PROJECT DESIGN: OVERVIEW

Name of Project: Climate Change Around the World Duration: 90 minutes (x 6 classes)

Subject/Course: Teacher(s): Shanzeh Sadiq Grade Level: 12th grade

AP Environmental (Mentor Teacher: Mr. Vrooman)
Science

Other subject areas to be included, if any:

Key Knowledge ● ENG-2.A: Explain how the sun’s energy affects the Earth’s surface.
and Understanding ● ENG-2.B: Describe how the Earth’s geography affects weather and climate.
(CCSS, NGSS or ● ENG-2.C: Describe the environmental changes and effects that result from El Niño or
other standards) La Niña events (El Niño–Southern Oscillation).

Success Skills (to be ● Investigative and research skills

taught and assessed) ○ Students are expected to research topics on their country thoroughly with great
detail and accurately find corresponding answers to their questions
● Collaborative communication skills
○ Students are expected to work with another through group collaboration and
peer feedback
○ Students are expected to help one another through active listening and
communication skills
● Critical Thinking/Learning skills
○ Students are expected to answer all research questions with attentive detail and
relate applications to the outside world
○ Students are expected to monitor their progress and make sure they are
understanding the topics as well
● Presentation skills
○ Students are expected to create a final project and present to the class in
appropriate manner (clear, understandable, engaging)

Project Summary Students (in groups of 2) will each decide on a country of their choice in which they will explain
(include student role, how global warming and climate changes have impacted their country’s normal weather and
issue, problem or
climate patterns. Students will be creating a page for a newsletter in which they examine
challenge, action
taken, and changes and provide country specific solutions to these problems.
purpose/beneficiary)

Project Driving How can we use our knowledge of weather and climate to examine human impact (global
Question warming climate change) in different countries?

Entry Event - Hook: Trivia Questions

(PBL launch) - The topic will be introduced by having a brief overview on the 3 topics we are going to
be learning as a class
- Students will be asked to find correlations/trends between the topics, specifically, “What
is a human impact that ties in all these topics?”... transition conversation to global
warming and climate change
- Students will be introduced to project

Final Product(s) Individual: Specific content and competencies to be assessed:

- Students will be graded individually - ENG-2.A, 2.B, 2.C
on daily work effort and their - Success skills
contribution to project

GTCH 3103 Project-Based Learning 1 of 17

 - Students will also be evaluated on
their understanding of project

Team: Specific content and competencies to be assessed:

- Groups will be making a - ENG-2.A, 2.B, 2.C
newsletter/infographic page with - Success skills
details on their country’s normal
weather patterns, global
warming/climate change effects on
the weather patterns, and potential
solutions

Community - Students will contacting their country’s embassy to discuss and research their country’s
Engagement weather patterns and how global warming/climate change is impacting their country-
look into industries, businesses, food, basic living

Making Product(s) - Students will present final infographics/newsletter pages to their class
Public - Every project from each group will be compiled into a final newsletter that will be
(include how the shared with other AP Environmental Science classes, the school community, Parents,
products will be made and teachers.
public and who
students will engage
with during/at end of
project)

Resources Needed On-site people, classroom:

Equipment/Technology: Students must have their laptops

Materials: Daily worksheets, powerpoints, reflection exit-ticket

Community Resources: Access to school library (in case students would like to use books to research)

Reflection Methods Last Day exit ticket asking students to reflect on the project and what they learned.
(how individual, team,
and/or whole class
will reflect during/at
end of project)

Notes:

PROJECT DESIGN: STUDENT LEARNING GUIDE

Project: Climate Change Around the World
Driving Question: How can we use our knowledge of weather and climate to examine human impact (global warming climate change)
in different countries?

GTCH 3103 Project-Based Learning 2 of 17

 Final Learning Outcomes/Targets Checkpoints/Formative Instructional Strategies for All
Product(s) knowledge, understanding & Assessments Learners
Presentations, success skills needed to check for learning and ensure provided by teacher, other staff, experts;
Performances, by students to successfully students are on track includes scaffolds, materials, lessons
Products and/or complete products aligned to learning outcomes and
Services formative assessments

Newsletter/ -Students will apply their -Every class, students will be -Daily lessons that highlight important
Infographic page knowledge on earth’s seasons and adding to their project and as a information for students
(individual and weather, earth’s geography and teacher, I will be walking around -Multimedia delivery of instructions
team) climate, and El Nino and La nina and checking in on each group -Distribution of research material to
to understand weather patterns in -Day 5: Peer feedback in which help students further understand the
their country of choice groups will grade each other using material
-Students will explore how the rubric -Lab activities and lab simulations to
changes in global warming and -Day 6: Exit ticket help students understand lab patterns
climate change have impacted around the world
weather patterns in their country
-Students will explore how these
weather changes have impacted
their country beyond weather
-Students will contact their
country embassy to further
research the issue and see what is
being done to combat it
-Students will explore possible
solutions taken by the country to
rectify the issues
Student -Students will present their final -Class discussions will help check- - Students will be working with
Presentations projects in a clear and appropriate in on students one another in group activities
(individual and manner. Students will discuss all -Peer feedback will give students a every day to prepare them for
team) tasks of their project and share chance to practice presenting in group discussions and eventually
with the class. front of one another class presentations

PBL Day 1

Project Driving Question How can we use our knowledge of weather and climate to examine human impact (global
warming climate change) in different countries?

