PBL Introduction and Development
1 The Hook
Introduce the new unit of study (i.e. Ancient Egypy) and have students use video websites like BrainPop, YouTube, TeacherTube, etc. to explore topics in the unit and find interest in a topic.
Expore the website and see what topic interests you the most.
2 Team Up
- Find other students that have similar interest in a topic. This will be your group for the PBL.
- Create a Google Doc that is shared with all members of the group. This is going to be the "living document" that will house all your ideas, research, planning, etc.
3 Plan the PBL
Have class meet as a whole and decide what the PBL should be, benchmarks, and rubrics.
As a whole class:
- What should the PBL address? (Driving question)
- End Date on PBL (Either done cooperatively or assigned by teacher)
As a PBL group (Small Group)
- Create the driving question
- Decide on the final product of the PBL
- Assign parts or teams for the PBL benchmarks
- Create a schedule for the benchmarks using Google Calendar and share a common calendar amongs the small group and teacher
- Create a rubric for the group using Rubistar
4 Research, Present, and Reflect
During this time, facilitate students as they research. Research may be done using many forms of media, both tech and non-tech.
Keep students on task for the established due date for the final products.
- Research your topic using credible resources from multiple forms of media
- Meet all group-assigned benchmarks
- Create your final product
- Grade your group using the student-generated rubric
- Publish the PBL
- Reflect on the project using class blog and comment on the relections of other groups/students
Key Standards Supported
Reading History/Social Studies
|RH.6-8: Integration of Knowledge and Ideas|
|RH.6-8.7||Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.|
|RH.6-8.8||Distinguish among fact, opinion, and reasoned judgment in a text.|
|RH.6-8.9||Analyze the relationship between a primary and secondary source on the same topic.|
|Key Ideas and Details|
|RH.6-8.1||Cite specific textual evidence to support analysis of primary and secondary sources.|
|RH.6-8.2||Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.|
|RH.6-8.3||Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).|
|WHST.6-8: Production and Distribution of Writing|
|WHST.6-8.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|WHST.6-8.5||With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.|
|WHST.6-8.6||Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.|
|Research to Build and Present Knowledge|
|WHST.6-8.7||Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.|
|WHST.6-8.8||Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.|
|WHST.6-8.9||Draw evidence from informational texts to support analysis reflection, and research.|