Project Based Learning
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Running Head: PROJECT BASED LEARNING FACILITATED THROUGH INTEGRATED
TEAM BUILDING
Project Based Learning Facilitated Through Integrated Team Building
Brandi M. Turnbow
California State University, Northridge
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ABSTRACT. Education in the United States today has fallen into a rut. The methodology of
curriculum delivery has been confined and reduced to meeting state standards. Little if no
creativity is left to teachers and/or the students. Because of this, teacher motivation is
compromised, and student learning and understanding suffer. One way to meet state standards
while maintaining teacher creativity and freedom, and simultaneously developing crucial
thinking and social skills for students is to use project based learning. Project based learning uses
relevant and engaging themed projects to deliver a wide range of content and skills. It also is a
form of authentic assessment of students’ understandings. Project based learning requires a great
deal of group work. Groups need to be ready to function productively together. Incorporating
team building provides the scaffold on which successful project are built. In this action research
study two sixth grade earth science classes were compared. One received the treatment of project
based learning with specifically designed and incorporated team building activities. The other
group received project based learning with no team building activities included. The study
showed that the students performed better academically and socially when team building
strategies were taught and applied to project based learning assignments.
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Chapter 1: Introduction
Education in the United States today seems to be a tornado of ideologies, a tug of war of
ideas, a push-pull struggle of money and needs, test results, API numbers, budgets, politics,
special interests, law suits, unions, teachers, parent, administrations, districts, and even
publishing houses. Obviously, something has been lost or forgotten. What could it be? The main
stakeholders of course, the students. What about students’ intrinsic desire to learn, to form
deeper understanding, make connections to the real world, and connections with each other,
develop working communication skills, to use now and in the future? The students should be at
the focus of education. How will they learn best? What engages them? How do we prepare them
for life after school? These are just some of the questions worth asking and answering.
Education’s content and curriculum has become standards and standardized test driven.
Standards were originally developed to offer all students the access to a high quality education.
When the standards movement received a huge push in the eighties, the high stakes standardized
test was born. The pressure from administrators and districts for high test scores forces many
teachers to each curriculums in which standardized, scripted, memorized or rote and recall
methods of content delivery are preferred or demanded. Students and teachers may see this one
dimensional approach as ineffective. This type of pedagogy leaves many students feeling
detached from the content, their teachers, their peers, and possibly (even without realizing it) the
world outside the classroom.
Students may feel what they learn in school has no effect on their future or the future of
the community or society in which they live. Much of today’s curriculum is abstract. Because of
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this teachers and students find it hard to connect the content to the real world in meaningful
ways. They are often uncommitted to what they are doing other than to meet and check off the
appropriate standard, finish the given task and get a decent grade, meet the bench mark test, and
pass the STAR with at least Basic Proficiency. After this, they pick up and move onto the next
standard. This routine often creates a fractured or quick paced curriculum that is not tailored to
student’s individual skills, talents, interests, or most importantly, the student’s needs.
Students often feel isolated in the work they perform in school. Students and teachers
have separate roles and deeper conversations rarely occur. Students have a hard time working
with groups, because assignments are not designed effectively for group work. Students don’t
feel comfortable working in groups because they often find it to be unsuccessful and stressful.
They only consider what they can bring to the table. They fear their weaknesses, over look their
talents, and either have a hard time relinquishing some control of their work or are less than
motivated to complete group work. Isolation incurred by many current educational practices does
not promote some of the more recent research based work of Howard Gardener, the theory of
multiple intelligences.
The Theory of Multiple Intelligences suggests that people have a wide range of talents for
learning and performing in which they tend to exceed. “The theory of multiple intelligences
provides a framework for approaching a classroom of students who learn, represent, and use
knowledge in distinctive ways.” (Chalfen, Hetland & Veenema, 1997). Standards, testing, and
isolation tend to continue to promote limited exposure to students of their use their talents and to
utilize the talents of their peers. Students allowed to pursue a wide range of talents are more
versatile and more valuable. Students need to see connections and value in work in order to care
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about the product, aside from credit and grades. Students need to be invested or it is truly all for
not.
Project based learning is a relatively new and exciting way to deliver content to students.
Advocates for project based learning say it reaches out and engages students, promotes deeper
understanding, and provides opportunities to a diverse student population. Unfortunately many
teachers are unable to successfully implement project based learning. Other teachers may be
unwilling to try project based learning because of its dynamic and less predictable nature.
Reasons behind these fears may be found in teacher expectations and/or student behaviors.
Teachers may not fully understand how to motivate students to work toward the greater good of
a project and their group. Teachers may be concerned about the students’ abilities to govern their
own actions and make crucial decisions about the project. They may fear that groups are not
fully invested in working together. On the other hand, students may not trust each other’s
abilities. They may be overpowering or non-participatory. Students may not be familiar with
maximizing individual as well as group talents. Students may not be invested in the success of a
project.
Team building is a method of relationship building that is currently widely used in the
corporate realm to positively fast forward peer relationships which usually take months or years
to form. The techniques used in team building activities teach participants to self motivate as a
group. Team building stresses decision making, job delegation, and working together to achieve
mutual goals, maximizing individual talents, and achieving task satisfaction. Team building
activities can be specifically designed to partner with a project based learning curriculum to
achieve the initial goals of project based learning and take them to another level. Deeper
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understanding, stronger connections to the real world and their lives, and more successful
projects.
The purpose of this research project will be to examine how project-based learning
specifically designed to facilitate team building with improve peer relationships, classroom
culture, and achievement.
The specific research questions asked were:
1. Will project-based learning, that is specifically designed to facilitate team building, improve
peer relationships, and classroom culture?
2. How will individual achievement be affected?
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Chapter 2: Review of the Literature
There is not one “single” strategy that will make students grow and learn the way we
think they should. I use several strategies simultaneously to try to achieve the desired result:
educated, well rounded, successful young people. In combining strategies, methodologies, and
pedagogies teachers may find a combination that works. By joining two naturally cohesive
methods, social/relational driven team-building and content/skill driven project-based learning, a
new stronger method emerges directed at educating the whole child.
Team Building
Team building is a social developmental method that was originally developed in
corporate America. Based on its success, it has transcended into the field of education. For
schools, at this time it can usually be found in physical education and advisory programs. Team
building was created to develop a desired culture among a group. In this particular case a middle
school classroom is the desired culture. The techniques that are used in team building activities
are designed and structured to develop an encouraging dynamic, to support a group, in a
relatively short period of time. Healthy trusting relationships require track records of behavior.
Team building helps to accomplish this by exposing participants to aspects of relationship
development that are highly charged and require letting go of egocentrism, selfishness, and
personal gain. Participants perform certain activities and tasks that they could not complete on
their own. Finally participants reflect on the activity to make sense of individual and group
actions. These bonding steps build self and group confidence, trust, and strength. According to
Hartup (1992) one way to develop a successful classroom culture and establish positive peer
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relationships is to use team building techniques to strengthen work groups and teams. Educators
know that peer relations contribute a great deal to the social and cognitive development of a
student.
During middle school adolescents form their identities. They establish where they fit in
the grand scheme of things socially, academically, and physically. Burnett (1995) stated that
students work in school relies on a positive sense of identity and interpretation of personal
success. Team building brings individuals’ talents to the forefront to be used for the benefit of
themselves as well as a greater good. A self confident student can bring even more support to a
group. According to Larsen (2005) the skills that students learn from team building are important
components of personal and group development, by providing components for positive action by
people as individuals and as teams.
When students contribute their strongest skills and talents the success that follows breeds
confidence and a positive self image. This formation of self allows students to give and receive
critique and criticism in a constructive manner. These experiences further develop individual
identity as well as the positive nature of the group. Jewett (1992) stated that peer relationships
provide critical opportunities for children to learn to manage conflict establish healthy
relationships. Conflict resolution is a highly valuable skill students can develop through
facilitated group work. Students will use techniques and strategies learned during team building
activities for situations in and outside of school. Naturally, these skills will transfer to other
domains of a student’s life such as work, family, and community. Being able to respectfully and
successfully resolve conflicts is a skill students will need and use always. According to Oden
(1987) by building and sustaining different types of peer relationships and social experiences,
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especially peer conflict, children acquire knowledge of the self versus other and a range of social
interaction skills.