Daily Goal towards Project - Students will learn about solar radiation and earth’s seasons through independent
research activity and class discussion
- Students will decide on a country for their project and begin researching normal
seasonal patterns experienced in their chosen country

Learning Objective(s) 1. Students will understand how solar radiation affects the Earth’s seasons
2. Students will explore daylight patterns at different latitudinal regions

Introduction (10 minutes) ● Introduce myself + Halloween trivia- Powerpoint

○ Begin the class with a little introduction on who I am, where I am from and
why I am here to have students become more comfortable with me
○ Utilize Mr. Vrooman’s ice breaker ideas with Trivia Tuesday to help adjust the
classroom environment and make it more welcoming by asking fun questions
relating to halloween which just happened (5 simple multiple choice
questions)

GTCH 3103 Project-Based Learning 3 of 17


Class discussion on Solar
Radiation and Earth’s Seasons
(10 minutes)
Research Activity (30 minutes)
Open Discussion + Share
Answers (10 minutes)
GTCH 3103 Project-Based Learning
■ Have students raise their hand to answer the questions
● Project introduction
○ Introduce unit calendar and plan for the next 6 days to have students
familiarize themselves with what they are about to learn
○ Ask students to create a connection between the 3 main topics: Earth’s
Seasons and Solar Radiation, Earth’s Climate and Geography, and El Nino and
La Nina
■ “What is a human impact that ties in all of these topics?”
■ Create student conversation
○ Introduce project driving question and what the final project is going ti be
● Partner pairing- Worksheet
○ Have students find a partner for the final project and write it down on the
assigned sheet of paper
● Discuss seasons and weather
1. Begin by asking students “What is your favorite season and why?” and then proceed to
have a class discussion on how is each season is different from each other
a. Note down student answers on the white board
2. Have students do a “Think, Pair, and Share” on “Why are seasons so different?” for 2
minutes and then reconvene for a class discussion
3. Discuss the impact of Earth’s tilt of axis on earth’s seasons and why it’s such an
important factor in determining the seasons
● Discuss sun’s role and angle of insolation
1. Have students do another “Think, Pair, and Share” on “What is the sun’s role” in
seasons?”
a. Have students discuss amongst themselves before sharing out loud with the
class
b. Define vocabulary terms
c. Connect insolation to earth’s latitudes
● Go over class objectives to ensure students understand what they are going to be
learning for the day
● Go over directions for research activity
1. Students will go to google folder in shared drive and complete the Day 1 worksheet
2. Students will make a copy of the document (so everyone has their own copy) and
upload their document to the same folder with their name
3. Each student will have their own document but they may work in small groups of 3-4
people
● Read article + answer questions- Worksheet
○ Latitude and seasonal and temperature
○ Angle of solar radiation and temperature
○ The seasons
○ Hemispheres
● Online simulation + make line graphs (part of worksheet)
○ Tracking the daylight hours and temperatures of different cities in different
regions on earth
● Go over answers
○ Have students share their answers/findings
○ Answers are all written on the board as well
■ How does latitude affect temperature?
● Daily temperatures for a specific location are influenced by
the angle of the sun’s rays and the number of daylight hours
at that location based on the latitude
● At higher latitudes (the poles), the sun’s rays are less direct
and thus experience lower temperatures
● At latitudes approaching the equator, sun’s rays are more
direct and thus experience, higher temperatures
■ How does the angle of the sun’s rays and the amount of daylight
vary?
● Near the equator, the incoming solar radiation is more direct
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Begin Independent Research +
Dismissal (30 minutes)
Project Driving Question
Daily Goal towards Project
GTCH 3103 Project-Based Learning
→ solar radiation is concentrated over a smaller surface area,
causing warmer temperatures
● At higher latitudes, the angle of radiation is smaller, causing
energy to spread over a larger area of the surface → cooler
temperatures
■ What are the different seasons caused by?
● The earth's spin axis is tilted with respect to its orbital plane.
This is what causes the seasons. When the earth's axis points
towards the sun, it is summer for that hemisphere. When the
earth's axis points away, winter can be expected.
■ Different phases of the year:
● Summer Solstice: NH: Summer begins on June 20/21, when
axis of rotation is tilted a full 23.5° towards the sun-greatest
number of daylight hours.SH: Fewest number of daylight
hours
● Winter Solstice: NH: Begins on December 21/22, when axis
of rotation is tilted a full 23.5° away from the sun -sun’s
rays, strike at smallest angle -smallest number of daylight
hours. SH: Greatest number of daylight hours and the
beginning of summer
● Fall Equinox: Earth is not tilted toward/away from sun,
causing the length of daylight to be equal in both
hemispheres.NH: Begins on Sept. 22/23 -Fall begins -length
of daylight decreases until winter. SH: Spring begins
● Spring Equinox: Earth is not tilted toward/away from sun,
causing the length of daylight to be equal in both
hemispheres. NH: Spring begins on March 20/21-length of
daylight increases until summerSH: Fall begins
● Share notes from online simulation activity
○ Discuss trends in the line graphs
○ Have students discuss their findings
● Groups will choose a country and begin researching seasonal patterns of their country
○ Have students use partner list to also note down which country they are going
to research with their partner
○ Have students start researching daylight hour patterns and
temperatures/seasons of their country
■ Students are asked to research the following questions:
● What latitudinal region is your country located in? (Think
about what hemisphere the country is also located in)
● What kinds of daylight hours does the country experience
yearly?
● What kinds of temperatures does the country experience
yearly?
● What are the seasons like?
● Does the temperature/seasons vary in different cities in the
country?
○ Remind them to keep track of their sources and use MLA format
● Teacher walks around to check-in and answer questions
PBL Day 2
How can we use our knowledge of weather and climate to examine human impact (global
warming climate change) in different countries?
- Students will learn about earth’s geography and climate and begin researching normal
geography and climate patterns in their own country
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 Learning Objective(s)
Introduction (5 minutes)
Class Discussion on Earth’s
Geography and Climate (5
minutes)
Research Activity (30 minutes)
Group Share Activity (20-30
minutes)
Class Discussion (10 minutes)
GTCH 3103 Project-Based Learning
1. Students will understand how earth’s geography has an impact on weather and climate
