|Title||More for Your Money|
|Creator:||Friend, Brenda email@example.com|
|Source:||Secondary PBL Project, 2008-2009|
|Project Idea:||As a recent college graduate, you have been offered three positions as an environmental specialist in different geographic regions. Using integers, you will compare and contrast the yearly low and high temperatures, cost of heating and cooling a home, and salary to determine which job you will accept.|
|Entry Event:||Room will have pictures from multiple geographic regions as well as copies of travel magazines. There will be fake money hanging among the pictures. Teacher will ask the question “Where would you prefer to live?” After polling the students, ask the next question. “How do you know?” Teacher and students will engage in a discussion of ifs and whys. The teacher will ask, “How can a cost-benefit analysis help me make good life choices?”|
|Content Standards & Objectives:||
Define/describe distributive property
Define/describe commutative property
Define/describe associative property
Define/describe identity property
Know basic addition facts
Know basic subtraction facts
Know basic multiplication facts
Know basic division facts
Recognize one-step equations
Apply distributive, commutative, associative, and identity properties
Know how to perform addition, subtraction, multiplication, division
Derive rules for addition, subtraction, multiplication, and division of integers
Solve one-step equations
|Driving Question:||How can a cost-benefit analysis help me make good life choices?|
The group will create a visual / multimedia production that conveys the data that supports their job choice, residence, and financial considerations Environmental Specialist Multimedia Presentation Rubric. Using the information gathered by each student, the group will rank the choices from best to least favorable economically. The highest ranked in each category/region will combine for a multi-media exhibit. The students will recommend the best financial choice to an environmental specialist as well as their classmates. The exhibit such as a video or PowerPoint along with an oral presentation will require him/her to demonstrate knowledge of the subject based on the standards and presentation skills. The group presentation will contain information compiled by each student. Each will document and support his/her idea with written materials on one section of a tri-fold data display board Environmental Specialist Tri-fold Data Display Rubric.
As the student proceeds with the internet research, the student will print documents from the search and use the Environmental Specialist Research and Documentation Checklist to determine if the information found meets the criteria for the division of the project. Mastery is all items checked as appropriate. The teacher will check the printed documents from internet search and use the Environmental Specialist Research and Documentation Checklist to verify student data. This rough draft form of the working project will contain suggestions for improvement as well as notification of mastery. Upon mastery of the valid data, the student will enter the data into an Excel spreadsheet. The teacher will review data to determine its correct location. The Excel spreadsheet with data collection is exemplary when student has all information from all areas of individual research entered into its correct location and ready to graph. The student will submit the Excel spreadsheet with graph(s) included in electronic and hard copy format for immediate teacher review.
Utilizing the Environmental Specialist Checklist of Project Benchmarks the student will self-reflect on time mastery of meeting benchmarks and project due dates as he/she progresses through the research. Individual students will prepare a written report and will exhibit his/her individual data collection and analysis. He/she shall present the written information on one section of a tri-fold display board. Exemplary exhibits will have not only the required information displayed in a neat and organized manner, but also creativity and originality that sets it apart from other student submissions. The final product is a multi-media presentation that combines information from the group research into one final document. An exemplary product will demonstrate a valid compare and contrast of each student’s research along with a visual representation and oral description thereof. A product that has few grammatical/mechanical errors, limited oral skill issues, and a near flawless visual demonstration will score mastery. A substandard product will have missing or unclear elements or multiple grammatical/mechanical errors.
|Assessment and Reflection:||
|Map The Product:||
Product: More For Your Money presentation – The student will create a visual and multimedia production that conveys his/her data. Each will document and support his/her idea with written materials. The exhibit such as a video or PowerPoint along with an oral presentation will require him/her to demonstrate knowledge of the subject based on the standards and presentation skills Environmental Specialist Student Overview.
|Manage the Process:||
Decorate the room with pictures and items that represent multiple geographic regions. In the room, there should be several travel magazines available. Prepare workstations to aid in student learning. Workstations should include a file for possible key words for searches and/or internet sites specifically for employment (salary), cost of utilities, and weather forecasting/temperature records. The teacher should include a file in each workstation that has printed documents from internet sites in the event the internet is not available.
