Lesson Planner

Project-Based Instruction
Multi-Day Planner
PBI UNIT
Name(s)
Courtnie Dicapo and Morgan Story
“Driving question”
How can local crop production be improved by eliminating or enhancing various abiotic and
biotic factors?
NOTE: Students will be allowed to choose their own research topic within our driving question.
Questions will be required to include one main factor (abiotic or biotic) and any additional factors
that are incorporated with their project. Some examples can include:
1. How can we improve irrigation/drainage in fields that get a lot of rain water?
a. Abiotic factors: soil composition, climate
b. Biotic factors: possibly humans, weeds, and insects
2. How can we make fields have ideal nitrogen levels for optimal growth?
a. Abiotic: soil composition, how the crop is planted
b. Biotic: plants, animals, humans, insects, microorganisms
Student Learning Objectives (SWBAT) for entire Unit:
Students will be able to discuss what factors they think influence the yield of local crops.
Students will be able to formulate questions about things they observe in the fields during the
tour.
Students will be able to collaborate to make proposals on experiments to test what factors could
be manipulated to increase yield of crops.
Students will be able to construct experiments to test out their proposed methods to increase
crop yield.
Students will be able to collaborate with group members to organize their project binder.
Students will be able to conduct experiments to test various impacts abiotic and biotic factors
have on local crops.
Students will be able to propose solutions on ways to increase yield of local crops.
Students will be able to outline their progression through different factors that impact growth of
crops.
October 2015
Project-Based Instruction Multi-Day Planner
Students will be able to explain their project ideas in a cohesive and simple explanation.
Students will be able to visualize human impact on crops.
Students will be able to identify and discuss abiotic and biotic factors.
Students will be able to conduct experiments to test various impacts abiotic and biotic factors
have on local crops.
Students will be able to propose solutions on ways to increase yield of local crops.
Students will be able to construct presentation diagrams to represent their research and
experimental data.
Students will be able to evaluate the experimentation questions they designed in a safe
laboratory environment.
Students will be able to analyze and interpret data.
Students will be able to be able to discuss the findings of their project by constructing an
elevator pitch.
Students will be able to present their elevator pitch to peers.
Students will be able to create presentation diagrams to display their projects.
Students will be able to create lab reports, in which they discuss the manipulation of abiotic and
biotic factors to increase yield of local crops.
Students will be able to present the findings of their projects to members of their community.
Students will be able to communicate with professionals by using scientific vocabulary.
Standards (full text not just numbers and letters)
The process of photosynthesis converts light energy to stored chemical energy by converting
Carbon dioxide plus water into sugars plus released oxygen (HS.LSC1C.a)
Ecosystems have carrying capacities, which are limits to the numbers of organisms and
populations they can support. These limits result from such factors as the availability of
living and nonliving resources and from such challenges as predation, competition, and
disease that affect biodiversity, including genetic diversity within a population and species
diversity within an ecosystem. Organisms would have the capacity to produce populations
of great size were it not for the fact that environments and resources are finite. This
fundamental tension affects the abundance (number of individuals) of species in any
given ecosystem. (HS.LS2A.a)
October 2015 2
Human activity directly and indirectly affect biodiversity and ecosystem health (e.g.,
habitat fragmentation, introduction of nonnative or invasive species, overharvesting,
pollution and climate change). (HS.LS2A.b)
The dynamic interactions within an ecosystem can keep its numbers and types of
organisms relatively constant over long periods of time under stable conditions. If a
modest biological or physical disturbance to an ecosystem occurs, it may return to its
more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a
very different ecosystem. Extreme fluctuations in conditions or the size of any population,
however, can challenge the functioning of ecosystems in terms of resources and habitat
availability and may result in new ecosystems. (HS.LS2C.a)
When evaluating solutions it is important to take into account a range of constraints

including cost, safety, reliability and aesthetics and to consider social, cultural and
environmental impacts. (HS.ETS1B.a)
Changes in the physical environment, whether naturally occurring or human induced,

have thus contributed to the expansion of some species, the emergence of new distinct
species as populations diverge under different conditions, and the decline–and
sometimes the extinction–of some species. (HS.LS4C.c)
How will you get to know your students and foster a sense of community?
Introduce them to professionals in the field (farmers, crop consultants, and other specialist). also
with a field trip to the local farm students can interact with the crops and people. We will have
students work in the same groups throughout the entire project and require them
How will you prepare your students for the field experience?
We will show the students the anchor video, which is a “sneak peak” of where they will be going
for the field trip and what they will be talking about. We will then hold discussion to allow for
students to formulate their own question and ideas about what they will see in the field trip.
