Project-Based Instruction - The UTeach Institute

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Course Syllabus:
Course Syllabus: SMED 470 Project Based
Instruction
Instructors: Dr. Martha M. Day, Assistant Professor, Science Education, Martha.day@wku.edu
Mrs. Melissa Rudloff, Master Teacher, Science & Mathematics, Melissa.rudloff@wku.edu
Mr. David Almand, Master Teacher, Science & Mathematics, David.almand@wku.edu
Office Hours appointments: Contact Mrs. Karen Long, SKyTeach Coordinator at 270-745-3900 or
Karen.long@wku.edu
Meeting Times/Location: Monday/Wednesday, Section 003 9:10am-11:10am; TCCW 125C
Monday/Wednesday, Section 004 12:40pm-2:40pm; TCCW 125C
Catalog Course Description: 3 credit hours. Methods, techniques, and technologies used to implement and
assess problem-based investigations in math and science classrooms. Fieldwork required; students are
responsible for arranging their own transportation to sites.
Course Description: PBI has three essential components:
Theory-driven perspective: Students learn about how people learn and how project-based instruction may be among
our most informed classroom learning environments for bridging the gap between theory and practice.
Instructional Development: Technological and pedagogical content knowledge are developed as UTeach students
work toward the design of project-based units. Competency is continually built as students read about and discuss
the principles of PBI; reflect on observations of project-based learning environments in high school settings; and
incorporate what they are learning into the design of problem-based lessons and ultimately, an entire project-based
unit.
Field Experience: An intensive field component includes observation of well-implemented project-based instruction
in local schools as well as implementation of problem-based lessons with area high school students on a study field
trip.
Prerequisites: SMED 320 or MGE 275/PSY 310 (middle grades math or science) or EDU 250/PSY 310/SEC
351/SEC 352 (high school math or science)
Rationale: SMED 470 is designed to provide the teacher candidate with knowledge, skills, and attitudes which
enable them to transmit knowledge required for STEM (Science, Technology, Engineering & Mathematics)
literacy to their students and to assist each teacher with his/her own achievement of the Kentucky Teacher
Standards for Preparation and Certification. Project-based instruction engages learners in exploring authentic,
important, and meaningful questions of real concern to students. Through a dynamic process of investigation
and collaboration and using the same processes and technologies that real scientists, applied mathematicians
and engineers use, students work in teams to formulate questions, make predictions, design investigations,
collect and analyze data, make products and share ideas. Students learn fundamental science and mathematical
concepts and principles that they apply to their daily lives. Project-based instruction helps all students regardless
of culture, race, or gender engage in learning.
SMED
470
Day,
M.,
Rudloff,
M.

&
Almand,
D.















































 










Syllabus
 Page
1
1

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Required Texts:
John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors. (1999). How People Learn: Brain, Mind,
Experience and School. National Academy Press: Washington, DC.
http://www.nap.edu/openbook.php?record_id=6160 (Free online textbook)
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics.
NCTM: Alexandria, VA. www.nctm.org (not free) (Mathematics Concentration only)
National Research Council (1996). National science education standards. National Academy Press:
Washington, DC. http://books.nap.edu/html/nses/6a.html (Free online textbook) (Science Concentration Only)
Course Objectives:
Students will
Discuss and critique the merits of projectbased
instruction in terms of student’s
cognitive development, equity and motivation.
Reflect on applications of educational theory
as it relates to classroom practice in the area of
project-based instruction.
Distinguish between project-based instruction
and other instructional approaches and decide
which approach best fits instructional goals
based on the benefits and limitations of each.
Evaluate the usefulness of technology in
achieving learning objectives and select
appropriate resources for student use based on
the relationship of salient features of the
technology to learning objectives.
Use inquiry methods with secondary students
in a problem-based setting.
Describe examples of project-based instruction
in math or science and analyze those examples
in terms of several well-studied, field-tested
models for PBI.
Evidence:
• In-class and online discussions
• A project-based unit that includes a rationale and objectives
• A grant proposal to implement a project-based unit that includes
a rationale and potential impact
• In-class and online discussions
• A grant proposal to implement a project-based unit that includes
a rationale and potential impact
• In-class and online discussions
• A project-based unit that includes benchmark lessons and a
lesson sequence that incorporates appropriate instructional
approaches.
• An annotated list of relevant resources and technological tools
for a project-based unit
• Classroom presentation utilizing technology tools
• A project-based unit that includes benchmark lessons and a
lesson sequence that incorporates appropriate instructional
approaches.
• Videotape evidence of SKyTeach students leading problembased
activities in a field setting
• In-class and online discussions
• Field observations of project-based classrooms
Demonstrate skill in setting up and managing
wet lab and field project-based environments.
• Videotape evidence of SKyTeach students setting up and
managing wet lab and field project-based environment
SMED
470
Day,
M.,
Rudloff,
M.

&
Almand,
D.















































 










Syllabus
 Page
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2

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
Students will
HANDOUTS
Evidence:
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Use PBL design principles to develop an
interdisciplinary, three to four-week projectbased
unit for secondary math and/or science
courses.
• A project-based unit including an anchor video, calendar,
rationale, objectives, theoretical basis for the project, concept
map, benchmark lessons, investigations, alternative assessments,
strategies for differentiating instruction for students with special
needs, related resources and technology tools.
Develop alternative assessments appropriate
for project-based instruction.
• Problem-based lessons that include alternative assessments
• A project-based unit that includes alternative assessments
Discuss lab safety and liability issues related to
project based instruction and wet-lab or field
environments (OSHA regulations, how to read
materials safety data sheets, safe disposal of
chemicals, etc.)
• Participation in class discussion on safety and liability issues
• A project-based unit that includes safety precautions
Use relevant technology to develop projects
(e.g., concept mapping software, video editing
software, etc.).
• Technology-based or developed project elements
Integrate relevant technology into curricular
units (e.g., Internet, simulations, data analysis
packages, modeling software, etc.).
Plan instruction that promotes equitable and
diverse participation so that all students have
an opportunity to learn.
• A project-based unit that includes lessons that integrate the use
of technology
• A project-based unit that includes lesson plans documenting
modifications for special populations
Requirements:
1. Field Experience- Students are required to complete a field experience that includes observations and miniteach
activities in both a middle school and high school. Students will also team teach a PBI unit at a
community based enrichment program.
2. Clinical Interviews- Students are required to conduct four clinical interviews and synthesize the outcomes
into a reflective paper and a media presentation to the class.
3. Readings-Students are required to read, reflect and respond to selected readings on learning theory and
project based learning.
4. PBI Unit Plan & Presentation-Students are required to collaboratively develop a 3 to 4 week project-based
instruction unit and make a presentation on their unit to the class.
5. Attendance/Participation-Class participation is vital. PBI students teach real students actual lessons in area
classrooms. Therefore, PBI participants are required to maintain professional standards of preparation and
attendance. Tardiness to class or insufficient involvement and participation will result in a reduced grade in the
course.
SMED
470
Day,
M.,
Rudloff,
M.

