won’t forget at the end.

Everyone will have access to this information and you can compile your own resource list of your favorite

books to begin building a science library in their classroom. [TPE 1.1, 1.6, 1.7, 3.3, 4.1, 4.3] [Intern I, J]

6. Interview assignment (10%). This interview is for you to get a better understanding of students’ prior

knowledge and skills for the specific lesson you are going to teach. You will develop an interview protocol

and fill out an interview summary-reflection form. The protocol will be explained in class and it is due on BB

by week 6 (5/6). The summary is due on BB by week 8 (5/20). **You will have a chance to submit a revised

assignment for the interview protocol if you are not satisfied with your grade. [TPE 1.8, 3.2, 3.3, 4.1, 5.1,

5.2] [Intern F]

7. “5-E” lesson plan and teaching (20%).

(1) Lesson Plan (60 pts). The lesson plan includes PART I and PART II. PART I will be explained in class and is

due on BB by week 5 (4/29). PART II will be explained in class and will be due BB by week 9 (6/3). You will

have a chance to submit a revised assignment for PART I and PART II if you are not satisfied with your

grades. (Work in pairs) [TPE 1.1, 1.5, 1.6, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.4, 4.6] [Intern G, J]

(2) Peer-teaching (20pts), each of you will lead an “Explore” activity for your peers in week 7 (5/13). On

week 6 class time will be provided for you to work on this. You will be responsible for the appropriate

amount of supplies and handouts. No make-ups are possible. (Work in pairs) [TPE 1.5, 1.8, 3.3, 4.6]

(3) Reflection on teaching (20 pts). You will reflect on provided questions on a designated forum on

Discussion Board on Blackboard and respond to two peer’s responses. This is due by week 10 (6/7).

(Individual) [TPE 4.6, 6.1, 6.3, 6.4]

8. Culminating Activity – ePortfolio (15%): Your e-Portfolio is an edited collection of evidence and

reflections representing your progress toward achieving the course learning objectives. It provides you the

opportunity to self-assess your understanding of meeting those objectives, as well as a summative

evaluation of your progress this semester. Your ePortfolio will consist of assignments you completed for

this course with a brief summary of your learning experience in doing each assignment (70 pts). You also

may use your ePortfolio to display any resources from the course materials or that you have found, such as

site links. You will also write a science teaching statement (30 pts). This is due by the Final date and

instructions will be provided during the course so you can plan ahead and ask any questions. [TPE 6.1, 6.2,

6.3]

NOTES:

1. Please also refer to the course schedule for specific dates for the due date for assignments.

2. Assignments that you have chance to do revisions after grading (based on received feedback): Interview

protocol. Lesson plan Part I and Part II. All revisions are due by week 10 (6/7).

3. For people who are not student teaching, please submit your fieldwork record by Week 10. As well,

please be proactive in planning a lesson to teach with your host teacher.

* The due dates may be negotiated depending on the majority of students’ needs.

* You may not get above a C for this course if you miss more than two full classes. If you are on financial

aid, please be aware that receiving grades of below B, I, NC, and WU may have an impact on your financial

aid. It is a student’s responsibility to maintain financial aid eligibility.

A minimum of B- is essential for the successful completion of this course. There are NO EXTRA CREDIT

opportunities for this course. Plan your schedule carefully. Careful, timely, focused planning and

performance in and out of class demonstrates a disposition to be responsible and professional. Seeking

feedback is welcomed BEFORE the due date.

Grading Scale

All course assignments will be graded using criterion-referenced methods. That is, they will be scored

against a specific set of standards as will be outlined in each assignment’s scoring guide or rubric. The

scoring criteria will be attached to the assignment description and will be reviewed in class. Each

assignment will be calculated using a point system then converted to a percentage that corresponds to the

percent weight of the assignment (see assignment descriptions above for the percentage weight of each

assignment). Your percent scores for all assignments will then be totaled to give your overall course

percentage and the following scale will be used to determine your final letter grade. Take notice that I

calculate your assignment and total course percentage to one decimal point so every little point on an

assignment is significant in the big picture.

