P R O J E C T D E S I G N : O V E R V I E W page 1

Name of Project: Peter Pan Duration: 3 weeks

Subject/Course: Science Teacher(s): Morgan McEntire Grade Level: 3rd
Other subject areas to be included, if any: Social Studies, EL
P R O J E C T D E S I G N : O V E R V I E W page 2
Entry Event Students will have just finished reading Peter Pan as a class. At the end of the book, students, individually, will take the
Key Knowledge and Science
(project launch; outlines the time to create an anchor chart comparing Neverland to the United States. They can create this anchor chart however they
Understanding
issues, roles, tasks, -- 3.E.2.2 Compare the earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands)
(North want, but they must include the 5 themes of geography in their comparison chart. After creating this chart, students will
expectations; helps students by using models, pictures, diagrams, and maps.
Carolina Essential
Standards
understandfortheScience; take the
scope of the 4.L.1 time to reflect
Understand on this
the effects ofchart and think about
environmental changes,the adaptations
pros and cons andofbehaviors
Neverland and
that the United
enable States.
animals The teacher
(including
may include
project, other content
the products that humans)
will thentointroduce
survive in thechanging habitats.
idea of global warming to the class, and how we can make our school community more like
areas)
will be required & the 4. L.1.3 Explain
--Neverland in order how humans can
to decrease adapt their
the effects behavior
of global to liveStudents
warming. in changingwillhabitats (e.g.,
be put into recycling
groups of 3 wastes, establishing
where they will be
assessments that will take rain gardens, planting trees and shrubs to prevent flooding and erosion).
given the time to research more about global warming. They will be given time to go to the library every day for a week
place throughout).
in order to find books that will help them for their research. The next week, they will create their proposal in order to
Social Studies
inform
3.G.1 others about
Understand the global
earth’s warming
patterns by andusing
how the
we 5can decrease
themes its effects as
of geography: a schoolplace,
(location, community.
human For this, they can create
environment
a product that
interaction, is either and
movement visual, written, or oral. Groups will be given multiple checkpoints throughout the project in order
regions).
--to3.G.1.2
make sure that they
Compare the are staying
human and on task. characteristics of places.
physical
-- 3.G.1.3 Exemplify how people adapt to, change and protect the environment to meet their needs.
Making Products Public --Students 3.G.1.6 will createvarious
Compare a product that will
regions be made
according to public to others outside of the classroom. The teacher will create a panel
their characteristics.
(include how the products of audience members such as the principal, the school PTA, or SIT (school improvement team). These are the people that
will be made public and can make change happen in their school. Each group will present their final product to the panel. Students will also be
ELA
who students will engage CR encouraged to share their
Anchor Standard RI.10:products
Read and outside of the school
comprehend complexas well in order
literary to inform others
and informational about
texts global warming.
independently and Some
with during/at end of ways they can inform others is by: social media, school website, or school news report.
proficiently, connecting prior knowledge and experiences to text.
project)
st
21Products
Century Cognitive
Individual: Interpersonal
Specific Content and 21st Century Competencies to be assessed:
Competencies Problem Solving- logs
Journal/learning students will be able to research the Reading,
Collaboration- students
Social Studies, will Solving,
Problem work together in groups of 3,
Responsibility
(to be developed and problem of global
Anchor chart warming, and try to find at least 3 ways where each will be given a student role. Each student must
assessed) toExit
decrease this
tickets issue in our community. participate and fulfill their role. Peer Evaluations will be
Peer Evaluations given at the end of the project.
Team:
Intrapersonal Specific content and 21st Century Competencies to be assessed:
Other:
Final Product each student will be responsible for his/her
Responsibility- Science, Social Studies, Collaboration, Problem Solving
Brainstorming
own work in theirideas
group project. They must complete each
Work Plan
task before each deadline.
Project Summary Students (working in groups of 3) will create a product that will inform others about the effects of global warming, and
Resources Needed On-site people, facilities:
(include student role, how we, as a school community, can help decrease these effects. As we are reading Peter Pan, as a class, they will
- Librarian for research - children’s informational texts, science articles from scholastic, online research
issue or challenge, compare Neverland to our community, and see how we can make our environment more like it in order to decrease the
- Teacher for in class resources – paper, journal/learning log
planned action taken, and effects of global warming. They will spend about 3 weeks on this pbl; researching at the library, brainstorming ideas,
purpose/beneficiary) creating a proposal that informs others about global warming, so that they can present it to a public audience
(principal, PTA, SIT) in order to make change happen.
Equipment:
Technology – depends on what they decide will be their final product, and how they want to do their research.
Materials:
Students will need access to computers, books, paper, markers/pencils.
Community Resources:
Research Triangle Park Speakers Bureau (https://www.epa.gov/rtp-speakers-bureau)
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Elements Approaches/Strategies

