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Problems !Programs !

Projects
Designing Transdisciplinary
Problem/Project-Based Learning
Design Team
Sheli Smith & Annalies Corbin
!"#$%&'(#)"*+#"'(,%-)'.!
Jan Morrison of TIES, and
Marcy Raymond of Metro High School
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Access though innovation
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,/*/!0!12#3!456789:;57!
2!12#3!456789:;57!16<=;>9:;57!
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Introduction
A. AsplraLlon Lo lnnovaLlon by !an Morrlson .................................................................................................................................................. 4
8. ueslgn rocess ............................................................................................................................................................................................ 3
C. S1LM........................................................................................................................................................................................................... 6
u. 8ulldlng School CulLure PablLs.................................................................................................................................................................... 9
Planning Programs & Projects
A. 8ulldlng ?our CapsLone and rograms ldeas ............................................................................................................................................ 10
8. 8ralnsLormlng ro[ecLs ............................................................................................................................................................................. 12
C. CreaLlng Many SoluLlons........................................................................................................................................................................... 14
u. CommunlLy arLnershlps CuLslde School ................................................................................................................................................. 16
L. ro[ecL arLners ........................................................................................................................................................................................ 18
Implementing Programs & Projects
A. ConnecLlng ConLenL Areas ........................................................................................................................................................................ 22
8. Allgnlng 8enchmarks wlLh ro[ecLs........................................................................................................................................................... 24
C. 8ackmapplng rogram/ro[ecL Schedules................................................................................................................................................ 26
u. ueflnlng an LvaluaLlon 8ubrlc................................................................................................................................................................... 28
Sharing Programs & Projects
A. romoLlng ro[ecLs & ro[ecLs.................................................................................................................................................................. 32
8. 1he Llfe of a ro[ecL by Marcy 8aymond .................................................................................................................................................. 34
C. Sharlng ro[ecL roducLs........................................................................................................................................................................... 33
Scaling and Sustaining Programs & Projects
A. osL rogram/ro[ecL 8ralnsLorms............................................................................................................................................................ 36
8. Scallng rograms and ro[ecLs................................................................................................................................................................... 37
C. SusLalnlng neLworks, rograms & ro[ecLs ............................................................................................................................................... 38
References........................................................................................................................................ 40
Table of Contents
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Illustrations Credits
1838 Can Cpener aLenL, uS aLenL and 1rademark Cfflce, p.8
1870 Can Cpener aLenL, uS aLenL and 1rademark Cfflce, p.8
1884 va[en & new Pardware Co. CaLalog, p. 8
1946 Can Cpener aLenL, uS aLenL and 1rademark Cfflce, p.8
Modern Can Cpener dlagrams and lmages, Coogle Cpen Source Web lmages, p.8
arLners Craph, neal 8luel MeLro Plgh School, p.18
!"#$%&'(&)*%)+,$)-./&&#""0 cover, AS1 loundaLlon, p.33
-/1'%2 cover, AS1 loundaLlon, p.33
3/#4"."25 cover, AS1 loundaLlon, p.33
6$+#")7,'+$)8/9$#&, AS1/MeLro ueslgn CenLer, p.33
Illustrations
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Many generous people have read, used and lenL Lhelr experLlse Lo Lhls workbook. 1here are Lwo people whose encouragemenL was vlLal Lo assembllng and
produclng Lhls book. 8oLh !an Morrlson and Marcy 8aymond conLlnuously encouraged us provldlng crlLlcal feedback and lnslghL. We would llke Lo Lhank boLh
1lLS (1eachlng lnsLlLuLe for Lxcellence ln S1LM) and Lhe CSLn (Chlo S1LM Learnlng neLwork) for Lhelr encouragemenL and advlce ln publlshlng Lhls process.
Moreover, we owe an endurlng debL of graLlLude Lo Lhe educaLors from llorlda Lo Pawall and from SouLh uakoLa Lo 1exas, who worked wlLh us conslderlng,
encouraglng and beLa-LesLlng Lhe process. We also recognlze and are graLeful Lo Lhe sLudenLs who Look Lhe chance Lo race rlverboaLs, sorL garbage, creaLe
roadslde markers, process crlme scenes, and counL splders.
Worklng wlLh dlfferenL sLudenLs, educaLors, schools, dlsLrlcLs and sLaLes we geL Lhe opporLunlLy Lo see lncredlble educaLlonal ldeas aL work and some of Lhese
concepLs we have lncluded ln Lhe workbook, as examples. We would speclflcally llke Lo Lhank MeLro S1LM uemonsLraLlon Plgh School, MC
2
S1LM Plgh School,
Llnden Mcklnley S1LM Academy, and 8eynoldsburg ClLy Schools for allowlng us Lo broadly share Lhelr ldeas and programs.
llnally, we would llke Lo acknowledge Lhe hard work of Lhe AS1 Leam who use Lhls workbook and are conLlnually looklng for new ways Lo lmprove and updaLe
Lhe dellvery of engaglng educaLlon.
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Acknowledgements
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1he AS1 loundaLlon sLands for arLnerlng AnLhropology wlLh Sclence and 1echnology. Cur moLLo, :(($&&)+,#";2,)*%%"1/+'"%` keeps us focused on explorlng
and conLlnuously conslderlng ways Lo llnk learnlng Lo llfe.
roblems, rograms and ro[ecLs began over Len years ago and has undergone a process of Lrlal, experlmenLaLlon and on-golng fleld-LesLlng. 1hls ls a process-
drlven book, lnLended as a hands-on LemplaLe for Lhe deslgnlng educaLlonal programs. 1he processes ouLllned ln Lhls book are deslgned Lo help lnsLrucLors and
communlLy parLners bulld robusL and susLalnable programs LhaL engage and exclLe Lhe learnlng Leam Lasked wlLh lmplemenLs Lhem.
Cver Lhe years we have been forLunaLe Lo have educaLors across Lhe counLry work wlLh us helplng us beLLer undersLand Lhelr needs and ouLlooks. Cur process
draws upon Lhe success of many concepLs and approaches puL forLh ln educaLlon slnce Lhe early LwenLleLh cenLury. lL also draws from anLhropologlcal
perspecLlve, uslng global lssues as a drlvlng lnfluence behlnd creaLlng guldlng sLaLemenLs, essenLlal quesLlons, capsLone ldeas and pro[ecLs. Also ln keeplng wlLh
anLhropologlcal perspecLlve Lhls process, someLlmes called Lhe AS1 rocess, promoLes a Lransdlsclpllnary approach Lo programs ln an efforL Lo de-sllo conLenL
areas closer reflecLlng real llfe. We conLend LhaL educaLlon beglns aL blrLh and does noL end unLll we Lake our lasL breaLh. Cur conLenLlon exLends Lo Lhe way
we presenL Lhe process of learnlng - lnLegraLed lnLo our llves.
Cne of Lhe prlmary goals of our work ls Lo creaLe a process LhaL can Lake any Loplc and reveal how lnLerconnecLed all sub[ecLs are. AnoLher goal ls Lo parLner
professlonals wlLh educaLors drawlng on compelllng sclence Lo engage and exclLe sLudenLs. We see sLudenLs Laklng whaL Lhey learn ln formal educaLlon ouL
Lhrough Lhelr adulL llves affecLlng how Lhey approach declslon-maklng, approach problem solvlng and percelve Lhe world around Lhem. We belleve LhaL
helplng our youLh beLLer undersLand Lhe lnLerconnecLlvlLy of Lhe world wlll prepare Lhem Lo be beLLer sLewards. WaLchlng sLudenLs, educaLors and communlLy
parLners bulld programs LogeLher and Lhe amazlng, lasLlng lmpresslons on Lhe sLudenLs encourages us aL AS1 Lo keep worklng aL updaLlng and perfecLlng Lhe
process --keeplng lL currenL and responslve Lo Lhe needs of youLh across Lhe uS.
When learnlng a new process, everyone asks Lhe quesLlons - Pow does Lhls dlffer from any oLher fad? Where wlll l flnd Lhe Llme Lo do Lhls? We have worked aL
bulldlng a process LhaL Lakes you Lhrough bulldlng a program ln a hollsLlc and scaffolded fashlon. 1hls process comblnes a number of successful Lechnlques
bulldlng on lnqulry based learnlng, masLery and Lransdlslpllnary approaches. Powever, any new process Lakes commlLmenL for lL Lo grow from reform lnLo an
lnLegraLed plece of Amerlcan educaLlon. CommlLmenL requlres reassessmenL of how one Leaches and whaL Lools wlll be used. 1hls process ls noL an add-on.
When bullL collecLlvely wlLh conslderaLlon of schedule, avallable Lools and resources Lhe process wlll Lake up no more Llme Lhan currenLly belng expended. lL
wlll however, produce resulLs LhaL far exceed currenL expecLaLlons.
Ln[oy Lhe process and leL your creaLlvlLy shlne. CapLurlng Lhe en[oymenL of learnlng alongslde your sLudenLs wlll brlng Lhe saLlsfacLlon of Leachlng. 1he AS1
Leam challenges you Lo deslgn, consLrucL and engage ln experlences LhaL llnk learnlng Lo llfe by undersLandlng Lhe need for educaLlon Lo Lranscend currenL
boundarles uslng fleld experlences, dlglLal access and soclal neLworklng as a new way of learnlng LhaL sLudenLs, schools, dlsLrlcLs and sLaLes Lo access S1LM
Lhrough changlng plaLforms of educaLlon Lo encompass Lransdlsclpllnary Leachlng and learnlng.