94.0% - 100.0% = A 90.0% - 93.9% = A-

87.0% - 89.9% = B+ 83.0% - 86.9% = B 80.0% - 83.9% = B-

77.0 % - 79.9% = C+ 73.0% - 76.9% = C 70.0% - 72.9% = C-

67.0% - 69.9% = D+ 63.0% - 66.9% = D 60.0% - 62.9% = D-

Scoring Rubric for Reflection Questions

Criteria

Emerging

(6 pts)

Proficient

(8 pts)

Exceptional

(10 pts)

Command

of Topic

Response does not

address the topic

Response addresses the topic,

but not thoroughly or

personally

Response addresses the

topic thoroughly,

demonstrating personal

familiarity with pertinent

information

Argumentative

Development

Response relies on

unrelated

generalizations,

vague arguments,

uncertain information

Response shows development

of related ideas with

appropriate arguments and

information

Response shows careful

development of ideas

with clear arguments and

compelling information

Organization

& Control of

Mechanics

Response does not

show evidence of

editing and numerous

mechanical errors

Response shows evidence of

editing and may have a few

mechanical errors

Response shows clear

evidence of editing and

free of mechanical errors

(The syllabus may be revised at instructor’s discretion with students’ majority approval)

Tentative Course Schedule

Week/Date

Topic/Class Activities

Readings Due

Assignment

Due

(4/1)

Explore Project-Based Learning

No class meeting

1. The Difference Between

Projects and Project-

Based Learning

2. An Example of PBL in

Early Elementary: How I

Started

3. Project-Based

Learning Activities for

Elementary School Kids

4. PBL projects K-

5 (example projects from

one PBL school)

(4/8)

Nature of Science; Explore

Standards

1. Nature of science discussion

2. Explore Next Generation

Science Standards

3. Discuss “Students’ stories about

science assignment

[TPE 3.1, 3.2, 3.6 4.6]

Assignment: “Students’ stories

about science” Due by 4/15

Chapter 1: The Science

Education Imperative

NGSS –Executive Summary

(page 1-3) & Introduction

(Page 2 of 11) (see BB Week

Site for blog

& ePortfolio

(link to

instructor)

Week 1 & 2

Reading

Responses

(blog)

(4/15)

Inquiry skills; Asking Questions in

Science Classroom

1. Inquiry Process Skills

2. Asking questions activity

3. Explain “Interview protocol”

assignment

4. Introduce Lesson Plan Part I

(learning objectives, examples)

[TPE 1.5, 1.8, 3.1, 4.7, 5.1]

Assignment: PBL Rationale. Due

by 4/22

Chapter 2: Science Education

Today (selectively read the

“in the school” examples)

[Peruse Chapters 3: The

inquiry process]

Read any articles in BB Week

folder

“Students’

stories about

science”

Week 3

Reading

Response

(blog)

(4/22)

Inquiry-based science teaching/

“5E” Model

1. “Levels of inquiry”

Chapter 5: Inquiry-based

science teaching

PBL

Rationale

2. “5-E” Teaching Model

[TPE 1.3, 1.4, 1.5, 3.1, 3.3, 3.4, 4.4]

Assignment: Lesson Plan Part I.

Due by 4/29

Read any articles in BB Week

folder

Week 4

Reading

Response

(blog)

(4/29)

Engineering Practices

[TPE 1.3, 1.5, 3.1, 3.3, 4.3]

Understanding children’s ideas

and teaching for conceptual

change [TPE 1.1, 3.2]

Assignment: Interview Protocol

due by 5/6

Chapter 4: Constructivism

Read any articles in BB Week

folder

Lesson Plan

Part I

Week 5

Reading

Response

(blog)

(5/6)

Prepare Peer-teaching “Explore”

activity

1. Explain Lesson Plan Part II.

2. Work in pairs for your peer-

teaching activity & Lesson plan

part II.

Assignment: Interview Summary

due by 5/20

Assignment: Reflection on

teaching. Due in Discussion

forum by 5/20

Read any articles in BB Week

folder

Interview

Protocol

(5/13)

Peer teaching Explore activity

[TPE 1.5, 3.3, 4.6]

Peer

Teaching in

class

(5/20)

Addressing diversity needs and

differentiated instruction

[TPE 1.1, 1.6, 1.7, 2.2, 2.5, 3.4, 3.5,

4.1, 4.4]

[Intern K]

Assessment in Elementary

Science Classroom

[TPE 5.1, 5.2, 5.3]

Assignment: Lesson Plan Part II

due by 6/3

*Reading: BB-Week 8

Textbook Chapters 6 & 7:

Diverse Perspectives &

Learning Differences, Chapter

8: Assessment

Read any articles in BB Week

folder

Interview

Summary

Reflection

on teaching

(Discussion

forum)