&
Almand,
D.















































 










Syllabus
 Page
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3

Martha M. Day, Melissa Rudloff,
HANDOUTS
and Stephanie Burba
Grading Scale: (Grades will not be rounded up or down.)
930-1000 points A
850-929 points B
770-849 points C
700-769 points D
699 or less points F
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Assignment Possible Points DUE DATE
Field Logistics 25 3/14/11
PBI Mini Unit Teach 1 50 3/21/11
PBI Mini Unit Teach 2 50 3/23/11
PBI Mini Unit Teach 3 50 3/28/11
PBI Field Reflection 50 4/6/11
“GO PUBLIC” Poster Session 100 3/14/11
Clinical Interviews Reflection 50 4/4/11
Paper
Clinical Interviews Media 50 4/4/11
Presentation
Readings/Discussion 75 Throughout Semester
PBI Unit Plan 400 5/4/11
PBI Unit Plan Presentation 100 5/12/11
Total Possible Points 1000
NOTE: Assignments received after the due date will be assessed a 25% penalty per day. 4 days following the
due date a zero will be assigned.
Plagiarism & Academic Dishonesty: Students who commit any act of academic dishonesty may receive from
the instructor a failing grade in that portion of the coursework in which the act is detected or a failing grade in
the course without possibility of withdrawal. The faculty member may also present the case to the Office of
Student Life for disciplinary sanctions.
Attendance: Students are expected to attend all class meetings. Two or more absences reflect on your
professionalism and will result in a reduced grade or being dropped from the course.
Student Disability Services: In compliance with university policy, students with disabilities who require
accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the
Office for Student Disability Services in DUC A-200 of the Student Success Center in Downing University
Center.
Please do not request accommodations directly from the professor or instructor without a letter of
accommodation from the Office for Student Disability Services
SMED
470
Day,
M.,
Rudloff,
M.

&
Almand,
D.















































 










Syllabus
 Page
4
4

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Course Syllabus:
Schedule
SMED 470 Project Based Instruction
Tentative Class Schedule
SMED 470 Fall Semester 2010 Class
Date Location Tentative Schedule
Monday, 1/24/11 TCCW 125C Introductions; Syllabus & Expectations; Getting to know
you; Unit 1: Intro to PBI & Begin with the End in Mind
Wednesday, 1/26/11 TCCW 125C VIBES Skin Elasticity Module Day 1 (topics 1&2); The
Legacy Cycle;
Monday, 1/31/11 TCCW 125C VIBES Skin Elasticity Module Day 2 (topics 3&4); Clinical
Interviews Instructions
Wednesday, 2/2/11 TCCW 125C “Match Day Ceremony” & PBI Unit Expectations; A&P
Quiz, Assessment, Line of Best Fit
Monday, 2/7/11 TCCW 125C VIBES Skin Elasticity Module Day 3 (topics 5&6)
Wednesday, 2/9/11 TCCW 125C VIBES Skin Elasticity Module Day 4 (topics 6&7)
Monday, 2/14/11 TCCW 125C VIBES Skin Elasticity Module Day 5 (topics 8&9)
Wednesday, 2/16/11 Field Experience Release Day 1 (VOC Interviews)
Monday, 2/21/11 TCCW 125C Work on “GO PUBLIC” Presentations
Wednesday, 2/23/11 TCCW 125C Mini Problem Based Lesson for Field Experience
Monday, 2/28/11 TCCW 125C Work on “GO PUBLIC” Presentations
Wednesday, 3/2/11 Field Experience Release Day 3 FIELD LOGISTICS
Monday, 3/7/11 SPRING BREAK NO CLASS MEETING
Wednesday, 3/9/11 SPRING BREAK NO CLASS MEETING
Monday, 3/14/11 TCCW 125C VIBES Skin Elasticity Module PRESENTATIONS
(Midterm)
Wednesday, 3/16/11 TCCW 125C PRACTICE TEACH FOR FIELD EXPERIENCE
Monday, 3/21/11 Field Experience Release Day 4 Teaching Day 1
Wednesday, 3/23/11 Field Experience Release Day 5 Teaching Day 2
Monday, 3/28/11 Field Experience Release Day 6 Teaching Day 3
Wednesday, 3/30/11 TCCW 125C Field Reflection
Monday, 4/4/11 TCCW 125C Clinical Interview Presentations-Voice of the Customer
Wednesday, 4/6/11 TCCW 125C Unit Planning, Readings and Discussion
Monday, 4/11/11 TCCW 125C Unit Planning, Readings and Discussion
Wednesday, 4/13/11 TCCW 125C Unit Planning, Readings and Discussion
Monday, 4/18/11 TCCW 125C Unit Planning, Readings and Discussion
Wednesday, 4/20/11 TCCW 125C Unit Planning, Readings and Discussion
Monday, 4/25/11 TCCW 125C Unit Planning, Readings and Discussion
Wednesday, 4/27/11 TCCW 125C Unit Planning, Readings and Discussion
Monday, 5/2/11 TCCW 125C Unit Planning, Readings and Discussion
Wednesday, 5/4/11 TCCW 125C Unit Planning, Readings and Discussion
Thursday, 5/12/11 TCCW 125C SECTION 003 FINAL EXAM 8am-10am PBI Unit
Presentations
SMED
470
Day,
M.,
Rudloff,
M.

&
Almand,
D.















































 










Syllabus
 Page
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5

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
Thursday, 5/12/11 TCCW 125 C SECTION 004 FINAL EXAM 1pm-3pm PBI Unit
Presentations
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
SMED
470
Day,
M.,
Rudloff,
M.

&
Almand,
D.















































 










Syllabus
 Page
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6

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Calculating
Lines
of
Best
Fit
with
the
Graphing
Calculator
To
clear
lists,
1. Push

STAT,
#1Edit
2. Arrow
over
to
L1
so
that
it
is
highlighted
3. Push
CLEAR
4. Arrow
down
5. Arrow
over
and
clear
all
lists
using
the
same
steps
as
#1‐4.
Remember
to
arrow
down
or
list
will
not
clear.
6. Type
values
into
lists
Type
Displacement
(m)
values

into
L1
Type
Force
(N)
values
into
L2
7. Enter
2 nd ,
then

STATPLOT
8. Make
sure
Plot
1
is
ON
and
all
others
are
OFF.
To
turn
Plots
ON/Off,
arrow
over
to
desired
Plot
#,
push
ENTER,
arrow
over
to
desired
Plot#,
push
ON/OFF.
9. Push
ZOOM,
#9
ZOOMSTAT.
See
example.
7

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
10. Push
STAT,
arrow
over
to
CALC,
#4
LinReg(ax+b),
ENTER
Depending
on
your
calculator,
you
might
have
to
push,
2 nd ,
LIST,
ENTER,
COMMA,
2 nd
 LIST,
2,
ENTER,
VARS,
Y‐VARS,
ENTER,
1,
ENTER
Depending
on
your
calculator,
you
might
have
to
push
VARS,
5:
Statistics,
arrow
to
EQ,
8:r 2 ,
ENTER
to
see
r 2 
value.
11. Graph
the
line
of
best
fit.