Team building activities are also designed to boost accountability which directly
promotes individual and group motivation. Students are more inspired when there is a clearly
defined common purpose. They are driven intrinsically to succeed, improve and promote
themselves and the group to the next level. An amount of competition exists. It is not external, it
resides within, and intrinsic motivation is formed. “An effective team has complementary skills,
common purpose, and mutual accountability. They share the same commitment to the project,
and work together to achieve the project goals.” (Mallet, 2007 p.2). Teams that do not have these
qualities will fragment, fall apart, and/or fail.
Motivation is contagious. Students want to share what they have learned and
accomplished with others. Self assurance encourages students to value their own talents and
skills, and gives them the confidence to help others attain the same level of success or
understanding. “Social opportunities affect motivation. Feeling that one is contributing
something to others is especially motivating. Learners are motivated when they can see a
usefulness of what they are learning and when they can use that information to do something that
has an impact on others.”(Bradsford, Donovan, Pellegrino. 2000 p. 61). The groundwork set
down through team building and group work becomes the cornerstone for establishing a positive
classroom culture.
Once developed an ideal classroom culture continues to build supportive, collaborative,
and successful peer as well as student teacher relationships. According to Windshielt (1995) a
classroom culture, like any culture affects the way learners can interact with peers, relate to the
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teacher, and experience subject matter. When the cultural rules and expectations of the class are
abided by, group dynamics are thoughtful and considerate. The class functions and operates
towards success which may include obstacles and setbacks. Individuals feel “safe” in expressing
feelings, thoughts, and idea’s without knowing that those feelings, thoughts, or ideas are “right”
or “correct”. Teachers become guides, leading students to develop their own feelings, thought,
and ideas. Not only does a well established classroom culture empower students with the
freedom to think without consequence, but it also enables students to develop the skills to form
and defend an idea, solution, or opinion. These practices allow students and teachers to continue
to contribute to the classroom and the ongoing development of the classroom culture.
Project Based Learning
Project based learning is a specifically designed approach to teaching. It uses
constructivist methods of instruction. It utilizes learning groups, and requires that instruction,
activities, and even assessment be hands on, real world, long term, student centered, and that a
product is created. Project based learning is designed to teach complex subject matter and
enhance deeper understanding. It meets all five pedagogy standards as developed by the Center
for Research on Education, Diversity, and Excellence which are: (1) teachers and students
producing together, (2) developing language and literacy across the curriculum, (3) connecting
school to students' lives (4) teaching complex thinking, and (5) teaching through conversation.
(CREDE, 1998). Students play the lead role in deciding the direction their project will take.
Student voice brings empowerment, which leads to taking responsibility for their learning.
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Project based learning utilizes developed learning groups to create, build, and reflect
upon instructional projects. Group projects are beneficial to students because they help develop
social relationships. Students work together utilizing not only content knowledge, but opinion,
idea, appraisal, as well as trial and error. Bunett (1995) stated that group projects emphasize the
development of students' social skills, as well self-evaluation by both individual students and
groups. Students become more engaged and invested in an assignment when their point of view,
beliefs, and judgments are a necessary contribution for work to move forward. “It’s a fact of
human nature that when we are asked to contribute an opinion about something, we tend to
become more engaged” (Burnett, 1995). Project based learning does this when it asks students to
pick a side, make an interpretation, or assume a perspective. Student’s engagement and attention
increases when you ask them “What do you think? What would you do? What would you
change?” about an issue or subject. Ritchart (2006) stated that encouraging students to insert
their own opinions and ideas into the learning process gives students a personal stake in what’s
going on.
Project based learning works best when there are clear expectations and rules for
discussion, group work, and individual behavior. The success of the individual and the group
depends on the ability of the individual to work in a group. The individual learns to work
successfully in a group by watching and learning from other group members, the teacher, and
self reflection. “A group can provide a large number of models, role players for behavioral
rehearsals, persons to do monitoring, and mentoring, and partners for a buddy system” (Burnett,
1995).
A challenge that groups may face during projects is the different standards of work
individual students adhere to. Well established guidelines and rubrics help students to look at
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their group’s work and decide what is good and what needs improvement. The different
standards and work ethic students possess help them not only improve their own, but also helps
students work with others who may not value the work quality as much as they do. Students can
come to terms with differences and determine as a group where standards should be set. The
better students become at evaluating their own work, the better they become at project
management. “Groups focus on issues of “What is good work?” ”How do we know?” and “How
do we develop shared standards for good work? (Bradsford, Donovan, & Pellegrino, 2000 p.
198). Therefore project based learning can also have a positive effect on the quality of work
produced by students and groups.
Project based learning engages students in meaningful ways, and promotes deeper
understanding of content. Projects are developed to effect or mimic real world issues and
problems. When the outcome of the project has the potential to actually affect the real world,
students tend to gain a deeper passion for schoolwork. Research on real world topics is more
easily researched and many opinions and perspective can be found. Students can discuss topics
and content both inside and outside of school, and can become experts or participants within
their community. Thompson (2000) stated that project based learning incorporates real-life
challenges where the focus is on authentic, not simulated problems or questions, and where the
students solutions have the potential to be implemented. Teachers are challenged to find relevant
topics and information for student projects that relates to state standards. However, a well
developed project will take off, students will relentlessly search for information and ways to
make their project better.
Group work demands cooperation, compromise, and conflict resolution to thrive. Middle
school students cannot just be expected to have and use these skills, they must be trained to use
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them correctly. Groups and project based learning provide an arena for this growth and skill
development to take place. In order for students to learn these skills and use them effectively
they must have consistent and planned practice. Larsen (2005) stated that groups provide
multiple sources of ideas, members can brainstorm goals, alternative behaviors, reinforcements,
and even intervention strategies. Once students have become familiar with how to use these
necessary skills, projects flow with ease and become even more meaningful to students. Students
also improve individually. Their perspective about themselves, school, and quality of work, even
family may change when they can gain another positive perspective of themselves and what they
can accomplish. Again referring to Larsen, we are shown that when students utilize cooperation,
compromise, and conflict resolution, they elevate themselves to a new level of personal
realization. Students learn to think for themselves, create their own ideas about the way things
should be, experiment with trial and error, and make use of reflection. When students are
allowed to reach these self realizations, they begin to develop thinking tools. Students learn
valuable skills such as reasoning, negotiation, and problem solving. Students may learn these
tools in character building curriculums. However this type of instruction is not always effective.
The arena for practice is manufactured and often just role playing. During project based learning
assignments and activities students experience and practice the skills in a real way, further
developing these skills. According to Smith (2002) project-based learning incorporates a "howto-think" mode of operations, as opposed to a "what-to-think" instruction from a teacher. “How
to think operations” consists of a mental toolbox for students to pull strategies, ideas, and
processes from, that they can use to solve a problem, answer a questions, or complete a task.
This toolbox of ideas can be applied, or modified and applied to most or all situations. While
“what to think operations” give students answers or solutions to specific problems, with no
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scaffolding or connections on how to apply what the student has learned to anything else except
the specific problem at hand.
Project-based learning and group work can increase individual achievement. During
projects students will use their individual strengths, special talents, unique perspectives, and
personal experience to contribute to the groups work. For example, of a group of five students,
one is the artist, the other is good at organization, while the third is a math whiz, the fourth is the
problem solver, and the fifth is the mediator. A group this diverse, trained to function properly
can use its’ talents as tools. Not only does this bring diversity to the group, but it allows students
to shine with their best skills, as well as learn from others strengths. When creating project based
learning groups balance is essential to forming a mixture of talents and strengths. Putting
together an assortment of students will likely increase the idea and differentiate the talent pool
dramatically. Heterogeneous groupings are best and homogenous groupings are discouraged
because the latter takes away from the purpose of project based learning. Davenport (1993)
stated that some educators assume students will learn better if they are homogeneously grouped.
However, similar student grouping is not very effective. Project based learning provides a secure
venue for students to investigate and test areas where they feel weakest. When students openly
identify a weakness in a group they are ready to take assistance from other students. This
transaction benefits both parties. It benefits the weaker student by providing support in areas
where that student needs it. It also allows for the assisting student to use those higher level
thinking skills that are needed to internalize, manipulate, and explain subject matter. This type of
exchange also maintains respect and confidence for both contributors and makes the group
stronger as a whole. Webb (1987) stated the when students are allowed to assist each other in
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gaining understanding of content, they both benefit by grasping information on a deeper level,
reinforces skills and knowledge, and builds self confidence and self esteem.
