Profile Sheet for PBL Plan
Jennifer Bannister
Teacher: Jennifer Bannister
Primary Subject Area: Mathematics
Outside Subject Area: Language Arts
Class: Elementary Education
Class Level: Kindergarten
Grade Level: 5K
PBL Title: Local Students Building Our World, Geometrically Speaking
Description of Student Roles and Problem Situation: Students become architects, engineers, and builders who are to construct a miniature version of a large-scale subdivision. The architects, engineers, and builders will work together to create the miniature subdivision that will be placed on display for the general public to see in an upcoming “Show of Homes”. All of the homes being displayed will have to be completed by the architects, engineers, and builders within a two-week time frame to ensure the display will be ready in time for the show.
Adaptations for a student from a non-Western culture:
I will conduct a one-on-one conversation with the student. Through this conversation I will be able to determine any prior knowledge of shapes and real life objects the student may already have. Based on this information I could use part of the culture the student brings into the classroom in the lesson plan. I could also try to seek out an adult of the students’ culture to be present at the presentation of the project. I will need to pay attention to the student and the amount of input he or she has concerning the team and the work the team is producing. If the student is not actively participating in the group and group discussions, I will question the student to ensure he or she understands what is going on in the group.
Adaptations for ESOL Student:
For an ESOL student, I could use special shape cards for the student. On the shape cards for the ESOL student would be a picture of the shape, the name of the shape in the primary language and the name of the shape in English. This would help the student to know the correct English word for the shape he or she is trying to describe or talk about. If the student has no English abilities, I could always have a translator available for the student to use. I could also ensure that the student has a copy of the instruction in his or her native language so that the student could possibly attain further assistance from parents at home.
Title, Learner Characteristics, and Sunshine State Standards
PBL Lesson Plan for Diverse Learners
Teacher: Jennifer Bannister
Title: Local Students Building Our World, Geometrically Speaking
Primary Subject Area: Mathematics
Outside Subject Area: Language Arts
Class and Level: Elementary Education/Kindergarten
Grade Level: 5K
Primary Sunshine State Standards:
MA:K:G:2.5: Use basic shapes, spatial reasoning, and manipulatives to model objects in the environment and to construct more complex shapes
MA:K:G:2.4: Interpret the physical world with geometric shapes and describes it with corresponding vocabulary
Outside Subject Area Sunshine State Standards:
LA.K.1.6.3: Describe common objects and events in both general and specific language
Learner Characteristics of Kindergarten Students:
Physical: Students at this age are still developing gross motor skills and fine motor skills.
Justification: Snowman and Biehler emphasize, “you may want to encourage all children to participate in tasks that emphasize gross motor skills and tasks that emphasize fine motor skills” (pg. 69).
Social: “Play patterns may vary as a function of social class and gender” (pg. 69).
Justification: Snowman and Biehler outline four levels of cognitive participation from students in this age group. One of these is Constructive play in which students use objects to construct or create something (pg. 70).
Emotional: “Kindergarten children tend to express their emotions freely and openly” (pg. 71).
Justification: While working on this assignment, students may become upset and/or discouraged. Although upsetting and discouraging the students is not the goal of this assignment, students will be able to identify these feelings and find a positive manner in which to work through these emotional feelings.
Cognitive: “Kindergarteners are quite skillful with language” (pg. 73).
Justification: This assignment will allow students an opportunity to share his or her interpretation of world with geometric shapes. This will also help encourage listening skills of fellow students.
Cognitive: “Competence is encouraged by interaction, interest, opportunities, urging, limits, admiration, and signs of affection” (pg. 73).
Justification: This assignment will allow students an opportunity to construct several different shapes using toothpicks and gumdrops. This will help students to become more competent in creating complex shapes.
