Create a museum exhibit that will explore a specific historical time period or event through the display and analysis of historical artifacts and primary sources.

Overview: This is a PBL project as part of an Integrated Math course with a focus on Functions and Functional Relationships related to Polynomials. The overarching objective of the project is for the student to recognize, describe, model, manipulate, use, and solve non-linear functional relationships to compare the characteristics of different function types. Through the application of these concepts, students will better understand the nature and structure of functions, especially as they pertain to polynomials, exponential functions, variation, and transformations. Note that the project was designed and delivered per the North Carolina Math 2 curriculum, but can be customized to meet your own specific curriculum needs.

Students are introduced to our planet's structure and its dynamic system of natural forces through an examination of the natural hazards of earthquakes, volcanoes, landslides, tsunamis, floods and tornados, as well as avalanches, fires, hurricanes and thunderstorms. They see how these natural events become disasters when they impact people, and how engineers help to make people safe from them. Students begin by learning about the structure of the Earth; they create clay models showing the Earth's layers, see a continental drift demo, calculate drift over time, and make fault models. They learn how earthquakes happen; they investigate the integrity of structural designs using model seismographs. Using toothpicks and mini-marshmallows, they create and test structures in a simulated earthquake on a tray of Jell-O. Students learn about the causes, composition and types of volcanoes, and watch and measure a class mock eruption demo, observing the phases that change a mountain's shape. Students learn that the different types of landslides are all are the result of gravity, friction and the materials involved. Using a small-scale model of a debris chute, they explore how landslides start in response to variables in material, slope and water content. Students learn about tsunamis, discovering what causes them and makes them so dangerous. Using a table-top-sized tsunami generator, they test how model structures of different material types fare in devastating waves. Students learn about the causes of floods, their benefits and potential for disaster. Using riverbed models made of clay in baking pans, students simulate the impact of different river volumes, floodplain terrain and levee designs in experimental trials. They learn about the basic characteristics, damage and occurrence of tornadoes, examining them closely by creating water vortices in soda bottles. They complete mock engineering analyses of tornado damage, analyze and graph US tornado damage data, and draw and present structure designs intended to withstand high winds.

In this problem-based learning module, students will examine how natural selection is involved in the development of antibiotic resistant bacteria.  They will evaluate methods to preventing antibiotic resistant bacteria from developing.  Finally students will synthesize a plan to educate community members on preventing the development of antibiotic resistant bacteria.

 This problem-based learning module is designed to engage students in solving a real problem within the community.  The question being “How can I help my community get digitally connected?”  Students will choose to investigate one of three solutions of making wifi available in our school district to the most populated areas. They will either choose to put Wifi on bus, placing hotspots in the community or using kajeet.   The students will be using Google Earth Pro to place circles on a map and calculating the area of these circles.  Students will make a model of these circles onto a hard copy using scale factor. At the conclusion, the students will present findings to administration, the board of education, state and local leaders as well as their peers.  These findings can be presented through the choice of a display board, flyer, video production or prezi.This blended module includes teacher-led discussion, group-led investigation and discussions along with technology integration.

Plusieurs approches pédagogiques impliquent de faire travailler les apprenants en équipe pour
atteindre certains objectifs. Par une mise en situation qui consiste à réaliser, en équipe, une
mission précise, l'atelier vise à permettre d'identifier, puis de s'approprier les fonctions, rôles,
responsabilités nécessaires ou utiles pour obtenir un travail en équipe efficace. L'atelier invite les participants à identifier les fonctions utiles pour réaliser une mission en
équipe collaborative (Raucent et al., 2014 ; Johnson et al., 1998) et être efficace pour la
résoudre. L'atelier, de 1h30 et nécessitant entre 12et é' participants est encadré par un animateur - tuteur. L'atelier proposé a été réalisé à diverses reprises avec des publics différents en Belgique et en France, en formation et en congrès pédagogique (Melanie Souhait, Etienne Galmiche, Christine Jacqmot, Delphine Ducarme, Elie Milgrom, et al.. Atelier -des cartes fonctions pour un travail en équipe efficace. QPES 2017, Jun 2017, GRENOBLE, France. 〈hal-01701271〉) .
Au terme de cet atelier, les participants seront capables :
· d'identifier quelques fonctions clés/ essentielles pour qu'une équipe fonctionne
efficacement
· d'argumenter leur intérêt
· de détecter la nécessité de fonctions supplémentaires
· de transférer les acquis d'apprentissage et les adapter en fonction des publics et de la
situation. // Several pedagogical methods imply group or team work to achieve certain goals.
This workshop will require small teams of participants to perform a specific mission. This will
contribute to identify and appropriate a set of functions, roles, responsibilities which are
necessary or simply useful to achieve efficacy in team work. The 1h30 workshop requires between 12 and 24 participants in order to set up 2 to 4 teams of maximum 6 people.