Communication is a fundamental component to learning. In a student centered classroom
speaking, writing, and body language all come in to play. Project-based learning helps students
assemble an academic and social vocabulary. When students use and understand that vocabulary
deeper learning occurs. In many classrooms teachers do all the talking and often students rarely
or never speak. If they do speak often times it resides in the lower thinking level of rote memory
recall. A project based learning classroom will usually have a moderate noise level because
students are working together and must discuss the work. In a project based classroom students
are constantly engaging with each other. They are sharing ideas, supplies, or assistance. These
engagements which moves the talking away from teacher and to the students develops these all
important communication skills. When the students do the talking they become the contributors
and communicators of the content and skills. When they take on this role they are more likely to
understand the content more deeply, and therefore be able to tackle more complex content or
challenging skills. Goldenberge (1991) observed that teachers do most of the talking in
classrooms, making about twice as many utterances as students. In over half of interactions
students did not produce any language. He noted that when students did respond, they typically
provided only simple information recall statements. He concluded that this limited the student's
ability to engage in more complex learning.
The final components of project based learning are the products and performances
created. The products and performances are what teachers use to asses student understanding.
The nature of product and performance evaluation allows teachers to create more comprehensive
type of assessment. If executed properly authentic assessment is three dimensional, while written
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or standardized tests are only two dimensional. Written tests often only evaluate what a student
can memorize and regurgitate. Wiggins (1990) found that traditional tests tend to reveal only
whether the student can recognize, recall, or "plug in" what was learned out of context. Authentic
assessments require students to be effective performers with acquired knowledge, construct a
product, or produce detailed solutions. This type of assessment is a much more detailed and
personal look at what the student can do, what they understand and have learned, and what they
have achieved.
Team Building in conjunction with Project Based Learning
Team building and project based learning seem to be made for each other. Group work is
integral to project-based learning and students need to learn how to make optimal use of their
time and resources while working in groups. Skills developed during team building activities will
prepare students to work more effectively and efficiently in their groups. When students are
presented with similar challenges, obstacles, achievements, etc. they have practiced how to deal
with or react to these situations the best way they can. The reflection of team building activities
will better prepare students for real projects in and outside of school. According to Ngeow
(2001) functioning effectively in groups involves organizing, distributing, delegating, and
reflecting on work.
Both team building and Project-based learning seek to let learners develop positive
relationships with classmates. Both seek to let students determine the path of problem solution.
Both foster many aspects that build a positive classroom culture. All three put students on a
positive path of self efficacy, thoughtful questioning, community commitment, and self
sufficiency, which is one of the main goals of education today. This strategy exists to let
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problems drive the instruction and learning, just as they do the real world. That is, learning
begins with a problem to be solved, and the problem is posed is such a way that students need to
gain new knowledge before they can solve the problem. Roh (2003) says that instead of seeking
a single correct answer, students interpret the problem, gather needed information, identify
possible solutions, evaluate options, and present conclusions. These are all the qualities teachers,
schools, parents, students, administrators, and policy makers would like students to not only
learn about in school, but learn how to use effectively, so they can contribute to them, and better
our society.
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Chapter 3: Methodology
Participants
The study took place at a public charter middle school in Los Angeles, California. The
school has been in operation for five years, and just received its five year renewal from the
California Board of Education. The school’s three hundred pupil student-body commutes from
fifty-two various zip codes across Los Angeles County. Students arrive to school by walking,
carpool, parent drop off, and the public bus system. A student /school contract (Appendix A) is
required to be signed and followed in order to be admitted to and attend the school. Students are
admitted into the school through a public lottery system in the sixth grade. The school has a full
inclusion program with fourteen percent designated as special education students. Its
environment has been evolving toward a positively developed culture as part of an advisory
program. The advisory program is taught in the morning and afternoon. The school uses a
modified block schedule, with two regular days (Monday and Tuesday), one minimum day
(Wednesday), and two block days (Thursday and Friday). Clear social and academic
expectations have been established and are closely followed.
I compared two 6th grade Earth Science classes. Fifty-six sixth graders were the
participants in this study. They ranged in age from ten to twelve years old. The participants were
almost evenly split with twenty-six male and thirty female students. The ethnic makeup of the
sample was 33% White, 27% Hispanic, 22% African American/Black, 6% Asian, and 12% other,
or unwilling to state. One class used project-based learning specifically designed for team
building (group A) and the other used project-based learning not designed specifically for team
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building (group B). I have been using project based learning to teach most all standard based
content for the past six years. I redesigned existing projects for group A so that they had team
building aspects incorporated into them. I also did team-building only activities designed to
develop strong group dynamics with Group A.
For Group B, I continued using the previously developed projects I have used in the past.
I used the following projects to test my research question. The Amazing Measurement Race
(Appendix B). This is a race where teams compete to use scientific equipment accurately and
efficiently. The Scale Model Project (Appendix C), where students work in teams to create a
scale model of an object found at school from recycled food packaging. Finally, the Oil and Ice
Energy Project (Appendix D), where students researched and debated the topic of Oil Drilling in
Alaska’s National Wildlife Refuge. For this same project they write a persuasive essay, form
debate teams, compile arguments, and finally engage in a ninety minute class debate.
Procedures
The study took place when students were studying Units One and Two. The topics of
scientific equipment, models, and natural and energy resources were all covered during those
units. The projects are diverse and addressed multiple intelligences and learning styles. The
scientific equipment project uses lab equipment and recording as central themes. Students are
presented with lab equipment such as meter sticks, graduated cylinders, beakers, balances,
thermometers, and timers. The purpose of this project is to prepare sixth graders who have not
been exposed to scientific equipment how to properly find measurements such as length, volume,
mass, density, temperature, and time.
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The scale model project requires measurement, planning, assembly, and a certain artistic
aesthetics. Student lab groups find an object at school that they would like to build a scale model
of. First they diagram it, measure it, reduce or enlarge their measurements to a certain scale.
Next, they build their model using reused food packaging, other craft materials, and paint.
Finally, they present to the class.
Lastly the Oil and Ice project is a research, writing, and verbal assessment project.
Students will research the controversial question of “Oil drilling in Alaska’s National Wildlife
Refuge.” Students researched the question after learning about the earth’s natural resources.
They wrote a one - two page position paper defending one side of the argument. Students were
placed into groups; oil drilling side, environmentalist side, and community council. Students
were assigned roles to take on, such as oil executive, oil tanker captain, Sierra Club activist,
ANWR photographer, Inuit tribe member, Alaskan politician etc. Two debate teams developed
arguments based on continued research of their role on the team. The community council
developed questions from the community based on their role. Teams then debated the topic in a
ninety minute block schedule class. The community council listened to the debate, asked
questions, deliberated, and finally voted to decide a debate winner.
Data collection for classroom culture took place using the following three methods; a
student self survey (Appendix E), a student group work survey (Appendix F), and an
observational group work rubric (Appendix G). Achievement was measured in the following
three ways; minerals performance test (Appendix H), rocks performance test (Appendix I), and
binder portfolio grading rubric (Appendix J). The Amazing Measurement Race was evaluated
using the group work student survey and completeness of work survey. The Scale Model Project
used the group work survey and the project grading rubric. Finally the Oil and Ice project used
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the group work rubric, the writing rubric, and debate day attendance. Descriptions of classroom
culture assessment tools.
Student survey asked students to evaluate what they contributed to the success of the
project. The group survey asked students to evaluate how well their group worked together, what
was successful, and what wasn’t. The group work rubric was completed by the researcher and
evaluated how well groups interacted with each other. Descriptions and explanations of the
achievement and assessment tools that I used are: The completeness check was to determine how
much of the assigned work was accurately completed. The project grading rubric used a three
point scale to determine what requirements were met, and at what quality to they met at. The
writing rubric was a three point rubric that determined the success of writing the persuasive
essay. Finally, debate day attendance was calculated to determine commitment to the project and
the group. I organized and analyzed my results using spreadsheets and graphs.
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Chapter 4: Findings
Research Question Restated:
1. Will project based learning, that is specifically designed to facilitate team building, improve
peer relationships, and classroom culture?
2. How will individual achievement be affected?
Group A received instruction that included team building activities embedded into project based
learning assignments. Group B received instruction that only included project based learning
assignments.
Peer Relationships and Classroom Culture
To answer the question “Will project-based learning, that is specifically designed to
facilitate team building, improve peer relationships, and classroom culture?” I gave two post
activity student surveys and performed one field note session using a modified group work rubric
(both found in appendix I).
The first survey followed the Amazing Measurement Race and asked the students to
reflect on the two questions. The first question asked “Did you enjoy working in your group?” I
asked this question because project based learning most often is assigned as group work. Group
A’s survey results showed that 54% of students reported “All of the time”, 28% reported “Most
of the time”, 14% reported sometimes, and 4% reported “Not at all”, as shown in figure 4-1.
