Suthirshna Science Class VI - Water to Thrive

Science Class VI
Water  to Thrive

Project Based Learning
Lesson1. Project Plan
(1.1)The Define Phase
  Water  to Thrive
(1.11) Introduction:
Write a statement describing the overall purpose of the project.
What is the key challenge or problem the project is aiming to address?
What are students intended to learn from the project?

This project is intended to allow class VI students to explore the following topics:
Water -a precious natural resource
Sources of water
Importance of water resource
Depletion of water
Water pollution
Need of the hour…Water Conservation

(1.12) Project Scope:
Describe the scope of your project. This may include class and section, subjects it covers, soft skills to be used etc. as well as other factors affecting scope.
Students from Class: VI
Subjects—Biology, geography, chemistry, ecology.
Tactics and tools , interpersonal skill, communicative skill, leadership quality
Student work to be managed by guide teachers to prevent going from out of track and out of scope.

(1.13) Curriculum and Standards:
Natural resources
Water cycle
Importance of water resource
Depletion of water resource
Water pollution
Conservation of water resource
List the curriculum and standards this project with cover.

Project Based Learning
Lesson 2 –Define Phase
2.1 Essential Question:
Put in writing the question that will engage the students
How is water polluted and how can it be conserved?

2.2 Grouping Strategy:
Describe the criteria that will be used to form student’s team and how this maps to the goals of the project.
Groups consist of students of different gender and have following skills
 Organizing skill, Leadership quality-to segregate different topics and assign them among the members.
Drawing skill-to make pictures related to the topic
Slogan writing/ poem writing skill- to create awareness about the need for water conservation
Artistic skill- to make model(rainwater harvesting)
Speaking skill/ communication skill- to present the project in front of the crowd
Acting skill- skit

2.3 Learning Environment:
Describe the learning environment for the project including any classroom adaptation that will be required.
School campus- campaign, display-hand washing area, drinking water areas, toilets and pond ecosystem. Assembly – speech, skit

2.4 Assessment Approach:
Describe the approach for:
2.41 Authentic Assessment:
Visit to pond ecosystem.
Analysis of contaminants in pond
Collecting information about usage of water by humans and other animals in that pond ecosystem.
Giving “advice- individuals to conserve water” will be performed during the project.

2.43 Summative Assessment:

2.44 Rubrics:

2.45 Gradings:

          2.42. Formative Assessment:
Slogan assessment, regular feedback, questionnaire on pond ecosystem, model assessment, photographs assessment.

     2.43. Summative assessment:
Data collected and analyzed
Poem assessment
Power point presentation
Solving puzzles/ riddles
Speech  assessment
Skit assessment

2.44. Rubrics

Assessment on
Model making
Poster / slogan and poem presentation
Power point presentation
Execution of campaign
Data collection, organization and interpretation

2.45: Grading’s
Based on stepwise grading throughout the entire project
A rubric used to compile grades

Lesson 3-Plan Phase
3.1 Work Breakdown, Products and Milestones:
List the project task and, if possible at this stage include the sub-tasks. For each task add the product that will be created and indicate it will be a milestone.
Class room instruction—Water resource, source, importance, depletion, pollution and conservation
Selection of student group- Class 6(student group)
Research- Library, website, Wikipedia( research report)
Activity- poem, slogan, poster making, model, speech(activity report)
Field trip- pond ecosystem(field trip)
Presentation- conservation of water resource(presentation)

3.2 Role definition:
List the roles team members will fulfill in the project.
Project leader- Teacher
Researchers-   students
Information provider- people staying near the pond
Presenter- group leader with the team members.

3.3 Task schedule:
Note start and end dates for the project.
Include expected dates to start specific tasks
Start date: 08.08.16
End date: 30.08.16
Poem , slogan, poster- 20.08.16
Campaign- 10.08.16

3.4 Special Activities Plan:
List any special activities (e.g. Field trips or guest speakers) including dates.
Visit to pond ecosystem and interaction with local people-13.08.16
Poster display-20.08.16

3.5 Resource Plan:
List resource that will be required during the project and any other date constraints associated with them.
Library period- According to the time table of the class.
Computer period- According to the time table of the class.

3.6 Direct Instruction:
List any planned direct instruction sessions and link them to specific tasks if appropriate.
Questionnaire preparation-pond ecosystem
Research paper from internet- study already conducted

3.7 Reviews and checkpoints:
Describe how you will incorporate review meetings and checkpoints in the project
Checking the progress of task, every week.
Group meeting every day to ensure work done

3.8 Assessment plan:
Describe the balanced assessment plan for the project. List products that will be assessed during the project. List rubrics that need to be created before project launch.

Assessment plan: slogan assessment
Poem assessment
Photograph assessment
Questionnaire assessment
Skit assessment
Poster assessment
Presentation assessment
Speech assessment
Model assessment
Team coordination, organization, creativity, interpretation

Project Based Learning
Lesson 4-Work plan
Prepare work plan in the format given below.