Week 8

Reading

Response

(blog)

(6/3)

Technology in science education

and evaluating science curriculum

1. Each person present one piece

of technology use in science

teaching. [TPE 1.7, 3.6, 3.7, 4.8]

2. Work on your ePortfolio in class

Chapter 9 & 11: The

Elementary

Science Classroom &

Technology

Lesson Plan

Part II

Week 9

Reading

3. Evaluating science curriculum

(NGSS rubric)

Assignment: Bookshare

summary. Due in Discussion

forum by 6/10

Assignment: PBL Project. Due by

6/10

[TPE 3.3, 4.6]

Peruse Chapter 13: The

Elementary Science

Education Professional

Read any articles in BB Week

folder

Response

(blog)

(6/10)

Integrating science with other

subjects and Communication in

science classroom

1.Science talk

2. Reading and writing in science.

3. Integrating science with other

subjects.

[TPE 3.3, 4.3, 4.4, 4.7] [Intern H, K]

Chapter 10: Reading, Writing

& Interdisciplinary

Approaches

Read any articles in BB Week

folder

Bookshare

summary

(Discussion

forum)

PBL Project

(brief

presentation

in class)

Week 10

Reading

Response

(blog)

Final

6/17

ePortfolio due by midnight

*The class schedule is subject to changed based on how the course progresses and students’ needs, under

the consent of both the instructor and students.

Support for Students with Disabilities

If you are in need of an accommodation for a disability in order to participate in this class, please contact

Rosie Garza in Services to Students with Disabilities at the Palm Desert Campus in RG-203, 760-341-2883

extension 78117, or at the San Bernardino Campus in UH-183, 909-537-5238, ssd@csusb.edu.

3. PBL Assignment Description Details (Two Parts)

Part 1: PBL Project Rationale (40 pts)

Driving Question for this assignment: Why and how should elementary teachers engage students in Project

Based Learning (PBL) in their future classroom? This project is the major course assignment. You will decide

whether to work individually or with another classmate (preferred) in completing the assignment. You will

focus on a specific grade level, develop a rationale for the effective use of Project Based Science at this

grade level, and create a PBL project that can be integrated into your future classroom. The project should

be focused on learning science in the elementary classroom. Your choice of projects should be science-

focused but should also integrate other subject areas as expected for a PBL-based learning experience.

Your rationale should justify the use of PBL in your future elementary classroom based on the following:

a) learning goals

Justify the use of PBL for learning science, as well as for integrating the elementary subjects

b) student engagement

Justify using PBL for engaging students learning, not only about science but learning in general

c) management style

Indicate how your PBL project supports effective instruction based on your approach to teaching

effectively and your (future) students’ engagement in learning

d) classroom arrangement

Describe how you will accommodate students while engaging in PBL-based learning experiences in

your future classroom

e) assessment

Describe your plan to assess student learning effectively through the use of authentic assessment

experiences

f) community resources

Describe resources that your students will need to engage in PBL. At this point you can estimate

what you hope to use for projects, such as resources on school property (areas and objects), as well

as locations and facilities in the community beyond the school property, such as plant facilities,

nature centers, museums, other natural areas, and so on.

g) material materials and artifacts

Identify any perceived materials or objects that you hope to include in your classroom, on school

property, or in/from the community. Include any materials that might be provided by the

community, which includes parents and people they know

h) communicating with parents and colleagues

Describe your plan for communicating with people who will play a role in the students’ projects and

also the parents/guardians of your students, whether they play a role or not. Include others, such as

administrators and other teacher and school personnel. Include potential community members or

government and industry representatives who may play a role or be interested in the projects

Part II: PBL Project (60 pts)

Your project description should Include brief descriptions of examples of at least two (2) effective PBL

projects for your selected grade level. Projects can be year-long or semester-long to support depth of

involvement. Describe the projects and update the terms below based on the specific project descriptions.

Select one of your chosen projects for development of the following items from your PBL Rationale. Revise

and update the items (see list in Part I), focusing specifically on the chosen project and providing detailed

descriptions.

You will provide a summary presentation of your project at the last class. You will have about 10 minutes to

describe your chosen projects and explain why you chose them for your selected grade level.