Push
GRAPH.
8

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Integumentary
System
Quiz
 
 
 Name:__________________________________
20
points
Part
I.

Multiple
choice
Choose
the
BEST
answer.

1
point
each
________1.

The
layer
of
epidermis
that
attaches
to
the
dermis
along
a
wavy
borderline
and
experiences
rapid
cell
division
is
called:
A. 
Stratum
Basale
B. Stratum
Spinosum
C. Stratum
Granulosum
D. Stratum
Lucidum
________2.

____________

provide
the
sensory
receptors
for
touch
in
the
skin.
A. 
Keratinocytes
B. Melanocytes
C. Merkel
Cells
D. Langerhans’
Cells
________3.

____________
make
up
the
majority
of
cells
in
the
epidermis.
A. Keratinocytes
B. Melanocytes
C. Merkel
Cells
D. Langerhans’
Cells
________4.

____________
are
macrophages
that
help
activate
the
immune
system.
A. Keratinocytes
B. Melanocytes
C. Merkel
Cells
D. Langerhans’
Cells
9

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
________5.

____________
manufacture
a
pigment
that
ultimately
acts
to
protect
the
nucleus
from
UV
radiation.
A. Keratinocytes
B. Melanocytes
C. Merkel
Cells
D. Langerhans’
Cells
________6.

____________the
vascular
layer
of
the
skin
is
the:
A. 
Epidermis
B. Dermis
C. Hypodermis
D. Endodermis
Part
II.

Short
Answer
and
Essay
Point
values
vary
7.
(3
points)
Compare
how
each
of
the
following
agents
contribute
to
skin
color:
Melanin
 
 Carotene
 
 Hemoglobin
8.

(4
points)
Compare
and
contrast
the
differences
between
the
skin
of
an
elderly
person
and
a
young
person.
10

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
9.

(3
points)
Describe
three
ways
to
prevent
skin
tears.
10.

(4
points)
How
is
a
linear
skin
tear
different
from
a
partial
thickness
skin
tear?

Describe
the
differences
in
both
the
injury
site
and
recommended
medical
treatment
for
each
type
of
wound.
11

Martha M. Day, Melissa Rudloff,
HANDOUTS
and Stephanie Burba
Name:________________________________________
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
the
test?
Frugal
and
functional
is
the
new
cool…which
paper
towel
is
up
to
Grand
Challenge:

Show
the
Wallet
Pop
Video
Segment
Grand
Challenge:

You
work
on
a
consumer
products
investigation
team
in
an
independent
laboratory.

Your
team
has
been
hired
by
Warren
County
Public
Schools
to
make
recommendations
to
the
board
of
education
on
paper
towel
purchases.

Currently,
the
school
district
spends
$100,000
per
school
year
on
paper
goods.

The
school
district
seeks
to
enter
a
paper
towel
purchase
contract
that
is
both
economical
and
efficient
in
keeping
schools
clean.
Generate
Ideas:

Is
one
paper
towel
really
better
than
another?
Does
price
reflect
quality?

What
does
it
mean
to
be
better?
Stronger?

More
Absorbent?
Write
your
ideas
here:
12

Martha M. Day, Melissa Rudloff,
HANDOUTS
and Stephanie Burba
Name:________________________________________
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
What
properties
of
a
paper
towel
make
it
both
efficient
and
economical?
What
are
your
initial
ideas
for
product
testing?
Write
your
ideas
here:
Multiple
Perspectives:

Watch
Video
1:

Bring
It
by
the
Paper
Towel
Gang
Research
and
Revise:

Add
to
your
initial
ideas
on
how
to
recommend
the
best
brand
of
paper
towel
to
school
district
officials.
Write
your
ideas
here:
13

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_______________________________

Group
Member
Names:____________________________
Frugal
and
functional
is
the
new
cool…which
paper
towel
is
up
to
the
test?
Grand
Challenge:

Show
the
Wallet
Pop
Video
Segment
http://www.walletpop.com/blog/2009/11/02/paper‐towel‐smack‐down‐which‐leadingbrand‐gives‐you‐the‐best‐b/
Challenge:

You
work
on
a
consumer
products
investigation
team
in
an
independent
laboratory.

Your
team
has
been
hired
by
Warren
County
Public
Schools
to
make
recommendations
to
the
board
of
education
on
paper
towel
purchases.

Currently,
the
school
district
spends
$100,000
per
school
year
on
paper
goods.

The
school
district
seeks
to
enter
a
paper
towel
purchase
contract
that
is
both
economical
and
efficient
in
keeping
schools
clean.
Generate
Ideas:

Is
one
paper
towel
really
better
than
another?
Does
price
reflect
quality?
What
does
it
mean
to
be
better?
Stronger?

More
Absorbent?

(see
handout)
What
properties
of
a
paper
towel
make
it
both
efficient
and
economical?

What
are
your
initial
ideas
for
product
testing?
(see
handout)
Multiple
Perspectives:

Watch
Video
1:

Bring
It
by
the
Paper
Towel
Gang
http://www.youtube.com/watch?v=9sk2zBEjfX8
Research
and
Revise:

Add
to
your
initial
ideas
on
how
to
recommend
the
best
brand
of
paper
towel
to
school
district
officials.
(see
handout)
Standards
Taught:
National
Science
Education
Standards
Grades
5‐8
Content
Standard
A:

Abilities
necessary
to
do
scientific
inquiry;
Understandings
about
science
inquiry
Content
Standard
B:

Properties
and
changes
of
properties
of
matter
Content
Standard
G:

Nature
of
science;
Science
as
a
human
endeavor
National
Mathematics
Education
Standards
Grades
5‐8
and
Grades
9‐12
Number
and
Operations
Standard:

Instructional
programs
from
prekindergarten
through
grade
12
should
enable
all
students
to—
Understand
numbers,
ways
of
representing
numbers,
relationships
among
numbers,
and
number
systems
In
grades
6‐8,
students
should
be
able
to:
Work
flexibly
with
fractions,
decimals,
and
percents
to
solve
problems;
develop
meaning
for
percents
greater
than
100
and
less
than
1;
and
understand
and
use
ratios
and
proportions
to
represent
quantitative
relationships.
14

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_______________________________

Group
Member
Names:____________________________
Kentucky
State
Core
Content
Standards

6 th 
grade:
SC‐06‐1.1.2
Students
will
identify
and
describe
evidence
of
chemical
and
physical
changes
in
matter.
MA‐06‐1.1.1
Students
will
provide
examples
of
and
identify
fractions,
decimals
and
percents.
MA‐06‐1.1.3
Students
will
convert
between
any
two
of
the
following
numbers:
fractions,
decimals,
and
percents
(less
than
or
equal
to
100%);
and
will
compare
and
order
these
numbers.
Objectives
• Measure
the
amounts
of
water
absorbed
by
various
commercial
paper
towels.
• Measure
the
strengths
of
various
brands
of
paper
towels
when
wet.
• Measure
the
time
it
takes
paper
towels
to
absorb
water.
• Compare
the
properties
of
various
brands
of
paper
towels.
• Determine
the
best
Brand
for
the
money.
Test
Your
Mettle:
Introduction
Each
paper‐towel
manufacturer
goes
to
great
lengths
to
persuade
consumers
that
its
brand
is
better
than
all
the
others.