How will the field trip and the classroom be connected?
The focus of the unit is for students to explore the various abiotic and biotic factors that
influence local crop production. Each of these abiotic and biotic factors are integral to the
ecosystems of the crops. By taking this field trip to a local field, we allow students to get real-life,
hands-on experience with the factors they will be exploring throughout the duration of their unit.
Why is the field trip important?
Immersion is the best way to engage students, so this field trip can bring the students to a
feasible understanding of the driving question and importance of the question they are trying to
answer.
October 2015 3
October 2015 4
Day 1 (Introduction to Project)
Driving question/problem
biotic factors?
Student Learning Objectives (SWBAT)
Students will be able to discuss what factors they think influence the yield of local crops.
populations they can support. These limits result from such factors as the availability of
living and nonliving resources and from such challenges as predation, competition, and
disease that affect biodiversity, including genetic diversity within a population and species
diversity within an ecosystem. Organisms would have the capacity to produce populations
of great size were it not for the fact that environments and resources are finite. This
fundamental tension affects the abundance (number of individuals) of species in any
given ecosystem. (HS.LS2A.a)
Changes in the physical environment, whether naturally occurring or human induced, have thus
contributed to the expansion of some species, the emergence of new distinct species as
populations diverge under different conditions, and the decline–and sometimes the extinction–of
some species. (HS.LS4C.c)
When evaluating solutions it is important to take into account a range of constraints including
cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts.
(HS.ETS1B.a)
Lesson/inquiry/investigation ideas
Teachers will spend today introducing students to the purpose of project-based learning unit.
Teachers will begin class by showing students the Anchor Video. Teachers will hold a class
discussion about the anchor video with the students, in which students will be able to discuss
their ideas about what factors might influence crop yield.
Teachers will introduce the project to the students, informing them that the purpose of this
project is for them to combine the knowledge they already have and use that to learn new
things. Teachers will provide students with a student version of the project calendar, which will
include the progression of the project, all due date and check points, and what to reference
materials for each assignment. Teachers will explain that the conclusion of their four week unit
will include a science exposition fair for each group to present their ideas and findings.
Teachers will introduce students to the concept of project binders. These project binders will be
used to keep up with any and all papers related to the project. Teachers will inform students that
they will be required to have their project binders present at the expo at the conclusion of the
project, and therefore they should keep track of everything.
October 2015 5
Teachers will instruct students to gather into groups that are displayed on the board, which have
been predesignated. Students will be given their binders, dividers, and a copy of the project
calendar for the binder. Students will be allowed to organize their binder however their group
decides is most efficient for the topic they chose (in day 4) to focus on for the unit.
Student artifacts/assessment
N/A
What will you do with these?
N/A
Resources
Anchor Video, Group Designations, Unit Calendar (student version), Material for project binders
(binders and dividers)
October 2015 6
Day 2: Field Trip Day
biotic factors?
Students will be able to formulate questions about things they observe in the fields during the
tour.
populations they can support. These limits result from such factors as the availability of living
and nonliving resources and from such challenges as predation, competition, and disease that
affect biodiversity, including genetic diversity within a population and species diversity within an
ecosystem. Organisms would have the capacity to produce populations of great size were it not
for the fact that environments and resources are finite. This fundamental tension affects the
abundance (number of individuals) of species in any given ecosystem. (HS.LS2A.a)
Human activity directly and indirectly affect biodiversity and ecosystem health (e.g., habitat
fragmentation, introduction of nonnative or invasive species, overharvesting, pollution and
climate change). (HS.LS2A.b)
Field location(s)
Port Allen, Louisiana
The field trip will take place in a local field that has sugar cane and soy beans. For this field trip
we will be given a tour through the field by local crop consultant Jacques Barrick. Jacques will
give the students some background information about his job and how that ties into our project.
Jacques will discuss with our class the various biotic and abiotic factors that influence crop
production. Jacques will also discuss with the students the way that each of those factors is
monitored by crop consultants and farmers. Students will be encouraged to ask questions.
Teachers will also ask questions to the students as the opportunity arises.
Following the tour, we will have an opportunity for students to do a photo scavenger hunt. For
the scavenger hunt, we will give students several questions that they must find and take
pictures of or with. Students who score the most points in the scavenger hunt get a prize at the
beginning of Day 3.
October 2015 7
Complied document of students photo scavenger hunt submitted to the Google Classroom. One
point will be awarded for each correct photo to match the scavenger hunt (for students who do
not have cell phones will be provided with paper handout of the scavenger hunt and a
disposable camera).
Resources
Worksheet for photo involved scavenger hunt.
