PBL Based Learning Initiative Proposal---NARRATIVE

Draft
created by R. Cooper
Week of: Nov. 14-20
Members: Patsy Kraj, Josh Dempsey, Keri Driver, and Ruth Cooper
Title of Wiki Project Based Learning

Promotes Better Learners

Question?? Does project based learning need to be capitalized every time you include it in a
sentence??
I have seen it written with no uppercase at all. APA on abbreviations is that the first time
we mention it in the paper we will write project based learning (PBL) blah blah. Then
every time we use it after that we may just write PBL. In the assignment description from
Dr. B he writes project based learning with no uppercase. - Patsy
Teacher Narrative- need will be supported by this initiative during a 2-
Workshop
5month period
**Please input your completed written paragraphs in
the appropriate section. As we review each others
writing, please feel free to offer suggestions and note
any errors.**
Introduction With the continually budget crisis in every level of educational funding
-Ruth the need for finding alternate professional learning opportunities is
paramount. One of the most efficient methods for offering training for
educators is to implement redelivery of instructional approaches by co-
faculty members. This in–house training model will significantly be cost
effective and establish a solid support base within the school.

Our emphasis for this workshop will be placed on developing strong

integrated instructional units which can be integrating into several content
areas. The primary subject focus will be on sixth grade science
standards. The selection of this content area was based on the recent
decision made by the Georgia Department of Education that beginning in
2011, science scores will be the second indicator in the computation for
Average Yearly Progress for Georgia's public schools.

The foundational component for this teacher workshop proposal is to

present research supported emphasis on the success of Project Based
Learning (PBL). Specific grade level PBL instructional activities based on
Georgia Performance standards and National Educational Standards will
also be provided to participants. These classroom units will include detail
lesson plans, suggestions for technology integration and assessment
rubrics.
 Need Indentify a problem or need in improving student achievement at
Carrollton Junior High School—Carrollton, GA.
Patsy I uploaded the notes I took today on all of the research articles for the review of
research. 11/15 I will hopefully have the written part finished tomorrow and
uploaded.Thanks Patsy! I'm sure your written narrative will be great. Please feel
free to change the above introduction that I have written if it does not lead into
your major section in an appropriate way. When you compile all of the parts into
one document, we will be able to edit more easily. I have a lot of experience at
editing group projects and making them flow. I do not want to attempt changing
anything until we have it in one piece. This section is going to be huge. I will
upload it as a document in the folder instead of here. I will comment here when
it is done so that everyone knows where to find it.

I have not seen any place in the instructions that the actually articles or their
abstracts are to be submitted to Dr. Baylen, have you? No, I did not either. I
appreciate your knowledge on the APA citations--They will need to be included
in your part of the narrative-thanks again, ruth My master's was research heavy
so I am pretty good with APA. My notes are by article and the quotes are added
unless I paraphrased in the notes. This way I can easily plug in my citations
when I write and I never mistake my idea or quote for someone else's.

Yea! I am so thankful you have this task with your expertise! THANKS!
I am not finished with the narrative, I had to find more research. - Patsy

Patsy Note: Reference Page is coming with full document and will be uploaded to the
Using your folder as a .doc this is 5 pages including references. (3 pages without references)
data from the
peer review Need Research
articles
This section Carrollton Junior High School has a need of increasing math and science
should be a achievement that is substantiated through the data received from state
large piece of standardized testing. This is similar to what we are seeing across the nation.
the narrative. “American 15-year-olds lag behind their peers in 31 countries in math
Please add proficiency, and in science, the nation's eighth-graders' test scores trail those of
the APA eight countries, a 2009 U.S. Department of Education report concluded” (US Fed
citations as News Service, 2010, p.1). Further indicators show that the United States
well. Thanks standing is becoming even lower. As our society becomes more and more
Patsy! dependent upon technology, we have an ever-growing need for deep thinking
and problem solving skill sets among our work force (US Fed News Service,
2009). The achievement scores in math and science at Carrollton Junior High
School are similar to our national deficiency. Developing curriculum founded on
project based learning (PBL) will help develop deeper thinking skills and
problem solving skills while raising the students’ achievement in math, science,
and other curricular content areas (Thomas, 2000). This workshop supports PBL
integrated into grade level and across the curriculum by allowing for
collaborative planning which is shown to be imperative to successful integration
(Munro, 2010).