Sheli Smith & Annalies Corbin

Foreword
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1he followlng secLlons are seL up as a process from lnlLlal dlscusslon Lhrough bralnsLormlng Lo backmapplng and from allgnlng sLandards Lhrough
sharlng your pro[ecL. ln shorL, Lhls book Lakes you Lhrough Lhe deslgn process sLep by sLep. Lach secLlon ls color coded along Lhe leadlng edge of Lhe
page. We have Lrled Lo be as lncluslve as posslble buL we do flnd LhaL afLer uslng Lhe book several Llmes we Lend Lo sklp over cerLaln secLlons Lhus
sLreamllnlng Lhe process. 1he color-codlng helps. lf you do noL need Lo go over a parLlcular secLlon slmply [ump over lL and go on Lo Lhe secLlon you
wanL Lo use. lor example, you may noL need Lo go over Lhe 'AsplraLlon Lo roducL' exerclse or Lhe deslgn prlnclples' wheel each Llme so you can sklp
lL and go dlrecLly Lo bralnsLormlng. ln oLher lnsLances you may already have a capsLone ln mlnd so you can go dlrecLly Lo ldenLlfylng a Culdlng
SLaLemenL or LssenLlal CuesLlon. ln all cases, Lhls book ls lnLended Lo be hands-on provldlng examples and blank LemplaLes Lo work ouL your process.
Lxamples of how oLher educaLors have deslgned Lhelr programs and pro[ecLs are presenLed Lo help you see Lhe posslblllLles. ?ou are welcome Lo copy
Lhem or modlfy Lhem Lo work for your clrcumsLances and needs. ?our pro[ecL may address a common problem buL Lhe soluLlon and look of your
pro[ecL or pro[ecLs ls unlquely yours. 1he common Lhreads are Lhe Approach, Lhe uellvery SysLem, and Lhe Culdlng LducaLlonal SLandards or
benchmarks. 1hese common Lhreads ensure LhaL sLudenLs, no maLLer Lhelr age, learn valuable lessons and skllls, buL because Approach and
SLandards are Lhe lnfrasLrucLure of learnlng Lhey do noL affecL Lhe unlque look of your program or pro[ecLs. CreaLlvely wrlLlng abouL Lhe [ourney of a
SLyrofoam cup Lravellng Lo 7000 fL underwaLer experlenclng Lhe affecLs of pressure, or creaLlvely wrlLlng abouL 'ClarlLy vs. urlLy' and how lL ls
personally lnLerpreLed, can achleve Lhe same goals and successfully lnsLlll Lhe same learnlng skllls for sLudenLs, buL wlll look very dlfferenL from one
anoLher. keeplng problems and pro[ecLs fresh ls a sure way Lo keep sLudenLs engaged as well as faculLy ln all learnlng envlronmenLs. 1eachlng Lhe
same lesson year afLer year ls mlnd-numblng. uslng Lhe same approach buL changlng up Lhe pro[ecLs ls lnvlgoraLlng. 1he problems of Lhe world are ln
consLanL flux buL Lhe crlLlcal Lhlnklng and problem-solvlng skllls needed Lo successfully solve Lhese ever-changlng problems, remaln Lhe same. We llke
Lo call Lhe approach and dellvery sysLem of Lhe deslgn process Lhe 'kevlar Lhreads' of learnlng. 1hese are Lhe sLrongesL parL of Lhe learnlng
lnfrasLrucLure.

1he exclLlng aspecL of Lhls process ls LhaL learnlng Leams flnlsh Lhe deslgn process addresslng one problem only Lo lmmedlaLely see oLher ad[olnlng or
resulLlng problems and dlve rlghL back lnLo Lhe process wlLh a new pro[ecL. ln Lhe laLe 1960s, C WesL Churchman, PorsL 8lLLer and Melvln Webber
lnLroduced Lhe concepL of Lhe 'Wlcked roblem,' whlch relaLes Lo soluLlons LhaL lead Lo new problems or only solve parL of a problem. 1hey clLed
moves ln chess LhaL solve an lmmedlaLe dllemma buL do noL necessarlly solve Lhe enLlre game as an example of a wlcked problem. 1oday Lhe concepL
ls wldely used among sofLware deslgners, clLy planners and englneers. 8elaLlng Lhe concepL of Lhe wlcked problem Lo Lhe deslgn process applled Lo
Introduction
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educaLlon, we can see LhaL Lhe deslgn prlnclples, lnLegral Lo all problem solvlng, ls a perpeLual process, suggesLlng soluLlons Lo one problem LhaL ofLen
leads Lo Lhe exploraLlon of anoLher collaLeral problem. WlLh Lhe wlcked problem ln mlnd, chooslng capsLone lssues for a school, a communlLy
ouLreach program, Lechnlcal apprenLlceshlp or conLlnulng educaLlon ls llke chooslng a paLh LhaL can Lake Lhe programs and sub[ecL areas down many
avenues of lnqulry all relaLlng back Lo Lhe capsLone. lor example, susLalnablllLy, world healLh and local envlronmenL are large lssues wlLh many faceLs.
1hese capsLones have Lhe poLenLlal Lo generaLe years of pro[ecLs compleLely relevanL Lo modern socleLal needs.

8y generaLlng programs and pro[ecLs from lssues LhaL Louch Lhe sLudenLs and Lhe communlLy Lhe lnvolvemenL of parLners ls easler. CreaLlng
parLnershlps beLween educaLlon and Lhe communlLy ls wlLhouL doubL Lhe mosL challenglng parL of Lhe deslgn process and ofLen called Lhe 'fraglle
llnk'. 1he process puL forward ln Lhls book ls lnLended Lo demysLlfy Lhe pracLlce and ensure LhaL everyone ls comforLable wlLh Lhelr roles ln Lhe
pracLlce of parLnerlng. arLnershlps are lnLended Lo showcase sLrengLhs and model for sLudenLs Lhe 'hows' and 'whys' of bulldlng coallLlons LhaL can
solve problems. arLnershlps draw upon Lhe comblned pedagoglcal experLlse of Lhe Leacher and Lhe deep conLenL knowledge of Lhe communlLy
parLner Lo dellver a more compelllng pro[ecL and more engaglng learnlng envlronmenL. arLnershlps are nelLher lnLended Lo subsLlLuLe Lhe Leacher
nor overexLend Lhe communlLy parLner. Moreover, creaLlng parLnershlps Lakes a Leam and ls a very proacLlve process. Some educaLlonal programs
choose Lo focus on only a llmlLed number of parLners LhaL are LlghLly Lled Lo Lhe school's capsLone or a year's program and are lnLended Lo evolve over
a long perlod of Llme. CLher schools employ a broader approach pulllng ln communlLy parLners as needed by a program or pro[ecL and are lnLended
Lo Louch boLh large scale lndusLry and smaller buslnesses. llnally, all programs need Lhe supporL of Lhe enLlre communlLy lncludlng Lhe sLudenLs,
parenLs, guardlans, buslnesses, lndusLrles, organlzaLlons and governmenLal agencles. 8elng able Lo succlncLly descrlbe a program or pro[ecL ls cruclal
Lo wlnnlng and susLalnlng needed supporL. 1hls process can be wrapped lnLo Lhe deslgn prlnclples and conducLed by Lhe sLudenLs.