2. Students will explore how different geological factors have affected weather and
climate around the world in real-life
● Do Now
○ Have students grab a sheet of paper and maker(s) to make a name tent
○ Make sure “Day 1 Worksheet” is completed and uploaded to Day 1 folder with
their name
○ Reminder to have parents complete google form for permission to record
● Introduce lesson + Thursday riddles- Powerpoint
○ Introduce to students that we will be learning about Earth’s Climate and
Geography
○ Fun icebreaker with 3 riddles to help challenge students and put on their
thinking caps
○ Review project schedule so students can keep track of what is expected for
final project and when it is due
○ Provide a concise recap of what students have learned already by returning to
worksheet from Day 1 and focusing on trends from lab simulation
● Go over agenda + objectives
● Discuss how earth’s geography can impact weather and climate
● Have students think about other factors that affect weather and climate beyond just
latitudes
● Factors include:
○ Topography
○ Elevation
○ Bodies of water
○ Latitude
● Discuss different types of geography
● Go over directions for research activity
1. Students will independently read an article that discusses different factors that affects
weather- Article
2. Students will split up into groups to research/present a specific geological factor that
they were assigned to (located in powerpoint) and create slides on important
information for it- Powerpoint
a. Powerpoint is located in Day 2 folder
● Groups will share their findings within their set and discuss current/real-world events
where geological factors have impacted climate
○ Have students form into their groups and listen to one another’s research and
ask relevant questions
● Class discussion on critical thinking questions
■ Have students complete a “Think, pair, and share activity” to review
what they have just learned but also challenge them to think harder
1. Identify the mechanisms by which albedo and the angle of the sun's rays cause colder
temperatures to occur on earth near the north and south poles.
a. The sun's angle is least direct near the poles and that causes the least amount of
solar energy per unit area which causes lower temperatures. The high albedo
effect near the poles (because the reflection of snow) allows a little solar
energy to be absorbed which results in colder temperatures.
2. Why does differential heating occur between the land and the sea? When would the
difference in temperatures between land and ocean be the greatest?
a. It takes less energy to change the temperature of land compared to water. This
means that land heats and cools more quickly than water- water has high
specific heat!
b. The heat consumed by the oceans is spread over a larger depth than the heat
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Continue Independent Research
for Project (10-20 minutes)
Project Driving Question
Daily Goal towards Project
Learning Objective(s)
Do Now (10 minutes)
Introduction (5 minutes)
Class discussion on El Nino and
La Nina (15 minutes)
GTCH 3103 Project-Based Learning
absorbed by land surfaces due to mixing. - As a result, the difference between
land and ocean temperatures is greatest in the summer, when the amount of
solar radiation is strongest.
3. What kinds of difficulties can the rain shadow effect cause? Any examples found!
a. Difficulties in agriculture, vegetation, etc.
b. Rain shadow effect seen in Himalayas, Hawaiian island of Kauai, and Death
Valley in California
● Students will continue to work on their project to find geological factors in their
country and see how it impacts climate
○ Students will use research template located in the “project research” folder
located in the shared drive- Research Template
■ This will help me keep track of students’ progress throughout the
lessons and help me help them progress on the right track
■ Every day there are research questions designed for students to
answer
○ For Day 2, students are asked to research the following:
■ What geographic features are in your country?
■ Are there mountain ranges, areas with high/low elevation, bodies of
water?
■ How do these features influence climate & weather of the country?
■ What typical climate patterns are expected with these geographic
factors?
■ How does the country adjust to these climate patterns?
● Teacher walks around to check-in and answer questions
PBL Day 3
How can we use our knowledge of weather and climate to examine human impact (global
warming climate change) in different countries?
- Students will learn about El Nino and La Nina to explore how ocean currents affect
weather patterns in their country for the project
- Students will design a rubric for their final project
1. Students will understand how ocean current affect climate
2. Students will examine real-life implications of El Nino and La Nina
● Students will be completing worksheet with questions to introduce them on the topic
about El Nino and La Nina- Worksheet
○ Students will be completing this assignment independently and quietly
● Lesson introduction + Friday fun- Powerpoint
○ Students will get an introduction on what they will be learning for the day- El
Nino and La Nina
○ Students will use QR code to access direct poll in order to complete a fun
icebreaker that consists of “Would you rather” questions- Direct poll
■ Using different platforms to hold students accountable
● Go over agenda/objectives
● Have students reflect on what they read from the article to briefly go over content on El
Nino and La Nino
○ How do the ocean’s currents affect climate?
■ The surface ocean currents have a strong effect on Earth's climate.
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Make Rubric for Final Project
(10 minutes)
FRQ Activity (20 minutes)
Work on Project (30 minutes)
GTCH 3103 Project-Based Learning
Areas near the equator receive more direct solar radiation than areas
near the poles. However, these areas do not constantly get warmer
and warmer, because the ocean currents and winds transport the heat
from the lower latitudes near the equator to higher latitudes near the
poles
■ This heat is transported by ocean currents. The ocean currents help
regulate Earth's climate by facilitating the transfer of heat from warm
tropical areas to colder areas near the poles.
○ Discuss where it occurs and results globally
● Explore the changes/ effects that arise from it by asking students “Who/what can El
Nino and La Nina impact?” by using a world gallery on mentimeter- Student Answers
will be placed on board here
○ Discuss greater environmental impacts
■ An el niño can have impacts that are shown around the world. First,
when the ocean warms, different marine species may have to leave
because they are unable to live in warm conditions. Furthermore,
these temperatures changes may impact the migration of marine birds
and species overall.
■ On a more global scale, a warmer ocean won’t be able to absorb as
much CO2 leaving it in the atmosphere. As for the weather, flooding
and drought can result from precipitation changes caused by these
temperature changes in the Pacific.
● Watch short video to summarize what El NIno and La Nina is to help explain this dense
content to students in an easy manner -Video