Snowman, J., Biehler, R. (2006).Psychology Applied to Teaching. Boston:
Houghton Mifflin Company
Learning Outcomes, Student Role & Problem Situation,
Meet the Problem Method
PBL Lesson Plan for Diverse Learners
Teacher: Jennifer Bannister
Title: Local Students Building Our World, Geometrically Speaking
Primary Subject Area: Mathematics
Outside Subject Area: Language Arts
Class and Level: Elementary Education/Kindergarten
Grade Level: 5K
Primary Sunshine State Standards:
MA:K:G:2.5: Use basic shapes, spatial reasoning, and manipulative to model objects in the environment and to construct more complex shapes
Learning Outcome #1: Given toothpicks and gumdrops, students will build 2 shapes with at least 50% accuracy. (Synthesis)
MA:K:G:2.4: Interpret the physical world with geometric shapes and describes it with corresponding vocabulary
Learning Outcome #2: Given 5 shapes, students will identify one real life object for each shape with at least 80% accuracy. (Application)
Outside Subject Area Sunshine State Standards:
LA.K.1.6.3: Describe common objects and events in both general and specific language
Learning Outcome #3: Given 5 shapes, students will accurately explain characteristics of the shapes. (Comprehension)
Learner Characteristics of Kindergarten Students:
Physical: Students at this age are still developing gross motor skills and fine motor skills.
Justification: Snowman and Biehler emphasize, “you may want to encourage all children to participate in tasks that emphasize gross motor skills and tasks that emphasize fine motor skills” (pg. 69).
Social: “Play patterns may vary as a function of social class and gender” (pg. 69).
Justification: Snowman and Biehler outline four levels of cognitive participation from students in this age group. One of these is Constructive play in which students use objects to construct or create something (pg. 70).
Emotional: “Kindergarten children tend to express their emotions freely and openly” (pg. 71).
Justification: While working on this assignment, students may become upset and/or discouraged. Although upsetting and discouraging the students is not the goal of this assignment, students will be able to identify these feelings and find a positive manner in which to work through these emotional feelings.
Cognitive: “Kindergarteners are quite skillful with language” (pg. 73).
Justification: This assignment will allow students an opportunity to share his or her interpretation of world with geometric shapes. This will also help encourage listening skills of fellow students.
Cognitive: “Competence is encouraged by interaction, interest, opportunities, urging, limits, admiration, and signs of affection” (pg. 73).
Justification: This assignment will allow students an opportunity to construct several different shapes using toothpicks and gumdrops. This will help students to become more competent in creating complex shapes.
Description of Student Roles and Problem Situation:
Students become architects, engineers, and builders who are to construct a miniature version of a large-scale subdivision. The architects, engineers, and builders will work together to create the miniature subdivision that will be placed on display for the general public to see in an upcoming “Show of Homes”. All of the homes being displayed will have to be completed by the architects, engineers, and builders within a two-week time frame to ensure the display will be ready in time for the show.
Meet the Problem
Fixing the Problem One House at a Time
Innovative Designs for an Everyday Problem
Smith’s Investing
888 No Name Street- Anytown, Fl 59647
808-888-8888
To: Mr. Arthur Jones
Developer
From: John Smith
Local Investor
Date: October 30, 2007
Re: Housing dilemma
As you know the housing market in Anytown is at an all time low. Most of the houses that are being built or that are currently on the market have the same basic structural design. The same basic structural design does not offer the customer many choices when shopping for a house. I have recently purchased 100 acres and I would like to try to have a subdivision built on this land that will offer customers more choices when purchasing a home. I am asking you to gather a team of architects, engineers, and builders who would be interested in assisting us in this goal. This team will need to be able to successfully design new houses that have different geometric designs that could potentially fix the current market slump. In order to help achieve this goal, I have supplied you with cards with potential designs shapes, and enough toothpicks and gumdrops for your team to use. The team must work together to create a miniature of the large-scale houses to be considered. The new designs will be placed in the upcoming “Home Show”, in two weeks, for the general public to come and view.