lor all Lhe faceLs of deslgnlng and lmplemenLlng a program or pro[ecL, Lhere are LemplaLes Lo asslsL ln organlzlng and monlLorlng progress. lncluded
wlLh Lhls book ls a Cu LhaL conLalns a seL of pdf flles. 1he dlglLal flles are blank LemplaLe ldenLlcal Lo Lhose found ln Lhe book, lncludlng Lhe mosL ofLen
used LemplaLes such as backmapplng, sLandard allgnmenL and rubrlc assessmenL. lL ls our lnLenLlon Lo help educaLors and communlLy members form
alllances LhaL provlde robusL and exclLlng educaLlonal programs for sLudenLs. 8y deslgnlng programs and pro[ecLs LhaL make adulLs smlle and [ump-ln
can only resulL ln more energeLlc learnlng for Loday's youLh. AS1 lnvlLes you Lo use Lhls book Lo deslgn, consLrucL and engage ln educaLlon LhaL llnks
learnlng Lo llfe.
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Example of Aspiration to Innovation
The Evolution of the Can Opener
Jan Morrison
1he flrsL can (1793) was creaLed and paLenLed by nlcholas ApperL ln lrance as a response Lo a compeLlLlon lssued by napoleon ln an efforL Lo solve Lhe problem
of feedlng hls army on Lhe march. 1he Lechnologlcal advanLage was qulckly noLed and adopLed LhroughouL Lurope. Canned foods could be kepL wlLhouL
refrlgeraLlon for monLhs. Cans are more durable Lhan glass and can be easlly slzed for lndlvldual servlngs and ease of LransporL. Canned food revoluLlonlzed
mlllLary and exploraLlon sLraLegles. Canned foods changed Lhe paleLLes of people around Lhe world maklng foodsLuffs avallable far from Lhe source of
producLlon.
WlLhouL doubL Lhe flrsL can opener was a knlfe buL by 1833, 8oberL ?aLes, an Lngllshman, had a paLenL for a can opener. ln 1870 W. Lyman Look ouL a uS
paLenL for a slmpllfled can opener and slnce Lhen Lhe Lool has experlenced numerous polnLs of evoluLlon. 1he need for a small porLable can opener ln World
War ll prompLed Lhe lnvenLlon of Lhe pockeL can opener used Lo open mlllLary raLlons. 8y Lhe 1960s elecLrlc can openers were avallable and by Lhe laLe 1980s
Lhe rlm-cuLLlng can opener was lnLroduced as a safeLy measure. All of Lhese lnvenLlons and lmprovemenLs had one asplraLlon ln mlnd - Lo make openlng a can
easler. 1oday, packaglng ls ln Lhe process of changlng once agaln. Many cans sporL a pop-Lop lld negaLlng Lhe need for Lhe exLernal can opener. SLlll Lhe
asplraLlon remalns Lhe same - Lo open cans wlLh ease.

!"#$%%%%%%%%%%%%%%%%%%%%%%%%%%%%%!&$&%%%%%%%%%%%%%%%%%%%%%%%%%%%%!&"'%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%!#()%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%!#&'%%%%%%%%%%%%%%%%%%%%%%%%%%%%%!##'%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%*'!$%
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Design Process
CreaLlng a program or a pro[ecL ls a sLepped process
LhaL beglns wlLh a problem.

Planning Lackles broad lssues or Loplcs LhaL
have real meanlng and are ln need of soluLlons.

Implementation deslgns and applles a
soluLlon Lo Lhe problem or lssue deflned durlng Lhe
bralnsLorm ln Lhe plannlng phase.

Analysis evaluaLes Lhe soluLlon and examlnes
wheLher or noL Lhe soluLlon needs modlflcaLlon.
1hrough pro[ecL-based-learnlng sLudenLs can
lmplemenL a soluLlon and LesL lL Lo examlne how well
Lhe soluLlon addresses Lhe problem.

Dissemination shares and communlcaLes
Lhe soluLlons, Lhe success and Lhe modlflcaLlons.
ulssemlnaLlon ls an lmporLanL sklll ln Lhe deslgn
process and prepares sLudenLs bulldlng
communlcaLlon skllls and confldence.!
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STEM ls an acronym for Sclence, 1echnology, Lnglneerlng and MaLh. lL ls ofLen LhoughL Lo be [usL abouL Lhese
conLenL areas and lmprovlng sLudenL performance ln Lhese sub[ecLs. lndeed, Lhls ls one of Lhe goals buL noL Lhe only
goal.


STEM ls a dellvery sysLem for educaLlon, drawlng on Lhe sLrengLhs of sclenLlflc meLhods and Lechnology Lo help
sLudenLs lmprove Lhelr crlLlcal Lhlnklng, problem solvlng skllls and sysLemaLlc approach Lo learnlng.


STEM ls a hollsLlc or Lrans-dlsclpllnary approach LhaL weaves all school sub[ecLs ln and around undersLandlng a
glven lssue (someLhlng real) and develops soluLlons Lo problems assoclaLed wlLh Lhe lssue.


STEM ls conLenL, lL ls a dellvery sysLem, and lL ls an approach, maklng S1LM much larger Lhan slmply Lhe sum of
lLs parLs.
!

STEM
!
ueslgnlng 1ransdlsclpllnary roblem/ro[ecL-8ased Learnlng 7
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no one wanLs Lo be lefL ouL and all Loo ofLen lf we do noL see our own professlon menLloned we lmmedlaLely dlsmlss Lhe concepL or Lry Lo change lL.
unforLunaLely, by Lrylng Lo change Lhe acronym of S1LM Lhe meanlng ls llmlLed Lo Lhe narrowesL of lnLerpreLaLlons and promoLes keeplng conLenL
areas slloed. 8elow are a few S1LM lLeraLlons puL forward Lo geL every sub[ecL area lncluded. 8ememberlng LhaL S1LM ls more Lhan [usL Lhe speclflc
conLenL area. S1LM lnvolves a dellvery sysLem and a Lrans-dlsclpllnary approach, negaLes Lhe need Lo add leLLers Lo Lhe acronym.

STEM

Science Technology Engineering Math

STEM2

Science Technology Engineering Math Medicine

STEM3

Science Technology Engineering Math Medicine Music

STEAM

Science Technology Engineering Art Math

STREAM

science Technology Reading Engineering Art Math

SWEATER

Science Writing Engineering Art Technology English Reading
STEM
!
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+,-.-/01%23-456,%
1he sLudenL uses crlLlcal Lhlnklng skllls Lo
analyze, synLheslze, and evaluaLe
lnformaLlon and observaLlons (ln-class
asslgnmenLs
)
7489-,-4:%
;60,46,%
1he sLudenL asks quesLlons, whlch exLend
concepLs and appllcaLlons Lo creaLe or
dlscover ldeas, producLs or declslons.
+<110=<,0.<,%
1he sLudenL demonsLraLes effecLlve
collaboraLlon honorlng dlverslLy,
approprlaLe lnLeracLlon, and successful
compleLlon of Lask.
+<>>94-/0.<,%
1he sLudenL presenLs hls/her perspecLlve ln
an effecLlve manner LhaL lncludes Lhe
conslderaLlon of Lhe audlence.
?4:0:6@%
;60,46,%
1he sLudenL acLlvely consLrucLs meanlng
Laklng advanLage of opporLunlLles, acLlvely
speaklng and llsLenlng, and demonsLraLlng
openness Lo learnlng.
A/.-B6%04@%
C6DE<4D-B6%
F6/-D-<4GH056,%
SLudenLs Lake ownershlp for Lhelr declslons
by reflecLlng on Lhelr work, maklng
ad[usLmenLs, and evaluaLlng Lhelr overall
performance.
!
!
IJ46,D3-E%
anLhers Lake responslblllLy Lo embrace
change.