● Class will discuss what should be included in their newsletter page
○ Teacher will ask prompting questions to students on what their rubric should
look like:
■ What makes a good page in a newsletter?
■ What should our page include?
■ Organized, colorful, interesting?
■ What about peer collaboration?
■ How about a good presentation?
● Students will raise their hand to answer questions while teacher writes down answers on
white board to gather essential information to make a collective rubric
● Students will complete a set of FRQ questions on a separate sheet of paper quietly-
FRQ
○ FRQ us designed to have students think critically and challenge them to use
the information they just learned by applying it in form of AP questions
■ This will also help them prepare for AP exam since this is an AP
class
○ Students will be completing their own work but they may work with one other
person
○ Students will hand in their work in order to move onto the next activity
● Students will continue to work on their final projects and focus on El Nino and La Nina
impacts on their country
○ Students are required to research the following:
■ Is your country affected by El Nino and La Nina?
■ How does disruption in ocean currents affect your country’s climate
and weather patterns?
■ Does it affect the country in any other way beyond weather and
climate?
■ What does the country do to help solve these issues?
● Teacher walks around to check-in and answer questions
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Project Driving Question
Daily Goal towards Project
Learning Objective(s)
Introduction (5 minutes)
Kahoot (10 minutes)
Global Warming and Climate
Change activity (20 minutes)
Share time (20 minutes)
GTCH 3103 Project-Based Learning
PBL Day 4
How can we use our knowledge of weather and climate to examine human impact (global
warming climate change) in different countries?
-Students will learn about and research global warming and climate changes that have occurred
around the world
-Atudents will explore how these changes have impacted the country- economy, industries,
animals (relate to something beyond weather)
-Contact country’s embassy to see what is being done to mitigate problems/ students also
propose solutions
1. Students will explore relationships between solar radiation, earth’s seasons, geography
and climate to create correlations with human impact (global warming and climate
change)
2. Students will explore climate change impacts in their chosen country
● Lesson introduction- Powerpoint
● Go over agenda and objectives
○ Students will be researching natural and human impacts that have contributed
to global warming and climate change
● To review after the long thanksgiving break and the gap we had from my lesson plans,
students are required to participate in a kahoot that includes questions from all the
topics we have covered this far -Kahoot
○ Winners of kahoot will be the judges in the next activity
● Students will be asked to participate in an International Summit for global warming and
climate change
○ The judges (who are the winners from the Kahoot) are not from Earth
○ The judges do not know what global warming and climate change is because
their planet does not experience climate change.
○ However, the judges have come to Earth with loads of money $$$ to help
Earth’s climate change problem.
○ They will be providing financial resources to 2 groups who present the most
persuasive argument on why their cause for climate change is so important and
must be addressed.
● Students in groups of 4 will present a human or natural cause for climate change
○ Examine the cause and its effects on earth
○ Present solutions to the cause
○ Find real-world examples
○ Argue why the cause is so important to the judges
● Judges will research global warming and climate change to explain why it is so
important
○ What is global warming and climate change?
○ Why is it important?
● Some topics include:
○ Natural Causes for Climate Change:
■ Volcanic Activity
■ Greenhouse gasses
■ Planetary impacts
○ Human Causes for Climate Change
■ Burning fossil fuels
■ Cutting down forests
■ Farming livestock
● Judges will present their posters first and the following groups with present their posters
to the judges
○ During share time, students will ask questions their peers and write down one
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Class Discussion (10 minutes)
Email Country’s embassy (15
min)
Independent research for final
project (20 minutes)
Project Driving Question
Daily Goal towards Project
Learning Objective(s)
Introduction (5 minutes)
Example of Final Project (10
minutes)
GTCH 3103 Project-Based Learning
17
critical thinking question about this topic on a post-it
● Students will use the post-its to ask questions to one another and initiate discussion
amongst each other
○ Post-its will collected and distributed randomly to facilitate thoughtful
discussion amongst the students
● Students will be researching global warming and climate change effects in their
countries
○ How it affects the country- people, industries, animals, environment
○ They will contact embassies by calling/emailing them to see what the
government is doing to address these issues using the Email template
○ Propose their solutions to what can be done to help and ask country specific
questions to the country
○ Embassy emails are found on the Partner list
○ Email drafts must be approved by teacher before sending
○ Must BCC me in the final email
● Students will continue to work on final project research in the research template
● Students will research:
○ Think about:
○ Is your country affected by global warming and climate change? How?
○ How does your country contribute to global warming/climate changes?
○ How has global warming/climate change affected your country’s typical
climate/weather patterns?
○ How has global warming/climate change affected your country’s agriculture,
animals, biodiversity, industries, economy, etc?
○ What is your country doing to help combat global warming/climate change?
(Find out from the embassy!)
○ What do you think can be done to help solve these issues?
● Teacher walks around to check-in and answer questions
PBL Day 5
How can we use our knowledge of weather and climate to examine human impact (global
warming climate change) in different countries?
- Students are expected to thoroughly work on final project and possibly finish
- Use all the research to start designing infographic page
- Peer feedback check-in activity
1. Students will independently work on their project and make progress
2. Students will engage in peer feedback activity and apply peer advice to their project
● Lesson intro and World Cup Trivia- Powerpoint
○ Multiple choice trivia on the world cup to engage students on topics relevant to
them
● Go over agenda/objectives
○ To make sure students are all caught up and at equal understanding, we will
quickly recap what students have to do for the day
● Before students begin designing their infographics, an example will be presented to
them so students will have an idea of what to expect on their final project- Example
○ Students are asked to grade the example using the final project rubric- Rubric
○ Students are asked to think about what they need to include in their final
10 of