Eye‐catching
packaging
and
decorator
designs
compete
for
your
attention
on
the
supermarket
shelves.

At
certain
times
of
the
year
you
can
buy
paper
towels
with
holiday
themes.

Television
commercials
pitch
the
various
virtues
of
paper
towels:
how
much
moisture
they
absorb,
how
fast
they
do
it,
and
how
strong
they
are
when
wet.

Even
microwave
ability
is
touted.
Purpose
In
this
challenge,
you
will
attempt
to
answer
some
of
these
questions
and
along
the
way
you
will
formulate
even
more
questions.

You
will
begin
by
examining
several
properties
of
various
brands
of
paper
towels.

You
will
weigh
a
dry
paper
towel,
wet
it,
and
weigh
it
again
to
see
how
much
water
it
picked
up.

You
will
test
its
speed
of
absorbency
by
measuring
the
time
it
takes
to
absorb
a
certain
amount
of
water.

Finally,
you
will
test
the
wet
strength
of
the
paper
towels
to
determine
how
well
they
hold
up
to
tough
jobs.

You
will
then
compile
your
results
and
compare
these
results
with
the
price
of
each
product
to
try
to
determine
the
best
buy
in
the
paper‐towel
market.

Your
ultimate
goal
is
to
make
a
recommendation
to
school
district
officials
on
the
most
economical
and
most
efficient
brand
of
paper
towel
on
the
market.
15

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_______________________________

Group
Member
Names:____________________________
Safety
• Behave
in
a
way
that
is
consistent
with
a
safe
laboratory.
____________________________________________________________
Equipment
• Several
brands
of
paper
towels
with
their
labels
• A
5cm
x
10cm
index
card
• A
1cm
X
10cm
index
card
• Scissors
• Balance
• Ring
stand
• Plastic
cup
• Clothespins
• Water
______________________________________________________________________________
Experimental
Procedure
Part
A.
How
much
water
does
each
towel
pick
up?
1.

Cut
a
5cm
x
10
cm
piece
of
paper
towel.
2.

Use
the
card
as
a
template
to
cut
the
paper
towel
to
the
right
size.
3.

Weigh
it
dry.
Record
its
weight
in
GRAMS
(g)
in
TABLE
1.
4.

Fold
the
paper
towel
in
half
the
long
way
and
wet
it
thoroughly
in
a
cup
half
full
of
water.
5.

When
removing
the
towel
from
the
water,
skim
it
across
the
lip
of
the
cup
to
remove
excess
water.
Weigh
the
towel
wet.

Record
your
data
in
GRAMS
(g)
in
TABLE
1.
6.

Repeat
this
procedure
for
several
brands
of
paper
towels.
16

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_______________________________

Group
Member
Names:____________________________
Part
B.
How
fast
does
each
towel
pick
up
water?
1.

Use
the
ring
stand
apparatus
to
hang
paper
towels
as
shown
in
the
diagram.
2.

Hang
a
5cm
x
10cm
piece
of
paper
towel
from
the
stand
by
a
clothespin
so
that
1cm
of
the
bottom
is
immersed
in
a
cup
of
water.
3.

Measure
the
time
(in
seconds
(s))
it
takes
for
the
water
to
travel
2
centimeters.
Repeat
for
the
other
brands
of
towels.
Record
your
results
in
TABLE
2.
Part
C.
How
strong
is
each
wet
towel?
1.

Attach
2
clothespins,
one
to
each
end
of
a
1cm
x
10cm
piece
of
paper
towel,
and
wet
the
towel
in
the
middle
ONLY.

Be
sure
the
wet
part
does
not
touch
either
clothespin.
2.

Hold
one
clothespin
in
your
hand
and
attach
clothespins,
one
at
a
time,
to
the
other
clothespin.
3.

Count
the
number
of
clothespins
that
are
needed
to
break
the
wet
towel.
Record
your
results
in
TABLE
3.
Part
D.
How
do
the
paper
towels
compare
in
price?
1.
Read
the
labels
on
each
brand
of
paper
towel
you
measured.
2.

Find
the
following
data
and
record
it
in
TABLE
4.
a.
The
price
per
roll
b.
The
number
of
the
square
feet
of
paper
per
roll.
c.
The
number
of
square
feet
you
can
buy
for
a
penny.
d.
Calculate
the
grams
of
water
absorbed
per
penny.
17

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_______________________________

Group
Member
Names:____________________________
Experimental
Data
Record
your
results
in
Tables
1,
2,
3
and
4.
Table
1





How
much
water
does
each
towel
pick
up?
Brand
of
towel
 





 

A.
 












B.

















C.

















D.
















E.
Wet
weight
(g)
Dry
Weight
(g)
Water
weight
(g)
Relative
water
weight*
What
is
the
wet
weight
and
dry
weight
of
each
brand
of
paper
towel,
and
how
many
grams
of
water
does
each
pick
up?
To
find
the
“relative
water
weight,”
divide
all
the
“water
weights”
by
the
lowest
“water
weight.”
This
will
tell
you
how
many
times
better
each
towel
is
at
picking
up
water
compared
to
the
worst
one.
Record
your
data
table
1.
______________________________________________________________________________
Table
2


How
fast
does
each
towel
pick
up
water?
Brand

of
Towel






A.



















B.





















C.






















D.























E.
Time(s)
to
absorb
2cm
18

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_______________________________

Group
Member
Names:____________________________
Table
3





How
strong
is
each
wet
towel?
Brand
of
Towel






A.
 
 B.
 
 C.
 
 






D.

 
 E.
Number
of
clothespins
Table
4





How
do
the
paper
towels
compare
in
price?
Brand
of
towel
 A.
 
 

B.
 
 



C.
 
 






D.