+30,0/.6,%
anLhers romoLe honesLy and falrness
Lowards oLhers.
744<B0.-<4%
anLhers explore and solve global lssues
uslng Lhe S1LM deslgn process.
C6DE<4D-=-1-.K%
anLhers are sLewards of our communlLy's
legacy.
+<>>94-/0.-<4%
anLhers convey creaLlve ldeas Lhrough a
varleLy of medla.
+<>>-.>64.%
anLhers make declslons LhaL dlsplay
leadershlp.
!
!
Linden McKinley STEM Academy
Panther Habits
PablLs are a seL of consLrucLlve and poslLlve LralLs or characLerlsLlcs LhaL faculLy and sLudenLs sLrlve Lo model. 1hey are Lhe hablLs mosL ofLen
clLed ln successful lndlvlduals LhaL we admlre and Lry Lo emulaLe. 1hese hablLs should permeaLe all school culLure lncludlng evaluaLlons.
Metro Habits of a Graduate
Examples of School Habits
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1o creaLe a seL of hablLs begln by everybody consLrucLlng a llsL of 10 LralLs you admlre. Croup Lhe LralLs and come up wlLh a word LhaL besL descrlbes
Lhe grouped LralLs. LlsL Lhese ln Lhe flrsL column Lo Lhe lefL. Work LogeLher Lo reduce Lhe llsL Lo 3-6 key LralLs. 8reak lnLo groups, each Lackllng a LralL
and come up wlLh a deflnlLlon. ?ou can puL Lhls acLlvlLy down and come back Lo lL laLer reflnlng Lhe sLaLemenLs unLll Lhey crysLalllze Lhe meanlng of
Lhe LralL.
!
!
!
!
List 10 Habits you
believe a successful
person possesses
1.
2.
3.
4.
3.
6.
7.
8.
9.
10.
!
List top 5 Habits
agreed upon
1.


2.


3.


4.


3.


!
What do these Habits look
Like?
Building School Culture Habits
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Example of a Capstone
Sustainability
Lnergy
looLprlnL
WaLer
uellvery
SysLems
8rldges ua vlncl
&
lnnovaLlon
Solar
CapLure
1he +0ED.<46 ls an over-archlng Loplc
LhaL supporLs many pro[ecLs
1he L,<:,0>D deflne a speclflc focus
LhaL relaLes Lo Lhe CapsLone and
generaLes loLs of pro[ecLs wlLhln each
conLenL area.
L,<M6/.D provlde Lhe hands-on learnlng
ln Lhe classroom. 1hey reflecL Lhe
program and are allgned Lo
benchmarks whlle Lhe producLs are
evaluaLed Lo a seL maLrlx
A/.-B-.-6D provlde deLalls and
concenLraLed learnlng LhaL scaffolds Lo
knowledge for Lhe ro[ecLs. Some
acLlvlLles can be used mulLlple Llmes Lo
Leach several dlfferenL conLenL pleces.
!
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Topic:
Look aL lssues and problems faced by:

?our school

?our communlLy and/or CommunlLy buslness and lndusLry

?our sLaLe

?our naLlon

1he world
lL ls lmporLanL LhaL Lhe lssue or lssues you choose are real and have
Langlble problems LhaL Lhe sLudenLs can read abouL or hear abouL on Lhe
news.

quote or Essential Question:
An essenLlal quesLlon ls formed around an lssue and helps dlrecL Lhe
collecLlon of daLa and Lhe formaLlon of poLenLlal soluLlons. An essenLlal
quesLlon succlncLly geLs Lo Lhe hearL of an lssue polnLlng Lhe way of
'whaL' needs Lo be done whlle asklng quesLlon of 'how' Lo geL
Lhere.

Program Idea Pivots:
1here can be many ways Lo look aL Lhe same lssue and explore an
essenLlal quesLlon. rograms seL Lhe focus and parameLers for
exploraLlon, daLa collecLlon and formaLlon of lnnovaLlve Lhlnklng.
Moreover, programs lead Lo dlscreeL pro[ecLs wlLh speclflc
soluLlons Lo LesL.!
Build Your Capstone and Programs Ideas
!
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lnformaLlonal odcasLs........N-D.<,-/%C<0@%O-:4D.........lnLervlews.......O-.6%H0EE-4:.........
CulLural
Landscapes
P0,>6,QD%H0,56.........8uslness lan.........SLudenL larm.......+<>>94-.K%O.9@-6D.........
Crowlng
Amerlca
Wlnd Lechnology........R0,=<1<:K.........Solar CapLure.......C<=<.-/D.........Palku.......
SusLalnablllLy
A1E30=6.%S<<5........CommunlLy LxhlblL.........Web CuesL.......2360.,6%L,<@9/.-<4.........
8lackllck
WaLershed
F-:-.01%T6JDE0E6,D........uocumenLarles.........S,</39,6D...........R0>-4:.........
Medla
L,<M6/.D%@61-B6,%*!
D.
%+64.9,K%D5-11D%.30.%.<9/3%011%E0,.D%<U%/<:4-.-B6%.3<9:3.:

CreaLlvlLy & lnnovaLlon

CrlLlcal Lhlnklng & roblem Solvlng

CommunlcaLlon & CollaboraLlon

PollsLlc LlLeracy: lnformaLlon, Medla & 1echnology


Llfe & Career Skllls
Examples of Projects from Programs
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LeL your creaLlve [ulces flow and Lhlnk of pro[ecLs LhaL wlll engage your sLudenLs, LhaL are lnnovaLlve, and LhaL help sLudenLs beLLer undersLand Lhe lssues
assoclaLed wlLh Lhe program and capsLone. uon'L llmlL yourself. !oL down all your ldeas. SomeLlmes, numerous ldeas can be puL LogeLher Lo bulld amazlng
pro[ecLs. 1hls ls [usL a flrsL sLep, so don'L worry abouL all Lhe deLalls, Lhey wlll come laLer.
Brainstorming Projects
!
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1he !"#$%"&$%'(#)*+,-*. ls a CapsLone
rogram LhaL plvoLs on a ma[or physlcal
aLLrlbuLe of 8eynoldsburg, Chlo, whlch Lles
Lhe enLlre communlLy LogeLher. 1he
8lackllck WaLershed CapsLone ls parL of Lhe
1hlrd Crade currlculum dlsLrlcL wlde. 1he
1hlrd Crade faculLy of each school chose a
ro[ecL as a means of demonsLraLlng whaL
Lhe chlldren learned, ln addlLlon Lo drawlng
communlLy aLLenLlon Lo Lhe 8lackllck.

resenLed here are Lhe slx (6) pro[ecLs Lhey
selecLed. 1he pro[ecLs are all lnLerrelaLed
and depend on each oLher's ouLcomes Lo
fulflll Lhelr own pro[ecL goals. WlLhln each
pro[ecL are many shared acLlvlLles used Lo
dellver knowledge, promoLe undersLandlng
and engender skllls.

1he educaLlonal benchmarks are Lhe same
for all Lhe schools and each pro[ecL Louches
every conLenL area of Lhe class.
8y worklng LogeLher Lo bralnsLorm Lhe
program and Lhe pro[ecLs, as well as
keeplng ln Louch Lhrough dlglLal
workspaces, Lhe Leachers are able Lo share
ldeas and resources.
Example of Interconnected Projects
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The Picnic Dinner
Lveryone loves summer plcnlc dlnners. ln Lhe uS Lhere are several reclpe sLandards -- hamburgers, poLaLo salad, backed beans and cobbler. When all four
dlshes are presenL you know you've sLruck pay dlrL and are ln for a greaL meal. 8uL, don'L Lhlnk LhaL you can go Lo all plcnlcs and geL Lhe same dlsh even Lhough
Lhe names are Lhe same. 1here are many ways Lo prepare each of Lhese dlshes lendlng unlque flavors, and presenLaLlon. 1hls group acLlvlLy helps fosLer an
undersLandlng of how Lhe AsplraLlon may be Lhe same buL Lhe roducLs dlffer dependlng on Lhe group assembllng Lhe reclpes.
rovlde each group wlLh a seL of posL lL noLes ln four (4) dlfferenL colors. uslng Lhe sLlcky noLes Lranscrlbe Lhe lngredlenLs from each [umbled reclpe and Lhen
assemble Lhe reclpe Lo your groups speclflcaLlons. ?ou can add or subLracL Lwo lngredlenLs for Lhe beans, salad and desserL. Cn Lhe hamburger reclpe each
group musL come up wlLh Lhelr own lngredlenLs and Lhe proporLlons, as well as Lhe way Lo cook Lhe enLre.
Baked Beans
1 large onlon chopped
1 Lsp. hoL sauce
2 sprlgs fresh Lhyme
1 lbs. navy beans
4.3 hours
x Lsp. coarse black pepper
1 1bsp molasses
8 cups waLer
Cvenproof crock
0.3 cup 88C sauce
2 Lsp. salL
2 1bsp. mlnced garllc
x cup brown sugar
1 cup brewed coffee
4 sllces bacon chopped
1.3 Lsp. drled musLard
CpLlon 1
CpLlon 2