Student Independent research
time (30 minutes)
Peer critique Directions (5
minutes)
Peer Critique activity (20
minutes)
Applying feedback (20 minutes)
Project Driving Question
Daily Goal towards Project
Learning Objective(s)
Introduction (5 minutes)
Student Presentations
Exit Ticket
GTCH 3103 Project-Based Learning
17
infographic and make sure they have all necessary information before
designing it
● Students will take this time to catch-up on completing their research
● Using all their research from the past 4 days, students will work with their partner to
create their final infographic
○ Students are provided different softwares to design their infographic and
newsletter page
■ Canva
■ Visme
■ Veningage
● Each student will receive a rubric
● 3 rotations- 2 groups will meet at a time where one group will share their work and the
other group will grade them with the rubric and then switch (10 minutes each rotation)
● Listening group will provide a “glow” and a “grow” to the presenting group using the
peer review worksheet- Peer Review Worksheet
● Students will rotate and critique each other’s projects
○ 3 times for 10 minutes each
● Students will complete peer review worksheet simultaneously
○ This is designed for students to help one another with the project and get
effective feedback that could help them when designing their final project
● Students will apply feedback to their projects and continue to work
● Students will be reminded that their projects are due at midnight on 12/05 and how they
must have works cited page too + research completed
● All necessary elements of the final project are reiterated
● Teacher walks around to check-in and answer questions
PBL Day 6
How can we use our knowledge of weather and climate to examine human impact (global
warming climate change) in different countries?
- Students should have completed final projects at this time
- Students will present their final projects with their class
1. Students will present their final projects to the class.
2. Students will view their peers projects and provide feedback.
● Go over agenda/objectives- Powerpoint
● Give a quick thank you to mentor teacher + students
● Remind students that any project uploaded past midnight is considered late
● Students will present for 5-7 minutes each
● Student groups will be presenting in order to partner list
● Students are encouraged to provide comments on their peers work
● Students will reflect on the project and see if it was meaningful to them!- Google form
11 of
NSTA Assessment Rubric:
The PBL Unit Project is assessed using the following rubric.
UNIT ASSESSMENT
Candidate aligns the
unit’s summative
assessment with the unit
goals and lessons. The
assessment measures
the full breadth and
depth of the unit.
(NSTA 2d)
UNIT SCIENTIFIC
CONTENT
The candidate’s
scientific content
(knowledge and
practices) of the unit is
very clear and
appropriate, student-
centered, and culturally-
relevant. Science and
engineering practices,
disciplinary core ideas,
and crosscutting
concepts are embedded
throughout the unit.
(NSTA 2a)
LESSON PLAN
ALIGNMENT
Candidate aligns all of
the unit’s lessons with
the unit goals, builds on
students’ ideas, and
fosters deep conceptual
understanding of the
unit’s target concepts
and standards.
(NSTA 1c)
LESSON PLAN
DESIGN:
INCLUSIVE
PEDAGOGY &
LEARNING
ACTIVITIES
The candidate designs
lessons within the unit
GTCH 3103 Project-Based Learning
17
NSTA Standards 2020
Standards: Standard 1: Content Knowledge
Key Elements: 1c) Demonstrate knowledge of how to implement science standards, learning
progressions, and sequencing of science content for teaching their licensure level PK-12 students.
Candidate aligns the unit’s Candidate somewhat aligns The candidate’s
summative assessment with the unit’s summative summative assessment of
the unit goals and lessons, assessment with the unit the unit does not align
and assesses the breadth goals and lessons. The full well with the unit goals
and depth of the unit, with breadth and depth of the and lessons, and assesses
full inclusion of the unit is not measured in the the materials and activities
material and activities. summative assessment and idiosyncratically, or
only includes some portion covers new ground.
of the material and
activities.
NSTA Standards 2020
Standards: Standard 2: Content Pedagogy
Key Elements: 2d) Aligning instruction and assessment strategies to support instructional decision
making that identifies and addresses student misunderstandings, prior knowledge, and naïve
conceptions.
The candidate’s scientific The candidate’s scientific The candidate’s scientific
content (knowledge and content (knowledge and content (knowledge and
practices) of the unit is practices) of the unit is practices) of the unit is not
very clear and appropriate, mostly clear and clear or appropriate. The
student-centered, and appropriate, at times it is unit lacks student-
culturally-relevant. Science student-centered, and has centered approaches and
and engineering practices, implied cultural-relevance, has no cultural-relevance.
disciplinary core ideas, and but is not explicitly clear. Science and engineering
crosscutting concepts are Science and engineering practices, disciplinary
embedded throughout the practices, disciplinary core core ideas, and
unit. ideas, and crosscutting crosscutting concepts are
concepts are sprinkled missing in the unit.
throughout the unit.
NSTA Standards 2020
Standards: Standard 2: Content Pedagogy
Key Elements: 2a) Using science standards and a variety of appropriate, student-centered, and
culturally-relevant science disciplinary-based instructional approaches that follow safety procedures
and incorporate science and engineering practices, disciplinary core ideas, and crosscutting concepts.
Candidate aligns all of the Candidate aligns the unit’s Candidate does not align
unit’s lessons with the unit lessons with the unit goals the unit’s lessons with the
goals, builds on students’ with a degree of unit goals, and/or fails to
ideas, and fosters deep inconsistency in building build on students’ ideas,
conceptual understanding on students’ ideas, and and/or fails to foster
of the unit’s target concepts fostering deeper deeper understanding of
and standards. understanding of the unit’s the unit’s target concepts.
target concepts.
NSTA Standards 2020
Standards: Standard 1: Content Knowledge
Key Elements:
1c) Demonstrate knowledge of how to implement science standards, learning progressions, and
sequencing of science content for teaching their licensure level PK-12 students.
The candidate designs The candidate designs The candidate designs
lessons within the unit with lessons within the unit with lessons that rely on a
appropriate learning mostly appropriate learning single instructional
activities and pedagogical activities and pedagogical approach and do not
approaches to create approaches to create create inclusive and
inclusive and equitable inclusive and equitable equitable learning
learning opportunities for learning opportunities for opportunities for students.
all students, as they work most students, as they work
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with appropriate