One of the first things to understand about PBL is that it is not a

supplemental activity. It is not an enhancement to the curriculum, but it is the
foundation of the curriculum (Thomas, 2000). PBL is student centered learning
in which “students develop a question and are guided through research under the
teacher’s supervision” (Bell, 2010, p. 2). The projects do not have a predesigned
path that is followed. Each student or group may arrive at completely different
destinations. A rubric is provided so that students can meet educational goals.
Along the way they will have acquired deep learning on the content that remains
meaningful to them. Frequently, collaborative group work and technology is
used. The students gain valuable 21st century skills for communication and
technology during the process (Bell, 2010). The “investigation is a goal-
directed process that involves inquiry, knowledge building, and resolution.
Investigations may be design, decision-making, problem-finding, or problem-
solving” (Thomas, 2000, p. 1). The learning resulting from the process is new
knowledge and new skills that tie into prior knowledge and life experience
(Anderson, 2010). This gain in real-world knowledge will be applicable beyond
the classroom; it is authentic learning (Thomas, 2000). Through PBL students
do not find clear-cut cookie cutter answers; they must explore many variables
and alternatives. This leads to deeper learning (Plucker & Nowak, 1999).

Technology provides a vehicle through which students are able to research,

create, and express the learning they have acquired (Bell, 2010). Technology
should not be used just for the sake of using technology. The experience and
skills gained from technology are imperative to developing learning pathways for
21st century learners. Technology is also heavily integrated into students lives
outside of the classroom, using it in the classroom allows students to learn in a
context in which they are already comfortable (Anderson, 2010). This will lead
to increased engagement. Research reports increased achievement in classrooms
and schools that utilize PBL methods. Longevity of retention, increased
motivation, increased engagement, and increased analytical thinking are noted as
outcomes also (Bell, 2010).

One study that took place in Dubuque, Iowa schools found that standardized
test scores increased dramatically in one year. Gains continued for the following
three years and were not evident in other district schools that did not integrate
PBL methods (Thomas, 2000). Gains in a Maine middle school were “three to
ten times higher than the state average” (Thomas, 2000, p. 3) on state
standardized testing when PBL methods were integrated in the school. Still
another study in Boston found that reading scores for eighth graders rose to the
second highest in the district after a year of implementing PBL curriculum
(Thomas, 2000). It is clear that when PBL is integrated achievement increases.

Carrollton Junior High School would like to increase student achievement in

 math and science. Research shows that learning is increased based on
standardized test scores and surveys of students and teachers. Middle school
students conveyed that they were more confident in their learning and
understanding of content after they had a PBL science unit that used technology
(Drake & Long, 2009). Middle school students also commented that the social
interaction in collaborative projects supported their learning in their science
classroom (Song, Grabowski, Koszalka, & Harkness, 2006). The classroom
environment was found to be important to middle school students working on
PBL activities. They must feel free to work and share (Song, et al., 2006).
Teachers say that students are more engaged, learn more content, and use deeper
thinking skills (Gultekin, 2005). One study found that teacher’s modeling
thinking out loud such as speaking their train of thought is important to getting
students started with a PBL activity in science (Pederson & Liu, 2003).