Group B’s survey results showed that 50% reported “All of the time”, 28% reported “Most of the
time, 11% reported “ Sometimes”, and 11% reported “Not at all”, as shown in figure 4-2.
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Figure 4-1
Figure 4-2
The second question of the survey asked “Did group members show respect for each
other’s ideas?” I asked this question because respecting others ideas is an integral part of group
work. Group A’s survey results showed that 57% reported “All of the time”, 43% reported
“Most of the time”, 0% reported “Sometimes, and 0% reported “Not at all”, as shown in figure 4-
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3. Group B’s survey results showed that 50% reported “All of the time”, 39% reported “Most of
the time”, 11% reported “Sometimes”, and 0% reported “Not at all”, as shown in figure 4-4.
Figure 4-3
Figure 4-4
To further explore my research question of “How would peer relationships and classroom
culture be effected, I gave a survey after the Scale Model Project assignment. The specific
questions I asked were; “How successfully did your group work together?”, “Would you like to
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work with this group again?”, and “Did the group complete all the tasks, meet all the
requirements of the project, and finish on time?”
For the question “Did your group work together successfully?” Group A’s results showed
that 74% reported “All of the time”, 26% reported “Most of the time”, 0% reported
“Sometimes”, and 0% reported “Not at all”, as shown in figure 4-5. Group B’s results showed
45% reported “All of the time”, 36% reported “Most of the time”, 5% reported “Sometimes”,
and 14% reported “Not at all”, as shown in figure 4-6.
Figure 4-5
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Figure 4-6
For the question “Would you like to work with this group again?” Group A’s results
showed that 96% of students said “Yes”, 12% of students said “Maybe”, and 0% of students said
“No”, as shown in figure 4-7. Group B’s results showed that 68% of students said “Yes”, 12%
of students said “Maybe”, and 20% of students said “No”, as shown in figure 4-8.
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Figure 4-7
Figure 4-8
For the question “Did the group complete all the tasks, meet all the requirements of the project,
and finish on time?” Group A’s results showed that 68% of students said “Yes”, and 32% of
students said “No”, as shown in figure 4-9. Group B’s results showed that 52% of students said
“Yes”, and 48% of students said “No”, as shown in figure 4-10.
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Figure 4-9
Figure 4-10
The condensed results of that survey above are as follows. Group A showed a 29%
increase in working successfully together “All of the time” over Group B. Group A showed that
28% more students “would like to work with their group again” over Group B. Group B showed
that 20% of students would “not like to work with their group again”, while Group A showed 0%
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for this answer. Finally Group A showed 16% more students “Completed all tasks, met all
requirements, and finished on time” than Group B.
Finally to answer the question “Will project-based learning, that is specifically designed
to facilitate team building, improve peer relationships, and classroom culture?” I took field notes
using a group work rubric created by William T. Allen (Appendix F) during the Oil and Ice
Debate Project’s preparation activities. The rubric asked the grader to observe and evaluate the
following about the group; achieving group goals, interpersonal skills, roles and responsibility,
and group process. The rubric uses a zero to five scale as follows; Failing (0), Needs
Improvement (1), Good (3), and Excellent (5). Group A’s results showed that scored an average
of 84% on the rubric, while Group B scored an average of 75%. The results of this rubric are
shown below in figure 4-11. The graph compares seven table work groups.
Figure 4-11
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Achievement
To answer the question “How will individual achievement be affected?” I compared two
performance test scores. I also compared individual science portfolios scores. Finally, I
compared group scores from the Scale Model Project.
I used the scores from two tests. The tests were performance tests and required the
student to work with their group to test mineral and rocks for various properties. Students had the
option of answering as the group did, or listening to the group, but providing their own answers.
For Group A all students participated as a group. For Group B all students but one chose to take
the test in their groups. The one student who opted out took the test at the same table as his
group, but did not talk or communicate with his group during the test.
Test score results were as follows; For the Minerals Test Group A’s average score was
102% (note there was an extra credit question, accounting for the extra 2%). Group B’s average
score was 96%. Group A’s test scores averaged 6% better than Group B. For the Rocks Test
Group A’s average score was 95%, while Group B’s average score was 89%. Group A again
averaged 6% higher than Group B. A bar graph of the test scores is provided below in figure 412.
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Figure 4-12
The second way I measured achievement was by comparing scores of science portfolios.
Science portfolios are used every day in class, and include all work the student does for science
class. Science portfolios are a type of authentic assessment used to evaluate a student’s daily
work. I used a 21 point grading rubric (Appendix J). The results of the comparison showed that
Group A’s average scores were 86%, while Group B’s was 84%. Group A’s average score was
2% higher than group B’s score. The bar graph in figure 4-13 shows the results below.
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Figure 4-13
Finally to answer the question of “How will individual achievement be effected?” I
compared the rubric scores of the Scale Model Project. Group A scored an average of 98% on
their projects, while Group B scored an average of 78% on their projects. Group A scored an
average of 20% higher on their projects than Group B, as shown in figure 4-14.
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Figure 4-14
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Chapter 5 Discussion
Overview of the Study
I conducted a study in my classroom because I wanted to answer two questions: (1) Will
project-based learning, that is specifically designed to facilitate team building, improve peer
relationships, and classroom culture? And (2) How will individual achievement be affected? My
sample group was fifty-six 6th graders, to whom I teach Earth Science. The study took place over
a four month period and included three projects, two tests, and one portfolio check.
Summary of Findings
I found that students do perform better, both academically and socially, during project
based learning activities when team building is designed into the introduction of the project.
Students learn the skills they need during the team building activities such as; leadership, time
management, cooperation, delegation of tasks, conflict resolution, and utilization of talents and
skills. These valuable skills can then be applied to the academic project it was designed for.
I found that the classroom culture was improved when team building activities were
incorporated into work projects. Students reported more enjoyment working with their groups,
and a greater feeling of success during projects when team building activities were used. My
study confirmed that incorporating specifically designed team building activities into classroom
projects enhanced peer relationships. Students felt that their ideas were respected more by their
peers after team building was incorporated. Nearly all of the students who participated in team
building activities expressed that they would want to work with their group again. On the
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contrary, students who did not participate in team building had a large number of students who
would be against working with their group again.
Individual Achievement was positively affected by incorporating team building into
project based learning projects. During class projects students who had been exposed to team
building activities were more likely to fully complete the projects on time. They also scored
higher overall on project rubrics, group performance tests, and their individual portfolio.
Conclusion
Projects based learning as a teaching method is an excellent hands on strategy that has
real world applications and uses higher thinking skills when used to teach content standards to
students. Consequently, project based learning requires a lot of group work. It is essential that
groups work as teams to achieve personal and group academic and social success. Designing
team building activities specifically for each project helps students prepare for the types of
personal and group obstacles that they may encounter during projects. Being prepared to tackle
these obstacles improves the academic and social success of the individual, the group, and the
class as a whole.
Recommendations
I recommend that when developing team building activities for projects that teachers look
for obstacles that have occurred in the past either when they have done the project before or what
types of problems groups generally experience in their class. Next they should introduce projects
with short team building games. When the group reflects on the games and the outcomes, the
teacher should guide the students to see how the projects can function much like the games, and
how working successfully in the game can be used to work successfully in the group for the
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project. During project work teachers can remind groups having trouble to use strategies used
during team building games, or to recall specific instances from the game that may relate to the
situation. I suggest teachers buy a couple of team building games books and try to match up the
game with the assignment.
Limitations of the Study
The limitations of this study are that the school is an extremely small school. Students
develop close relationships simply because of the size of the school. Peer relationships and
classroom culture are also developed during a daily advisory program. This may have affected
how students felt about working in their groups. For instance students may have already begun to
develop the relationship skills it takes to work effectively in a group.
Plan of Action Based on the Research Findings
I plan to add team building activities, even very short ones, to all major projects
throughout my entire curriculum. I have developed a written and published (only for me at this
time) curriculum of three projects and the team building that coincides with those projects. I
intend to continue to produce this curriculum until I have a completed it to meet all sixth grade
earth science standards for California, and hopefully publish it so that others may benefit from
my research.
