(see also Google Docs editable version of this tempate.)
The setting: Explain the environment in which this project is going to be put to use. Describe the location, the people, the challenges they face. Paint a picture in the students' minds to help them approach the challenges with a clear idea of what appropriate technology might mean in this context.
The need: Describe the problem the students are going to try to solve. (eg The community needs electricity.)
The strategy: Describe the strategy, if any, that has already been determined as the best place to start for this project. (eg There is water in the location which can be harnessed for power.)
Learning Resources: List specific books, Internet sites, handouts, videos, or other resources that students should review before beginning the analysis and design portion of the project.
Analysis and Design:
What tools will the students use in the analysis and design phase?
Critical Thinking & Problem Solving
Task Management Chart
Paper-based Drafting or Sketching
Journal Writing/ Learning Log
Are there specific materials that students must use in the project or must not use in the project?
Are there specific tool constraints?
Does the project need to be easy to assemble on site? Small enough to transport long distances?
Building and Making:
List the tools and materials needed in the classroom or lab to complete this project.
Standards and Assessment
This portion of the project pack is intended to assist teachers in school settings to fit the project into the context of their core curriculum and to assess the participation of the students.
Content Standards & Objectives: Identify the objectives explicitly taught or learned through discovery within this project design; identify the learning targets and the evidence of student mastery for each learning target within each objective. Be sure the project meets the criteria for standards-focused PBL.
Objectives Directly Taught or Learned Through Discovery
Identified Learning Targets
Evidence of Success in Achieving Identified Learning Target
Performance Objectives: What must all students know and be able to do as a result of this PBL experience?
Assessment Plan: Define the products and artifacts for the project. Be sure to include a variety of assessments for learning that are closely tied to the content, learning skills and technology tools outcomes. The products and criteria must align with the objectives and outcomes for the project. State the criteria for exemplary performance for each product. Plan for assessments that provide student feedback as the project progresses and provide for a culminating appraisal of performance or product with an accompanying rubric that clearly assesses the learning targets. When building the culminating assessment, remember the acronym GRASPS.
Major Group Product(s)
Major Individual Products
Map the Project: Examine the major product for the project (the “challenge) and analyze the tasks necessary to develop a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Do the products and tasks give all students the opportunity to demonstrate what they have learned?
Knowledge and Skills Needed
Already Have Learned
Taught Before the Project
Taught During the Project
Manage the Process: Recommend plans related to grouping, classroom management, and the types of knowledge and skills students should have mastered prior to beginning the project. Offer suggestions to differentiate instruction for diverse learners.
Project Evaluation: How will you and your students reflect on and evaluate the project?