Amir Abo-Shaeer a high school physics teacher in Goleta, California. He

won a $500,000 grant from the MacArthur Foundation for his science PBL
classes and is the first public school science teacher to receive the grant. He
explains the need for PBL in science classes; “there is so much focus on
information and not enough on experience. You can’t build a robot by reading
about it online” (Robelen, 2010, pp. 7). Students need authentic experiences for
deeper learning.
Keri -
Carrollton Junior High School is part of the Carrollton City School
Please add System and houses grades 6-8. There are approximately 975
your students currently enrolled at CJHS. Our mission is to “focus on
paragraph(s) success for all students” and ensure that “each Carrollton Junior
of the specific High School student should be accepted as an individual and
needs for provided with diverse academic experiences that promote
your 6 grade maximum growth in knowledge acquisition, character, self-
th

using your discipline, responsibility, and citizenship”. Our school is

school data designed to provide students with as many learning
opportunities as possible by using various resources that are
available. Students have access to numerous forms of
technology; some of which are listed below:

(1) Classrooms are equipped with student computers

(2) 24 Interactive whiteboards throughout the school
(3) One business education lab—31 computers
(4) Computer lab—30 computers; interactive whiteboard,
ceiling mounted projector
(5) Media Center—30 computer work stations; interactive
whiteboard; ceiling mounted projector
(6) 2010 Technology update throughout school—added
ceiling mounted projectors, document cameras, and sound
 systems to classrooms.
(7) Entire school system is connected through
networking; CJHS also has its own closed circuit network.

Carrollton Junior High School has met Adequate Yearly Progress

each year since the passage of the No Child Left Behind
education reform law. However, based on CRCT data, there are
areas of concern, especially concerning sub-groups within our
student body. In order to address these needs, we have
recently implemented an afterschool program called Trojan
University. Trojan University is funded from a grant to build 21st
century community learning centers. There are three main
purposes to this program: one is to provide tutoring services to
students as well as enrichment opportunities. The second
purpose of this program is to offer additional services and
activities to not only reinforce, but also compliment the
academic program that students engage in during their regular
school day.

The program specifically targets students that did meet the

standards in Math and/or Reading based on their CRCT scores.
The process for applying for this grant began during the summer
of 2009, therefore the needs that were accessed for our school
were based on CRCT scores from April, 2009. Trojan University
is offered at no cost to those students that qualify and
transportation after school is also provided to these students.
When determining our need for a grant to provide a program
such as this, several factors had to be examined; during this
process numerous risk factors within our community were
identified. There are several economic factors that exist, such
as a low median household income, the high unemployment
rate in our community, the percentage of people that live below
the poverty level, and the percentage of students that qualify
for free or reduced lunch. Other factors that were considered
were the percentage of adults without a high school education
and the teen pregnancy rate.

Carrollton Junior High School’s 2010 CRCT scores represent

several areas of concern, especially Math and Science. Scores
from April, 2010 are as follows:

CJHS 2010 CRCT

Results
Content Did not Exceed
Area Meet Meets s
Language
Arts 8.4 54.4 37.2
Math 22.5 52.7 24.9
Reading 11 48 40.8
Science 24.6 51.2 24.3
Social
Studies 24.9 34.5 40.5

As a means of enhancing our students’ math and

science skills, CJHS was recently awarded a STEM grant. STEM
grants provide middle and high schools with funding to meet
goals in promoting science, technology, engineering, and math
in 21st century learning classrooms. STEM is intended to help
schools establish STEM labs that enable students to engage in
activities that require hands-on learning; provide students with
multiple opportunities to use technology tools and build
technology skills while working with the Georgia Performance
Standards.

The implementation of both Trojan University and the

resources that can be purchased using the STEM grant can be
used to provide all students at CJHS with either remediation or
enrichment that is rich in technology use. Both can provide
students with opportunities to engage in project based learning
activities that are based on the topics that are being studied
while being able to incorporate technology into math and
science, which have been identified as areas of concern.