learning activities and
pedagogical approaches
to create inclusive and
equitable learning
opportunities for all
students, as they work
toward the larger
learning goals of the
unit.
NSTA (3a)
LESSON PLAN
DESIGN:
LEARNING
EXPERIENCES
Candidate plans lessons
for a variety of
environments
(laboratory, field,
community, etc.) where
all students have
opportunities to engage
in the scientific learning
process (investigate,
collaborate,
communicate, etc.).
NSTA (3b, 3c)
LESSON PLAN
DESIGN:
DIFFERENTIATION
The candidate designs
lessons within the unit
that are varied in style
to allow for
differentiated learning,
where all students are
meaningfully engaged
in applying science
practices and
developing conceptual
knowledge.
NSTA (2b)
LESSON PLAN
DESIGN:
ENGINEERING
PRACTICES &
TECHNOLOGY
The candidate designs
lessons within the unit
that consistently
implement engineering
practices and science-
specific technologies to
support the conceptual
understanding of
science and engineering.
NSTA (2c, 2e)
LESSON PLAN
ASSESSMENT
Candidate includes at
GTCH 3103 Project-Based Learning
17
toward the larger learning toward the larger learning
goals of the unit. goals of the unit.
NSTA Standards 2020
Standards: Standard 3: Learning Environments
Key Elements:
3a) Plan a variety of lesson plans based on science standards that employ strategies that demonstrate their
knowledge and understanding of how to select appropriate teaching and motivating learning activities that
foster an inclusive, equitable, and anti-bias environment.
Candidate plans lessons for Candidate plans lessons Candidate plans lessons
a variety of environments with a modest variety of with no variety of
(laboratory, field, environments (laboratory, environments (laboratory,
community, etc.) where all field, community, etc.) field, community, etc.)
students have opportunities where all students have OR few students have
to engage in the scientific opportunities to engage in opportunities to engage in
learning process the scientific learning the scientific learning
(investigate, collaborate, process (investigate, process (investigate,
communicate, etc.). collaborate, communicate, collaborate, communicate,
etc.). etc.).
NSTA Standards 2020
Standards: Standard 3: Learning Environments
Key Elements:
3b) Plan learning experiences for all students in a variety of environments (e.g., the laboratory, field, and
community) within their fields of licensure.
3c) Plan lessons in which all students have a variety of opportunities to investigate, collaborate,
communicate, evaluate, learn from mistakes, and defend their own explanations of: scientific phenomena,
observations, and data.
The candidate designs The candidate designs The candidate designs
lessons within the unit that lessons within the unit that lessons that rely on a
are varied in style to allow are mostly similar in style single instructional
for differentiated learning, and allows for minimal approach. Lessons are not
where all students are differentiation in learning differentiated.
meaningfully engaged in experiences, where some
applying science practices students are meaningfully
and developing conceptual engaged in applying
knowledge. science practices and
developing conceptual
knowledge.
NSTA Standards 2020
Standards: Standard 2: Content Pedagogy
Key Elements:
2b) Incorporating appropriate differentiation strategies, wherein all students develop conceptual knowledge
and an understanding of the nature of science. Lessons should engage students in applying science practices,
clarifying relationships, and identifying natural patterns from empirical experiences.
The candidate designs The candidate designs The candidate designs
lessons within the unit that lessons within the unit that lessons that do not
consistently implement implement engineering incorporate engineering
engineering practices and practices or science-specific practices or science-
science-specific technologies to support the specific technologies.
technologies to support the conceptual understanding
conceptual understanding of science and engineering.
of science and engineering.
NSTA Standards 2020
Standards: Standard 2: Content Pedagogy
Key Elements:
2c) Using engineering practices in support of science learning wherein all students design, construct, test and
optimize possible solutions to a problem.
2e) Integrating science-specific technologies to support all students’ conceptual understanding of science and
engineering.
Candidate includes at least Candidate includes at least Candidate includes
one formative or one formative or sporadic assessments in
summative assessment of summative assessment of lessons or the assessments
13 of
least one formative or
summative assessment
of student progress
toward the targeted
learning objectives in
each lesson. All of the
assessments in each
lesson assess all
students fairly and
equitably.
NSTA (2d, 3c)
LESSON PLAN
SAFETY
Candidate demonstrates
awareness of safety
issues (supervision,
overcrowding, access to
lab safety equipment,
etc.) and necessary
safety considerations
(i.e. working with living
organisms) as it relates
to lesson plan
development and
implementation. Safety
statements (both
physical safety and
emotional safety)
specific to the activities
of each lesson are
included, to allow for all
students to safely and
meaningfully engage in
the learning
experiences.
NSTA (4a, 4b, 4c)
GTCH 3103 Project-Based Learning
17
student progress toward the student progress toward the do not gauge student
targeted learning objectives targeted learning objectives progress toward the
in each lesson. All of the in some lessons in the unit. targeted learning
assessments in each lesson Some of the assessments objectives. Few or none of
assess all students fairly assess all students fairly the assessments assess all
and equitably. and equitably. students fairly and
equitably.
NSTA Standards 2020
Standards: Standard 2: Content Pedagogy; Standard 3: Learning Environments
Key Elements:
2d) Aligning instruction and assessment strategies to support instructional decision making that identifies and
addresses student misunderstandings, prior knowledge, and naïve conceptions.
3c) Plan lessons in which all students have a variety of opportunities to investigate, collaborate,
communicate, evaluate, learn from mistakes, and defend their own explanations of: scientific phenomena,
observations, and data.
Candidate demonstrates Candidate demonstrates Candidate doesn’t clearly
awareness of safety issues modest awareness of safety state awareness of safety
(supervision, issues (supervision, issues (supervision,
overcrowding, access to lab overcrowding, access to lab overcrowding, access to
safety equipment, etc.) and safety equipment, etc.) or lab safety equipment, etc.)
necessary safety necessary safety or necessary safety
considerations (i.e. considerations (i.e. working considerations (i.e.
working with living with living organisms) as it working with living
organisms) as it relates to relates to lesson plan organisms) within the
lesson plan development development and lesson plan. Safety
and implementation. Safety implementation. Safety statements (physical