4. Supporting Documents for the Assignment

a. Introduction to Project-Based Learning (PBL)

In recent times, teaching has been moving more toward student-centered learning, as you

probably have learned in your other education courses. The effort has been to focus less on

direct instruction and more on how to engage students actively in the learning process. One

technique that has been gaining ground for some time is Project-Based Learning (PBL). Many

teachers have reoriented their classrooms to focus on this approach, especially for its effective

integration of the subjects, relevance to students lives and, thus, student motivation and

learning.

Please read the following short articles on this topic before our first class meeting. Bring a

"reading reflection" to class (hardcopy or on a device) for discussion. This should be a short

summary of the articles based on your reaction to the ideas and suggestions you're reading

about. I've made pdf files of the articles for ease in reading and attached those here. The

articles also are linked to their online sources and it is suggested you read them in the

following order:

1. The Difference Between Projects and Project-Based Learning

2. An Example of PBL in Early Elementary: How I Started

3. Project-Based Learning Activities for Elementary School Kids

4. PBL projects K-5 (example projects from one PBL school)

1 2 3 4

These articles have been included below and can be accessed at the above links.

b. PBL Resources

Besides the articles assigned for the first week’s reading, please use the following resources

for developing your PBL assignment:

Sites with many project examples, as mentioned in class:

Buck Institute for Education

Edutopia Project-Based Learning

Other sites to consider for planning PBL:

Citizen Science

List of citizen science projects

National Geographic Citizen Science Projects

Journey North

WISE

CIESE

ePals

Additional Articles:

PBL Impact on Students

PBL Research & Evidence

Must-know Buck Institute Project-Based Learning Resources

Examples from Project-Based Learning at

Olander

Project-Based Learning (PBL) projects are the heart of the educational

experience at Olander. Every grade, K-5, builds their academic year around

three or more engaging, multi-disciplinary projects. The PBL projects are

generated to rigorously address Colorado Academic Standards, while

incorporating student interests and questions. The success tools of

Habits of Mind are woven into all projects.

The projects at Olander School for Project-Based Learning are developmentally appropriate,

engaging, creative, and ever evolving. Read below for an overview of Olander’s current projects.

Project 1

Project 2

Project 3

Driving Question: What

do kids need to be

healthy?

Summary: Students

learn about the human

body and what people

need to be healthy.

They explore the five

senses, then learn

about making healthy

choices and work

together to plan a

Healthy Party to share

our knowledge.

Students also challenge

older grade levels to

make healthy snack

choices by organizing a

“Veggie Man” snack

challenge.

Driving Question: What

does native wildlife need

to thrive?

Summary: Students

research native wildlife to

become experts on what

they do to survive in

winter. After a visit to the

local prairie dog colony,

kindergartners learn

important vocabulary like

adapt, migrate, and

hibernate. We create a

class book and present in

front of the group to share

our knowledge. As part of

this PBL, we visit the FC

Museum of Discovery to

see live and stuffed

examples of the animals

students study!

Driving Question: How can we

learn about past and present

from our Grandparents?

Summary: Students begin

learning about history by

comparing inventions, games,

and life from the past to those

today. As a class, students

develop a list of questions they

can ask a grandparent or older

adult to learn about the past.

Students make a “Then and

Now” book, as well as a

timeline of their own lives. As

a culminating event, students

plan and host a special

Grandparent Tea where they

share what they’ve learned.

1st

Grade

Driving Question: How

can we teach others

about how the Pilgrims

and Wampanoag lived

in the 1620s?

Summary: Students

create teaching trunks

filled with handmade

Driving Question: Why is it

important to learn about

U.S. symbols and

important leaders?

Summary: Two-person

teams choose a US symbol

or important leader, then

Driving Question: Why and

how do people grow their own

food?

Summary: First graders learn

about garden grown food

through community

connections, Food School, and

hands-on planting in the

artifacts to teach about

Pilgrim and

Wampanoag life.

Additionally, they work

in collaborative teams

to build table-top

Pilgrim and

Wampanoag villages to

teach their families

about life in the 1620s.

research and write

expository paragraphs on

their topics. Teams then

self-select creative

projects to go along with

their writing. Sculptures,

plays, and computer

slideshows are some of

the ways students use

their creativity to

demonstrate learning.

Olander Garden. A nutritionist,

chef and local farmer visit to

teach about the health

benefits of eating local

produce. Finally students taste

garden veggies and create

their own recipes using

produce planted in the spring

and harvested from the

garden in the fall. Recipes are

compiled into a class recipe

book to share with families.