Key knowledge, Understanding, During this time, students will be learning about the 5 themes of geography and the
and 21st Century Competencies effects of environmental changes. For this, students will be given a journal/learning log
where they will write self-reflections everyday about what they learned. They will write
at least one paragraph a day about what they learned. They will be given different
questions to choose from in order to guide their thoughts such as:
- “What new thing did you learn about global warming?
- “What new interesting resources have you found?”
- “How is Neverland similar/different from our school community?”
PBL Assessment - “What are some ideas you have about decreasing the effects of global warming?”
(Describe How each of - “How effectively is your group working together?”
the 7 Essential Elements For assessing their 21st century competencies, students will be given peer evaluations in
of a PBL will be their groups in order to assess each other on how they worked together as a group.
assessed during the
project. List specific Challenging Problem or QuestionWhen presenting the driving question to the students, we will first have a group
reflection tools, discussion about the meaning behind the question, and what they are trying to solve.
activities, discussions, Once in groups, they will be trying to solve this answer throughout the project.
surveys etc. that will be The teacher will assess students on this driving question by asking them parts to this
used for assessment. overall question throughout the project. Some of these questions are:
- “How is Neverland different/similar to our school?”
-Students would be assessed on the anchor chart they create in order to answer
this question.
- “How does global warming affect our school, and not Neverland? Why is that?”
-Students, in groups, will answer this question throughout their journal/learning
logs
-They will also do an activity where they will draw maps of our school and of
Neverland in order to compare both places. Through this, they will be able to
have a class discussion on the environmental and geographical differences of
these places.
- “What are some ways we can make our school more like Neverland?”
-Students, in groups, will be creating brainstorming maps that will help them
answer this question in order to create their final product.
Using questions like these will help students figure out how to answer the main driving
question.
Sustained Inquiry During morning meeting, students will be given the time to ask questions about global
warming from the teacher. This will be done in different forms such as:
- Chalk Talk – teacher posts a prompt on the board, and then students respond to
that prompt with either more questions or comments to the prompt or to each
other’s comments. This will then create a web of ideas
- Say Something—the teacher gives out an article to all students. Students form
groups of about 2-4 people. Each group reads a passage, and then comes up with
3 things to say about (what they liked, questions they had, and something they
learned). Each group will then tell the whole class what they learned.
- Spider Discussion – encourages idea generation and reflection. Teacher will let
students lead a discussion about a certain topic where they can ask each other
questions or make comments about the topic. The teacher will however begin the
conversation with a prompt, and then remains silent for the rest of the time so that
students can lead the discussion.
Students will be given a participation grade for this part of the rubric.
Authenticity Students are role-playing as scientists who are trying to decrease the effects of global
warming at their school. They are also trying to come up with the best way to inform
others about global warming since many still believe that global warming is “just a
myth”. In order to make this authentic, students will need to
- make a plan on how to decrease the effects of global warming (final product and
journal/learning logs)
- answer the driving question of how to inform others about (final product)
- take on the role of a scientist in order to solve this issue
- not only look at the science behind it, but also look at the geography of the school
and of Neverland in order to compare the two (anchor chart)
Student Voice & Choice Students will have the freedom and choice to make their project their own. They will be
given the opportunity to use any resource they would like in order to gather evidence for
their pbl. Some examples are: books, internet, videos, etc. Students will have the
opportunity to create a unique product that inform others about global warming as a
group. They could create either a visual, or written product in order to inform others
about global warming. Some examples of these things could be: brochure, website,
poster, song, painting, or a collage. In order to present their product, students will need to
create an oral presentation (speech).
There are many other ways they can choose to create their final product, as long as they
make sure to answer the driving question with evidence to back it up.
Reflection Students will be reflecting throughout the entire project by writing in their
journal/learning log everyday about what they learned. They will also have other
opportunities to reflect about the project.
- Exit Tickets- this will be used as a formative assessment where at the end of the
week, students will reflect on the driving question. Throughout the weeks, these
answers should be changing as they are learning more and more about their topic.
- Sketch notes – students will have the opportunity to express how they are feeling
about the project. This will be given halfway through the project in order for the
teacher to see students’ responses, and see if she needs to change anything about
the pbl.
- Gallery Walk- near the end of the project, students will get the chance to set out
their work as their classmates go around the room and reflect on what they liked,
and what questions they have about the projects.
Critique & Review Students will be given checkpoints throughout the project where they will be given the
time to meet with other students in order to discuss their pbl with other students.
- First checkpoint- students will meet with a partner, and brainstorm some ideas
together on how to answer the driving question. They will then write these ideas
down. (The teacher will observe students and take a formative assessment).
- Second checkpoint- 2 groups will meet together where they will have a discussion
about their projects. They will each present their ideas to the other group, and
then brainstorm more about how they can improve. (The teacher will observe
students and take a formative assessments).
- Final checkpoint- Students will engage in a gallery walk where they can place
sticky notes on each other’s projects with comments or questions (as well as their
name). As a group, students will then look at all their sticky notes, and use them
to improve their project. (Students will be given a critique and review rubric
where they will reflect on whether these sticky notes helped in improving their
project).
Public Product Students will be assessed on whether they created a final product that can be shared with
a public audience. For example: if they have created a video, they will need to present
this to the principal, PTA, teacher, and SIT in order to show that they are trying to make
change happen to the school. Therefore, students will be assessed on how they present
their final product, if their final product is a good way to inform others about global
warming, and how they reach others outside of the school.