Potato Salad
1/3 cup mayonnalse
1 1bsp. ollve oll
3 bolled eggs
3 sLalks of celery chopped
2 Lsp. drled musLard
Large oL
3 1bsp. whlLe wlne vlnegar
2.3 lbs. poLaLoes
2 1bsp. prepared horseradlsh
1 small onlon flnely chopped
0.3 lbs. cooked & dralned
bacon
1 quarL waLer
1 1bsp. fresh dlll flnely
chopped
salL & pepper Lo LasLe
CpLlon 1
Cobbler
6 oz. buLLer
1/8 Lsp. salL
13 lnch by 9 lnch baklng
pan
2 cups flour
3 lb. frulL
400'l
x Lsp. clnnamon
6 oz drled frulL
x Lsp. nuLmeg
3 cups sugar
1 large egg
43 mlnuLes
1 Lsp. vanllla
6 oz almonds
CpLlon 1
CpLlon 2
Hamburger
Creating Many Solutions
!
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key arLners
CSu
8aLLelle
Chlo uepL of
Ag
8eynoldsburg
P.S.
MeLro P.S.
Llnden Mcklnley
P.S.
1SC
Chaperones
larm 8ureau
Mld-Chlo loodbank
lranklln ConservaLory
Local larmers
lood Alllance CSu AnLhropology
MeLro P.S.
CSu PorLlculLure
SLudenLs
arenLs
Learnlng
arLners
Learnlng
arLners
AS1
laculLy
Example: The Look of a Networked Project
!
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Benefits of
Partnerships
%
P<,%?@9/0.<,D: 8lch conLenL area ln Lhe sub[ecLs
perLalnlng Lo your pro[ecL or Lhe presenLaLlon of
learnlng abouL your pro[ecL.

Team Tasks
P<,%?@9/0.<,D: 1he dellvery of Lhe lnformaLlon as a
[ourney of learnlng uslng lnqulry, crlLlcal Lhlnklng,
problem solvlng, engaglng pro[ecLs, and hollsLlc
approaches.

Expectations

P<,%?@9/0.<,DV

- Ask for help
- 1alk ouL ldeas even lf you cannoL compleLely
arLlculaLe Lhem
- 1ell parLners your needs for speclflc pro[ecLs
- Allow oLhers Lo help you bralnsLorm

Benefits of Partnerships

P<,%+<>>94-.K%L0,.46,D: Access Lo communlLy and a role ln
shaplng Lhe fuLure.
!
Team Tasks

P<,%+<>>94-.K%L0,.46,D: rovlde Leachers wlLh experLlse of
rlch conLenL regardlng personal experLlse and when posslble
enhanced learnlng experlences for Lhe sLudenLs.

Expectations

P<,%+<>>94-.K%L0,.46,D
- 8espond Lo calls or emalls from Leacher parLners
- LlsLen Lo ldeas and provlde advlse and experLlse
- 1hlnk abouL creaLlve ways Lo provlde needs for speclflc
pro[ecLs. 1hlnk of your connecLlons wlLhln Lhe communlLy

!
Partner Educators
Community Partnerships outside School
!
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ro[ecLs can have many parLners. 1hls maLrlx example shows how Lo Lrack parLners and how Lhey Lle Lo Lhe pro[ecL. ro[ecL parLnershlps are
organlc ln naLure and ofLen have parLners come and go over Lhe course of Llme, so lL ls lmperaLlve Lo regularly Lrack, whlch parLners are ls ln Lhe
currenL neLwork. 1hese maLrlces also provlde good documenLaLlon of a pro[ecLs growLh over Llme. 1he flrsL Ller of parLners are someLlmes
called 'Lhe uream 1eam.' 1hey are sLraLeglc Lo Lhe pro[ecL's success and ln on Lhe plannlng and lmplemenLaLlon. 1he uream 1eam ls ofLen
lnsLrumenLal ln brlnglng oLher parLners Lo Lhe pro[ecL.

Tracking Project Partners
!
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arLners are essenLlal Lo pro[ecL-based learnlng. lncludlng parLners from Lhe lncepLlon of a pro[ecL ls lmporLanL Lo deslgnlng, plannlng and lmplemenLaLlon.
8elow ls a slmple llsL Lo help you Lhlnk abouL Lhe ways communlLy, lndusLry and buslness parLners can help you develop a robusL pro[ecL. 1o sLarL Lhlnk of
some posslble parLners who can help everyone bulld beLLer and more robusL pro[ecLs. lnvlLe Lhe parLners Lo a meeLlng LhaL Lakes no more Lhen a few hours
of Lhelr Llme. ulvlde Lhe educaLors lnLo groups (e.g. by school, by sub[ecL, by grade). ulvlde Lhe parLners lnLo groups by llke experLlse (e.g. Lhe prlnLer and Lhe
1v producer, Lhe wlldllfe speclallsL and boLanlsL, Lhe muslclan and arLlsL, hlsLorlan and clLy planner). 8oLaLe experL Leam Lhrough educaLor groups ln LwenLy
(20) mlnuLe cycles glvlng Lhem Llme Lo dlscuss Lhe lndlvldual pro[ecLs plvoLlng around Lhe selecLed pro[ecL and how Lhey can parLner. Some conslder Lhls
exerclse Lhe '8eflned 8ralnsLorm.' 1he process lnLroduces parLners and allows Lhem Lo work LogeLher ln a producLlve aLmosphere wlLh a Llme llmlLaLlon LhaL
respecLs Lhe ablllLles of all parLners.
!oL down a llsL of poLenLlal parLners LhaL you can approach for:
- ConLenL
- ulscreeL 8esearch ro[ecLs your sLudenLs can asslsL on
- lndusLry lnnovaLlve resources
Potential Partner Content/Research or Resource Assistance








!
Project Partners
!
ZR' !"#$%&$&%'()*&#+$#,$-.$&*)/'0)12."340)15",678*#"+'9"*)&$&%'
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Notes
!
!"#$%&$&%'()*&#+$#,$-.$&*)/'0)12."340)15",678*#"+'9"*)&$&%'' Z:'
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Notes
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We now move Lo connecLlng conLenL areas wlLhln a glven pro[ecL. 1he deslgn prlnclples gulde Lhe paLh of a pro[ecL and Lhe way you connecL conLenL areas
deflnes Lhe pace and unlque look of a pro[ecL. uslng sclenLlflc meLhodology or a sysLems approach, you can connecL one or many conLenL areas ln a pro[ecL.
lnLerdlsclpllnary ln Lhe classroom ofLen refers Lo llnklng sub[ecLs llke MaLh & Sclence or Language ArLs and & Soclal SLudles. MulLldlsclpllnary commonly ls Lhe
addlLlon of a Lhlrd sub[ecL such as MaLh, Sclence and PlsLory. Powever, when you Lake on a 1ransdlsclpllnary approach Lo learnlng, you llnk all of Lhe slx ma[or
Inter-, Multi- and Trans-Disciplinary learning
!
ueslgnlng 1ransdlsclpllnary roblem/ro[ecL-8ased Learnlng 23
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1hlnk of Lhe connecLors among sub[ecL areas. lor example, deslgn has loLs of maLh, and envlronmenLal sclence ls Lled Lo publlc pollcy. lace your pro[ecL ln
Lhe mlddle wlLh some acLlvlLy ldeas under Lhe ma[or conLenL areas and Lhen look for Lhe connecLors.
Connecting Content Areas
!
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Subject Standard Grade Benchmark Program/Product/Activity
SClLnCL LA81P [A] 11-12 Lxplaln how Lechnology can be used Lo gaLher evldence and
lncrease our undersLandlng of Lhe unlverse
ulglLal newspaper on hyslcs of llghL
SClLnCL LA81P [u] 11-12 Summarlze Lhe hlsLorlcal developmenL of sclenLlflc Lheorles
and descrlbe emerglng lssues ln Lhe sLudy of LarLh and space
sclences
ulglLal newspaper on PlsLorlcal uevelopmenL of llghL
SCClAL SClLnCL PlS1C8? [8] 9-10 Lxplaln Lhe soclal, pollLlcal and economlc effecLs of
lndusLrlallzaLlon
Age of LnllghLenmenL ro[ecL
SCClAL SClLnCL PlS1C8? [u] 9-10 ConnecL developmenLs relaLed Lo World War l wlLh Lhe onseL
of lndusLrlallzaLlon
Age of LnllghLenmenL ro[ecL
MA1P nuM8L8S [l] 8-10 LsLlmaLe, compuLe and solve problems lnvolvlng sclenLlflc
noLaLlon, square rooLs and numbers wlLh lnLeger exponenLs
LxhlblL on laser llghL and calculaLlons of precls dlsLances
MA1P MLASu8LMLn1S [8] 8-10 use formulas Lo flnd surface area and volume for speclfled
Lhree-dlmenslonal ob[ecLs accuraLe Lo a speclfled level of
preclslon

