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PROJECT-BASED LEARNING (PBL)
Planning Template
Name of Project:
Power (Using PLTW Human Body Systems)
CTE Course:
Human Body Systems
Academic Course(s):
Chemistry
Teachers:
Revlett
Duration (hrs):
30 days
Grade Level:
10-11
Alvator
Project-Based Learning Components
Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem.
Driving Question:
The question that both
engages student attention
and focuses their efforts.
In this unit, students investigate the human body systems that work to obtain, distribute, or process the body’s primary
resources for energy and power—food, oxygen, and water. Students make a working model of the digestive system and
design experiments to test the optimal conditions for chemical digestion. Students use probes and data acquisition
software to monitor their own lung function and oxygen intake. Students investigate the anatomy and physiology of the
urinary system and do a simulated urinalysis to identify health conditions and diagnosis disease. Students make a
working model of the urinary system.
How does the human body work to obtain, distribute, or process the body’s primary resources for energy and
power—food, oxygen, and water?
Concepts
1. The human body is powered by the food we consume, the water that we drink and the air that we breathe.
2.
Many human body systems work to create, process and distribute the body’s main resources – food, water and
oxygen.
3.
Factors unique to the person, such as age, weight, and overall health affect the body’s ability to utilize biological
resources and maintain homeostasis.
4.
Factors in the environment, such as climate or temperature, affect the body’s ability to utilize biological resources
and maintain homeostasis.
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Anchor Event/Project
Launch:
Introduction and/or background information to set
the stage and generate
interest.
In this lesson, students will be introduced to the concept of power in the human body. They will explore the resources
that fuel life as well as debate how long the body can last when these resources become scarce. Students will
examine a survival guideline, the Rule of Threes, and discuss how environmental factors and personal factors impact
the body’s ability to deal with a fuel shortage. As the unit progresses, students will study the body systems that help
create, process or distribute each of the body’s three main resources – food, oxygen and water.
Inquiry & Innovation:
Discuss how the project
engages students in
innovative research and
thought in each
curriculum area.
Students will research answers to Essential Questions and structure and function of the urinary tract for a poster.
Process of Investigation:
Develop student
guidelines for each phase
of project.
Project Calendar
1.
Introduction and Team Planning:
Students will be introduced to project in Human Body Systems. (They’ve already been introduced to the Manekin in prior units.)
2.
Initial Research Phase - Gathering Information: Students will research Essential Questions and terminology for each section.
3.
Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s): Students will create a poster explaining the structure and
function of the urinary system.
Second Research Phase - Additional Information & Revision: Students will conduct Amylase Investigation and Urinalysis in Chemistry
class .
Final Presentation Development: Students will design and create the digestive and urinary system from clay and add to Manekin.
P:roject Teaching &
Learning Guide
4.
Project Management Log
5.
6.
Collaboration:
Discuss collaboration
among colleagues in
teaching the project.
Publication of Product or Artifacts: Students will present Urinary system poster to class. Students will do mini presentation of Manekin
to group.
Teachers:
P. Revlett and D. Alvator will collaborate via email, Skype and face to face meetings regarding status
of project.
Discuss collaborative
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Students: Students will collaborate with peers in group discussions and research. Additionally, they will collaborate
instructional strategies
utilized by students.
Collaboration Rubric
with instructors.
Student Voice:
Describe how students
play a role in project
design and
implementation.
Students will select techniques to use for labs.
Major Products &
Performances:
Elaborate on products;
Discuss publication and
presentation of projects.
Products:
Manekin © – digestive system and urinary system. Poster of urinary system.
Presentation Rubric
Publication/
Presentation:
Group: Students will present posters to class. Students will do mini group
presentations of manekin ©.
Presentation Audience
Class
X
School
Community
Individual:
Experts
Business/Community
Web
Other:
Instructional
Technology:
Select and discuss the
technology-based
instructional options
embedded in the project.
X
Webquests
Course Management System
Presentation Hardware
Blogs
Alternate Reality Games (ARGs)
RSS Feeds
Wikis
Simulation Software
Digital Video Tools
Social Network
Presentation Software
Digital Photography Tools
(Software or online)
(Software or online)
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Podcasts
Video Conferencing
Other:
Discussion:
Business/Community
Involvement:
Describe how business
partners contribute to
project learning.
None at this time
Project Standards
Topics of Study:
Main areas of project
investigation.
Power, digestive system, urinary system, food, water, oxygen
Content Standards:
Those taught and
assessed in the project:
CTE Performance Standards – Not included for PLTW HBS
Common Career Technical Core (CCTC) Standards
Unifying Concepts and
As a result of activities in grades K-12, all students should develop understanding and
Processes:
abilities aligned with the following concepts and processes:
Systems, order, and organization
·A system is an organized group of related objects or components that form a
whole.
·Systems have boundaries, components, resources flow (input and output),
and feedback.
Evidence, models, and explanation
· Evidence consists of observations and data on which to base scientific
explanations.
· Models are tentative schemes or structures that correspond to real objects,
events, or classes of events, and that have explanatory power.
·Change, constancy, and measurement
·
Interactions within and among systems result in change.
Form and function
·The form or shape of an object/system is frequently related to use, operation, or function.
· Students should be able to explain function by referring to form and to explain form by
referring to function.
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Florida Next Generation Sunshine State Standards
SC.912.N.1.1
SC.912.N.1.4
SC.912.N.1.7
SC.912.N.3.5
SC.912.P.12.12
LA.910.2.2.3
LA.910.4.2.2
MA.912.S.1.2
MA.912.S.3.2
Common Core Standards
LA.910.2.2.3
LA.910.4.2.2
MA.912.S.1.2
MA.912.S.3.2
21st Century Skills:
Those taught and
assessed in the project.
For descriptions follow web
links
LEARNING &
INFORMATION, MEDIA,
LIFE &
INNOVATION SKILLS
& TECHNOLOGY SKILLS
CAREER SKILLS
X Creativity & Innovation
Information Literacy
X Flexibility/Adaptability
X Productivity/Accountability
X Critical Thinking/Problem Solving
Media Literacy
X Initiative/Self Direction
Leadership/Responsibility
X Communication/Collaboration
ICT Literacy
Social/Cross-Cultural
Project Assessment, Reflection, Feedback & Revision
Assessments:
Formative
Assessments
(During Project)
Quizzes/Tests
Journal/Learning Log
Practice Presentations
X
Notes
X
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Summative
Assessments
(End of Project)
Reflection
Methods:
X Individual
Preliminary Plans/Outlines/Prototypes
Checklists
Rough Drafts
Concept Maps
Online Tests/Exams
Other:
Written Product(s) w/ Rubric: Essential Questions
X
X
Other Product(s) or Performance(s) w/ Rubric:
Lab write-ups, Kedney poster evaluations
Oral Presentation w/ Rubric
Peer Evaluation
Multiple Choice/Short Answer
Self-Evaluation
Essay Test
Other:
Journal/Learning Log X
Focus Group
Whole Class Discussion
Fishbowl Discussion
Survey
Other:
Group
Whole Class
Feedback & Revision: Scaffolded
feedback and “check points” should be
routinely provided by the teacher within
the collaborative instructional process.
Feedback can be based on either teacher
and/or peer evaluations.
Grades
X
Written Comments
Group Feedback
X
Peer Feedback
Individual Feedback
Self-Assessment
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