This PBL activity teaches young students about stranger safety. By bringing in a guest speaker to the classroom, having students create their own scenarios and responses, and having them write a letter to someone they want to thank for keeping them safe, this activity allows students to practice their writing and listening skills while learning an important real-life lesson about strangers at the same time.

This is a lesson geared towards the Civil War, this project will enhance the students understanding on why the Civil War had to happen and the effects the War has had on the United States to this day.

This is a project that was worked on in a group to come up with a short lesson for a science lesson in a fourth grade classroom. This project focuses specifically on being able to see how land changes and develops over time and applying this knowledge.

PBL Works is a resource for Project Based Learning resources, lessons, rubrics, and other things needed to recreate PBL in your classroom.

Students begin this unit by discussing their relationship with art, and the extent to which they believe art drives resistance movements. Students then participate in a Gallery Walk that highlights how members of the Puerto Rico community in the Young Lords used art to advance their ideas and preserve their culture. Students center the activism of Indigenous peoples in Puerto Rico by studying bomba music and murals. This helps them understand the roots of art—both visual and performance—as activism, and respond to the question: How can understanding Latinidad through art help us confront social and political injustices? Throughout this unit, students work in teams to create a poster series that inspires civic engagement and action on issues of social and political injustice.

This is a PBL project that had students use musical instruments to demonstrate their mastery of waves and vibration. It was specifically designed to help students increase their depth of knowledge of vibration, wave fundamentals, wave interference, light and sound waves, and wave boundary effects. The project required students to use actual instruments to authentically present and justify their level of mastery to local musicians and other experts. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources.

Planning tools, descriptions, and required materials for running a STEAM day at your school

A 2nd grade STEM unit on biodiversity. Students will learn about habitats and their biotic and abiotic components and needs to create and implement a plan/device to increase the biodiversity of the urban school garden.

This online learning module will explore the following learning targets: 1: Understand the foundations of problem-based learning2: Learn the phases of a problem-based learning module3: Understand the shifts of teachers and students in a problem-based learning classroom

This is a primer on proficiency based learning (and also a test of using OER to house a PPT)

The aim of this unit is that upon completion, teachers will be able to manage the learners' project-based (PBL) activities in a technology-enhanced environment to support collaboration.

Project-based learning in a technology rich environment can be effective in K-12 classrooms

allowing students to negotiate understanding and construct knowledge in social situations.

Benefits include connecting students in communities in and outside of their cultures, and meeting

learning goals in non-institutional fashion, while educators share practices and resources using

technology tools. When projects endure over time, characteristics of communities of practice

begin to emerge in which shared content grows and is amended by participants, generating

historical artifacts. Once instantiated, the project philosophy provides an ongoing basis for

immersive learning, using wikis, blogs, and other social networking applications. A projectbased

classroom philosophy sets an engaging, attractive environment for students by meeting

their needs to be socially involved, as opposed to being passive receivers. An example long term

Internet learning event called the Monster Project is examined in this paper. Widespread use of

project-based learning has been curtailed by a strong focus on traditional instruction to meet

testing goals. Research shows that active participation in project-based education results in

students being more intrinsically motivated, more likely to show conceptual understanding, and

more well adjusted than students in traditional education modes. These characteristics are those

of a community of practice, where members are informally connected by their accomplishments

and by what they learn together. The range of academic content that can be integrated into

project-based learning as the main approach in a classroom is bounded only by a teacher’s

energy and creativity.