Snowman, J., Biehler, R. (2006).Psychology Applied to Teaching. Boston:
Houghton Mifflin Company
Problem Statement, Know/Need to Know Boards, & Possible Resources
PBL Lesson Plan for Diverse Learners
Teacher: Jennifer Bannister
Title: Local Students Building Our World, Geometrically Speaking
Primary Subject Area: Mathematics
Outside Subject Area: Language Arts
Class and Level: Elementary Education/Kindergarten
Grade Level: 5K
Primary Sunshine State Standards:
MA:K:G:2.5: Use basic shapes, spatial reasoning, and manipulative to model objects in the environment and to construct more complex shapes
Learning Outcome #1: Given toothpicks and gumdrops, students will build 2 shapes with at least 50% accuracy. (Synthesis)
MA:K:G:2.4: Interpret the physical world with geometric shapes and describes it with corresponding vocabulary
Learning Outcome #2: Given 5 shapes, students will identify one real life object for each shape with at least 80% accuracy. (Application)
Outside Subject Area Sunshine State Standards:
LA.K.1.6.3: Describe common objects and events in both general and specific language
Learning Outcome #3: Given 5 shapes, students will accurately explain characteristics of the shapes. (Comprehension)
Problem Statement
How can we, as architects, engineers, and builders create new houses to help the current housing problems in such a way that:
We can get potential buyers interested in the new geometric designs
We use only toothpicks and gumdrops
We are within the two week timeframe
We find the most popular designs to build.
What we know
All time low in housing market
Investor purchased 100 acres for a new subdivision
We need to try to build new geometric designs for houses
We have toothpicks and gumdrops to design new houses
We have to work together
We have to build a miniature model of the house with the materials we have
The new designs will be in a “Home Show”
We have shapes on cards to help us with our designs
The houses on the market now have the same basic structural design
What We Need to Know
How many different geometric designs can we use with our materials?
Does the design affect how big the house can be?
Does the shape affect our ability to build the model with our materials?
What are the characteristics of a triangle?
What are the characteristics of an octagon?
What are the characteristics of a circle?
Can we make a circle design with our materials?
What are the characteristics of an oval?
Can we make an oval with our materials?
What are the characteristics of a hexagon?
Which shape will be the most popular?
What if no one likes the new designs?
Resources
Board Game and Puzzle
The Little Engine That Could Game, I Think I Can Game Order from
Jumbo Geometric Shapes Knob Wooden Puzzle Order from
Books
McKinnon, E., McMahon, K. (1997). Ready to Learn Colors, Shapes, & Numbers: Help Your Child Develop The Skills Necessary for School Success. School Specialty Pub Order from
Schumacher, B. (2005). Shape Land.Learning Props LLC.
Order from
Human Resources
Tony Benton, Owner of L Architect, (850) 785-0543, 4813 Halsey Circle Panama City, Fl 32404
John Doe, Extreme Builders, Inc., (850) 784-1402, 5637 HWY 231 Ste 6, Panama City, Fl 32404
Internet Sources
Brain Pop Jr.
I Spy Shapes
Capstone Performance
PBL Lesson Plan for Diverse Learners
Original Title: Local Students Building Our World, Geometrically Speaking
Teacher: Jennifer Bannister
Primary Sunshine State Standards:
MA:K:G:2.5: Use basic shapes, spatial reasoning, and manipulative to model objects in the environment and to construct more complex shapes
Learning Outcome #1: Given toothpicks and gumdrops, students will build 2 shapes with at least 50% accuracy. (Synthesis)
MA:K:G:2.4: Interpret the physical world with geometric shapes and describes it with corresponding vocabulary
Learning Outcome #2: Given 5 shapes, students will identify one real life object for each shape with at least 80% accuracy. (Application)
Outside Subject Area Sunshine State Standards:
LA.K.1.6.3: Describe common objects and events in both general and specific language
Learning Outcome #3: Given 5 shapes, students will accurately explain characteristics of the shapes. (Comprehension)
Capstone Performance Description
The PBL Problem: How can we as architects, engineers, and builders design new houses for a new subdivision to help with the current housing dilemma?