Sources

Georgia Department of Education: STEM Grant

http://www.doe.k12.ga.us/it/aspx?PageReg=ITSTemLabs

Georgia Department of Education: 21st Century Community

Learning Centers Grant

http://www.doe.k12.ga.us/ci_iap_learning.aspx

Carrollton Junior High School

http://cjhs.carrolltoncityschools.net/?
pageName=’AboutTheSchool’

Keri, can you please add your intext citations. We wouldn't

 know where to put them. Otherwise it looks beautiful. We will
have to change the focus to math and science instead of just
science. -Patsy

Question: Should we write this entire narrative in first person as if we are

all on staff at Carrollton Junior High?-Ruth
It will probably be easier to see when we put the first rough draft together.-Patsy

Narrative on Need

The general outline is:

Low Achievement in Math and Science documented problem
What is PBL
Benefits of PBL -This s the biggest section---This is going to be fine Patsy
How PBL directly links to documented success with math and science

. I am using Science and math standards and technology. It will be for human
impact on the environement. Students with create a voicethread with their
conservation ideas and survey other students via voice thread to see if their ideas
would be something the students would realistically committ to doing. Then
they will create a graph of their results.-Patsy

Keri
Please add
your summary
on the
demographics
of your school

Thanks!

Note: The
data I put in
our weekly
planning doc
from GDOE
was older
data from
2008-09.
I am sure you
have more
current data.

I have not
been able to
locate specific
demographic
data for the
current school
year...I'm still
trying.

I did include
2010 CRCT
information.

I placed all of
my info in the
space above.

Descript Answer these questions Who, What, When, Where and Why?
ion:
Vision, This teacher training initiative will support the sound vision and values
Mission, and established by the Georgia Department of Education and Carrollton
values of Junior High School. Georgia’s goal for developing strong education
Carrollton leaders particularly at the building level will be specifically addressed as
Junior High well as the state’s mission for establish strong collaboration and
School and continuous improvement values. The activities presented will also provide
Georgia learning opportunities that will lead to improvement of student
Department ofachievement and workforce readiness skills.
Education The vision of Carrollton City Schools to empower students to be life-
Vision long learners who become responsible productive members of society
Mission -Ruth will be an underlying concept throughout this workshop. The system’s
mission for preparing teachers to be their best while offering quality
instructional resources and tools will also be strengthened through this
training session.
This faculty workshop will highlight the school’s emphasis of merging
technology into innovative teaching techniques through a rigorous
academic program which offer engaging classroom experiences.
Audienc The audience for this workshop will be sixth grade teachers at
Carrollton Junior High School located in Carrollton, Georgia.
e:

Goals: Please take a moment to list any NETS for Teachers which will be
(Outcomes) addressed through our teacher workshop.
For teachers List the outcomes we hope to see-----What skills will they learn? What
knowledge will be gathered? How will collaboration improve? Etc.
Intro Ruth This learning initiative is built upon several related educational goals and
projected outcomes. At the onset we hope to present a foundational basis
for the importance and success of project based learning. The
information we will impart will show solid research support and hopefully,
give the participants a clearer view of how PBL instructional units can
improve student learning. The participants in this workshop will also
receive several handouts which will include numerous teaching ideas,
detail instructional procedures and student assessment rubrics.
Patsy

Josh
Ruth The overall goal for this teacher training is designed to improve instruction and
**Since I am to expand our educational knowledge. Since integrating technology is an
not sure what ongoing emphasis from all educational levels it is imperative that we make
standards are diligent effort to implement the National Educational Technology Standards into
included in this session and more importantly, into our classroom. Listed below are the ITSE
your PBL standards for teachers that will be addressed in this workshop.
student
activities, We NETS for Teachers:
might can add
the 4th NETS 1. Facilitate and Inspire Student Learning and Creativity
for teachers.
Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity, and
innovation in both face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and
assessment incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified
in the NETS•S.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an

 innovative professional in a global and digital society

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong

learning, and exhibit leadership in their school and professional community by
promoting and demonstrating the effective use of digital tools and resources

Outcomes for Please take a moment to list any GPS or NETS for Students which will
Students be addressed through our student PBL activities.
List the outcomes we hope to see-----What skills will they learn? What
**List the knowledge will be gathered? How will student learning improve?
specific GPS
that will be Also list any specific standards or student outcomes you included in your
addressed in student PBL instructional unit.
your unit.
Patsy
S6E5. Students will investigate the scientific view of how the earth’s surface is
formed.

i. Explain the effects of human activity on the erosion of the earth’s surface.

j. Describe methods for conserving natural resources such as water, soil, and air.