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References
Resources
Grant, M., Branch, R. (2005) Project Based Learning in a Middle School: Tracing Abilities
Through The Artifacts of Learning. ISTE, 38(1), 65-98
Clinebell, S., Strecher, M. (2003) Teaching Teams to be Teams: An Exercising The MyersBriggs Type Indicator and the Five Factor Personality Traits. Journal of Management Education,
27; 362
Laursen, E. (2005) Rather Than Fixing Kids – Build Positive Peer Cultures. Reclaiming Children
and Youth, 14; 3
Windschitl, Mark, Phi Delta Kappan (1999) The Challenges of Sustaining a Constructivist
Classroom Culture. EBSCO Ind. 80(10)
Project Zero and Harvard University, Steve Seidel (2007)
The Evidence Project. Retrieved April 24, 2007, from
http://www.pz.harvard.edu/Research/Evidence.htm
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Hoffer, T., Gamoran, A. (1993) Effects of Instructional Difference Among Ability Groups on
Student Achievment in Middle-School Science and Mathematics.
Center on Organization and Restructuring of Schools, Northern Illinois University
V. Van den Bergh et al (2006) Studies in Educational Evaluation (32) 345-368
Mallet, Daniel (2007) Teamwork Handbook – Unit 3
Donavon, Bradsford (2005) How Students Learn Science in the Classroom, Washington, D.C.
National Research Council
Gurian (2001) Boys and Girls Learn Differently
Donovan, Bradsford, Pellegrino (2000) How People Learn, Washington D.C National Research
Council
Ritchhart, Palmer, Church,Tishman (2006)Thinking Routines:
Establishing Patterns of Thinking in the Classroom,
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Harvard Graduate School of Education
Davenport, Linda Ruiz (1995). The Effects of Homogeneous Groupings in Mathematics. ERIC
Clearinghouse for Science Mathematics and Environmental Education Columbus OH.
Burnett, Gary (1995). Alternatives to Ability Grouping: Still Unanswered Questions. ERIC
Clearinghouse on Urban Education New York NY
Center for Research on Education, Diversity, and Excellence (1998). Developing Language
Proficiency and Connecting School to Students’ Lives: Two Standards for Effective Teaching.
U. S Department of Education (1995). Model Strategies in Bilingual Education: Professional
Development, Promoting Students Academinc Success. Office of Bilingual Education and
Minority Affairs.
Goldenberg, Claude (1991). Instructional Conversations and Their Classroom Applications.
National Center for Research on Cultural Diversity and Second Language Learning
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Ngeow, Karen Yeok-Hwa (1998). Enhancing Student Thinking through Collaborative Learning.
ERIC Clearinghouse on Reading English and Communication Bloomington IN.
Oden, Sherri (1987). The Development of Social Competence in Children. ERIC Clearinghouse
on Elementary and Early Childhood Education Urbana IL
Webb, Michael (1987). Peer Helping Relationships in Urban Schools. ERIC Clearinghouse on
Urban Education New York NY
Hartup, Willard W. (1992). Having Friends, Making Friends, and Keeping Friends:
Relationships as Educational Contexts. ERIC Clearinghouse on Elementary and Early Childhood
Education Urbana IL
Smith, Stephen W. (2002). Applying Cognitive-Behavioral Techniques to Social Skills
Instruction. ERIC Clearinghouse on Disabilities and Gifted Education Arlington VA.
ERIC/OSEP Special Project
Jewett, Jan (1992). Aggression and Cooperation: Helping Young Children Develop Constructive
Strategies. Clearinghouse on Elementary and Early Childhood Education Urbana IL.
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Wiggins, Grant (1990). The Case for Authentic Assesment. ERIC Clearinghouse on Tests
Measurement and Evaluation Washington DC., American Institutes for Research Washington
DC.
Boston, Carol (2003). Cognitive Science and Assesment. ERIC Clearinghouse on Assessment
and Evaluation.
Roh, Kyeong Ha (2003). Problem-Based Learning in Mathematics. ERIC Clearinghouse for
Science Mathematics and Environmental Education.
Ngeow, Karen - Kong, Yoon-San (2001). Learning to Learn: Preparing Teachers and Students
for Problem-Based Learning. ERIC Clearinghouse on Reading English and Communication
Bloomington IN.
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Appendix
Appendix Table of Contents
Appendix A – Home School Contract
Appendix B – Amazing Measurement Race Project Sheet
Appendix C – Scale Model Project Sheet
Appendix D – Oil and Ice Project Directions and Grading Rubric
Appendix E – Student Self Student
Appendix F – Work Group Survey
Appendix G – Observational Group Work Survey
Appendix H – Minerals Performance Test
Appendix I – Rocks Performance Test
Appendix J – Portfolio Binder Grading Rubric
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Home-School Contract
Parental Involvement in Their Children’s Education. A central tenet of the school’s philosophy is that
students can best reach their full potential when there is a high level of involvement by their parents in
their education and that their parents show them the importance of responsibility, respect and
cooperation. Moreover, parent, student, teacher, administrator and community involvement is
important to the success of a program and to the satisfaction of all parties. Accordingly, part of the
school’s educational plan is an agreement between parents and the school known as the “Home-School
Contract.” The intent of this contract is to encourage parental, student, and staff involvement and
cooperation to ensure the success of the school’s education program, to empower everyone with
respect to the children’s education, and to strengthen the partnership among parents, students, and
educators. “the school” is much more than the traditional three R’s. At “the school” we have added
two more R’s – Respect & Responsibility.
Shared Expectations. Another tenet is that parents send children to “the school” because they have
high expectations of the school and the benefits their children will receive. In turn, the school has high
expectations that parents will contribute to the team-effort needed to fulfill the school’s mission.
Excellence in a charter school cannot be accomplished nor maintained without the active participation
of the parents of enrolled students.
Parent Diversity. A third tenet is that diversity among parents is a strength that improves the
educational program for all. Parents have different philosophies and approaches to their involvement in
their children’s education. Likewise, parents may contribute in many different ways to the collective
responsibility of running a charter school and making its educational program a success. Recognizing
that each parent, like each child, is unique in terms of background, experience, and ability, “the school”
asks parents to contribute to the school’s success by volunteering their skills, time, and resources to the
extent that they are able above the minimum requirements of the Home-School Contract.
Role of Parents. The success of “the school” is dependent on local school control through shared
governance between the educators and parents who have a vested interest in the school. A meaningful
partnership involves the Director/Principal and teachers being responsive to the concerns of parents. In
turn, parents have a responsibility to respect the professional experience and expertise of the
educators. While parents will be involved in all levels of decision-making at “the school”, their primary
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role will be to assist, enhance, facilitate, and extend the ability of the educational staff to conduct the
school’s educational activities. Such parental involvement has the significant advantage of relieving
educators from many aspects of operating the school so they can devote their time, energy, and
expertise to classroom teaching, curriculum, and professional development. Parents will also plan,
organize, and conduct many of the enrichment and extracurricular activities made available to students
at “the school”.
Home-School Contract. Parents must agree to and sign the Home-School contract each year as a
condition of admission and continued enrollment. The Home-School Contract has the following
requirements of parents:
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Volunteer at least 8 hours per school semester per family (16 hours/year) during school hours,
weekends, or evenings to participate in a school project, event, or classroom activity in addition
to the other requirements of the contract.
Read the Charter to understand the educational plan of the school, the school’s operation, and
the roles, rights, and responsibilities of parents and their children.
Participate in mandatory car pool/transportation program to reduce pollution and traffic
congestion and to show the children how we can positively affect the environment every day.
(Every car dropping off and picking up will be required to transport at least two children from
different families with a goal of more than two in every car)
Attend a mandatory orientation meeting to learn about charter schools, the school’s
educational program, the Home-School Contract, and ways in which parents can contribute to
the success of both their child and the school.
Participate in the election of parent representatives to the Governance Council.
Complete and return all required forms, questionnaires, and other requests for information.
Ensure the completion of homework and class projects.
Reinforce at home the importance of education on a daily basis and discuss with each child what
was taught at school.
Assure that each child arrives at school on time, dressed appropriately, and ready to learn.
Understand and reinforce the Student Conduct Code and the Student Dress Code.
Attend all scheduled parent-teacher conferences each year for each child.
Attend Back-to-School Night, Open House, and other school-wide events.
Keep informed about the school by reading the school’s newsletter and reading the materials
distributed in the weekly folders sent home with each student.
Attend at least two parent education seminars each year concerning the school’s curriculum,
child development, parenting skills, and other topics relevant to the education of their children.
Participate as a family in extracurricular school events such as book fairs, plays, talent shows,
festivals, and fund-raising activities.
Exercise respect for other “the school” community members including teachers, administrators,
staff and other parents.