statements (both physical statements (both physical safety or emotional safety)
safety and emotional safety and emotional specific to the activities of
safety) specific to the safety) specific to the each lesson are not
activities of each lesson are activities of most lessons included.
included, to allow for all are included.
students to safely and
meaningfully engage in the
learning experiences.
NSTA Standards 2020
Standards: Standard 4: Safety
Key Elements:
4a) Implement activities appropriate for the abilities of all students that demonstrate safe techniques for the
procurement, preparation, use, storage, dispensing, supervision, and disposal of all
chemicals/materials/equipment used within their fields of licensure.
4b) Demonstrate an ability to: recognize hazardous situations including overcrowding; implement emergency
procedures; maintain safety equipment; provide adequate student instruction and supervision; and follow
policies and procedures that comply with established state and national guidelines, appropriate legal state and
national safety standards (e.g., OSHA, NFPA, EPA), and best professional practices (e.g., NSTA, NSELA).
4c) Demonstrate ethical decision-making with respect to safe and humane treatment of all living organisms in
and out of the classroom, and comply with the legal restrictions and best professional practices on the
collection, care, and use of living organisms as relevant to their fields of licensure.
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NCTM Assessment Rubric:
The PBL Unit Project is assessed using the following rubric.
UNIT STANDARDS
Candidate aligns unit
objectives with both
Common Core State
Standards for Math
(CCSSM) and local
standards. Unit has a
logical sequence and
learning progressions.
(NCTM 1a, 3a, 3c)
UNIT RATIONALE
Candidate includes a
clearly stated rationale
and objectives in the
unit that are appropriate
for the age group.
NCTM (2d, 2e, 2f, 3b,
3c, 3e, 4a, 4b, 4d)
UNIT ASSESSMENT
Candidate plans for both
summative and
formative assessments,
with at least four
assessments (including
a pre-unit assessment)
that helps elicit
GTCH 3103 Project-Based Learning
17
Target Acceptable Unacceptable
Candidate clearly aligns the Candidate has some Candidate does not align
unit’s objectives with alignment of the unit’s unit objectives with
Common Core State objectives with CCSSM CCSSM and/or local
Standards for Math and/or local standards. The standards. The unit is not
(CCSSM) and/or local unit is somewhat logical in logical in structure and
standards. The unit is structure and sequencing, sequencing, with no clear
logical in structure and with an imbalance of understanding of learning
sequencing, with a well- learning progressions. progressions.
defined progression of
learning activities.
NCTM Standards 2012
Standards: Standard 1: Content Knowledge; Standard 3: Content Pedagogy
Key Elements:
1a) Demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, applications
in varied contexts, and connections within and among mathematical domains (Number, Algebra, Geometry,
Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as outlined in the NCTM CAEP
Mathematics Content for Secondary.
3a) Apply knowledge of curriculum standards for secondary mathematics and their relationship to student
learning within and across mathematical domains.
3c) Plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse
populations, and mathematics-specific and instructional technologies in building all students’ conceptual
understanding and procedural proficiency.
Candidate includes a Candidate includes a vague Candidate does not
clearly stated rationale and rationale and states include a rationale nor
objectives in the unit that objectives in the unit that objectives in the unit that
are appropriate for the age are appropriate for the age are appropriate for the age
group. group. group.
NCTM Standards 2012
Standards: Standard 2: Mathematical Practices; Standard 3: Content Pedagogy; Standard 4: Mathematical
Learning Environment
Key Elements:
2d) Organize mathematical thinking and use the language of mathematics to express ideas precisely, both
orally and in writing to multiple audiences.
2e) Demonstrate the interconnectedness of mathematical ideas and how they build on one another and
recognize and apply mathematical connections among mathematical ideas and across various content areas
and real-world contexts.
2f) Model how the development of mathematical understanding within and among mathematical domains
intersects with the mathematical practices of problem solving, reasoning, communicating, connecting, and
representing.
3b) Analyze and consider research in planning for and leading students in rich mathematical learning
experiences.
3c) Plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse
populations, and mathematics-specific and instructional technologies in building all students’ conceptual
understanding and procedural proficiency.
3e) Implement techniques related to student engagement and communication including selecting high quality
tasks, guiding mathematical discussions, identifying key mathematical ideas, identifying and addressing
student misconceptions, and employing a range of questioning strategies.
4a) Exhibit knowledge of adolescent learning, development, and behavior and demonstrate a positive
disposition toward mathematical processes and learning.
4b) Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded
in mathematics education research in which students are actively engaged in building new knowledge from
prior knowledge and experiences.
4d) Demonstrate equitable and ethical treatment of and high expectations for all students.
Candidate plans for both Candidate plans for 2-3 Candidate plans for less
summative and formative assessments that help to than 2 assessments.
assessments, with at least elicit students’ ideas, Summative assessment is
four assessments (including reasoning, experiences, and not well aligned with the
a pre-unit assessment) that prior knowledge. unit goals and lessons.
helps elicit students’ ideas, Summative assessment is
reasoning, experiences, and mostly aligned with the unit
prior knowledge. goals and lessons and
15 of
students’ ideas,
reasoning, experiences,
and prior knowledge.
Summative assessment
is aligned with the unit
goals and lessons and
measures the full
breadth and depth of the
unit.
(NCTM 3f, 3g)
UNIT MATH
CONTENT
The candidate’s math
content (knowledge and
practices) of the unit is
very clear and
appropriate, student-
centered, and culturally-
relevant.
(NCTM 1a, 4e)
LESSON PLAN
ALIGNMENT
Candidate aligns all of
the unit’s lessons with
the unit goals, builds on
students’ ideas, and
fosters deep conceptual
understanding of the
unit’s target concepts
and standards.
(NCTM 3a)
LESSON PLAN
DESIGN
Candidate designs
lessons within the unit
that are varied in style.
Lessons build on
students’ ideas and prior
knowledge, support
students’ progress
toward the learning
goals of the unit, and
are differentiated for
individual students, to
create inclusive and
equitable learning
opportunities for all
students. Opportunities
exist for students to