S6CS1. Students will explore the importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in their own efforts to
understand how the world works.

S6CS9. Students will investigate the features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

a. Scientific investigations are conducted for different reasons. They usually

involve

collecting evidence, reasoning, devising hypotheses, and formulating

explanations.

d. Scientists use technology and mathematics to enhance the process of scientific

inquiry.

M6D1. Students will pose questions, collect data, represent and analyze the data,
and interpret results.
 a. Formulate questions that can be answered by data. Students should collect data
by using samples from a larger population (surveys), or by conducting
experiments.

b. Using data, construct frequency distributions, frequency tables, and graphs. c.

Choose appropriate graphs to be consistent with the nature of the data

Keri S6CS2. Students will use standard safety practices for all classroom
laboratory and field investigations.
I will include a. Follow correct procedures for use of scientific apparatus.
the NETS that b. Demonstrate appropriate techniques in all laboratory situations.
Ruth has c. Follow correct protocol for identifying and reporting safety problems and
listed as well. violations.
Josh
Ruth Students will be exposed to instructional activities which will address
**I listed all several Georgia Performance Standards and National Educational
the student Technology Standards (NETS) for Students. Some of the standards
standards from which will be included in the lesson plans are:
ISTE except # NETS for Students:
5 and 6. 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and
Let me know if develop innovative products and processes using technology.
they should be 2. Communication and Collaboration
included. Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
digital tools and resources.

Evaluatio Please write up evaluation ideas. The student assessment documents

will be included in your PBL activity.
n:
Patsy I like Keri's scale idea. Me Too--I'll ask Josh about it.-ruth
Keri Ruth's questions for the teacher survey are great...my only suggestion is that the
survey be created so that questions are answered based on a scale: ex. 1 being
the lowest rating, 5 being the highest--just a thought, this might be too time
consuming to create Good idea Keri
Josh Need you to build the Google Form survey into the wiki. Can you put a
 drop down selection that would allow a grading scale? If so, I will need to
reword the questions.
Ruth As a participant, were you well informed of the objectives for this
Teacher workshop?
Survey Did this teacher training help you to better understand the concept of project
questions to based learning?
be entered in Will the content presented in the workshop help to improve the instruction within
the Google your classroom?
form on our Were the objectives for this workshop accomplished?
wiki space Did this workshop meet your expectations?
Did the facilators of the workshop communicate clearly and professionally?
Josh, is there 1. Do you feel confident with implementing PBL strategies in your
any way you classroom after attending the workshop?
can give a 2. Would you recommend this teacher training to other faculty members?
choice of yes 3. What suggestions can you offer that would improve this training
or no and workshop?
then give the
option to type
in a response
to the last
question?

Josh See above question above the survey options in google forms for the survey.