Self-report their compliance with the contract using the forms provided by the school
A. Rights and Resposibilities of Students
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1. Access to a free, nonsectarian public education without regard to race, sex, color,
ethnicity, national origin, or disability.
2. Learn in a safe, clean, orderly, nurturing educational environment that encourages
and challenges students to reach their maximum potential as educated people.
3. Develop skills and abilities in reading and language arts, mathematics, science, and
history and social science that provide a strong foundation to become selfmotivated, competent, life-long learners.
4. Participate fully in the core academic curriculum as well as differentiated
instruction, homework assignments, community service projects, enrichment and
extracurricular activities, special education, and remedial learning opportunities as
may be appropriate for their Personalized Education Plans.
5. Come to school clean, on time, appropriately dressed, rested, ready to learn and
prepared for class.
6. Behave appropriately and maintain high ethical and moral standards, including
honesty, respect, courtesy, and kindness in all their interactions with parents,
teachers, administrators, staff, community members, and other students
7. Participate in the governance (e.g., student council) and operation (e.g., school work
days or fund-raising activities) of the school as appropriate for middle school
students.
8. Understand and follow the student code of conduct including the student honor
code and the student dress code.
9. Agree to take care of books and other school materials loaned to them and will
return these materials in a timely manner in the same condition they were loaned.
10. Will not bring dangerous or inappropriate materials or substances to school
(including knives, markers, paint, etc.)
11. Support the educational philosophy, ideals, principles, and practices of the school as
set forth in the school’s Charter.
12. Display a sense of pride, responsibility and ownership in the success of the school
which includes keeping the school (classrooms, bathrooms, etc.) clean, recycling
materials, using recycled materials and saving energy.
B. Rights and Responsibilities of Parents
1. Participate in their children’s learning on a day-to-day basis.
2. Promote the positive character development of their children.
3. Ensure that their children complete homework assignments and participate in
school activities.
4. Ensure that their children are clean, arrive at school on time, appropriately dressed,
are rested and prepared for school each day.
5. Follow the orderly rules of car-pooling at drop-off and pick-up times to ensure the
safety of all students and adults who are present. This means no lingering, no
parking in the car-pool line or alley, no queuing up before the designated time, no
parking in faculty and staff spots.
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6. Teach their children to respect their teachers, administrators, fellow students and
other parents.
7. Ensure that students do not bring weapons or any object that could be used as a
weapon to school.
8. Monitor their children to see that no inappropriate materials or substances are
brought to school (markers, paint, etc.)
9. Agree that “the school” can only be successful when parents, teachers,
administrators and students work together as partners.
10. Act as their children’s advocate in seeking their children’s fullest educational
development as individuals.
11. Contribute time and/or money to school activities and programs.
12. Participate in the school’s governance, its operations, and the design and
implementation of its educational program.
13. Support the educational philosophy, ideals, principles, and practices of the school as
set forth in the school’s Charter.
14. Support the faculty and staff in their ongoing quest to continually improve the
education program at “the school”.
15. Participate respectfully in any Parent-Teacher conference regarding a student.
16. Maintain accurate and up-to-date records of persons to whom the school can
release the student.
17. Notify the school immediately when there is a change of address or telephone
number or any other important information which is critical in the event of an
emergency.
18. Notify the school when the child is absent and provide appropriate documentation
by a physician after three days of continuous absence.
19. Try hard not to take non-illness related days off or vacations during school time as
this adversely affects the student’s schoolwork and also deprives the school of state
funds which are based on attendance.
20. Ensure that all school materials loaned to students are returned in a timely manner
and in the same condition they were loaned.
21. Assume financial responsibility for any damages or losses incurred by student.
22. Adequately monitor student’s time spent watching television, chatting on the phone
and playing computer games to assure they don’t interfere with their success in
school.
23. Display a sense of pride, responsibility and ownership in the success of the school
which includes keeping the school (classrooms, bathrooms, etc.) clean, recycling,
using recycled materials and saving energy.
C. Rights and Responsibilities of Educators
1. Teach in a safe, clean, nurturing educational environment where students, parents
and educators work together as partners.
2. Create an exciting, stimulating, and challenging learning environment for each child
using a wide variety of learning experiences and teaching methods as described in
the “the school” Charter and Educational Plan.
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3. Teach the adopted curriculum with appropriate consideration for the learning
abilities and accomplishments of each student.
4. Evaluate student success in meeting measurable student outcomes by using
approved and alternative performance-based accountability systems.
5. Address the learning potentials of all students as individuals who may range in
ability from those who are low achieving to those who are highly gifted.
6. Communicate with parents about the achievements of their children as well as
provide advice about how their children may become more successful.
7. Provide a list of materials needed at home in order to complete homework. Provide
appropriate homework in all basic subject areas.
8. Communicate with parents regarding completion of homework assignments on the
school website, by e-mail, by phone or through periodic progress reports.
9. Participate in professional enrichment, training, and collaboration to improve their
own abilities as well as the school’s capacity for providing a quality education to all
students.
10. Arrive at school on time, and prepared to teach, work, administrate, etc.
11. Provide adult supervision of students from 7:30 AM to 3:31 PM, which may include
some non-instructional supervision during lunch, recess and drop-off and pick-up
times.
12. Encourage and contribute to volunteerism by parents and community members
who wish to contribute to the school.
13. Participate in the school’s governance, its operations, and the design and
implementation of its educational program.
14. Demonstrate respect in all their interactions with parents, students, community
members and other teachers.
15. Dress in a professional manner appropriate to a business/work environment.
16. Support the educational philosophy, ideals, principles, and practices of the school as
set forth in the school’s Charter.
17. Display a sense of pride, responsibility and ownership in the success of the school
which includes keeping the school (classrooms, bathrooms, etc.) clean, recycling,
using recycled materials and saving energy.
The Home-School Contract was made available to the parents of prospective students as part of the
admission application packet so that parents could make informed judgments whether they can fulfill
the terms of the agreement. Parents of new students admitted to “the school” must return the signed
contract with the other enrollment forms. The contract shall include a form known as the “Volunteer
Sheet” on which parents can specify their areas of interest and the ways they intend to fulfill the
volunteer requirement. The back of the signature page included in each student’s weekly folder shall be
printed with a form that allows parents to monitor voluntarily their progress in fulfilling the provisions of
the Home-School Contract.
Non-Compliance, Management, Oversight, and Exceptions. Non-compliance with this agreement may
result in a student losing his or her enrollment at “the school”. The Parent Resources Committee of the
Governance Council shall be responsible for administering the Home-School Contract, counseling
parents who may be substantially non-compliant, and considering exceptions in the form of reduced
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requirements for parents whose particular circumstances may include transportation difficulties, singleparent households, financial hardship, physical disability, employment, or other special situations.
Policies regarding non-compliance with and exceptions to the Home-School Contract shall be equally
and consistently applied to all parents in a manner that is nondiscriminatory, provides due process
protections, and preserves the privacy and confidentiality rights of students and parents. Disputes
involving the Home-School Contract shall be mediated first by the Parent Resources Committee and/or
the Governing Board before involving the school’s dispute resolution procedures as stated in the
Charter.
Parents and Students should sign both copies of this agreement in the appropriate spaces below and
return both signed copies in the Enrollment Package return envelope. A fully signed copy of the
agreement will be given to you when you hand deliver your Enrollment Package to the front office.
By my signature below, I understand and agree to all of the terms above that pertain to me.
Agreed and Accepted By:
______________________________
(Print Name of Student)
____________________________________
(Signature)
Agreed and Accepted By:
______________________________
(Print Name of Teacher – Team Leader)
____________________________________
(Signature)
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Appendix B
Name ___________________________________________ Date________
The Amazing Measurement Race
Length: Find the length of the following things:
1. Each member of your group in centimeters
Name
Height
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. The length and width of a lunch table top: in centimeters________ in meters______
3. The distance from the teacher’s desk to the door: in decimeters_________________
4. The width of a Kleenex box: in centimeters_________ in millimeters_________
Volume: Find the volume for the following items:
5. Pour exactly 74 milliliters into graduated cylinder A. Draw it
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6. Use graduated cylinder B to find the volume of the following.
Remember 1 ml = 1 cm - record volume using cm
golf ball _________
ping pong ball________
eraser_________
rock________
Which item had the largest volume? __________________________________
7. How many milliliters in a liter? __________
Mass: Find the mass for the following items:
Use a balance to find the mass of the following.
Remember mass is measured using grams.
8. golf ball _________
ping pong ball________
eraser_________
rock________
Which item had the largest mass? ____________________________________
Density: Find the density of the following items.