collect and analyze data
using tools and/or
technology to develop
concepts, models, or
explanations distributed
GTCH 3103 Project-Based Learning
17
Summative assessment is measures the most of the
aligned with the unit goals breadth and depth of the
and lessons and measures unit.
the full breadth and depth
of the unit.
NCTM Standards 2012
Standards: Standard 3: Content Pedagogy
Key Elements:
3f) Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by
reflecting on mathematical proficiencies essential for all students.
3g) Monitor students’ progress, make instructional decisions, and measure students’ mathematical
understanding and ability using formative and summative assessments.
The candidate’s math The candidate’s math The candidate’s math
content (knowledge and content (knowledge and content (knowledge and
practices) of the unit is practices) of the unit is practices) of the unit is not
very clear and appropriate, mostly clear, at times clear, not student-
student-centered, and student-centered, or not centered, or not culturally-
culturally-relevant. always culturally-relevant. relevant.
NCTM Standards 2012
Standards: Standard 1: Content Knowledge; Standard 4: Mathematical Learning Environment
Key Elements:
1a) Demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, applications
in varied contexts, and connections within and among mathematical domains (Number, Algebra, Geometry,
Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as outlined in the NCTM CAEP
Mathematics Content for Secondary.
4e) Apply mathematical content and pedagogical knowledge to select and use instructional tools such as
manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and
mathematics-specific technologies (e.g., graphing tools, interactive geometry software, computer algebra
systems, and statistical packages); and make sound decisions about when such tools enhance teaching and
learning, recognizing both the insights to be gained and possible limitations of such tools.
Candidate aligns all of the Candidate aligns the unit’s Candidate does not align
unit’s lessons with the unit lessons with the unit goals the unit’s lessons with the
goals, builds on students’ with a degree of unit goals, and/or fails to
ideas, and fosters deep inconsistency in building build on students’ ideas,
conceptual understanding on students’ ideas, and and/or fails to foster
of the unit’s target concepts fostering deeper deeper understanding of
and standards. understanding of the unit’s the unit’s target concepts.
target concepts.
NCTM Standards 2012
Standards: Standard 3: Content Pedagogy
Key Elements:
3a) Apply knowledge of curriculum standards for secondary mathematics and their relationship to student
learning within and across mathematical domains.
Candidate designs lessons Candidate designs lessons Candidate designs lessons
within the unit that are within the unit that are that rely on a single
varied in style. Lessons mostly similar in style. instructional approach.
build on students’ ideas Lessons inconsistently Lessons do not build on
and prior knowledge, build on students’ ideas and students’ ideas and prior
support students’ progress prior knowledge, and knowledge, nor support
toward the learning goals modestly support students’ students’ progress toward
of the unit, and are progress toward the the learning goals of the
differentiated for individual learning goals of the unit, unit. Lessons are not
students, to create inclusive and are differentiated for differentiated.
and equitable learning groups of students. Limited Opportunities do not exist
opportunities for all opportunities exist for for students to collect and
students. Opportunities students to collect and analyze data using tools
exist for students to collect analyze data using tools and/or technology to
and analyze data using and/or technology to develop concepts, models,
tools and/or technology to develop concepts, models, or explanations.
develop concepts, models, or explanations.
or explanations distributed
across more than one
lesson.
NCTM Standards 2012
Standards: Standard 2: Mathematical Practices; Standard 3: Content Pedagogy; Standard 4: Mathematical
Learning Environment
16 of
across more than one
lesson.
(NCTM 2d, 3b, 3c, 3d,
3e, 4a, 4b, 4c, 4d)
LESSON PLAN
ASSESSMENT
Candidate includes at
least one formative or
summative assessment
of student progress
toward the targeted
learning objectives in
each lesson. All of the
assessments in each
lesson assess all
students fairly and
equitably.
(NCTM 3f, 3g)
GTCH 3103 Project-Based Learning
17
Key Elements:
2d) Organize mathematical thinking and use the language of mathematics to express ideas precisely, both
orally and in writing to multiple audiences.
3b) Analyze and consider research in planning for and leading students in rich mathematical learning
experiences.
3c) Plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse
populations, and mathematics-specific and instructional technologies in building all students’ conceptual
understanding and procedural proficiency.
3d) Provide students with opportunities to communicate about mathematics and make connections among
mathematics, other content areas, everyday life, and the workplace.
3e) Implement techniques related to student engagement and communication including selecting high quality
tasks, guiding mathematical discussions, identifying key mathematical ideas, identifying and addressing
student misconceptions, and employing a range of questioning strategies.
4a) Exhibit knowledge of adolescent learning, development, and behavior and demonstrate a positive
disposition toward mathematical processes and learning.
4b) Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded
in mathematics education research in which students are actively engaged in building new knowledge from
prior knowledge and experiences.
4c) Incorporate knowledge of individual differences and the cultural and language diversity that exists within
classrooms and include culturally relevant perspectives as a means to motivate and engage students.
4d) Demonstrate equitable and ethical treatment of and high expectations for all students.
Candidate includes at least Candidate includes at least Candidate includes
one formative or one formative or sporadic assessments in
summative assessment of summative assessment of lessons or the assessments
student progress toward the student progress toward the do not gauge student
targeted learning objectives targeted learning objectives progress toward the
in each lesson. All of the in some lessons in the unit. targeted learning
assessments in each lesson Some of the assessments objectives. Few or none of
assess all students fairly assess all students fairly the assessments assess all
and equitably. and equitably. students fairly and
equitably.
NCTM Standards 2012
Standards: Standard 3: Content Pedagogy
Key Elements:
3f) Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by
reflecting on mathematical proficiencies essential for all students.
3g) Monitor students’ progress, make instructional decisions, and measure students’ mathematical
understanding and ability using formative and summative assessments.
17 of