 








E.
price
per
roll
($)
Square
feet
per
roll
Square
feet
per
penny
grams
water
absorbed
per
penny
Cleaning
Up
Avoid
contamination
by
cleaning
up
in
a
way
that
protects
you
and
your
environment.
Please
recycle
all
usable
pieces
of
paper
towels.
Dispose
of
unusable
scraps
in
the
waste
bin.
GO
PUBLIC!

Create
a
presentation
based
on
your
findings
and
present
it
to
the
school
board.

Your
presentation
must
include
a
recommendation
to
the
school
board
for
the
purchase
of
a
particular
brand
of
paper
towel.

You
must
support
your
recommendation
with
evidence
that
you
collected
during
your
research.

(See
attached
rubric)
19

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
GO
PUBLIC
:
Report
to
the
School
Board
on
Paper
Towel
Purchasing
Name(s):_____________________________________________________________
CATEGORY
 18‐20
points
 14‐17
points
 10‐13
points
 0‐9
points
All
required
elements
are
 All
required
elements
are
present.
 One
required
present
and
additional
 Report
includes
a
recommendation
 element
is
missing,
elements
that
add
to
the
 based
on
evidence
for
which
paper
 but
additional
report
(e.g.,
thoughtful
 towel
to
purchase
based
on
elements
that
add
to
comments,
graphics)
 absorbency,
rate
of
absorption,
 the
report
(e.g.,
have
been
added.
Report
 strength,
and
price.
thoughtful
includes
a
comments,
graphics)
recommendation
based
have
been
added.
on
evidence
for
which
Report
includes
a
paper
towel
to
purchase
recommendation
for
based
on
absorbency,
which
paper
towel
to
rate
of
absorption,
purchase
based
on
strength,
and
price.
absorbency,
rate
of
absorption,
strength,
Paper
Towel
Recommendation
to
the
School
Board
Team
Participation
Appearance
and
Organization
Data
Used
time
well
in
lab
and
focused
attention
on
the
experiment.
Each
presenter
participates
and
speaks
EQUALLY
during
the
presentation.
Presentation
is
attractive
and
well
organized
uses
headings
and
subheadings
to
visually
organize
the
material.
Professional
looking
and
accurate
representation
of
the
data
in
tables
and/or
graphs.
Graphs
and
tables
are
labeled
and
titled.
Used
time
pretty
well.
Stayed
focused
on
the
experiment
most
of
the
time.
Each
presenter
participates
and
speaks
during
the
presentation.
Presentation
is
organized
and
uses
headings
and
subheadings
to
visually
organize
the
material.
Accurate
representation
of
the
data
in
tables
and/or
graphs.
Graphs
and
tables
are
labeled
and
titled.
and
price.
Did
the
lab
but
did
not
appear
very
interested.
Focus
was
lost
on
several
occasions.
Some
presenters
participate
and
speak
more
than
others
during
the
presentation.
Group
makes
a
visual
presentation,
but
formatting
does
not
help
visually
organize
the
material.
Accurate
representation
of
the
data
in
written
form,
but
no
graphs
or
tables
are
presented.
Several
required
elements
are
missing.
Report
includes
a
recommendation
for
which
paper
towel
to
purchase
but
there
is
no
evidence
to
back
up
the
recommendation.
Participation
was
minimal
or
nonexistent
from
some
group
members.
Presentation
looks
sloppy
with
crossouts,
multiple
erasures
and/or
tears
and
creases.
Data
are
not
shown
OR
are
inaccurate.
20

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Time
of
Presentation
Presentation
is
between
4
minutes
30
seconds
and
5
minutes
30
seconds
in
length.
Presentation
is
between
5
minutes
31
seconds
and
6
minutes
in
length
OR
presentation
is
between
4
minutes
and
4
minutes
29
seconds
in
length.
Presentation
is
between
6
minutes
1
second
and
6
minutes
30
seconds
in
length
OR
presentation
is
between
3
minutes
and
30
seconds
and
3
minutes
59
seconds
in
length.
Presentation
exceeds
6
minutes
31
seconds
OR
presentation
is
less
than
3
minutes
29
seconds
in
length.
21

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Project-Based Instruction
Assignment
Clinical Interviews Guidelines
Voice of the Customer
There are many stakeholders or customers served by the learning experiences you design.
Obviously the students you teach have needs that must be met, and the standards provide
constraints regarding what you will teach. In the case of your early teaching experiences,
other teachers are also involved, and even when you have your own classroom, the other
teachers will depend on you to have covered certain curriculum, or they may be
interested in creating cross-disciplinary units. It is important to remember that your
students won't be in school forever; you are preparing them for college or workplace
environments. When you design your PBI, you will have to consider these diverse
perspectives. A simple way to begin to do this is to conduct interviews.
We will use this page to plan the interviews as follows:
1. Choose three customers to interview (Workplace/Student/Workplace). In the
workplace, you will need to identify an appropriate person(s), someone who uses
mathematics and/or science concepts in their daily work. You may only be personally
acquainted with ONE of the workplace interviewees.
For each customer, answer the following demographic questions prior to conducting the
interview:
1. Role (Student/occupation)
2. Education level and job title (if applicable)
2. The interviews:
A. Student interview
Task 1:
Give your interviewee the following directions:
On a sheet of paper, share what you know about math or science. Your work can be in
the form of words, phrases, lists, diagrams, pictures, etc.
Task 2 Essential Question 1:
Engage and record the discussion with the interviewee, opening with, “How might people
use the information you recorded in Task 1 in their daily life?”
Task 3 Essential Question 2:
Conclude the discussion with the interviewee by asking, “Why is it important for citizens
to be literate in mathematics and science?”
B. Workforce Member-Repeat Tasks 1, 2 and 3.
C. Workforce Member- Repeat Tasks 1, 2 and 3.
3. Conduct the interviews IN PERSON. Audio record the interviews.
22
© 2007 The University of Texas at Austin

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_________________________________
Project-Based Instruction
Voice of the Customer
4. Evaluation:
Part I. Reflection Paper
50 points
Write a reflection paper that showcases the voice of the customer interviews. An
evaluation rubric is attached.
Part II. Class Presentation 50 points
From these interviews, prepare a video, prezi, power point or other multimedia
presentation to showcase your interview results. You should attempt to answer the
fundamental question, “What are the CUSTOMER NEEDS for each customer?” If
possible, prioritize your list of needs. You will need to critically consider the needs.
For instance, a student may emphasize that learning should always be easy and fun. You
may decide that this is appropriate for some learning, but not all. An evaluation rubric is
attached.
23
Page 2 of 4

