Project Planning Form
Project title:
The CarManna Project
Allen Nice-Webb, Carol Covington, Lorraine Orenchuk,
& Donna Lanahan
Teacher(s):
School:
Buncombe County Early College
Grade level(s):
9
Subjects:
Integrated Math 1 & Physical Science,
English 1 with Language Collaboration, and Schoolwide Community Service
Standards-Focused
Project Based Learning
Buck Institute for Education
Begin with the End in Mind
Summarize the theme or “big ideas” for this project.
To explore patterns of change that occur over time. To identify, understand, and apply linear
functions to concepts of velocity and acceleration while increasing charitable giving rates in the
Asheville area of North Carolina for Manna Food Bank.
Identify the content standards
Integrated Math 1 - Goal 4.01: Use linear functions or inequalities to model and solve problems;
justify results.
a) Solve using tables, graphs, and algebraic properties.
b) Interpret the constants and coefficients in the context of the problem.
Physical Science - Goal 1.02 : Design and conduct scientific investigations to answer questions
about the physical world.
Physical Science - Goal 2.01 : Measure and mathematically analyze motion: frame of reference,
uniform motion, and acceleration.
Identify key skills students will learn in this project. List only those skills you plan to
: project).
assess (2 – 4 per
1. Students will be able to analyze linear data using tables, graphs, equations, and words.
2. Students will be able to use linear data to solve problems involving change over time, such as,
velocity and acceleration.
Identify the habits of mind that students will practice in this project (1 – 2 per project)
1. Students will use their agendas to appropriately manage their time to complete the project, in an
organized manner.
2. Students will develop their ability to be scientific problem solvers, by making math connections.
Identify District Outcomes or school-wide outcomes to be included in this project.
1. Students will function as a team as they engage in problem-solving.
2. Students will give their best effort in exploring the challenges of this project.
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.
--------------------------------------------------------The CarManna Project-------------------------------------------------------How might we (IMAPS-1st, 2nd, & 3rd Blocks) design, build, package and use a toy car and a ramp out of
recycled materials to generate at least $300 in contributions to Manna Food Bank within two weeks?
"Changing Possibilities"
Have you posed an authentic problem or significant question that engages students
and requires core subject knowledge to solve or answer?
Plan Assessment
Step 1: Define the products and artifacts for the project:
Early in the project
During the project
End of project

Brainstorm ideas for car,
ramp, and package design.

Complete constructions of car, 
ramp, and package.

Explore math and science
concepts related to linear
rates of change.

Conduct experiments, collect
and analyze data, to make
final redesign decisions.

Research hunger vs. giving
rates to Manna Food Bank.


Write a letter for sponsorship
invitations.


Develop a brochure to
communicate The CarManna
Project and ways for people to 
sponsor.
Make final construction
revisions to the car, ramp, and
package.

Prepare all product
presentations.
Redesign constructions and
retest in order to maximize
results.

Submit sponsorship contact
information form with
projected donations.
Note the math and science
concepts being used
throughout the project.

Conduct the CarManna
competition.