A81 PlS1C8? [C] 9-12 Lxplaln ways ln whlch selecLed conLemporary works of arL
relaLe Lo Lhe Lhemes, lssues and evenLs of Lhelr conLenLs
LlghL boxes
A81 Lx8. [A] 9-12 uemonsLraLe masLer of maLerlals, concepLs and personal
concenLraLlons when creaLlng orlglnal arLworks
LlghL boxes
LnClnLL8lnC 1.6 9-12 uemonsLraLe Lhe ablllLy Lo lead or work on a Leam Lhrough
Leam parLlclpaLlon
LLu llghL show ln llghL boxes
LnClnLL8lnC 3.1 9-12 WrlLe and uLlllze coherenL, persuaslve and focused Lechnlcal
communlcaLlons LhaL supporL a deflned perspecLlve for
englneerlng sclence
ueflnlng Lhe use of llghL and englneerlng Lo supporL Lhe
consLrucLlon and esLheLlc componenLs of Lhe llghL box
LnCLlSP vCCA8uLA8? [l] 8-10 use MulLlple resources Lo enhance comprehenslon of
vocabulary
1here are Lwo klnds of llghL, Lhe glow LhaL lllumlnaLes and Lhe
glare LhaL obscures - !ames 1hurber
LnCLlSP CnC [A] 8-10 Apply readlng comprehenslon sLraLegles Lo undersLand
grade-approprlaLe LexL
Age of LnllghLenmenL
LnCLlSP lnlC. [u] 8-10 Lxplaln and analyze how an auLhor appeals Lo an audlence
and develops an argumenL or vlewpolnL ln LexL
1he Age of LnllghLenmenL componenL of Lhe LlghL 8ox
* 1he Chlo LducaLlonal SLandards are used for Lhls Lable of benchmarks perLalnlng Lo Lhe rogram /&0-).
Allgnlng all programs and pro[ecLs agalnsL sLaLe, naLlonal or lnLernaLlonal sLandards ls lmporLanL ln assurlng LhaL each and every pro[ecL and program lmparLs
approprlaLe lnformaLlon. Powever, benchmarklng should noL llmlL whaL a program or pro[ecL Leaches only gulde.
Example: Benchmark Alignment for Project Light
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!"#$%&$&%'()*&#+$#,$-.$&*)/'0)12."340)15",678*#"+'9"*)&$&%' Z`'
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Subject Grade Benchmark Product/Activity



















Aligning Benchmarks with Projects
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uay/Week 1: SLarL uaLe uay/Week 2: uay/Week 3: uay/Week 4: uay/Week 3:
ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL:










uay/Week 6: uay/Week 7: uay/Week 8: uay/Week 9: uay/Week 10:
ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL:










Backmapping Program/Project Schedules
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ueslgnlng 1ransdlsclpllnary roblem/ro[ecL-8ased Learnlng 27
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uay/Week 11: uay/Week 12: uay/Week 13: uay/Week 14: uay/Week 13:
ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL:










uay/Week 16: uay/Week 17: uay/Week 18: uay/Week 19: uay/Week 20: Lnd uaLe
ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL: ro[ecL/1ask/Sub[ecL:










Backmapping Program/Project Schedules
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1ask, ConcepL or Sklll
(roducL/Coal)
H0D.6,K%
4 polnLs/93-100
AEE,<0/3-4:%H0D.6,K%
3 polnLs/83-92
H66.D%AB6,0:6%O.04@0,@%
2 polnLs/72-82
74/<>E16.6%
1 polnL/ 8elow 71
Score
lnLroducLlon & 8easonlng
When approprlaLe, Lhe quesLlon and predlcLlon are
based on research from accredlLed sources ln addlLlon
Lo prevlous experlmenLs. 1he reasonlng for Lhe pro[ecL
ls lnslghLful and based on prlor experlences.
1here ls an explanaLlon of how quesLlons
relaLe Lo prevlous experlmenLs. Clearly sLaLe
Lhe purpose based on predlcLed resulLs.
Clearly sLaLe Lhe purpose of Lhe experlmenL.
Clearly sLaLe Lhe predlcLed resulLs. 8eason ls
glven for predlcLlon based on experlence.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

MeLhods and MaLerlals
rocedure ls Lhe mosL preclse and conclse seL of
lnsLrucLlons posslble. lL ls clear enough Lo have
someone re-do Lhe experlmenL wlLh llLLle error. 1here ls
explanaLlon why each sLep musL be performed ln Lhe
way you descrlbed. Lxamples of procedures are
developed wlLh approprlaLe clLaLlon when necessary.
rocedure ls preclse. lncludes all Lhe sLeps
necessary and a few unnecessary sLeps.
lnclude a brlef explanaLlon of Lhe purpose of
each sLep.
rocedure ls wrlLLen clearly enough LhaL
someone could re-do your experlmenL by
followlng Lhe sLeps prescrlbed.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

uaLa (lnLroducLlon,
meLhods and maLerlals,
concluslon)
lnclude Lhe followlng: daLa collecLlon, daLa analysls, and
daLa reporLlng. ?ou lnclude daLa LhaL was noL expllclLly
requlred buL LhaL ls relevanL and reflecLs orlglnal
Lhlnklng. 1hls can be ln Lhe form of collecLlon or by
arLlcle revlew. ?ou show a undersLandlng of Lhe
experlmenL.
uaLa ls well organlzed ln a Lable, graph, charL,
or model. lnclude Lhe approprlaLe LlLles, unlLs,
Lrlals, and averages. lnclude relevanL graphs.
lL ls clear whaL resulLs are. resenL daLa ln a
Lable, graph, charL, model wlLh Lhe approprlaLe
unlLs.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

CalculaLlons (resulLs)
lnclude relevanL calculaLlons LhaL are noL requlred, buL
lmprove your analysls and demonsLraLe orlglnal Lhlnklng
and depLh of undersLandlng. ?our calculaLlons defend
your resulLs.
Show all sLeps of calculaLlons. keep
approprlaLe unlLs. CalculaLe percenL error
when approprlaLe. All when necessary.
Show mosL of your sLeps of your calculaLlon.
keep approprlaLe unlLs when necessary.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

Analysls (resulLs,
summary, concluslon)
Analysls ls Lhorough and lnslghLful. uemonsLraLlon of a
keen undersLandlng of how Lhe daLa connecLs Lo your
hypoLhesls. Lrror analysls ls meLlculous. rovlde
synLhesls of how all resulLs are lnLerrelaLed. ulscuss all
relevanL Lrends ln resulLs.
ConnecL your resulLs Lo hypoLhesls Lhoroughly.
ulscuss sources of error ln Lhe experlmenL and
provlde deLalled explanaLlon of how Lhese
errors affecLed daLa. Lxplaln how daLa,
calculaLlons, and observaLlons lnLerrelaLe and
dlscuss Lrends.
Lxplaln meanlng of your resulLs. Lxplaln and
show how hypoLhesls and reasonlng was correcL
or lncorrecL. ulscuss sources of error. reasonlng
was correcL or lncorrecL. ulscuss sources of
error.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

Concluslon
Concluslons are lnslghLful and accounL for Lhe
complexlLy of boLh Lhls parLlcular experlmenL and Lhe
sclenLlflc meLhod as a whole. A Lhorough and lnslghLful
explanaLlon of Lhe Lrends ls glven. "luLure research
quesLlons" demonsLraLe a complex undersLandlng of
Lhe experlmenL and lLs connecLlon Lo broader Loplcs
and lssues.
rovlde a deLall regardlng your reasonlng for
Lhe pro[ecL. Lxplaln Lrends ln your resulLs.
AddlLlonal quesLlons LhaL arose are answered.
ulsplay undersLandlng of how your experlmenL
connecLs wlLh oLher Loplcs and lssues.
Clearly answer Lhe reason for Lhe experlmenL. lf
requlred, answer all exLra quesLlons posed by
Lhe Leacher. ulscuss any quesLlons one mlghL
sLlll have or LhaL has developed durlng Lhls
experlmenL.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

vlsual
elemenLs/formaLLlng
All formaLLlng ls ln proper form dlscussed and declde on
by Lhe class. All graphs, plcLures, charLs, and Lables are
perLlnenL Lo Lhe research and regardlng lndlvldual work,
unless Lhey flnd references Lo help explaln Lhelr
reasonlng or hypoLhesls.
Lach vlsual elemenL and formaL meeLs Lhe
sLandard buL lack depLh ln undersLandlng of
Lhe Loplcs. Lach elemenL glves Lhe reader
lnformaLlon wlLhouL explanaLlon.
undersLand Lhe vlsual elemenL and formaL buL
Lhere ls mlsLakes or dlssecLlons ln reasonlng.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