October 2015 8
Day 3
**Please refer to Benchmark Lesson**
October 2015 9
Day 4
biotic factors?
Each group will have their own driving question for their project, which they have determined.
populations they can support. These limits result from such factors as the availability of living
and nonliving resources and from such challenges as predation, competition, and disease that
affect biodiversity, including genetic diversity within a population and species diversity within an
ecosystem. Organisms would have the capacity to produce populations of great size were it not
for the fact that environments and resources are finite. This fundamental tension affects the
abundance (number of individuals) of species in any given ecosystem. (HS.LS2A.a)
The dynamic interactions within an ecosystem can keep its numbers and types of organisms
relatively constant over long periods of time under stable conditions. If a modest biological or
physical disturbance to an ecosystem occurs, it may return to its more or less original status
(i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme
fluctuations in conditions or the size of any population, however, can challenge the functioning
of ecosystems in terms of resources and habitat availability and may result in new ecosystems.
(HS.LS2C.a)
(HS.ETS1B.a)
Teachers will give students instructions on how to create a proposal for their experiment.
Teachers will hand out the proposal assignment and rubric to the students, along with a handout
of the concept map the class created in the previous lesson. Teachers will discuss the
importance of this proposal and discuss detailed expectations (can be found in the assignment
October 2015 10
and rubric). Teachers will ask students input about the proposal expectations. Teachers will
provide students with examples of projects that could be done over the course of two weeks.
Teachers will have students form into their groups and begin to work on their proposal. Students
will do research in their groups and begin writing their project proposals. Jacques Barrick will be
present on this day for students to use as a resource, in addition to the teacher, to discuss ideas
with. Students will be required to create a group google doc to use when constructing their
proposals. Teachers will inform student that they will have today and the next day to complete
their proposals.
Student artifacts/assessment (final project rubric)
N/A
Resources
Proposal assignment and rubric, handout of concept map made on Day 3
October 2015 11
Day 5
biotic factors?
(HS.ETS1B.a)
Students will continue constructing thier proposals for their experiments. Teachers will inform
students that the proposal will be due to their google classroom by 11:55 pm on Saturday night.
Teachers will inform students that they must designate one group member as the person to turn
in all assignments online, and that they must tell the teacher this by the end of the class. Only
one submission is required by each group, which will be done by each groups designated
member.
Group Proposals turned in via google classroom.
Teachers will use the project proposal rubric to provide each group with feedback on their
proposals.
Resources
Extra copies of all documents handed out up until this point.
October 2015 12
Accommodations:
To accommodate for any groups, who have members who need extra time, the assignment will
be due over the weekend (Saturday). This will allow for students who need additional time to
complete their assignment, while still allowing teachers time to review all proposals prior to day
six.
October 2015 13
Day 6
biotic factors?
Students will be able to collaborate to revise proposals on experiments to test what factors
could be manipulated to increase yield of crops.
(HS.ETS1B.a)
Teachers will return group proposals to students with feedback included. Students will spend
this day revising their project proposals based on teacher feedback. This will be an open
meeting day with the teacher. Each group must meet with the teacher to discuss the group’s
proposed project and expectations of both students and teachers. Each group will be required to
meet with the teacher in this time period. Teachers will inform students that final drafts of their
proposal will be due for submission at 11:55 pm.
Second submission of proposal.
This proposal will be used merely as a checkpoint assessment in order for students to have the
finalized project plan for the following day. No grade will be given.
Resources
Graded project proposal.
October 2015 14
Day 7
biotic factors?
Students will be able to construct experiments to test out their proposed methods to increase
crop yield.
Students will be able to collaborate with group members to organize their project binder.
(HS.ETS1B.a)
Teachers will begin class by giving instructions on the progression of the unit, including the
rubric guidelines for the final paper. Teachers will then have students get into their groups.
Teachers will give students the materials they requested for their experiments. Students will
begin constructing their experiment. The students will be required to finish construction of
experiment on this day, including set up of their binders. Project binders will be collected at the
end of the class to be used as a checkpoint.
Project Binders Checkpoint One
Teachers will use the project binders as a checkpoint. This will be to encourage students to
focus on completing the project in a timely manner, and to allow teachers to monitor student
progression. If necessary, teachers will provide feedback to groups if their Project Binder is
messy or disorganized.
October 2015 15
Resources
Extra copies of project calendars, assignment and rubric for final project paper
October 2015 16
Day 8
biotic factors?
(HS.ETS1B.a)
Teachers will begin class by returning each group’s project binders to them. Next, they will
instruct the students that they will be using today’s class to run experiments and work on the
final papers. Teachers will move from group to group assisting students in working on their
projects.