Launch project
teacher 08.08.16 08.08.16 Project launched

Deliver classroom instruction 1.Define the project
2.culminating product
teacher 08.08.16 08.08.16 Initial classroom
discussion completed
Group selection teacher 08.08.16 08.08.16 Group selection complete

Conduct Research
Collect data on water pollution and water conservation students 09.08.16 28.08.16 Information recorded
Perform field visit Visit to nearest pond ecosystem
student 13.08.16 13.08.16 Proceedings recorded & Photographs taken
Conduct Survey
Visit to nearby village. Prepare Questionaire
student 13.08.16 13.08.16 Prepared and conducted Survey.

Activities Slogan, poster, speech, campaign 10.08.16 25.08.16
Advice meeting Team meets for briefs and advice from teacher.
students 08.08.16 10.08.16 Meeting held to discuss proceeding
Assessment & grading
Prepare rubrics &  assessment teacher 08.08.16 30.08.16
Reflection and evaluation Student reflection&  evaluation,  Teacher reflection &  evaluation Student and teacher 29.08.16 30.08.16
Project closed
Submitting to Principal teacher 30.08.16

Lesson 5-The Do Phase

5.1 Project Launch:
Describe how the project will be launched, including how goals, expectation, rules, procedures, assessment, and grading will be presented to the students.
The project will be launched at a group meeting with the class. There will be a presentation covering goals. Expectations, rules, procedures, assessments and grading. Students will be invited to discuss any of the above. The final presentation will be printed and displayed in the classroom and posted in the blog. The define, plan, do and review cycles will be discussed.

5.2  Artifacts:
List artifacts that will be created during the project
Questionnaire, slogan , presentation, display board

5.3 Culminating product:
Describe what culminating product or products are expected to be created during the project and how they will be presented.

2. Log book on activity report with date.
3. Charts/ Posters depicting ideas.
4. Blog/animation
5.  cartoon.
6.  Power point presentation

5.4  Celebrating completion:
Describe how the students will celebrate when the project is completed.
Exhibition of project in the conference hall before peer group and all science teachers, Principal / Vice Principal/ Experts.

Lesson 6-The Review Phase

6.1 Student Reflection and Evaluation:
Describe how student reflection and evaluation will be conducted.
Student will present in front of the class-the methodology adopted, challenges faced-facts learned-skills developed-enjoyment of team work-self decisions made-critical analysis- visits and experiences gained.

6.2 Teacher Reflection and Evaluation:
Describe how teacher reflection and evaluation will be conducted.

Difficult periods
 Problems faced
 How it can be done better/different
Overall experiences gained.

6.3  Assessment of 21st Century skills:
List of 21st century skills in this project and its assessment
Artefacts :  21st century skills
Research note-ICT,analysis co relation,selection of facts
Campaign: organization and
Photographs: Skill to handle camera- cinematography
Poster: Drawing and painting skills. creativity using colours.
Presentation: ICT , creativity, team coordination, leadership, Analysis, conclusion, problem solving.

6.4  Summative Assessment and Grading:
List products and the corresponding rubrics that will be used for SA and Grading
Product Rubric Grading
1.Survey results
5.Power point presentation Questionnaire, survey rubrics
Blog rubric
 Respective rubric
ICT/presentation rubric
Project Based Learning
Lesson 7-The Manage Phase

7.1 Process Management:
List tasks that will be used to manage the process of conducting the learning
  Project leadership
  Progress monitoring
  process management
  Conflict management

7.2 Student Preparation:
Describe how students will be prepared for the project prior to launch. List any specific instruction or tasks that will be needed
The idea to be presented to student 3 weeks before the launch of the project. New ICT tools to be practiced and analysed. Sample project can be discussed- highlighting steps to be followed- results- conclusion- requirements.

7.3 Facilitation:
Describe how facilitation of resources will be used to enable the students to be successful.

Use of library and computer labs - free periods to be made use of . Research papers on the same topic and previous project reports to be made use of.

7.4  Progress Monitoring:
Describe how program will be monitored throughout the project.

Group Progress
Team to meet on daily basis to discuss proceedings and report to teacher in charge.

Check for the completion of specific task and topics learned

(7.5) Re-planning:
Describe how‘re-planning’ will be used if the project goes off track
 Low risk of student work going out off track. Project to be completed in the assigned date schedule. 10% additional time may be allowed. End date to be adhered to. Extra time at home can be made use of.

(7.6) Conflict Management:
Describe how to address problems related to participation, offer approaches to manage other conflicts that may arise.
 Team work rule to be followed. Students are asked to coordinate and cooperate to make the programme a success. Activity to be monitored by the teacher regularly to avoid misunderstanding. Motivating words to be used often to encourage student to work with unity

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