8eference secLlon
8eference secLlon only uses Lhe sources clLed ln Lhe
arLlcle. lL ls all ln correcL formaL. Cholce of prlmary
sources ls paramounL regardlng Loplcs.
Sources are ln proper formaL. noL all sources
refer Lo Lhe arLlcle buL all have purpose for use
ln arLlcle.
Pave sources ln proper formaL. noL all sources
refer Lo arLlcle and have purpose ln arLlcle.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

MeeLlngs wlLh advlsor
A compleLe accounL of all weekly updaLes has been
kepL. 1hls lncludes dlscusslons wlLh advlsor and why
Lhey were perLlnenL Lo your research. lnclude Lhe
Leacher ln all correspondence wlLh your
menLor/advlsor. number of meeLlngs ls aL leasL 3 wlLh
LhaL lncreaslng or decreaslng as seen necessary by
Leacher.
keep a weekly reflecLlon Lo be posLed onllne.
1hls reflecLlon sLaLes facLs and does noL have
any reflecLlon on lL. MeeL wlLh advlsor on
occaslon and do noL have agenda ln place for
compleLlon of Lhe pro[ecL.
Weekly updaLes are lncompleLe and allow for
Leacher Lo guess amounL of Llme spenL on
pro[ecL. MeeLlngs wlLh menLor/advlsor lack
lnformaLlon shared wlLh Leacher.
Any area ls lncompleLe. 1hls ls slgnlfled by an underllne.

1eacher/SLudenL flexlblllLy
sLaLemenL
SLudenL can propose any addlLlonal parLlcular deLalls
abouL Lhelr lndlvldual pro[ecL Lo Lhe Leacher. 1he
Leacher has Lhe flnal say and wlll amend Lhe rubrlc as
needed.
SLudenL can propose any addlLlonal parLlcular
deLalls abouL Lhelr lndlvldual pro[ecL Lo Lhe
Leacher. 1he Leacher has Lhe flnal say and wlll
amend Lhe rubrlc as needed.
SLudenL can propose any addlLlonal parLlcular
deLalls abouL Lhelr lndlvldual pro[ecL Lo Lhe
Leacher. 1he Leacher has Lhe flnal say and wlll
amend Lhe rubrlc as needed.
SLudenL can propose any addlLlonal parLlcular deLalls
abouL Lhelr lndlvldual pro[ecL Lo Lhe Leacher. 1he Leacher
has Lhe flnal say and wlll amend Lhe rubrlc as needed.

!
1oLal Score
Example: Evaluation Rubric
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1ask, ConcepL or Sklll
(roducL/Coal)
H0D.6,KWR,0@6%
4.6-3 polnLs/93-100
AEE,<0/3-4:%H0D.6,K%
4.0-4.3 pLs/80-92
H66.D%AB6,0:6%O.04@0,@D%
3.3-3.9 pLs/70-79
74/<>E16.6%
0-3.4 pLs/8elow 70
Score
% % % %
% % % %
% % % %
% % % %
% % % %
% % % %
% % % %
% % % %
% % % %
% % % %
% % % %
!
1oLal Score
Defining an Evaluation Rubric
!
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Notes
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Notes
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AFullImmersionEducationalProgramDevelopedbythePASTFoundation&SWACO

Garbol ogy
Rethi nki ng, Reduci ng & Recycl i ng Waste

TheChal l enge: Tochangethewayfuturegenerationsthinkofwasteand


managewaste. Why?
FranklinCountyresidentsdeposit3500tonsofwasteinthelandfilldaily,
Atcurrentwasterates,theGroveportLandfillwillbefullinlessthanadecade,
50%ofwasteinalllandfillsispaper

TheSol ut i on: Createafullimmersionsetofeducationalmodulesthat


exploresallaspectsofwastemanagementengagingstudentsincurrentissues
andfuturesolutions.How?
Provideteacherswithengagingmodules
Engagestudentsthroughhands-onlearning,
Explorenewandinnovativesolutionstomanagingwaste

TheProgram: GarbologyisbuiltupontheoriginalprogramstartedbyDr.
WilliamRathjeatUniversityofArizona.Ittakesstudentsthroughtheprocessof
rethinking,recyclingandreducingwaste.
Approachestheproblemsthroughfullimmersion
Providesteacherswithworkshopstolearnaboutprogramadoption
Changesthedeliverymethodsofscience

Program Scope:
Schedul e: Fall2006throughSpring2008
Phase1-2 Pilot&Workshops Fall2006thruSpring2007
Phase3 CurriculumDevelopment Fall2007
Phase4 Dissemination Spring2008

Audi ence: TheinitialprogramtouchesallofFranklinCountythroughtheMETRO


School.Ultimatelytheprogramwillexpandstateandnationwide.

Program Successes:
2006PILOT:OnehundredMETROstudentsparticipatedintheGarbologyPilot.
Thesestudentswentontocreatearecyclingprogramwithintheirschoolandtospeak
aboutchangingourwastehabitsinpublic.

2007TEACHERWORKSHOP:TeachersfromacrossFranklinCountyparticipated
inaday-longworkshopontheGarbologyprogramlearninghowtouseitintheirschool
andhelpingtodeveloptheconceptsfurther.

AWARDS:TheMetropilotprogramreceivedtwo,nationallyrecognizedawardsfor
excellenceineducationalprogrammingfromthePhiladelphiaRecyclingAssociation
andtheCentralOhioWasteAuthority.

CURRICULUM DEVELOPMENT:PASTtookthepilotandconceptsanddeveloped
themintoeasilyusedlessonplansandactivitiesalignedwiththeOhioEducational
StandardsinScienceandMath.

2008DISSEMINATION:WithcontinuedsupportfromSWACO,Garbologywillbe
beta-testedinfiveschoolswithinFranklinCounty..InphaseIIthefinaltouchesand
tailoringforcurriculumdevelopmentareunderway.StudentsfromtheMetropilotare
alsopartofthisprojectphase,goingouttotheschoolsasmentors.

Thishands-onprogramengagesstudentsinenvironmentalstudies,languagearts,
chemistry,biology,engineering,andmathinwaysthathaveaprofoundimpactontheir
learningandunderstandingofscience,theenvironment,engineeringandglobalissues
ofourtime
Civics and Leadership GET REAL
How do we prepare Ohio High School Students for the choices and decisions of
Adulthood?

What can we do to prepare students for real life choices?
! We can engage students with real life situations that require hands-
on learning to solve
! We can get the community involved in the learning processes and
hands-on activities
! We connect classroom lessons with real life

How can a systems and engineering approach make this
happen?
! Show how lessons learned in school can be applied to real life
situations Get a Life
! Show how a college education works and how it can alter the
outcome of real life choices Go to College
! Show how students can take charge of their lives now Game On
! Show how important it is for community involvement to ensure
future generations have the same opportunities Give Back

Program Scope:
This program leads students through a four-part series that addresses real
life situations and decision-making with real information in innovative and
engaging ways.

Get Real Get a Life: Winter 2007
Leads students through real life situations concerning jobs, family, housing,
taxes and other living expenses.

Get Real Go to College: Spring Term 2007
Takes the first program to the next level exploring a college education
and/or technical training through the actual processes of applying to
college and financing an education.

Get Real Game On: Winter Term 2008
Lets students apply what they have learned in the first two programs to
their own life choices and helps them set certain mechanisms in place --
right now to ensure the success of their dreams.

Get Real Give Back: Spring Term 2008
Lets students take ownership in the culture they hope to pass on to the
next generation by helping the community gain access to the cultural
touchstones of Ohio.