Timeline Include planning phases, actual instructional events, and evaluation

and follow up.
Patsy
Keri
Josh
Ruth I’m assuming this is for the teacher workshop; Possible time frames
could be:
• Initial planning with facilitators- 2 weeks of collaborative
planning and development of workshop outline with examples
of instructional activities
• Presentation to administration for consideration and
approval---2-4 weeks
• Confirmation of facilitators schedule and purchasing of
needed equipment/software- 4weeks
• Scheduling and advertisement of workshop-2 weeks
(concurrent with above step)
• Actual presentation-half day during school hours or 2
two hour sessions during teacher planning day
• Follow up or evaluation—immediate upon conclusion of
workshop
 PBL Student Instructional Activity
Ruth **I found some good science lesson plan ideas on the GDOE website in
the 6th Grade Frameworks Section. Each one has a technology
Josh, I have integration activity.
saved them as
an html file and
Here is the URL:
can send them
to you if you https://www.georgiastandards.org/Frameworks/Pages/science-nets-
want to grade-6.aspx
download them
to our wiki These lessons would have to be expanded in order to meet the
page. OR you requirements established by Dr. Baylen for this assignment, but they are
could just a good base activity.
provide this
link. We should also site this as the resource.
Links **All the links for our instructional activities will be embedded into
our wiki space
Each student instructional activity must contain 1 web 2.0 tool and
**Please list
1 Microsoft Office product and align with the goals the of overall
below a brief
project based learning initiative and PBL concepts/principals
description of
PBL
***Each member is expected to contribute the written narrative for a
instructional
PBL instructional
activity you
Activity which will include: narrative, handouts of instructions,
are creating:
handout of rubric for assessing student outcomes, and samples of
outcomes if possible.
(??Since our workshop will be purposed as a future workshop…we
will probably not have student examples) If any of us have actually
see Page 3 of
taught the activity and have student produced project then
our Proposal
submitting a sample would be GREAT!)
Instructions

Patsy http://www.teachertube.com/viewVideo.php?
I am almost title=Inquiring_Minds_Want_To_Know&video_id=1101
finished with PBL Activity – Conservation
the handout,
rubric, Patsy Kraj
teacher
reflection November 17, 2010
survey, and
track for this. Title
When I finish
the What Can I Do to Conserve?
documents
will be Overview
uploaded to
the folder. Students will participate in a project based learning experience. The students
will collaborate to gather information and create a VoiceThread displaying their
ideas for conservation. The groups will obtain input from other students and
create a graph to illustrate the results.

Goals / Objectives

Students will work in groups to explore conservation for water, soil, and air.

Students will create a VoiceThread presenting an idea for conservation of water,

soil, and air.

Students will obtain feedback from other students and create a graph using
Microsoft Excel.

Students will know how to create a graph.

Students will know different methods to conserve water, soil, and air.

Georgia Performance Standards

S6E5. Students will investigate the scientific view of how the earth’s surface is
formed.

i. Explain the effects of human activity on the erosion of the earth’s surface.

j. Describe methods for conserving natural resources such as water, soil, and air.

S6CS1. Students will explore the importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in their own efforts to
understand how the world works.

S6CS9. Students will investigate the features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

a. Scientific investigations are conducted for different reasons. They usually

involve

collecting evidence, reasoning, devising hypotheses, and formulating

explanations.

d. Scientists use technology and mathematics to enhance the process of scientific

inquiry.
M6D1. Students will pose questions, collect data, represent and analyze the data,
and interpret results.

a. Formulate questions that can be answered by data. Students should collect data
by using samples from a larger population (surveys), or by conducting
experiments.

b. Using data, construct frequency distributions, frequency tables, and graphs. c.

Choose appropriate graphs to be consistent with the nature of the data

Rationale

This activity is for a 6th grade science classroom at Carrollton Junior High
School. This is part of a school wide initiative to integrate project based learning
into math and science classes as a means to develop deeper learning and increase
student achievement in the areas of math and science. This activity will give
teachers hands-on experience with project based learning methods.

Prerequisites

It is assumed that students know how to use Microsoft Excel and now how to use
the World Wide Web. This activity will increase students’ ability to use Excel
and the World Wide Web.

Resources

Students will need a computer with Microsoft Excel, access to the Internet, and
access to an email address for VoiceThread.

Processes

1. Students will be given the handout a rubric for the activity. The teacher will
briefly go over the directions for the activity and students will be divided into
groups of 3-4 students.