Grade

Driving Question: How

can we help Olander

kids learn about helpful

insects?

Summary: 2

graders

study, research and use

note-taking skills to

learn about beneficial

insects. Students then

create learning stations,

activity books and

hands on experiences

to teach others about

helpful insects. Reading,

research and science

standards are

addressed in this

project.

Driving Question: How

can we create a business

that will raise money to

help the community?

Summary: 2

graders work

in groups to develop a

craft kit to sell to Olander

kids. They write business

plans, present ideas to

investors, secure start-up

money, film commercials,

write how-to directions,

assemble their products,

and sell them for profit at

the Olander PBL Bazaar.

Math and writing

standards are addressed

throughout the project.

Driving Question: What do our

families need to know about

severe weather to stay safe?

Summary: 2nd graders work in

groups to study and research

safety precautions around

severe weather that affects

our community. This

information is used to create

presentations and severe

weather safety kits that are

shared with our families

during a weather expo.

Research and science

standards are addressed in this

project.

Summa

Grade

Driving Question: How

can we create a

museum to educate our

community about

varying life cycles in an

engaging way?

Summary: Students

choose a plant or

animal life cycle to

Driving Question: How

can we, as authors, create

a travel book to persuade

readers to visit a

destination within the

United States?

Summary: Becoming

authors, illustrators, and

editors in an author

Driving Question: How can we

invent or improve a product

that would appeal to today’s

society?

Summary: Teams are formed

based on multiple

intelligences, and each child

takes on the role of inventor,

sales, accountant, or project

study. Then, they work

in teams of two or three

to research and each

write an informational

essay and create an

artifact relating to their

topic. Also, students

apply and interview for

a museum job that fits

their strengths. Olander

students, parents, and

staff tour the museum

and are guided by 3

grade museum staff.

collective, students work

in teams as they research

an individual topic of their

choice that relates to a

destination in the United

States. Each student must

research, take notes, and

persuade readers with a

persuasive essay to travel

to their destination.

Students are also

responsible for creating

illustrations, captions, an

accompanying website,

and an itinerary. Travel

guides will be available for

purchase.

manager. Together, they

invent or improve a product,

choose a target audience,

market the product. Products

are displayed at a public venue

so students receive authentic

feedback from consumers.

After altering products based

on feedback, students present

their inventions to a patent

lawyer.

Grade

Driving Question:

How can we design, test

and refine a device that

converts energy from

one form to another

and demonstrate our

understanding of this

device to an audience?

Summary:

Students will explore

the transfer of energy in

a device while learning

about energy and its

forms. They will teach

an audience about

energy, its forms, and

transformation.

Driving Question: How

have the impacts of an

influential Coloradan

affected society?

Summary:

The Living History

Experience project is

designed to help students

learn about significant

people, events, and era’s

in Colorado’s history.

Students research, then

write biographies of

famous Coloradans and

create presentation

materials to portray their

subjects. A timeline of

events showing cause and

effect relationships and

the interactions between

people and cultures of

Colorado helps students

develop a deeper

understanding of how

Colorado has changed

over time.

Driving Question: How can we

educate our community about

the importance of pollinators?

Summary:

Through research, hands-on

activities, and presenters,

students learn about the many

aspects of pollinators

(habitats, environmental

challenges, etc.). Students

gain an understanding of

plants needed for creating a

habitat for various

pollinators. Appropriate

plants are put in the school

garden. Persuasive essays and

websites are written to

advertise importance of

supporting pollinators. Fourth

grade holds a plant sale in the

spring using seed packets and

plants they have raised.

Grade

Driving Question: How

can I go for my

dreams at Eco Week

and inspire others to

do the same? #Go4It!

Summary: This project

incorporates our Eco-

Experience with

narrative

writing. Students write

and produce a movie

that captures a

significant moment or

experience that they

had while at Eco

Week. The project

culminates in an Eco

Film Festival.

Driving Question: How

can I think like a

scientist/engineer to

explore a question or solve

a problem and

communicate my results

to the public audience?

Summary: Students will

first learn about the

scientific and engineering

process. Next, students

will engage with either the

scientific or engineering

process with a fifth grade

science topic and

document their

experience, research,

products, and reflections

on a website. Students will

present their project to a

public audience at

Olander.

Driving Question: How can I

create an interactive exhibit to

persuade my audience to

#TakeAction on?

