Treasa Aliester
Class IX Social Science
Project Based Learning
1.Project Plan

(1.1)The Define Phase
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?

Are we aware of our RIGHTS as consumers
# Students of class 10 will explore following matters
# How far people aware of the consumer rights
# What are the rights enjoyed by consumers in India
# Role of consumer courts-its functions.

(1.12)Project Scope:

Describe the scope of your project. This may include class and section, subjects it covers, self shills to be used etc. as well as other factors affecting scope.
Class x will investigate about the topic

Subjects involved  economics ,Maths   and Science

Students research will be monitored and managed to avoid students  going off track and out of scope.

(1.13) Curriculum and Standards:

List the curriculum and standards this project with cover.
Class x social science subject –Economics
# What are the rights of consumers?
#Are the consumers aware of their rights?
#Existing system of consumer redressal forums
#Possible ways of exploitation of consumers by the Traders
#To make consumers aware of their rights

Lesson 2-Dephine Phase

2.1 Essential Question:
Put in writing the question that will engage the students

2.2 Grouping Strategy:
Describe the criteria that will be used to form students’ team and how this maps to the goals of the project.
Team will comprise groups of 5 students of mixed gender, and mixed ability and skills. One of the goals is to promote teamwork in mixed ability groups so that higher ability students get opportunities for peer instruction, and lower ability students benefit from the more advanced collaboration that will arise from this.

2.3 Learning Environment:
Describe the learning environment for the project including any classroom adaptation that will be required.
A group working area in the classroom will be set aside with tables and chairs to allow more effective interaction among team members. A classroom wall near the project area will be set aside to post paper materials collected during research. Computer labs will be used for the majority of the online work. Research notes will be recorded in computers/blogs. Some collaboration between students will take place through email/blog/whats’app.

2.4Assessment Approach:
Describe the approach for:
2.41 Authentic Assessment:
Authentic tasks such as
1. Chart presentation on precautions to be taken before buying a product .
2. Preparation of flash cards to exhibit advises and instructions given by the Advocate
3. PPT presentation on existing laws for the protection of consumers

2.42 Formative Assessment:
Regular feedback will be provided as the students work on internet and library research, surveys, and presentation designs.

2.43 Summative Assessment:
Assessment will be conducted on
Team  portfolios in blogs/emails
PowerPoint presentation on consumer rights/web design

2.44 Rubrics:
Rubrics will be used to assess:

Flash cards and charts
Final presentations

2.45 Grading:
Project grades will be based on a combination of scores from assessments made during the project. A rubric will be 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.
Note: Products are shown in( )’s. Milestones are in bold font.
Classroom instruction: 1. Basics of consumer rights and consumer courts.
Select student groups (student groups)
Research: online and library (research report)
Class activity: visit from  consumer court lawyer (visit reports)
Survey: How far people aware of their rights (survey report)
Activity: creating  model consumer court .
Activity: creating a chart on how do we file a case at consumer rights
Activity: nutrition advice briefing/ “oral report” (student briefing)
Presentation: the importance of a balanced diet (presentation)
Celebration: a “mini exhibition” on nutrition for parents evening (exhibition)

3.2 Role definitions:

List the roles team members will fulfill in the project.
Project leader: teacher will fulfill this role
Survey writer (all students will contribute to this)
Nutrition advisor: will present the team’s nutrition advice to the class
Presentation author
Presenter (all students will take some part in the presentation)

3.3 Task schedule:

Note start and end dates for the project.
Include expected dates to start specific tasks
Project start date 5th July 2016
Project end date 5th August 2016
Activity “Creating a diet sheet for one week’- must start after diet specialist visit.

3.4Special Activities Plan:

List any special activities (e.g. Field trips or guest speakers) including dates.
Visit from a health service diet specialist will take place on _______

Mini exhibition: __________

3.5Resources Plan:

List resources that will be required during the project and any other date constraints associated with them.
Computer lab: Date and period in the Time Table.

3.6 Direct Instruction:
List any planned direct instruction sessions and link them to specific tasks if appropriate.
Basics of nutrition sessions and human digestion
The food groups
Creating a survey

3.7 Reviews and checkpoints:

Describe how you will incorporate review meetings and checkpoints in the project
At the end of every week there will be a 20 minutes class conference to discuss progress, successes and challenges.
A checkpoint meeting for each team will be held for 10 minutes twice per week.

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.
Opportunities for authentic assessment will include: the surveys and results, packing a nutritious lunchbox, presenting diet advice briefings.
Formative assessment will primarily focus on the artifacts created by the students during the project. Special attention will be paid to survey prototypes, learning journals and presentation outlines.
Summative assessments will be performed on the survey results, presentations on the importance of a balanced diet and the portfolios of work.

Rubrics prepared: Survey questions and results rubric, diet sheet rubric, balanced diet presentations rubric, grading rubric.