2. Together as a class, students will set up VoiceThread accounts, view the

VoiceThread tutorial and view sample VoiceThreads.

3. The groups will participate in the track on TrackStar about conservation of

water, air, and land.

4. The groups will discuss ways that they could realistically conserve for each
water, air, and land. They will choose one idea for each conservation area.

5. The groups will create a VoiceThread presenting their ideas of conservation

for water, air, and land. When the VoiceThread is complete, they will share it
 with other groups in the classroom. The groups will respond to each other’s
VoiceThreads with whether or not the conservation ideas were realistic and if
they would participate in the conservation efforts.

6. The groups will compile the data they receive in the VoiceThread and create a
bar graph with Microsoft Excel to illustrate the data. The graph will then be
added to the end of the VoiceThread project to be evaluated.

Feedback

The VoiceThread and graph will be evaluated with a rubric that the students will
be given at the beginning of the project. Teachers will use a survey evaluation as
a means for reflecting on the experience.

Keri My student activity is going to focus on the standard I listed above that deals
with lab safety in science classrooms--I am going to include a lesson using
ComicLife as well as Word.

This is the
rough draft of
my PBL PBL Narrative:
narrative. I
still have
some work to
do on it, but I
wanted to go
ahead and Student Project Based Learning Activity
post this Overview
before I go Title: Safety in the Science Lab
out of town so
you all can Goals: The goal of this activity is to provide students with an activity that
take a look at incorporates technology standards (NETS for students) in to a learning activity
it. I am also that correlates to the Georgia Performance Standards. The standard focuses on
working on lab safety; students examine the proper way to handle the various pieces of lab
the equipment and chemicals that might be encountered in the science lab. Students
handouts/assi also learn the techniques for handling situations that might occur while
gnments that participating in lab activities. Also included in the lesson are the protocols for
will go along identifying and reporting any accident that occurs while in the lab.
with this.
Objective: S6CS2. Students will use standard safety practices for all classroom
laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and
violations.

Rationale

Audience: 6th Grade Science students

This unit is designed to teach the importance of following safety

precautions while conducting experiments in the science lab.
Students will become familiar with the types of accidents that
might occur and the proper protocol to follow in the event that
an accident does occur.

Prerequisites

6th grade students will be prepared in the event of an accident

while performing experiments in the science lab. Those
students that display an exceptional understanding of these
standards will be chosen to be station leaders for the first nine
weeks.

Resources

This unit will primarily be taught in the classroom. Students will

be shown PowerPoint presentations, as well as other various
documents that provide information about how work in the
science lab should be conducted. In order to create the final
project for this assignment, students will need access to the
following:

Computer lab/internet service/printer

Microsoft Word

ComicLife

Processes

See handout.

Feedback
 Final assessment of the Lab Safety Comic Strip and the Safety
Essay will be based on a rubric.

Josh
Josh,

Here is the link mentioned above that gives 6th grade science lesson ideas which
integrate technology from the GDOE website: (could be listed in the resource
Ruth area on the wiki)

https://www.georgiastandards.org/Frameworks/Pages/science-nets-grade-6.aspx

Here are some Teacher Tube video links on Project/Problem based Learning.
(choose the ones that you think are most appropriate and embedded them into the
wiki)

http://www.teachertube.com/viewVideo.php?
video_id=189015&title=The_Net_Generation_and_Project_Based_Learning_2_
0

http://www.teachertube.com/viewVideo.php?video_id=120405

Here are some websites that give good info on Project Based Learning: (choose
the ones that you think are most appropriate

