P R O J E C T
D E S I G N :
O V E R V I E W
Name of Project: Get up and Go
Subject/Course: English
page 1
Duration:
Teacher(s): Hatfield
Grade Level: 9- 12
Other subject areas to be included, if any: Math, physics, science, ELA
Significant Content
(CCRS and/or others)
Students will generate ideas, gather information, keep careful records and edit written work (Writing A2 and 3 and Speaking B 2
and 3). They will analyze presentation (reading 5) of information while identifying new concepts and ideas (reading b 1). Listen
for understanding and evaluate public presentation (listening A1).
21st Century Competencies Collaboration
(to be taught and assessed)
Communication
Critical Thinking
X
Creativity and Innovation
X
X
Other: Use, reflect, make, evidence of information
X
X
Project Summary
(include student role, issue,
problem or challenge, action
taken, and
purpose/beneficiary)
Students will be given old pc and laptop part and be told to make it move 24 inches without human assistance. Students will
need to research propulsion systems and force verses velocity. They will meet in groups and discuss what model would be the
best to use for the activity. Students will have to then make the object move by collaborating with each other in a group,
designing and then their 1 pound object and make it move. They will then presnt their finished product and compare it to other
models that are being presented.
Driving Question
How can we make a 1pound object move 24 inches without human assistance?
Entry Event
Show students the boxes of materials that can be used. Open discussion about what types of information we might need to gather
in order to be successful.
Products
Individual: Look through the given materials and brainstorm
potential ideas.
Produce a material list and a proposal for moving the object.
Specific content and competencies to be assessed:
Generate ideas, gather information, keep records and analyze.
Informational writing and evaluation.
Team: Work together and choose the best idea and propulsion
system for the product. Produce a oral and visual presentation
in which each team member participates.
Specific content and competencies to be assessed: Understand
the presentation of ideas and evaluate public presentation.
Critical thinking, speaking and listening
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P R O J E C T
D E S I G N :
O V E R V I E W
page 2
Classmates, teacher and administrator.
Public Audience
(Experts, audiences, or
product users students
will engage with during/at
end of project)
Resources Needed
On-site people, facilities:
Classroom, students and teacher.
Equipment: Hot glue gun, computer, table board (small white boards for brainstorming) pencils and paper.
Materials: Any old computer parts, recycled materials, rubber bands, glue, and anything the students can find at home with teacher
approval
Community Resources: Parents may allow students to bring some materials from home; ie: paper towel rolls, empty soda bottles.
Journal/Learning Log
Reflection Methods
(Individual, Team, and/or
Whole Class)
Whole-Class Discussion
Survey
X
Focus Group
X
Fishbowl Discussion
Other: Small Group Discussion
Trial and Error Phase
X
X
Notes: Many different pc parts so no two projects will be the same. Give the students a sense of ownership with encouragement to test ideas first.
Classes will be separated by size and number. Classes could potentially complete against other classes and grade levels
a
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PROJE C T
DE SIGN:
ST UD E NT
LEARNING
GUIDE
Project: Get up and Go
Driving Question: How can we make a 1pound object move 24 inches without human assistance?
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(individual and team) Students will look at materials and brainstorm
ideas to assist the team. (Reading and Writing)
Individual students
will brainstorm and
research in order to
present their ideas to
their group. (Reading Students will research propulsion systems to see
what types might best. Students can write a
Writing )
Teacher will review the brainstorming map
Teacher models use of brainstorming map and
Teacher will provide a outline for a materials list materials list.
Student is given a proposal outline
Teacher will model proposal.
proposal on the product they have designed..
(Reading and Writing
Team
Teams will create their
product and use a trial
and error method and
present ideas.
(Speaking and
Listening)
Student will present their model to their group.
(Listening and speaking)
Students will be observed using a Critical Friends Teacher will provide Critical Friends Protocol.
Protocol
Students will choose and build the product of
choice in a collaborative effort. (Listening and
Speaking)
Students will test the product. (Writing)
Materials and space for the students to work in
cooperative group setting.
Teacher monitors and facilitates.
Space to test product for trial and error.
Teacher demonstrates how to keep track of
testing information.
Students will present a final product
along with a written and oral
component. (Speaking and Writing)
Outdoor space to present te final
product.
Teacher records distance and time of the
final product.
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P R O J E C T
C A L E N D A R
Project: Get up and Go
page 1
Time Frame:
M O N D A Y
T U E S D A Y
W E D N E S D A Y
P R O J E C T
W E E K
T H U R S D A Y
F R I D A Y
O N E
Notes Students should not take more than a class period for brainstorming each component.
Look at materials and brain storm Research propulsion systems and Continue Research
what items might be usable for the types of every day items might be
of use
project.
P R O J E C T
W E E K
Make a materials list of items they Brainstorm proposal
have and items they need to create
the final product
T W O
Notes Check for understanding while students are writing proposals. Good idea to Flip this portion of the project. Contracts and team member responsibility is important to
introduce here.
Begin working on proposal
Finish proposal
Project: Get up and Go
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Meet in group and each student
Continued presentation of
presents proposal to team members proposals and Critical Friends
and use Critical Friends
Team member discuss which
product they will produce and
assign duties.
page 2
©2014 BUCK INSTITUTE FOR EDUCATION
M O N D A Y
T U E S D A Y
W E D N E S D A Y
P R O J E C T
W E E K
T H U R S D A Y
F R I D A Y
T H R E E
Notes Give students plenty of time to build and test their product but remember to place a solid dead line.
Student gather materials needed
and begin build the product
Continue building
Continue building
P R O J E C T
W E E K
Continue building
Product Testing
Continue building
Product Testing
F O U R
Notes Make sure each student takes part in the presentation
Complete building and product
testing and begin to refine the
product
Team practices oral and written
presentation
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Students revise and/or edit written Presentation are done.
and oral presentations
Exit tickets written. What would
you or could you do to make the
project more successful if
anything.
©2014 BUCK INSTITUTE FOR EDUCATION