PROJECT PLANNING FORM
Project title: Fueling America
Teacher(s): Ms. Turner
School: Military Magnet Academy
Grade level(s): 9
Subjects: Environmental Studies
STANDARDS-FOCUSED
PROJECT BASED LEARNING
Buck Institute for Education
Begin with the End in Mind
Summarize the theme for this project. Why do this project?
America is dependent on nonrenewable natural resources for its energy needs and as
a result is one of the largest consumers worldwide.
It is important for students to realize that oil and gas is not in unlimited supply and
alternative energy sources must be utilized.
Identify the content standard that students will learn in this project (two to three per
subject).
SEV4 b: Describe how technology is increasing efficiency of utilization and
accessibility of resources.
SEV4e: Describe the commonly used fuels and some alternative fuel sources.
Identify key skills students will learn in this project.
List only those skills you plan to assess (two to four per person).
Decision Making - Evaluates and chooses best research material.
Speaking - Organizes ideas and communicates
Team Building - Works well in a group situation
Identify the habits of mind that students will practice in this project (one to two per
project).
1. Students will understand the need and availability of energy sources throughout
the US.
2. Students will understand the impact of resource depletion for energy and be able
to discuss alternative sources.

Does the project meet the criteria for standards-focused PBL?
Craft the Driving Question
State the essential question or problem statement for the project. The statement
should encompass all project content and outcomes, and provide a central focus for
student inquiry.
Should the US invest its time and money in alternative energy sources?

Have you posed an authentic problem or significant question that engages
students and requires core subject knowledge to solve or answer?
Plan the Assessment
Step 1: Define the products for the project. What will you assess?
Early in the Project:
Day 2: Group - 1 paragraph summary on US energy sources
Individual - 2 completed citations
Day 3: Group - Completed Venn Diagram comparing/contrasting SC with an assigned
state
- Weekly group rubrics to monitor progress
During the Project:
Day 5: Group - script for newscast
Individual - outline for research paper
Day 7: Group - peer review editing on rough drafts completed
Individual - rough draft turned in for research paper
Day 10: Individual - Completed group rubrics (overall)
End of the Project:
Day 11: Group - 3 minute newscast videotaped and edited encompassing their research
and focus on answering the driving question.
Individual - minimum 2 page research paper with at least 5 citations in MLA
format.
Plan the Assessment (2)
Step 2: State the criteria for exemplary performance for each product:
Product: Research paper (Individual)
Criteria:
- 2 page minimum
- at least 5 citations
-Answers driving question, including information on current energy sources and
alternative sources.
Product: Newscast
Criteria:
- Videotaped
- Minimum 3 minutes
- All groups members participate in some way
- Edited, including music, graphics, an intro and credits

Do the products and criteria align with the standards and outcomes for the
project?
Map the Project
What do students need to know and be able to do to complete the tasks successfully?
How and when will they learn the necessary knowledge and skills? Look at one major
product for the project and analyze the tasks necessary to produce a high-quality
product.
Product: Newscast
KNOWLEDGE AND SKILLS NEEDED
ALREADY
HAVE
LEARNED
TAUGHT
DURING
THE
PROJECT
x
1. Research
2. PowerPoint and Excel
TAUGHT
BEFORE
THE
PROJECT
x
x
3. Report Writing
x
4. Video Editing
x
What project tools will you use?
□ Know/need to know lists
□ Daily goal sheet
□ Journals
□ Briefs
□ Task lists
□ Problem logs

□ ________________________________
□ yes, initially
□ daily
□ weekly
□ weekly
□ ________________________________
Do the products and tasks give all students the opportunity to demonstrate what
they have learned?
Map the Project (2)
List the key dates and important milestones for this project.
Day 1 - Opening Event, Intro to project, researching basics activity
Day 2 - Research US energy sources, discuss MLA citations
Day 3 - SC vs. similar state Venn Diagram, Population graph
Day 4 - Alternative energy sources, brainstorm ideas for newscast, outline for
research paper
Day 5 - Write script for newscast, group meetings with teacher
Day 6 - Write rough draft
Day 7 - Peer-review group editing
Day 8 - Watch newscast samples, Film newscast
Day 9 - Video editing tutorial, group editing
Day 10 - Type final paper, complete rubrics
Day 11 - Present videos, turn in paper, whole class discussion
Use the Tuning Protocol with other teachers or a group of students to refine the
project design or guide you further in your planning. What other thoughts do you
now have on the project?
-Time allocation is dependent upon student abilities.
- For group work, assign students to mix and balance abilities.

What challenges or problems might arise in this project?
Manage the Process
List preparations necessary to address needs for differentiated instruction for ESL
students, special-needs students, or students with diverse learning styles.
Learning needs -Grouping arrangements: no more than 1 inclusive student per group
-Modify due dates
-Provide classroom aid
-Communicate with parent and resource teacher
-Provide level appropriate materials and websites
ESLL -work with ESOL Teacher
How will you and your students reflect on and evaluate the project?
□ Class discussion: 3, 2, 1: 3 things learned that were interesting, 2 things to learn
more about, 1 thing to share with others outside of class.
□ Fishbowl
□ Student-facilitated formal debrief
□ Teacher-led formal debrief
□ Student-facilitated formal debrief
□ Individual evaluations: self evaluations by students and teachers
□ Group evaluations: peer evaluations
□ Other:
□

What do you expect to learn from this project?