A PAST Foundation and METRO High School Educational Program
A one-page summary of a program or
pro[ecL can address many faceLs of a
program and lLs pro[ecLs helplng Lo
promoLe across a number of audlences.
1he summary succlncLly sLaLes Lhe
problem and proposes soluLlons. 1he
one-page summary should change as Lhe
program or pro[ecL progresses, laylng ouL
needs and schedules ln Lhe beglnnlng
and Lhen laLer llsLlng successes.
SusLalnablllLy of programs and
parLnershlps ls based on belng able Lo
communlcaLe and arLlculaLe.
A summary leLs people know:
WhaL ls Lhe problem or challenge?
WhaL are some soluLlons?
WhaL ls Lhe program or pro[ecL's scope?
WhaL Lhe schedule looks llke?
WhaL are Lhe successes of Lhe pro[ecL?
Example: One-Page Summary of Program/Project
!
ueslgnlng 1ransdlsclpllnary roblem/ro[ecL-8ased Learnlng ""
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CreaLe a one-page summary LhaL
descrlbes your program or pro[ecL
aL Lhe currenL sLage. ?ou may
[usL be beglnnlng and Lhus do noL
have any successes yeL buL Lhey
wlll come as Lhe program or
pro[ecL progresses.
lnlLlally Lhe summary promoLes
parLnershlps and supporL as
well as 1234&5 from Lhe sLudenLs,
parenLs and communlLy.
As Lhe program or pro[ecL
progresses Lhe summary helps
susLaln momenLum and can be
used by parLners Lo aLLracL
more parLners, as well as
sLlmulaLe dlscusslon around off-
shooL pro[ecLs.
llnally, Lhe summary reflecLs
Lhe accompllshmenLs and
success of a program or pro[ecL
bulldlng up Lhe overall success
of Lhe organlzaLlon.
The Challenge
Solutions
The Scope/Schedule
Partnerships
Program/Project Successes
Promoting Programs & Projects
!
34 ueslgnlng 1ransdlsclpllnary roblem/ro[ecL-8ased Learnlng
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Understanding the Life of a
Project
Marcy Raymond
ro[ecLs are organlc ln naLure. 1he underlylng sLrucLure
remalns Lrue Lo Lhe deslgn prlnclples and approach buL Lhe
look of each and every pro[ecL ls unlque. 8y sLraLeglcally
bulldlng pro[ecLs you lay a solld foundaLlon and help lnsure Lhe
success of Lhe pro[ecL. When pro[ecLs Lackle real world
problems and lssues LhaL are lmporLanL Lo Lhe healLh and well-
belng of our culLure -- educaLlon Lakes on a seamless quallLy.

roblem-based learnlng meshes educaLlon wlLh every aspecL of
our llves and Leaches how Lo Lackle problems, worklng
LogeLher Loward successful soluLlons. 1ransdlsclpllnary
learnlng helps overcome Lhe fear of engaglng ln sub[ecLs we
noL feel comforLable wlLh ln Lhe absLracL buL can undersLand
and use ln applled slLuaLlons.

uLlllzlng problem-based learnlng wlLhln a pro[ecL seLLlng from a
Lransdlsclpllnary approach provldes engaglng lnqulry, supporLs
sclenLlflc meLhodology, sysLems analysls, and Lhe
lmplemenLaLlon of new Lechnologles. 1hls framework has
auLhenLlc ouLcomes LhaL wlll sLay wlLh Lhe learnlng Leam
empowerlng sLudenLs wlLh 21sL CenLury skllls.
The Life of a Project
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ueslgnlng 1ransdlsclpllnary roblem/ro[ecL-8ased Learnlng "#
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Sharlng Lhe resulLs and successful acLlvlLles of a program or pro[ecL ls Lhe flrsL sLep Loward scallng a pro[ecL and susLalnlng a pro[ecL. WlLh Loday's prlnL on
demand publlshlng, geLLlng pro[ecL producLs ouL Lo a wlder audlence ls posslble wlLhouL excesslve expendlLures.
Examples of Project Products
!
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We conLend LhaL Lhere ls always room for lmprovemenL and so we conLlnually [oL down ldeas LhaL would lmprove fuLure rendlLlons of Lhe pro[ecL we are
worklng on. AL Lhe end of a pro[ecL we geL LogeLher and puL all our noLes ouL on Lhe Lable for dlscusslon. Culdlng us ls LhaL we wanL Lo lmprove Lhe pro[ecL,
make lL beLLer ln Lhe fuLure. osL ro[ecL bralnsLorms should be [usL as energlzlng as Lhe lnlLlal bralnsLorms. 1he followlng quesLlons are guldes for geLLlng Lhe
creaLlve [ulces flowlng.
Questions
Observations
1. WhaL worked really well ln Lhe
pro[ecL?

2. ls Lhere someLhlng you would
add Lo Lhe pro[ecL?

3. ls Lhere someLhlng you would
drop from Lhe pro[ecL nexL Llme?

4. ls Lhere a resource LhaL would
make Lhe pro[ecL beLLer?

3. WhaL worked well wlLh your
parLnershlps?

6. WhaL oLher parLnershlps
would help bulld your pro[ecL?

7. WhaL worked well wlLh your
presenLaLlon of learnlng?


8. ls Lhere someLhlng you would
add Lo your presenLaLlon of
learnlng?


9. ls Lhere anoLher pro[ecL LhaL
you wanL Lo spln-off from Lhls
pro[ecL?








Post Program/Project Brainstorms
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1here are numerous ways Lo scale a program or pro[ecL. Scallng can Lake Lhe form of professlonal developmenL for Leachers, movlng programs ouL from one
school Lo many or developlng a pro[ecL lnLo a robusL program. 1he ulLlmaLe goal of scallng ls Lwo fold, one Lo Louch more sLudenLs and Leachers and Lwo Lo
evolve lnnovaLlve programs lnLo embedded programmlng as a vehlcle for engaged learnlng.
-Lmbedded ln Course ueslgn
-Shared beLween Schools
-Slngle School lloL
-Lmbedded CrlenLauon 8rldge rogram
LhaL klcks o Lhe school Lerm
-Summer 8rldge rogram CvernlghL
-Summer 8rldge rogram uay
Single
School
PD!
District
wide PD!
Cross
District
PD!
Scaling Programs and Projects
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Sustained Impact!
Large Impact!
Small
Footprint!
neLworks LhaL parLner educaLlon, buslness and
communlLy are crlLlcal Lo susLalned lmpacL of
educaLlonal reform. 1hrough scallng, programs
evolve from Lhe 'one-off' caLegory Lo susLalned
lmpacL becomlng embedded ln Lhe dellvery of
lnnovaLlve educaLlon, whlch llnks llfe Lo learnlng.
When neLworks are noL llmlLed, nor prescrlpLlve
Lhe enLlre, local communlLy can parLlclpaLe,
provldlng supporL ln lndlvldual way and levels. lf
we Lackle educaLlonal reform LogeLher we wlll
succeed.

Education
K12 &
Higher Ed

Business


Community
Sustaining Networks, Programs & Projects
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Notes
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References Cited
6,7&+#)&85')8'9558:#)&85';#"%<'2007. !an Morrlson, 1lLS, 8alLlmore, Maryland
;-*'!"#$%"&$%'(#)*+,-*., 2009. 8eynoldsburg ClLy School ulsLrlcL, 3
rd
Crade CohorL, 8eynoldsburg, Chlo
=2")2+#"'/#5.,$#7*'8>'#'?&$-&0#5'@-8,)';8A5, 2008. Anne Corscadden knox, AS1 loundaLlon 8rldge rogram, Alpena, Mlchlgan
@#+18"803, 2006. AS1 loundaLlon, Columbus, Chlo
@*)'B*#", 2007. AS1/MeLro ueslgn CenLer, Columbus, Chlo
@+8A&50'6C*+&$#, 2008. neal 8luel, MeLro Plgh School, Columbus, Chlo
/&5.*5'?$D&5"*3'E;F?'6$#.*C3'G#5)-*+'H#1&),, 2010. Llnden Mcklnley S1LM Academy, Columbus, Chlo
?*)+8'H#1&),'8>'#'@+#.2#)*<'2006. MeLro Plgh School, Columbus, Chlo
E$&*5$*'G+8I*$)'F:#"2#)&85'B21+&$, 2009. MeLro Plgh School, Columbus, Chlo
E8"#+'=#7)2+*'G+80+#C, 2009. MC
2
S1LM Plgh School, Cleveland, Chlo
E2,)#&5#1&"&)3'=#7,)85*, 2008. MC
2
S1LM Plgh School, Cleveland, Chlo
J5.*+,)#5.&50')-*'/&>*'8>'#'G+8I*$), 2006. Marcy 8aymond, MeLro Plgh School, Columbus, Chlo
References

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