Summary: The iPBL

(Independent Project-Based

Learning) allows student to

select individual topics that

are meaningful to each of

them. Then students will

construct a driving question,

research their topic, and

publish an argumentative

essay. Finally, students will

share their discoveries

regarding their driving

questions through an

interactive exhibit and place a

call to action for community

service.

 
23 
d.  PBL Sites for Examples and Teacher Preparation 
PBL sites 
https://www.teachthought.com/project-based-learning/difference-between-projects-and-
project-based-learning/ 
https://www.internet4classrooms.com/links_grades_kindergarten_12/elementary_project.ht
m 
https://www.edutopia.org/discussion/example-pbl-early-elementary-how-i-started 
https://classroom.synonym.com/projectbased-activities-elementary-school-kids-
8504384.html 
https://ola.psdschools.org/project-based-learning-pbl 
Example projects: https://docs.google.com/document/d/1b6ZP1XhJkFhuh-
h2gAu9yuKTokOHu4qC18G907ygJoo/edit 
http://www.thewillowschool.org/philosophy/project-based-learning/ 
 
Teacher Prep 
http://blogs.edweek.org/edweek/on_innovation/2016/09/preparing_teachers_for_project-
based_learning.html 
https://www.gettingsmart.com/2016/09/preparing-teachers-for-project-based-learning/ 
https://www.edutopia.org/article/pbl-unit-lessons-teachers 
https://www.gettingsmart.com/publication/preparing-teachers-project-based-world/ 
https://teachthought.com/project-based-learning/4-things-project-based-learning-teachers/ 
Video 
https://youtu.be/08D0dBGIzYQ 
 
 
   

Project-Based Learning Activities for Elementary School Kids

By Erica Loop

Passively listening to the teacher lecture isn't the most engaging way for elementary

school students to learn. Although some direct instruction is necessary, the National

Association for the Education of Young Children notes that a primary school

curriculum should include connections between different concepts in a fun -filled

way. Project-based learning strategies can help link up different content areas in a

creative way that draws young students in and puts them at the center of the

educational process.

School Garden

An elementary school garden project provides the students with a sense of

community while they learn science concepts. The school garden promotes learning

in math, nutrition, biology, ecology, the arts and motor development. For example,

the students in all elementary school grades can plant seeds and discuss the

growing cycle. As they water the seeds and watch them sprout, they will learn what

plants require to thrive, as well as bridging math concepts by measuring daily or

weekly growth. You can add art activities by asking younger students in

kindergarten and the early elementary years to identify what colors and shapes the

plants are or by having them document the project with drawings. When the

vegetables are ready, the students can pick them to make a nutritious class salad.

Add a literacy lesson by asking older elementary school students to write a

description or poem about the beauty of their garden.

Class Newspaper

Newspapers inform, educate and keep readers posted on what's going on locally and

around the globe. Create a newspaper project with language, literacy, art and social

studies content for older students who are developmentally ready to tackle

research-based tasks. By third grade, many students are able to conduct brief

research projects with minimal adult help. Ask each student to choose two article

topics -- one local theme about the school and another from real-life current events

-- and provide research guidance for their topics. Research may include using the

computer, going to the library or interviewing other people, such as classmates or

the principal. Make it easy to print the paper by having the students type their

articles into word processing documents. Add artwork to accompany the stories. Try

a photography activity in which the students take their own pictures that you

download or have them draw illustrations that you can scan.

Problem Solvers

While it's not likely that your grade school students will solve world hunger or find

a cure for the common cold, they can work together to solve a more age-appropriate

problem. Identify an issue or area of concern and brainstorm ideas, asking the

students what they think common problems are. You can also focus this on a specific

area, such as ecology and the environment. For example, students third grade and

up can work together to solve the problem of the overflowing trash cans at the

school. Students can investigate -- online, in books and by talking to experts -- ways

to recycle different types of trash. Younger students can solve a less complex

problem, such as what to do with the excess paper scraps for art class. Include an in -

class visit from a local nature or science expert, and encourage the students to ask

questions. Have each student write his own research paper on ways to recycle and

reuse, then create accompanying posters.

Build It

You can use an architecture project to bridge content in math, science, art, literacy

and social studies. Discuss world architecture, showing your students pictures of

buildings from different countries, cultures and times. Vote on a type of building

that the class will build. The students can work as a team to list what they need to

include to make the building functional and aesthetically pleasing. Make blueprints,

using the math skills of older grade school students to draw it to scale. Younger

students in kindergarten through grade two can identify basic geometric shapes in a

building. For example, a rectangle makes a door. Create a miniature model using

cardboard, paper, glue and other craft items and have the students decorate the

outside of the building with paints or markers to complete the model.