http://pbl-online.org/

http://www.4teachers.org/projectbased/

http://www.globalschoolnet.org/web/pbl/
 http://www.bie.org/about/what_is_pbl/

Biograp ****Please submit a biographical summary here as soon as

possible******
hies
*All group
members*
Patsy I have a Bachelor of Science from Northeastern Illinois University. Major
biology and minor sociology. I have a Masters of Education in secondary
education from the University of Phoenix. I working on an Ed.S in Instructional
Technology at the University of West Georgia.
I am certified in Science 6-12, Math6-8, and am adding on Business and
Technology. My interest areas include integrating technology into the
curriculum and distance education. I am currently not working in the education
sector and own a counter top fabrication company with my husband.
Keri I have a B..S. in Political Science from the University of West Georgia as well as
a Master's in Public Administration, also from the University of West Georgia.
After completing my master's degree I received by teacher certification in
secondary social studies (grades 6-12). I have taught sixth grade social studies
for the past 4 years. I am currently working on my Ed.S in Instructional
Technology. I chose to pursue this degree in order to become more effective
with integrating technology into my curriculum in order to provide my students
the most update resources available. I am also very interested in the decision
making process that schools and school systems engage in when making
decisions regarding the level of use of technology and technology purchases.
Josh I have a Bachelor of Fine Arts Degree in Mass Media with an Emphasis in
Television Production from Valdosta State University. I have worked for ESPN,
FoxSports, and CNN. I also spent three years as a producer for NBC affiliate
WALB-TV. For the past four years I have been teaching Broadcast Video
Production at North Cobb High School. For a year before that I worked as an
elementary special education teacher with the Fulton County School District.
Currently, I am pursuing my M.Ed. from The State University of West Georgia.
I hope to take this knowledge and use it to push my students and myself to an
even greater and more effective use of technology in the educational process.
I love my wife, Megan, my 19-month-old son, Wyatt, and Chick-fil-A... which
sounds really good right now.
Ruth I received a Bachelor of Science in Early Childhood Education from the
University of West Georgia and I’m nearing completion of my Masters of
Education in Instructional Technology from the same institution. I have
taught various grade levels within different private and public schools
systems. Currently, I am a Title 1 Support Teacher working with students
from Kindergarten through fifth grade in a computer lab setting. I have
held this position for the last thirteen years. My continually interest in
 integrating technology into all curriculum areas within the elementary
classroom is the basis for my participation in this professional learning
opportunity. My experience in designing technology based lesson plans
which directly link to Georgia Performance Standards and National
Educational Standards give me an insight which I hope to share with
other faculty members as we build a quality resource for effective
instructional activities.

Budget ***I will start writing this section when you give me your feedback
on materials, equipment and software needed for your PBL student
and activities.**** -Ruth
Resourc
es
**Keri, we Include materials, equipment, software applications, services from school
need you personnel, other needed resources
input here as
to what
resources will
be available
within your
school

**All group Next list all resources that will be needed for your part within in this
members** initiative. List specific items which will have to be purchased and
give approximate cost.
Keri--If the workshop is provided during planning time, then the need for
substitute teachers will not be an issue. Also, we have two technology specialists
in my system, so they can administer the workshop which should eliminate the
need to hire facilitators.
Keri, I like this suggestion---Let’s write this narrative up as if the training
will be conducted during a series of common planning times using your
technology specialist. Tell me again when you think the sessions should
take place?-Ruth

Planning for academic teachers is 100 minutes, beginning at 10:50-12:30

Patsy Students will need a computer with Microsoft Excel, access to the Internet, and
access to an email address for VoiceThread.

Keri
Can you add The training could take place in one of two locations:
the technical
information 1. Computer lab—30 computers; interactive whiteboard, ceiling
 concerning mounted projector
the lab or
classroom in 2. Media Center—30 computer work stations; interactive
which the whiteboard; ceiling mounted projector
workshop will
take place?
Include the
available Computers are equipped with:
equipment
and software Microsoft Office (Word, Excel, Powerpoint, etc.)
—we need to
make sure ActivInspire--software for Promeathean Boards
that the items
needed in the
PBL activities
are included
as well
Josh
Ruth I will write this section in the narrative when all have listed their particular
needs