Integrated Project-based Learning: Combining PTE Standards and Academic Standards

Use this template for planning and sharing ideas for projects. This template is based on the 6 A’s:

Authenticity* Academic Rigor* Applied Learning* Active Exploration* Adult Connections* Assessment

Project
Title of Project / Green Construction vs. Energy Efficiency
Project Developed by / Tim Campbell, Becca Tateoka
E-mail Address /

School / CRTC, BHS
Pathway / Small Learning Community/Academy / Residential Construction, English
Course Title(s) / Residential Construction II, English 11
Time Frame / One 85 minute class period
Authenticity
Briefly describe your project. Include the key question and provide an overview of what students do and learn. Tell why the question is meaningful to the students and where one might see a similar question tackled by an adult in the workplace.
Key Question / Is the added cost of green building worthwhile?
Overview / Students in English 11 must write argumentatively. This requires that they select a topic that is has two sides and is debatable. While they have a range of topics, they should pick a topic with plenty of valid research on both sides, and said topic should be of interest to the student.
Students in Residential Construction are there because of choice. It is a logical extension that the green energy and energy efficient construction could be of some interest to these students. Developing arguments, both pro and con, will help with a real-world application of argumentation.
This project expects the student to synthesize the gathered information into a well-developed essay with a clearly supported point of view. As part of the process, the student will present an “infomercial” selling costly green construction and then a second “infomercial” selling low cost energy efficiency. The facts in each infomercial will be researched and gathered through print, online, database, and interviewed sources. This will provide a construction student the opportunity to look closely at an issue that s/he will face as part of this industry.
Vocabulary/Key Terms
List vocabulary words and key terms essential to student understanding.
Academic Vocabulary

Active Exploration * Applied Learning * Adult Connections
What classroom-based, community-based, and career-based activities does the project involve? Include a description of the active exploration, applied learning, and adult connections in the project (as needed).
Active Exploration How does the project engage students in real investigations using a variety of methods, media and sources? What field-based work will students perform? How does student learning and service support active career exploration?
Students research in databases, Web & print sources, and expert interviews to develop a viewpoint on the green energy movement. This research is often used as a precursor to the Senior Project. This paper is the knowledge base for a possible green building project. Argumentative research projects support career exploration because they allow the student the flexibility to explore a variety of areas that are grounded in real life experience.

Applied LearningHow do students apply what they have learned and researched to a complex problem (e.g. designing a product, improving a system, creating an exhibit, organizing an event)?

Students should be prepared to assess the efficiency of what they build or possibly what has already been built. As future contractors, these students will have the basis to look at and improve upon new, innovative methods of construction.
Adult Connections Who from the community, workplace, postsecondary and/or industry partnership works with students on the project?
English class instructor guides student through research and writing process. Construction instructor acts as mentor, possible expert source. Students may also interview businessmen at various companies.
Classroom Activities / CommunityActivities / CareerActivities
Topic proposal, written
Research
Summarizing, evaluating, developing opinion
Supporting opinion through appropriate, strong textual and expert evidence / Interviews
Guided tours of green buildings / Building projects (Senior Project?)
Career contacts (networking)
Academic/PTE Rigor
StandardsUse the space below to list the state content standards and PTE industry standards addressed by the project. (A list of the content standards is available at . This page, which includes selected high school level standards, is designed to let you easily create a list of standards you are addressing. You may then copy and paste the list into this template.)
Idaho Common Core Standards:
Anchor Standards!
RI 1, 2, 4, 7, 8, 9, 10
W 1, 2, 4, 5, 6, 7, 8, 9, 10
SL 1, 2, 3, 4, 5, 6
School to Career Competencies Please check (x) the competencies addressed by the project
[X] Communicate and understand ideas and information
[X ] Collect, analyze and organize information
[X] Identify and solve problems
[X] Use technology
[X] Initiate and complete entire activities
[X] Act professionally
[X] Interact with others
[ ] Understand all aspects of an industry
[ ] Take responsibility for career and life choices
Student Goal(s) Once the project begins, ask students to generate one or two personal goals.
Assessment
How do you and the students know the project is a success?What are your criteria for measuring students' achievement of the disciplinary knowledge and applied learning goals of the project? What evidence do they use to demonstrate their progress?What deliverables do they need to complete prior to the final exhibition? How will students self-assess?
The student will be able to explain both sides of the issue in his/her own words. The students will also develop an opinion as to which side is more important/valid/supportable and prove it using the evidence gathered during research. The “infomercial” steps will help the instructor assess how well the student is doing at research, understanding the research, and using the research to develop and then support an opinion. Students will have the flexibility to include diagrams or pictures in the final product to help with understanding. Such pictures or diagrams are better if produced by the student.
Recommended Resources / Sample Products
Software or Materials Needed
(Examples) / Internet access
Word
Method for recording interviews
Teacher-Developed Materials
(Examples of materials that can be shared with other classes. Please attach samples.) / Rubrics for infomercials, final essay (do not have access to current rubrics, but many were developed through Rubistar)
Student-Developed Materials
(Examples of products that can be shared with other classes. Please attach samples.)
Websites Used
(Examples) /



Final Words
(In a sentence or two, highlight your project’s overall value.) / This project prepares students to assess the validity of multiple sources and use valid sources to develop their own opinions. Additionally, the project allows students the opportunity to explore topics within a potential career and go in to that career more knowledgeable and prepared.
Teacher Tips/Extensions
(Use the first person to share a useful idea that helps with implementation and ensures success. Make it chatty, informal.) / I have done this “Synthesis Project” for a few years with great success. However, I have never really tried to coordinate topics with the TechCenter. While the project has to be argumentative at its core, every industry has a controversy of some sort. I think it would be so important and interesting for Tech students to use this academic setting to explore more about their chosen industry.
Extensions
(List any ideas for students who may want to go deeper into the learning standards.) / This is pretty darn deep already. The hardest part of this is getting students to organize their evidence in a way that makes sense.
Timeline
What sequence of teaching and learning experiences will equip students to develop and demonstrate the PTE standards and the Academic standards?
  • PTE: dictates topic, then follows up with accuracy of information
  • Academic: throughout entire project with reading information, writing, speaking & listening

(Adapted from the Boston Public Schools Signature Projects.)

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