Divide the grams of an object by it’s volume to calculate it’s density.
Remember density is expresses using g/cm
9. golf ball _________
ping pong ball________
eraser_________
rock________
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Temperature: Find the Celsius temperature of the following:
Beakers A-D have been heated or cooled using hotplates or ice. Be aware that hot plates are dangerous
to touch with bare skin. Record the temperatures using C.
10. Beaker A _______ Beaker B _______ Beaker C ________ Beaker D _________
11. Which beaker would it be safe to swim in? ___________________________
Time: Use a stopwatch to accomplish the following tasks:
12. How long does it take for one member of your group to do ten jumping jacks?
_____________________________
13. How long does it take for a piece of flat paper to reach the floor from 1 meter?
_____________________________
14. How long does it take for a piece of crumpled paper to hit the floor from 1 meter?
_____________________________
15. How long does it take for a person in your group to untie and tie one shoe?
_____________________________
16. Everyone in your group must get the timer to stop on exactly 10 seconds. You must get your timer
signed off by your teacher. Teacher’s signature ___________________
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You are finished! Congratulations you have completed the
Amazing Measurement Race!
What was the most challenging task? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Appendix C
Name__________________________________
Date________
Period______
This week we will be looking at design process. Today we will start the process by designing and building
a scale model.
1. What is the difference between a physical and a mathematical model.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________
2. Walk around campus and find an object your group would like to build a model of.
3. My group will build a scale model of _______________________________________
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4. Draw a picture and color the object.
5. Now measure each part of the object. Record each measurement on your drawing.
OBJECT PART
MEASURMENT
DIVIDE BY 10
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6. Draw another picture of the object and label it with your 1/10 scale measurements.
7. Make a supply list.
What materials will you need, and what will each one specifically be used for?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8. What challenges do you anticipate?
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
9. Why did you choose to build this as a model?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
10. Get everything approved by Ms. B, get your supplies, and build your model.
11. Describe what worked well.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
12. Describe any challenges, or things that didn’t work.
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
13. What would you have done differently?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
14. After you have built your model, be prepared to share it with the class. You will need to share the
following information.
1.
2.
3.
4.
5.
6.
Who is in the group – Introduce yourselves.
What you built a scale model of.
Explain your model.
Why you chose to build this as your model.
Challenges.
What you would have done differently.
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Appendix D
Oil and Ice: Drilling in a Wildlife Refuge
Background Information:
The U.S. Fish and Wildlife Service which administers Alaska’s Arctic
National Wildlife Refuge, states that its primary purpose is, “To protect the
wildlife and habitats of this area for the benefit of people now and in the future.”
The refuge’s coastal plain is the calving ground for the Porcupine Caribou Herd,
the most important land based denning area for the entire Beaumont Sea Polar Bear
population, home for 350 reintroduced Musk Oxen, and an important habitat for
more than 180 bird species. Environmentalist claim that oil drilling on the refuge
would bring pollution and disrupt the lives of the animals that use the coastal plain.
The refuge is a 1.5 million acre coastal plain. Oil industry executives say that they
would drill on only 8 percent of the refuge and that drilling would not have an
impact on the wildlife. The oil revenues (monetary profit) would benefit the state
and federal governments and more than 250,000 jobs would be created. They say
that oil drilling would reduce the amount of foreign oil the U.S. would have to
import for our car based economy.
Oil and Ice Part I: Research Articles – Due January 30th (40 points Science)
1. Research this issue using any of the following resources: the articles given in
class, the information about energy and fossil fuels in your science binder,
personal interviews, the internet, magazines, books and newspaper articles.
2. You must find at least 4 different resources. They cannot all be from the
same place. For instance you cannot have all your sources come from the
internet. Only one can come from a class issued article.
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3. Bring your 4 research sources to Science class to be checked off Wednesday
January 30th. Yes, you must bring in the entire article, not just the name of it
or where you found it.
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Oil and Ice Part 2 - Persuasive Essay - Due Wednesday, February 13th. –
(24points ELA)
1. Read the research articles you found, as well as ones given in class, and
review the information about energy and fossil fuels in your binder. Ms.
Gadwa will work with you and teach you how to effectively read and
understand the resources you have collected.
2. Next, form an opinion in favor of the environmentalist side or the oil
industry side.
3. Then write a persuasive essay that states your opinion and gives 3-5
supporting arguments. Your paper must include: an opening paragraph (the
introduction), 3-5 supporting arguments/paragraphs, and a closing paragraph
(to summarize your main points). Ms. Gadwa will work with you during
class to develop, edit and publish your persuasive paper. You will also be
expected to work on this project paper at home. You will turn this paper into
Ms. Gadwa on February 13th, and your grade will be based on the included
writing rubric. This portion of the project will be part of your ELA grade.
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Oil and Ice - Part 3 – Forming a Debate Team - Due block day, February 20th/21st.
(50 points Science)
1. Based on your opinion paper you will be assigned role playing character for
a community debate. You will research the issue further based upon the role
you are assigned.
2. Develop five solid arguments that your character would use to persuade an
audience.
3. Write each argument on a separate index card. Write your character and your
real name on the other side of the index card.
4. Put the five statement index cards into an envelope with your name, period,
and argument side (oil or environmental).
5. Bring your statement envelopes to class. You will form debate teams and
organize your arguments.
Oil and Ice - Part 4 – In Class debate held Thursday/Friday February 28/29. (40
points Science)
A final class debate decide the fate of ANWR. You will have time in Science class
to develop, edit, and practice your team’s arguments before the debate.
Total Points Science – 130
Total Points ELA – 24
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Oil and Ice: Persuasive Essay Rubric
Name: ________________________
3
2
1
Grammar & Spelling Writer makes no
(Conventions)
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Penmanship
(Conventions)
Paper is neatly
written or typed with
no distracting
corrections.
Paper is neatly written
or typed with 1 or 2
distracting corrections
(e.g.,dark cross-outs;
bumpy white-out,
words written over).
The writing is
generally readable,
but the reader has
to exert quite a bit of
effort to figure out
some of the words.
Many words are
unreadable OR
there are several
distracting
corrections.
Capitalization &
Punctuation
(Conventions)
Writer makes no
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy to
read.
Writer makes 1 or 2
errors in capitalization
or punctuation, but the
paper is still easy to
read.
Writer makes a few
errors in
capitalization and/or
punctuation that
catch the reader's
attention and
interrupt the flow.
Writer makes
several errors in
capitalization and/or
punctuation that
catch the reader's
attention and
greatly interrupt the
flow.
Introduction
(Organization)
The introduction is
inviting, states the
main topic and
previews the
structure of the
paper.
The introduction
clearly states the main
topic and previews the
structure of the paper,
but is not particularly
inviting to the reader.
The introduction
states the main
topic, but does not
adequately preview
the structure of the
paper nor is it
particularly inviting
to the reader.
There is no clear
introduction of the
main topic or
structure of the
paper.
CATEGORY
4
Period: _________
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Conclusion
(Organization)
The conclusion is
strong and leaves
the reader with a
feeling that they
understand what the
writer is "getting at."
Commitment (Voice) The writer
successfully uses
several (three or
more)
reasons/appeals to
try to show why the
reader should
believe a certain
way. The three
arguments and
supporting details
are powerful,
convincing and
persuasive.
The conclusion is
recognizable and ties
up almost all the loose
ends.
The conclusion is
There is no clear
recognizable, but
conclusion, the
does not tie up
paper just ends.
several loose ends.
The writer
successfully uses
three reasons/appeals
to try to show why the
reader should believe
in a certain way. The
arguments and
supporting details are
strong and
persuasive.
The writer attempts
to make the reader
believe a certain
way with 2-3
arguments and
supporting details,
but is not really
successful.
62
The writer made no
attempt to make the
reader care about
the topic.
Grading Scale: 24 = 100%, 23 = 96%, 22 = 92%, 21 = 88%, 20 = 83%, 19 = 79%, 18 =
75%, 17 = 71%, 16 = 67%, 15 = 63%, 14 = 58%, 13 = 54%, 12 = 50%
Your Grade: __________
Comments:
Parent Signature: ______________________
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Appendix E
Student Self Survey
Circle the answer you believe best represents your work in class. Remember this survey cannot be
traced to any individual student, and has no effect on your grade.
Question
I think that my
group worked
successfully
together…
I would like to
work with this
group again.
All of the Time
Most of the Time
Some of the time
Yes
Maybe
No
Not at all
63
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64
Appendix F
Circle the response that best describes how your groups worked together during the project. Remember
that no survey can be traced to any one student, and that it has no effect on your grade.