Secure pledged donations
and deliver to Manna Food
Bank.
Complete all sponsorship
contacts.
Plan Assessment
Step 2: State the criteria for exemplary performance for each product:
Product: Car, Ramp & Package Construction
Criteria: [Demonstration of the scientific method in the design process and construction].
1. Journal - regular entries with dates, noting the steps of the scientific method your group uses.
2. MUST USE RECYCLED MATERIALS ONLY (no toy car parts, no electrical motors); Allowed: $5
or less purchases/group from Dollar Store or Goodwill (itemized receipt required).
3. Light Car; Long Distance (flat); Straight Path; Great Velocity/Acceleration at bottom of ramp.
4. Size of Car, Ramp & Package Together > Must fit inside a cubic space of 32cm x 32cm x 32 cm.
5. Must be self-propelled and use ramp, and have no external attachments or remote controls.
6. Must be released off of a classroom white table (height = 73.00 cm) and proceed down a ramp.
Product: Webfolio Artifacts
Criteria: 1. Tables, Graphs, Equations, Sketches, Photos and Written Explanations of how linear
functions model velocity and acceleration rates.
2. Tables, Graphs, Equations, Sketches, Photos and Written Explanations of how linear functions
model Hunger and Giving Rates to Manna Food Bank in Western North Carolina.
Product: Informational & Invitational Letter and/or Brochure
Criteria: 1. Include Tables, Graphs, Equations, Sketches, Photos and Written Explanations of how
linear functions model hunger and giving rates to Manna Food Bank.
2. Accurate, Current Information; No Spelling Errors; Good Grammar; Neat & Organized; Typed.
3. Be Persuasive in Asking for Donation Sponsorships $1/1 meter the car travels after leaving ramp.
4. Delivered to at least 5 persons (not other year 1 students) per each group member by Sept. 20th.
Product: Sponsorships [ $1 per 1 meter per group --- 3 trials, best run, up to 50 meters]
Criteria: 1. Obtain at least one sponsorship for your group and try for the Most in your class block.
2. Obtain at least one Money Donation of any amount per group; (actual money receipts).
3. Sponsorships are for $1/1 meter of travel (per group) after leaving the ramp (Birch hallway).
Do the products and criteria align with the standards and outcomes for the project?
Map the Project
Step 1: Look at one major product for the project and analyze the tasks necessary to
produce a high-quality product. 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?
Product: Webfolio Artifacts
Knowledge and skills needed
(Check appropriate box)
Already
have
learned
Taught
before the
project
Taught
during the
project
1. To collect and organize data in tables
2. To effectively use spreadsheets
3. To analyze linear data/make predictions
4. To solve velocity & acceleration problems
5. To apply linear functions in world context
6. To demonstrate the scientific method
7. To use agendas-manage time constraints
What project tools will you use?
Know/need to know lists
Task lists
Webfolio Artifacts
Problem logs
Journals
Sketches
Spreadsheets
Brochures/letters
Do the products and tasks give all students the opportunity
to demonstrate what they have learned?
Map the Project
Step 2: Draw the storyboard for this project. Include a timeline and milestones.
Thursday – 9/11 Introduce The CarManna Project
Friday – 9/12 Create Design Proposals and Draft Letter/Brochure
Monday – 9/15 First Prototype of Car/Ramp & Letter/Brochure Revisions
Tuesday – 9/16 Complete Constructions and Begin Data Collection
Wednesday – 9/17 Data Collection (con’t) / (Key Science Concepts)
Manna Representative/ Marketing Representative
Thursday – 9/18 Modeling Linear Relationships (Key Math Concepts)
Friday – 9/19 Make Modifications – Retest & Data Collection
Monday – 9/22 Final Construction Revisions
Possible NasCar College Representative
Tuesday – 9/23 Symbolizing Patterns in Data – Mathematical Sense & Science Concepts
Wednesday – 9/24 Final Preparations for The CarManna Competition/Presentations
Thursday – 9/25 The CarManna Competition & Presentation
Friday – 9/26 Formal WebAssign Chapter 10 Motion Test & Lab Practicum SAS Test
What community members might be helpful with this project and in what role (for example:
consultant, panel member, assessor…)?
(name and/or title)
/(possible role)
Manna Food Bank
Explain WNC Hunger/Giving Rates
______________________________________/________________________________________
Day International
Explain the Design Process / Assessor
______________________________________/________________________________________
A-B Tech Community College
/ Marketing
______________________________________/________________________________________
NasCar College
/ Performance Design Issues / Assessor
______________________________________/________________________________________
With another teacher or team of teachers, use the Tuning Protocol to refine the
project design or guide you further in your planning. What other thoughts do you
now have on the project?
Use the Critical Friends Process to fine tune expectations, identify rigorous assessments, and to
examine the quality of student work.
What challenges or problems might arise in this project?
Manage the Process
List significant issues that you anticipate may arise during this project.
 Timing - Will students be able to focus their work within the time parameters/constraints?

Quality Work - How will the students know the quality expectations?

Community Involvement - Will there be sufficient time to secure and utilize community resource
persons as a part of the design process?
List preparations necessary to address needs for differentiated instruction for ESL
students, special needs students, or students with diverse learning styles.
 The use of MAP assessments in the formation of groups
 Problem-Based Problems (1-3) to model math and science concepts
 Create options for student choice regarding group responsibilities
 Structure time for questions and clarifications
 Create organizers for science journals (log entry samples)
 Develop math problem samples
How will you and your students reflect on and evaluate the project?
Class discussion
Fishbowl
Student-facilitated formal debrief
Teacher-led formal debrief
Individual evaluations
Group evaluations
Other: Tuning Protocol to refine PBL process
What do you expect to learn from this project?
BIE Workshop Participants
The Project Description: Now that your planning is complete, summarize your
project by describing it in 2–3 sentences:
Students will engage in the process of using the scientific method to design a toy car and ramp
product to explore linear rates of change, involving velocity and acceleration of a moving object.
Students will explore the linear rates of change in a real world issue of declining charitable
donation rates and increasing hunger rates in our community.
Students will devise a two-week plan to generate at least $150 in donations to Manna Food Bank.
Project Title: The CarManna Project
List immediate tasks to get the project underway.
1. Contact Community Resource Persons
2. Develop a space for students to store their
work
3. Collect some basic tools for students to use
in their constructions
4. Secure computer carts at strategic times