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_________________________________
Project-Based Instruction
Voice of the Customer
Interview Reflection Paper: You will need to write a reflection paper at the end of your
interview. Address the following topics in your paper:
• What were the experiences of the interviewees?
• How did the experiences of the interviewees connect to the essential questions asked
during the interview?
• What ARE the needs of the customers involved in the education process?
Your paper should be 2 to 3 pages long, double spaced, Times New Roman, size 12 font, with
one inch margins
1-2 Points 3-4 Points 5 Points Points
Earned
Overall quality
of the
introduction
Overall quality
of the writing
(i.e grammar,
voice, etc.)?
Introduction is included but
does not present the
interview event in a way
that makes clear how this
event relates to the voice of
the customer.
Report contains
numerous (5+) errors in
writing mechanics and/or
lacks an appropriate
narrative voice
Introduction partially
conveys in a clear way
both the particulars of the
interview event and makes
clear how this event relates
to the voice of the
customer.
Report contains few (3-4)
errors in writing mechanics
and has a largely
appropriate
narrative voice
Introduction conveys a
in a clear way both the
particulars of the
interview event and
makes clear how this
event relates to the voice
of the customer.
Report contains very few
(1-2) errors in writing
mechanics and has a
strong narrative
voice
Overall connection to
the Essential Questions
of the theme.
The reviewer did not link
the content of the interview
to the
essential questions of the
theme.
The reviewer makes a
limited connection the
essential questions of the
theme.
The reviewer clearly and
accurately linked the
content of
the interview to the
essential questions of the
theme.
Overall quality of the
summary of responses
Overall quality
of the report’s
conclusions
Report contains a
summary of responses
that is somewhat vague and
over generalized; an
authentic voice for the
interviewee does not
come through.
Report contains a
conclusion that is fairly
vague and does not convey
a clear sense of the
relevance of the interview
to the voice of the customer
theme.
Report contains a wellorganized
summary of
responses to the
questions that provides
a clear sense of the
interviewee’s efforts to be
reflective about his
experience
Report contains a
conclusion that is fairly
well written and conveys a
clear sense of what resulted
from the interview and how
it is relevant to the voice of
the customer theme.
Report contains a very
well-organized
summary of responses
to the questions that
provides an
exceptionally clear
sense of the
interviewee’s efforts to
be reflective about his
experience
Report contains a
conclusion that is very
well written and
conveys an
exceptionally clear
sense of what resulted
from the interview. The
conclusion conveys a
very clear sense of how it
is relevant to the voice of
the customer theme.
Total Score X 2
24
Page 3 of 4

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:_________________________________
Project-Based Instruction
Voice of the Customer
Voice of the Customer Class Presentation Rubric
Presentation Format: Prezi, Video, Power Point or other Multimedia Presentation
CATEGORY 5 points 3-4 points 2 points 1 point
Presentation
Well-rehearsed with
smooth delivery that
holds audience
attention.
Rehearsed with fairly
smooth delivery that
holds audience
attention most of the
time.
Delivery not smooth,
but able to maintain
interest of the audience
most of the time.
Delivery not smooth
and audience attention
often lost.
Requirements
Excellent
representation on the
"Voice of the
Customer"
Good representation on
the "Voice of the
Customer"
Fair representation on
the "Voice of the
Customer"
Inadequate
representation of the
"Voice of the
Customer"
Attractiveness
Makes excellent use of
font, color, graphics,
effects, etc. to enhance
the presentation.
Makes good use of
font, color, graphics,
effects, etc. to enhance
to presentation.
Makes use of font,
color, graphics, effects,
etc. but occasionally
these detract from the
presentation content.
Use of font, color,
graphics, effects etc.
but these often distract
from the presentation
content.
Time Allotment
Presentation is within
the 1 minute 45 second
to 2 minute 15 second
range
Presentation is 2
minutes 16 seconds to
2 minutes 45 seconds
in length
Presentation is 2
minutes 46 seconds to
3 minutes in length
Presentation exceeds 3
minutes in length
Originality
Product shows a large
amount of original
thought. Ideas are
creative and inventive.
Product shows some
original thought. Work
shows new ideas and
insights.
Little evidence of
original thinking.
No evidence of
original thinking.
Total Score X2
25
Page 4 of 4

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Name:
Student
Assignment:
Stress
&
Strain
Homework
1. 
A
hand
exerciser
utilizes
a
coiled
spring.

A
force
of
55
N
is
required
to
compress
the
spring
2.42
cm.

71
N
are
required
to
compress
the
spring
3.14
cm.
a) Create
a
force
vs.
displacement
plot
of
this
data.

Don’t
forget
to
include
the
data
point
of
the
spring
at
its
original
length.
b) Find
the
equation
of
a
line
of
best
fit
using
your
calculator.
c) State
the
slope
and
R
 2
 value
for
this
line
and
interpret
their
meaning.
d) How
much
force
is
needed
to
compress
the
spring
1.2
cm?
2.9
cm?

6.7
cm?
2. A
spring
is
originally
5.0
cm
long.

An
experiment
shows
that
35
N
are
required
to
stretch
the
spring
to
a
length
of
6.0
cm.

74
N
are
required
to
stretch
the
spring
7.0
cm.
a. Create
a
force
vs.
displacement
plot
of
this
data.

Don’t
forget
to
include
the
data
point
of
the
spring
at
its
original
length.
b. Find
the
equation
of
a
line
of
best
fit
using
your
calculator.
c. State
the
slope
of
this
line
and
interpret
its
meaning.
d. Qualitatively
compare
this
spring
to
another
spring
whose
spring
constant
is
1500
N/m.
3.

Written
Response
‐
Revisit
the
original
challenge:
“What
do
you
(the
doctor)
suggest
she
(Grandma)
use
to
close
the
wound?

What
properties
of
a
bandage
will
be
required
to
close
the
wound?”
Review
your
original
journal
entries.
Relate
your
initial
brainstorming
to
new
information
gained
about
structure
of
skin
and
stress
and
strain.
Revise
your
original
journal
entries
and
list
at
least
one
other
question
you
have
in
light
of
the
additional
information
you
have
investigated
over
the
past
two
classes?
26

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
STRETCH IT!
a. Find two rubber bands of equal length, but different cross-sectional areas.
Stretch each rubber band 2 centimeters. Which rubber band requires more force
to stretch the given distance?
_____thick rubber band takes more force (thick means bigger cross-sectional area)
_____thin rubber band takes more force (thin means smaller cross-sectional area)
_____both rubber bands take the same amount of force to stretch 2 cm
From the observation made, does the force to stretch a rubber band depend on
the cross-sectional area of the rubber band? If so, in what way?
Which statement below summarizes this relationship accurately if F = force on
rubber band and A = cross-sectional area of rubber band?
F ∝ A F ∝ 1/A
b. Find two rubber bands of the same cross-sectional areas, but different lengths.
Stretch each rubber band 3 cm. Which rubber band requires more force to
stretch the given distance?
_____shorter rubber band takes more force
_____longer rubber band takes more force
_____both rubber bands take the same amount of force to stretch 3 cm
From the observation made, does the force to stretch a rubber band depend on
the original length of the rubber band? If so, in what way?
Develop a mathematical statement that describes this relationship using F for
force, L o for original length and the proportional symbol, ∝ .
c. Use one rubber band and stretch it 1 cm. Then stretch it 2 cm. In which case is
more force required to stretch the rubber band?
_____more force required when rubber band is stretched the 1 cm distance
compared to the 2 cm distance
_____more force required when rubber band is stretched the 2 cm distance
compared to the 1 cm distance
_____both cases take the same amount of force
27