Conditions include, but are not limited to: new geometric designs, a two-week time frame, and use of the materials provided (tooth picks and gumdrops).
How Students Will Share the Solution to the Problem: The students will be assigned a team consisting of 3 students per team. Each team will have one architect, one engineer, and one builder. Each team willhave 2 weeksto work on this assignment to create the shapes that will be used in the “Home Show”. In this two-week time frame the students will be required to satisfy the requirements for this assignment. Students will be given name tags and hats to wear depending on which role they are playing for their team. Students will then play his or her part for the team and help design a new house shape. Each member of the team will create two house designs using a different shape for each house, for a total of 6 shapes for each team to choose from. Each team must agree on one geometric shape out of the six that are provided. Students will tell what other shape was considered (runner up) for the “Home Show” out of the shapes the team created. Houses will be designed after a real life object (or shape). Students must give characteristics of the house that the team has designed. Since this is a young group of students, the teacher will read and explain the rubric assessment to the students. The teacher will also ask the students questions regarding the rubric to ensure that the students understand what is expected of them. The rubric is designed and will be used for assessing and grading individual knowledge of the material that is covered within this assignment.
The classroom will be set up for the “Home Show”. Each table will act as the display case for each of the designs. The architects, engineers, and builders will stand next to the house they have created in case there are questions from the general public. The general public will be comprised of a third grade class. The third grade teacher will play the developer. The paraprofessional will play the local investor. The developer and the investor will receive a copy of the grading rubric.
Prior to the general public walking through the “Home Show” each group of architects, engineers, and builders will show their new geometric home and give a brief description of the home. Each group will name the real world object their home was designed after. For example, a team may choose an octagon shape for their house based on a stop sign. Each group will also give characteristics of their home. For example, an octagon shape has eight sides and six points. Each student will also be required to give a real life example for 5 of the 6 shapes that are provided. The presentation will be limited to 5 minutes due to time restraints of the developer and local investor. The students will also try to persuade the developer and local investor by using four justifications why their design should be chosen to use in the new subdivision.
The teacher’s role during this presentation is as an observer. She will be assessing the students based on the rubric that has been provided.
Rubric for Assessing the Capstone Performance
Criteria / Superior / Adequate / UnacceptableMiniature Model / 15 points
Student makes 2 shapes from the 6 that are on the flashcards. Each shape is made right and has the correct number of sides. The student uses only the gumdrops and toothpicks provided. / 7 Points
Student makes only 1 shape from the 6 that are provided on the flashcards. Or shapes are not made with the right amount of sides or the student uses some other materials to construct the shapes. / 4 Points
Student fails to make any shapes from the 6 that are provided on the flashcards. Or shapes are not correctly constructed or the student uses some other materials to construct the shapes.
Content of Presentation / 10 points
Student gives 4 justifications (reasons) for their recommendations of one of the shapes (models). Student can identify one real life object for 5 of the shapes on the flashcards that have been provided and give characteristics of those 5 shapes. / 7 points
Student gives 3 justifications for their recommendation of the shapes. Or student identifies only one real life object for 4 of the shapes on the flashcards that have been provided. / 4 Points
Student gives 2 or fewer justifications for their recommendation of the shapes. Student identifies a real life object for 3 or fewer of the shapes on the flashcards that have been provided.
Criteria / Superior / Adequate / Unacceptable
Role Playing / 5 Points
The student says his or her name and what character he or she is playing. Student is wearing the right nametag and hat for his or her part. / 3 Points
The student meets 3 of the 4 requirements listed in the superior category. / 1 Points
The student meets 2 or fewer of the 4 requirements listed in the superior category.
Oral Presentation / 10 Points
Student speaks loud enough for the audience to hear. Student makes eye contact during presentation. / 5 Points
Student does not speak loud enough for audience to hear OR student does not make eye contact during presentation. / 2 Points
Student does not speak loud enough for the audience to hear. And student does not make eye contact during the presentation.
Score Conversion