The teacher will group students (suggested) in threes according to learner profile – using triarchic theory of intelligences of Robert Sternberg (analytical, practical, and creative) www.e2c2.com/fileupload.asp. This method is the best for differentiation in three person groups.
Present the driving question (How can a cost-benefit analysis help me make good life choices?) and launch the project. The teacher will present each group of students with a folder that contains a project overview and the appropriate rubrics and checklists as well as the group job contracts. The peer and project evaluations forms are not included at this time. The students will sign an Environmental Specialist Contract that clearly states his /her individual job in the group. Teacher will review contracts. Exemplary contracts will include all aspects of contract signed and roles specifically defined. Mastery contracts will include contract signed and roles stated. Substandard contracts may have missing signatures or roles. Teacher will deliver the Environmental Specialist Collaboration Rubric to students and take anecdotal notes throughout project for assessing students.
Various interactive web-based activities as well as an exit slip will assess knowledge of facts. The teacher will evaluate the report of correct/incorrect answers and the students may need to complete activities over to demonstrate mastery of basic facts before progressing to the next step.
The teacher will take the students to the reserved computer lab. A discussion will follow and the teacher will model appropriate internet searches and how to find relevant data. The environmental specialist field encompasses many spectrums of jobs. The group will perform an internet search and choose the environmental specialist job their team will research. Each student in the group must research the same job field and choose different cities for each of their geographic locations. By the end of the week, the teacher should review the student’s internet printouts to determine if each has chosen three like jobs in three different geographic regions. Each group will record their information on the Environmental Specialist Research and Documentation Checklist that shows the locations of each of their jobs. The regions need not be limited to the United States of America even though they need to be distinctly different in temperature. This is a quick review so the student can begin data entry into the spreadsheet and word document. If necessary, the teacher should describe and demonstrate the use of an Excel spreadsheet. To accommodate different levels of learning and processing abilities, each group of three may research one of the regions and combine data for presentation.
Information on high and low temperatures is likely to be more difficult for the students to find. The workstation information may prove helpful to students. Students should get monthly information if possible. However, seasonal highs and lows will work and may be a great way to reduce workload for lower level learners. Using the Environmental Specialist Research and Documentation Checklist, the students should verify that their job locations and temperatures reports coincide. If the location of the job is not in a major city, accept the available information from a city within a 50-mile radius. Upon verification, the student will enter the information in the spreadsheet and word document.
Utility research for a similar area as to where the student lives can include copies of electric and gas bills from parents (with signed permission from parents). Make certain that they are copies and they remove personal information. The remaining areas will need internet research unless the student has another individual available in any of their other geographical regions. Using the Environmental Specialist Research and Documentation Checklist, the students should verify what the utility costs are for the job locations chosen. Upon verification, the student should enter the information into the spreadsheet and word document.
When student has all categories of information entered into the spreadsheet, the student will formulate graphs, charts, and data comparisons. The teacher will describe and demonstrate making graphs and charts. Each student will perform the final individual revision. Groups will combine information and prepare final exhibit. For the final exhibit, the students will choose one location from each of the three levels of temperature consideration that is the best financial choice. They will present the top three choices as well as the best choice overall and how they support the findings.
The students will practice their presentations and self-evaluate. During the practice presentations, the teacher will monitor the student progress and model any skills in question. Two days of practice allows the students to perfect the production. For more advanced learners, the multi-media should include a variety of technology.
Groups will present their data. Allow time for set up and clean up.
Each group will complete a self-evaluation Environmental Specialist End-of-Project Self-Assessment, peer evaluation Environmental Specialist Peer Evaluation, and project evaluation Environmental Specialist Final Evaluation. Teacher will evaluate the project and self-reflect.
Teacher reflection of project and process
Student evaluation of self and others
Survey – final evaluation – a reflection of the project
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