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
From the observation made, does the force to stretch a rubber band depend on
the amount the rubber band is to be stretched? If so, in what way?
Develop a mathematical statement that describes this relationship using F for
force, ΔL for change in length and the proportional symbol, ∝ .
Based on the relationships discovered in a-c, combine F, A, ΔL, and L o into one
relationship:
d. With the given stack of paper, model the demonstration. Compare and contrast
the observations between this demonstration and activities a-c:
28

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
STRETCH IT! (PART 2)
1. As a group, decide who will be responsible for the following tasks:
a. Recorder – complete data table and record calculations
b. Materials Handler – gather and return all apparatus for experiment
c. Data Collector – read scale and report data collection
d. Input Operator – calculate quantities for data table and final result
2. What is the length of the line below in centimeters?
_________________________________
Convert this measurement to meters.
3. Record the mass shown in the demonstration sample?
Convert this measurement to kilograms.
4. What is the weight of the sample? (How do you convert between mass
and weight?)
5. Gather data for mass, force, and displacement using a Hooke’s Law
apparatus and masses between 20 and 100 grams. Five different data
points required.
Mass
(grams)
Mass
(kilograms)
Force
(newtons)
Displacement
(centimeters)
Displacement
(meters)
29

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
6. All group members are to calculate the spring constant of the spring used
in their experiment by completing the following steps using a graphing
calculator.
a. Use a graphing calculator and insert data in list 1 and list 2. List 1
will be the displacement in meters and List 2 will be the force that
caused that displacement.
b. Graph the data.
c. What does the graph tell you?
d. What does this mean?
30

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
SMED 470 Critical Performance #2: Project-Based Instruction
Unit Plan and Presentation
Part I.
Instructions: Students are assigned to groups of 3-4 students to develop a 3-4 week
Project-Based Instruction Unit Plan.
Final Project Checklist: The completed final project will be submitted both
electronically and in hard copy and counts for 400 points of your final grade in this class.
All group members MUST participate equally in the production of the final project AND in
the final project presentation. DUE DATE: ____________________
Component (points) Descriptions
1) Introduction: (25) Overview of project providing:
a) Title-Includes the PBI title and all group members
names
b) Target Audience – For what grade level or course is
this project intended?
c) Project Description – Includes time frame for unit
completion as well as a brief discussion of the central
theme or concepts and the scope and sequence of
lessons including student milestones and final product.
d) Driving Question/Grand Challenge – Provides the
focus for the Project-based unit and meets criteria for a
driving question as discussed in this class.
e) Overall Goals – Narrative describing how the
individual lessons will develop the “big ideas” about the
projectʼs underlying science. Puts the project objectives
into a larger context.
f) Project Objectives –Lists specific skills, knowledge or
products that “students will be able to…” do or complete
by the end of the project.
g) Rationale – Describes the reason this project is
significant and should be done. Sells the project to a
wider audience of parents, school administrators, experts
in the fields, etc.
h) Background – Provides more detailed description of
scientific and mathematic content and concepts that
teachers and students will need to understand to develop
a quality product. Should refer explicitly to the Final
Concept Map submitted with this project.
h) Standards – Lists the NCTM/NSTA and KYCC
objectives and standards for the discipline (mathematics,
science or computer science) that will be introduced,
developed or demonstrated in this project-based unit.
i) Go Public – Describes the student product in some
detail, how the product will be presented to the
community and provides a rubric to assess the quality of
the final product.
31
© 2007 The University of Texas at Austin

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Project-Based Instruction
Final Project Instructions
2) Anchor video - (40)
Multiple Perspectives
Videos-At least 2(25)
Generate Ideas
Handout(10)
3) Project-based Scenario
Concept Map (15)
Should engage students directly with the problem/
phenomenon to be explored or investigated; should help
to make the abstract math or science concepts more
concrete; should be situated in real world events or
experiences that are identifiable and relevant. For
information about the theory, history, how to and archive,
go to: http://www.edb.utexas.edu/anchorvideo/howto.php
“Concept maps are a form of graphical representation in
which students arrange and label nodes and links to
show relationships among multiple concepts in a domain;
they are intended to elicit studentsʼ understanding of a
domainʼs conceptual structure.” (p. 265, Knowing What
Students Know, 2001, NAS Press, found on-line at
http://www.nap.edu/openbook.php?isbn=0309072727 )
4) Project Calendar (25) Detailed list of activities, sequenced daily over the entire
course of the project duration of 2 to 4 weeks in length.
5) Lesson Plans (6-8 A minimum of 2 lesson plans per group member; one
plans depending on lesson should be a KTIP benchmark lesson and one
group size) (200 points lesson should be a 5E investigation. Discussion and
total)
examples of these are provided in class.
Final Conclusions that students display. Examples: Oral
presentation; poster/project; role play. MUST include an
5a)Go Public Lesson evaluation rubric.
Plan(25)
6) Letter to parents (15) Explains purpose of the project, student artifacts and/or
final products and describes any materials that may have
to be purchased by students as well as any financial
support you can offer as needed. Finally, invites parents
to the presentations of final products. *Must be
professionally written in business style.
7) Resources (20) List ALL resources necessary for completion of the
project, including equipment for each lesson plan activity,
web sites for student information gathering, experts in
the field, locations for field study visits, etc.
Total possible points = 400
32
Page 2 of 2

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Project-Based Instruction
Final Project Instructions
Part II.
Assignment: PBI Final Project Presentation DUE DATE: __________
Instructions: Students are to develop and deliver a presentation based on their
Project-Based Instruction Unit Plan. This assignment is worth 100 points.
Presentation Requirements:
• Make a 12-15 minute formal final project presentation following the directions below.
Prepare and present a power point talk with the following 5 slides. Each person on your
team will speak for AN EQUAL AMOUNT OF TIME during the final presentation power point
OR everyone on the team will lose points!
Slide 1) Grand Challenge
a. Describe how this driving question provides the focus and scope for BOTH the
problem-based scenario that introduces the unit and the open-ended project-based unit
that follows;
b. Discuss how this Grand Challenge accomplishes meets the state and National
Standards intended.
c. Describe the objectives that students are expected to master by completing this
project.
Slide 2) Anchor Video (Grand Challenge Video)
a. Show the anchor video.
b. Describe how the video anchors instruction for your unit (both the problem-based
introduction and the project-based follow up) and engages the students with the math
and/or science concepts that will be uncovered and investigated deeply during the
project-based unit;
Slide 3) Project Components
a. Share the project calendar, discussing the essential components, such as the 5E
lessons;
b. Describe or elaborate on how you will manage this project work, including how you will
assess when scaffolds are needed for students during the project development.
Slide 4) Final Project Evaluation /Rubric
a. Describe your expectations for an excellent, adequate and an unacceptable student
product and/or presentation
b. Share your final project evaluation rubric, describing how or why you have assigned
the points to each required component;
c. Describe how you will manage the final presentations (for example, as a seminar or
trade show?) and who you will invite to participate as evaluators.
Slide 5) Lessons Learned by your team while preparing this PBI unit
Tell us what you have learned about developing, designing, modifying and working
collaboratively on this unit.
Total possible points = 100
33
Page 3 of 3