The Difference Between Projects and Project-Based Learning

by TeachThought Staff

Projects in the classroom are as old as the classroom itself.

“Projects” can represent a range of tasks that can be done at home or in the classroom, by

parents or groups of students, quickly or over time. While project-based learning (PBL) also

features projects, in PBL the focus is more on the process of learning and learner-peer-content

interaction that the end-product itself.

The learning process is also personalized in a progressive PBL environment by students

asking important questions, and making changes to products and ideas based on individual

and collective response to those questions. In PBL, the projects only serve as an infrastructure

to allow users to play, experiment, use simulations, address authentic issues, and work with

relevant peers and community members in pursuit of knowledge.

By design, PBL is learner-centered. Students don’t simply choose between two highly

academic projects to complete by a given date, but instead use the teacher’s experience to

design and iterate products and projects–products and projects that often address issues or

challenges that are important to them.

The chart below by Amy Mayer is helpful to clarify that important difference between projects

and project-based learning. Ultimately, the biggest difference is the process itself.

What’s the Difference Between “Doing Projects” and Project Based Learning ?Image

Mayer, @friEdTechnology, The Original WOW! Academy, www.friEdTechnology.com Please copy

and use freely!

An Example of PBL in Early Elementary: How I Started

By mreddick

I am a first grade teacher who has taught for

twenty years. When I look at my students and see

how much the first grade classroom has changed

over time, it is hard for me to imagine what jobs

will be out there for them in 15 years. However,

what is clear is that there are specific skills -- both

academic and interpersonal -- that my students

will need to possess to find a successful career.

The Common Core standards clearly outline what my students need to be able to master when

they leave first grade, however there are also other crucial skills that many educators are

calling the 4 C’s: Collaboration, Communication, Critical Thinking and Creativity that are skills

highly desired by future employers.

As a teacher I have asked myself, "How do I integrate the Common Core Standards and start

teaching these other highly desirable skills in first grade?" My answer to this question has

been found in Project Based Learning (PBL).

My biggest challenge has been where to start. I purchased PBL in the Elementary

Grades, and I decided to start small. I started the year with the usual review of the alphabet.

But this year, all of the letters coincided with local animals. Letter F was the Yellow Legged

Frog. Students found out that this local frog has become a "species of concern". Students

wanted to help save this little creature and so our first project for the year was: How can we

help save the Yellow Legged Frog? The link below shows how beginning first graders were

able to help save our local Yellow Legged Frog.

During the second half of the year, my students became involved in the Trout in the Classroom

project. Our three first grade classes have been a part of this project for several years. We

have gathered activities, made PowerPoint presentations, and found books that we have used

for several years to teach this unit. However, I wanted to turn this unit into a PBL experience. I

felt relatively successful with my first attempt at PBL with the Yellow Legged Frog Project but

decided I really needed to review the Common Core science and writing standards so that I

could address as many standards as possible during this project. I also wanted to give my

students a meaningful purpose to what they were learning. Thus, the most important things I

considered when I started to convert our fantastic unit into a PBL experience, were:

1. The Driving Question

The driving question for this year’s Trout in the Classroom project became: “How do we teach

others to successfully raise trout eggs and help them understand the importance of keeping

our watersheds healthy?” This driving question gave true purpose to what students were

learning throughout this project.

2. The Common Core standards that can be incorporated throughout the unit

3. The local agencies or experts that could lend experience or insight into my students’

understanding of the subject matter

For this project, we partnered with Trout Unlimited, California Fish and Game

Department, Marin Municipal Water District, and the Watershed Stewards Program.

4. The audience outside of our immediate classroom community

Our audience became a classroom in San Francisco where a friend of mine teaches

kindergarten.

I can see how PBL is the vehicle by which I can teach both the Common Core Standards and

the 21st century competencies to my first graders. I am also very excited that I don’t have to

throw out all the great units I have taught in the past, but instead can view them through a

PBL lens. This requires just those four things outlined above to get started. In the future, I am

looking forward to using just those four basic ideas to help my kindergarten teacher friend

turn her oviparous animals unit into a Project Based Learning experience!