Lesson 4- WORK PLAN       
Are we aware of our rights as consumers?

01 Launch project 05-11-2016
24-11-16 Project launched
02 Deliver classroom instruction Areas to be covered.
.1.Define the project
2.Culminating products
Teacher 06.11.16 07.11.16 Initial classroom instruction is completed
03 Group selection Students’ list
Teacher 09.11.16 09.11.16 Group selection is completed
04 Conduct research Collection of Content on 1.Consumer rights
2.Consumer courts(Curricular units) Student 18.11.16 20.11.16 Students recorded in the computer
05 Perform survey Create survey questions,survey,prepare survey report Student 19.11.16 21.11.16 Collected report
06 Programme sheet activity Prepared based on curricular units Student and teacher 22.11.16 22.11.16 Prepared
07 Advice meeting Team prepare briefs All team members 22.11.16 22.11.16 A meeting was held
08 Programme sheet presentation Presentation ,, 23.11.16. 23.11.16 Presented
09 Preperation of questionnaire Eliciting from peer group and self analisation Each member 21.11.16 21.11.16 Prepared questions
10 Exhibition Practice presentation by inviting parents All members 24.11.16 24.11.16 Completed
11 Project presentation Posting in the computer/blog All 28.11.16 28.11.16
12 Assessment and grading Prepare rubrics and assessment Teacher 30.11.16 02.12.16

 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 as a group meeting with the whole class. There will be a presentation covering goals, expectations, rules, procedures, assessment and grading. Students will be invited to discuss any of the above and we may make change as a result. The final presentation will be printed and displayed in the classroom as well as being posted in PBL Blog
Define, plan, do, and review cycles will be discussed.

(5.2) Artifacts:

List artifacts that will be created during the project
Research notes
Survey designs
Message boards (may be thro’ email/blog/what’s app) (as demonstration of team collaboration)
Presentation outlines

(5.3) Culminating product:

Describe what culminating product or products are expected to be created during the project and how they will be presented.
PPT presentation by   each team to the whole class on precautions to be taken before buying a product and advises given by the advocate
Chart presentation   will be made by each team to the whole class.
Posting in Blog will be presented by each team to the teacher.

(5.4) Celebrating completion:

Describe how the students will celebrate when the project is completed.
A “mini exhibition” of the project will be held in the school with students’ parents invited as special guests. Certificates of completion will be awarded to each student.

Lesson 6   Review Phase

(6.1)Student Reflection and Evaluation:

Describe how student reflection and evaluation will be conducted.
One lesson after the end of the project will be dedicated to student reflection and evaluation. Their reflection will cover: what topics I learned about, what new skills I learned, what I liked about the project, what I didn’t like about the project and what I would do differently on the next project. An evaluation form will be completed by each student as a homework assignment.
A subsequent lesson will be used to discuss the observations made by the students.

(6.2) Teacher Reflection and Evaluation:

Describe how teacher reflection and evaluation will be conducted.
I have prepared a teacher reflection and evaluation form to complete that covers:
Achievement of project goals
What I learned
What I would do differently next time

(6.3) Assessment of 21st Century skills:

List of 21st century skills in this project and its assessment
Artifact 21st Century skill(s)
Research notes Problem solving, initiative, ICT
Survey designs Creativity, problem solving, communication
Message boards ICT, communication, teamwork
Presentation outlines Initiative, creativity, ICT, communication

(6.4) Summative Assessment and Grading:

List products and the corresponding rubrics that will be used for SA and Grading
Product Rubric Grading
Survey results Suryvey questions and results rubric
Diet sheets Diet sheet rubric
Balanced diet presentation Presentation rubric
Blog portfolio Blog rubric

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 students will be told about the idea for the project 2 weeks before it starts. New ICT tools to be used during the project (i.e. using a spreadsheet for survey results) will be practiced before the project launch.

(7.3)  Facilitation:
Describe how facilitation of resources will be used to enable the students to be successful.
Use of the library and computer equipment will be scheduled and booked in advance.

(7.4) Progress Monitoring:
Describe how program will be monitored throughout the project.
Whole class conference once per week

Group Progress

Team checkpoint meetings as well informally daily checking with teams and individuals on their work.

         Individual    Progress

(7.5) Re-planning:
Describe how‘re-planning’ will be used if the project goes off track
Since student autonomy is low there is low risk of the project going off track. 10% additional time allowance has been included for overrun but the end date cannot be exceeded. There is an option for homework to be used to catch up if necessary.

(7.6) Conflict Management:
Describe how to address problems related to participation, offer approaches to manage other conflicts that may arise.
Teamwork rules will be included in project launch presentation. Students are asked to initially try to work out conflicts on their own. In the case of a deadlock, issues are to be raised with the teacher. Lack of participation will be dealt with by culprits being removed from the project work and set to work on alternative individual tasks for the duration of the project.

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