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Project-Based Instruction
Assignment
Assignment: PBI Final Project Presentation
DUE DATE: __________
Presentation Requirements:
• Make a 12-15 minute formal final project presentation following the directions below. Your grade will be determined by the
average of multiple evaluations based on the Final Presentation Rubric at the end of this document.
• Prepare and present a power point talk with the following 5 slides. Each person on your team will speak for AN EQUAL AMOUNT
OF TIME during the final presentation power point OR everyone on the team will lose points!
Slide 1) Grand Challenge
a. Describe how this driving question provides the focus and scope for BOTH the problem-based scenario
that introduces the unit and the open-ended project-based unit that follows;
b. Discuss how this Grand Challenge accomplishes meets the state and National Standards intended.
c. Describe the objectives that students are expected to master by completing this project.
Slide 2) Anchor Video (Grand Challenge Video)
a. Show the anchor video.
b. Describe how the video anchors instruction for your unit (both the problem-based introduction and the
project-based follow up) and engages the students with the math and/or science concepts that will be
uncovered and investigated deeply during the project-based unit;
Slide 3) Project Components
a. Share the project calendar, discussing the essential components, such as the 5E lessons;
b. Describe or elaborate on how you will manage this project work, including how you will assess when
scaffolds are needed for students during the project development.
Slide 4) Final Project Evaluation /Rubric
a. Describe your expectations for an excellent, adequate and an unacceptable student product and/or
presentation
b. Share your final project evaluation rubric, describing how or why you have assigned the points to each
required component;
c. Describe how you will manage the final presentations (for example, as a seminar or trade show?) and who
you will invite to participate as evaluators.
Slide 5) Lessons Learned by your team while preparing this PBI unit
Tell us what you have learned about developing, designing, modifying and working collaboratively on this unit.
34
© 2007 The University of Texas at Austin

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Project-Based Instruction
Final Presentation Rubric
Final Presentation Rubric:
Team Members:
Category Criteria for Awarding Points Points
Awarded
Oral Presentation 0-3 points; One or more member(s) of group did not speak AN EQUAL AMOUNT
OF TIME!
4-6 points; All members spoke equally; one or more members could not be
heard/understood;
7-10 points; All members spoke equally and all could be heard and understood.
Content of
Presentation
0-4 points; one or more of the required slides is missing;
4-6 points; all slides are present but one or more of the required slides is
incomplete;
Anchor Video/Grand
Challenge
Project Description
Final Project
Evaluation Rubric
7-10 points; all slides are present and all required information is presented.
0-3 points; anchor video fails to provide enough information to anchor the
instructional unit;
4-6 points; anchor video is entertaining and connected to instructional unit but is
missing pertinent information to make it meaningful for students;
7-10 points; anchor video is well structured and provides all required information to
make it meaningful for students.
0-3 points; neither the project description nor the project calendar are adequate for
students to succeed in the unit;
4-6 points; project description and calendar are adequate for student progress but
are not complete enough to ensure student success in the unit;
7-10 points; project description and calendar are well articulated and designed to
ensure student success in the unit.
0-3 points; Final Project Evaluation Rubric fails to provide opportunity for students to
demonstrate success and mastery of objectives;
4-6 points; FPER provides adequate opportunity for students to demonstrate
success in the project but is missing assessment for one or more of the objectives;
7-10 points; FPER provides excellent opportunity for students to demonstrate both
success in the project and mastery of all objectives.
35
Page 2 of 2

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Project-Based Instruction
Final Presentation Rubric
36
Page 3 of 3

Martha M. Day, Melissa Rudloff,
and Stephanie Burba
HANDOUTS
UTeach Institute - NMSI Annual Conference
Austin, TX / May 24 – 26, 2011
Poster Title: _______________________________________________________________________
Student Researcher(s):_______________________________________________________________
Investigation and Content
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Does Not Meet Expectations
(1 or 0 points)
Score
Concise abstract is complete with
purpose, procedures, results and
conclusions
Abstract is concise but incomplete
capsule of the poster/paper.
Abstract is neither concise nor
complete capsule of the
poster/paper.
Researchable question reflects an
understanding of scientific process
and an in-depth understanding of
the subject.
Researchable question reflects an
understanding of scientific process
and a preliminary or adequate
understanding of the subject.
Reasonable question that is not
adequately researchable and/or does
not reflect an adequate
understanding of the subject.
Procedure explains how to address
the question; variables are
accurately described and defined.
Procedure explanation needs some
adjustments; variables described
and defined.
Procedure explanation is incomplete
and/or lacks described and defined
variables.
Charts, graphs and other data
organization tools identify and
explain patterns in the data.
Charts, graphs, etc., provide some
insight into patterns in the data.
Charts and graphs do not help
identify or maybe even obscure
patterns.
Logically account for all data
collected and explain any
anomalies.
Accounts for most of the data
collected and identify anomalies.
Accounts for little data collected
and/or does not identify anomalies.
Evidence supports claims made
from the data; provide alternative
explanations; suggest further
inquiry.
Evidence supports claims but may
not have alternative explanations or
suggest further inquiry.
Incomplete evidence to support
claims and/or does not suggest
alternative explanations or
suggestions for further inquiry.
Literacy
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Does Not Meet Expectations
(1 or 0 points)
Score
Write grammatically correct prose
that contains no spelling errors.
Write prose that is largely
grammatically correct and contains
few spelling errors.
Write prose with errors that
interfere with understanding.
Present ideas in logical order.
Present ideas in an order that does
not interfere with understanding.
Present ideas in an order that
interferes with understanding.
Use all scientific phrases, units and
terminology accurately.
Use most scientific phrases, units
and terminology accurately.
Use scientific phrases, units and
terminology without accuracy.
Communicated all information
clearly and accurately.
Communicate most information
clearly and accurately.
Communicate information with a
lack of clarity and accuracy.
TOTAL SCORE (30 points
possible)
Signature of Reviewer:________________________________________________________
***ADDITIONAL COMMENTS MAY BE PLACED ON THE BACK OF THIS SHEET***
37