Group Work Survey
Question
Did you enjoy
working with the
people in your
group?
All of the Time
Most of the Time
Some of the time
Not at all
Did people in your
group show
respect for your
ideas, and did you
show respect for
theirs?
All of the Time
Most of the Time
Some of the time
Not at all
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65
Appendix G
Group Work Rubric
Name: _______________________________
Teacher: Mr. Allen
Date: 2006
Class: 7th and 8th grade
Description: The group learning rubric is designed to evaluate the collaboration skills of students working in
groups. The criteria includes, achieving group goals, interpersonal skills, role responsibility, and group process.
Designed and written by William T. Allen.
Excellent (5)
Good (3)
Needs Improvement
(1)
Failing (0)
Achieving Group Goals Student is
enthusiastic about
group work and
makes an effort for
group success.
Student is
committed to
group work and
goals. Student
carries out own
role willingly.
Student does not
respond to group
goals. Remains "offtask" even though
seemed committed to
group goals earlier.
Student is disinterested
in working in a group.
Will not cooperate or
collaborate. Student
works against group
goals and is "off-task."
Interpersonal Skills
Student actively
supports interaction
that is positive and
respectful to the
feelings and opinions
of others in the
group.
Student interacts
with others and is
sensitive to
differing opinions
and feelings of
others in the
group.
Student responds to
prompting and
interacts, however,
remains insensitive to
the opinions and
feelings of others in
the group.
Student is insensitive
toward the opinions and
feelings of others in the
group. Practices "putdowns" and refuses to
actively listen to others.
Ignores teacher
prompting.
Roles Responsibility
Student will perform
any role or multiple
roles within the group
with enthusiasm.
Student will
perform any role
within the group
and will willingly
do more for
group success.
Student reluctantly
takes assigned role
within the group;
however, refuses to
multi-task.
Student refuses to take a
role in the group.
Group Process
Student is excited
about the group
process and actively
indentifies ways the
group will succeed
and works toward
group goals.
Student is a selfstarter and wants
the group to
succeed and
offers help when
needed.
Student responds to
prompting to support
group process;
however, resists
necessary
modifications or
remains uninvolved.
Student refuses to
support group process or
any necessary changes.
Refuses to cooperate
and ignores teacher
prompting.
A service of the Utah Education Network
Comments, e-mail: resources@uen.org
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Appendix H
Name________________________________
Date_________
Period _______
Minerals Performance Test
Score ________
Grade_______
The mystery mineral is gypsum.
Sight Color
Streak
Hardness
Luster
Type
of
Luster
Cle
ava
ge
or
Fra
ctur
e
Typ
e of
Cle
ava
ge
or
Fra
ctur
e
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Mass (grams)
Volume (cm )
Density (g/cm )
Special Properties
MOH’S HARDNESS SCALE
TOOL
Fingernail
Copper Penny
Iron Nail
Glass Plate
Streak Plate
Quartz
Diamond
LUSTER
ME NO
TAL NM
LIC ETA
LLIC
Brill
iant
–
dia
mo
nd
like
HARDNESS
2.5
3.5
5
5.5
6.5
7.5
10
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Gre
asy
–
oily
Pea
rly
–
dull
shi
ne
Vitr
eou
s–
bro
ken
glas
s
Silk
ysm
oot
h
CLEAVAGE or FRACTURE
CLEAVAGE
Basal – 1 plane
Pinacoidal – 2 planes
at right angles
Prismatic – 2 planes
not at right angles
Cubic – 3 planes at
right angles
Rhombohedral – 3
planes not at right
angles
Octohedral – 4 planes
at right angles
FRACTURE
Earthy – dull, smooth
Uneven – rough
Hackly – sharp points
Splintery – long
splinters
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69
DENSITY – Use this formula to determine the density of a mineral – mass divided by volume = g/cm
_______ g
________cm = ________g/cm
The four requirements for a substance to be a mineral are:
1.____________________________________
2.____________________________________
3.____________________________________
4.____________________________________
Extra Credit - A reaction to HCL (hydrochloric acid) indicates the presence of this substance in a mineral
Appendix I
Name_________________________________ Date______________ Period_________________
Score____________
Percent___________
Signature_________________
Grade__________
Parent
Rocks Performance Test
Directions: Test the three rock samples and complete the chart below.
Sa Sa Sa
mpl mpl mpl
e1 e2 e3
Roc Gra Gn Fos
k nite eiss siliz
Na
ed
me
Lim
est
one
Col
or
Tex
tur
e–
size
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of
grai
ns
Har
dne
ss –
har
d or
soft
Co 3 2 1
mp min min org
osit eral eral ani
ion s s c
ingr
edi
ent
and
1
bin
der.
Spe
cial
Fea
tur
es
Roc
k
Typ
e
70
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71
Directions: Use the word bank to complete the diagram below.
A rock on the surface of the Earth
Liquified rock reaches the Earth’s
surface and cools into a new kind of
rock called ___________________rock.
Wind, water, heat and friction are
called?______________________
The never ending process all rocks go
through is called
When liquefied rock is below
the Earth’s surface it is called
_____________________
_______________________________
_
Pressure causes sediments to
stick together this process is
called _____________________
and _______________________
This new rock is called
Subduction of existing rock into the
Earth’s interior causing rock to melt
completely this process is called
____________________ _____
______________________rock.
More pressure and indirect heat
cause existing rock to partially melt
forming a new type of rock called
_____________________________
Rock.
Word Bank
metamorphic
magma
liquification
cementation
igneous
erosion
compaction
The Rock Cycle
Extra Credit:
Bitemous Coal is organic because it is made of _____________________
and ____________________________________.
sedimentary
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Appendix J
N DaPe U
a te ri ni
m od t
e
Sc Ex Sa N
ie ce tis ee
nc lle fa ds
e nt ct Im
Bi
or pr
nd
y ov
er 3
e
Ev Po m
al int 2 en
ua s Po t
int
ti
1
s
on
Po
Ru
int
br
ic
Res I My My
pec alw bin bin
t ays der der
tre is a is
at littl co
72
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Stu my e min
den bin rag g
t__ der ged apa
___ wit , it rt,
_/3 h is a it is
res littl dirt
Tea pec e y,
che t, it dirt and
r__ is y, few
___ cleathe pag
_/3 n, re es
pag are are
es tor act
are n uall
not pag y
tor es, atta
n orand che
falli so d.
ng me
out are
. loo
se.
Pre I I I
par brinbrinfor
edn g g get
ess my my my
bin bin bin
der der der
Stu eve alm oft
den ryd ost en,
t__ ay. eve so I
___ I ryd am
_/3 hav ay, unp
e and rep
Tea nev hav are
che er e d
r__ for onl for
___ got y clas
_/3 ten for s
73
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it. I got oft
am ten en.
pre it
par onc
ed e or
eve twi
ryd ce.
ay.
Org The I I
ani re am for
zati is a onl get
on pag y to
e mis writ
nu singe
Stu mb a pag
den er cou e
t__ and ple nu
___ dat of mb
_/3 e pag ers
on e and
Tea eve nu dat
che ry mb es,
r__ pag ers mo
___ e. and st
_/3
dat pag
es. es
don
’t
hav
e
one
or
the
oth
er.
OrdAll Mo My
my st unit
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er unitof pag
pag my es
es unitare
Stu are pag out
den in es of
t__ ord are ord
___ er. in er.
ord
_/3
er.
Tea
che
r__
___
_/3
Wri I I I
tingalw usu rar
ays ally ely
use use use
Stu co co co
den mpl mpl mpl
t__ ete ete ete
___ sen sen sen
_/3 ten ten ten
ces, ces ces,
Tea and and just
che co co sho
r__ mpl mpl rt,
___ ete ete or
_/3 tho tho one
ugh ugh wor
ts ts d
to to ans
ans ans wer
wer wer s.
que que
stio stio
ns. ns.
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Co All Mo My
mpl of st wor
ete my of k is
Wo wor my inc
rk k is wor om
co k is plet
mpl co e.
Stu ete. mpl
ete.
den
I
t__
am
___
mis
_/3
sing
Tea
just
che
a
r__
few
___
ans
_/3
wer
s or
a
littl
e
wor
k.
I have a complete table of contents, which includes, assignment, date and page number.
Yes______ (2 points)
No_______(0 points)
How can I improve my binder score? (2 points)_________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Student’s Self Score_____________/22
Teacher’s Score_________________/22
77