N/A
N/A
Resources
project binders
October 2015 17
Day 9
biotic factors?
(HS.ETS1B.a)
Students will be allowed to work on either projects or papers during this class period.
N/A
N/A
Resources
October 2015 18
Day 10--same as day 9
biotic factors?
(HS.ETS1B.a)
Work day as described in previous 2 days. Teachers will remind students that they are required
to turn in their rough drafts of their introduction and methods sections at 11:55 that night. In
addition, students may also submit any other work they have completed on their papers at this
point and teachers will review it.
Rough draft of intro and methods (Project Binder Checkpoint Two)
The rough drafts will be used as a checkpoint to monitor student progress throughout the unit,
as well as to keep students on track with working on their final papers.
Resources
N/A
October 2015 19
Day 11
biotic factors?
(HS.ETS1B.a)
Teachers will return reviewed rough drafts back to students. Students will be allowed to work on
experiments or work on their paper.
N/A
N/A
Resources
N/A
October 2015 20
Day 12
biotic factors?
(HS.ETS1B.a)
Work day. Similar to previous work day’s. Students will be required to be working on their
experiments, their paper, or the project binders.
N/A
Resources
N/A
October 2015 21
Day 13--Investigative Lesson Plan
October 2015 22
Day 14
biotic factors?
(HS.ETS1B.a)
This will be a work day in which students will collect all final results for their experiments and
construct their results and discussion portions of their experiment. These will be due at the
conclusion of the class. Teachers will also collect Project Binders at the end of class.
Student artifacts/assessment (final project rubric)
Final results and analysis of experiment in Project Binder.
Teachers will use these as a checkpoint to make sure all students have completed their
experiments and have begun working on their papers. If any students are not finished at this
point, they will be allowed to continue in the next class.
Resources
N/A
October 2015 23
Day 15
biotic factors? (Each group will have their own driving question for their project, which they have
determined.)
Students will be able to construct a poster based on their experiment’s final paper components.
(HS.ETS1B.a)
Teachers will begin class by discussing with the students the requirements for their table at the
science expo. Teachers will inform students that each group will have their own table and that
they will be allowed to decorate it however they choose. Teachers will also inform students that
each group will be required to construct a tri-fold poster with highlights of their project. Teachers
will inform students that they can choose to do their presentation in any way, but that it must be
something that will draw people into their table at the exposition fair. Students will spend the
remainder of the class working on their papers, their project binders, or their presentation
posters.
N/A
Resources
N/A
October 2015 24
Day 16
biotic factors?
Students will be able to be able to discuss the findings of their project by constructing an
elevator pitch.
(HS.ETS1B.a)
Teachers will present a PowerPoint on scientific communication and introduce elevator pitch
style of communication. Teachers will provide instructions on how students will construct an
elevator pitch and how to present them. The students will construct a elevator pitch (put in
project binder) about their project that will be given to peers on another day. Students will be
required to work on any of the following: elevator pitch, paper, presentation, or project binder.
Teachers will remind students that rough drafts of their papers will be due at the conclusion of
the next class.
In project binder, the elevator pitch paragraph.
The elevator pitch paragraph will be used to evaluate sentences that evaluate content centered
factors and structured sentences (question, methods, results, analysis, and reason for
performing their experiment).
Resources
October 2015 25
N/A
October 2015 26
Day 17
biotic factors?
(HS.ETS1B.a)
Students will be required to work on any of the following: elevator pitch, paper or presentation.
Students will be required to turn in their rough drafts of their papers at the end of class via
google classroom.
Rough Draft of paper
Rough drafts will be reviewed and returned to students in the next class in order to provide
students with feedback.
Resources
N/A
October 2015 27
Day 18
biotic factors?
(HS.ETS1B.a)
Teachers will return student rough drafts with feedback. Teachers will remind students that the
final version of their paper will be due the next day at 11:55 pm via google classroom.
Students will be required to work on any of the following: elevator pitch, paper or presentation.
N/A
N/A
Resources
N/A
October 2015 28
Day 19
biotic factors?
Students will be able to present their elevator pitch to peers.
(HS.ETS1B.a)
Groups will present their elevator pitch to the class. Final projects are due the end of class and
written research paper is due by 11:55 pm to be submitted via google classroom.
Final Paper, Final Project, and Elevator Pitch

The elevator pitch assesses the students’ ability to communicate research to peers. This
assignment will be graded based on peer reviews and if a video component is implemented
then the teacher can use the comment card as a rubric. this assignment is to prepare them for
the Science Expo and start thinking about the best way to vocalize their research.
Final project and paper will be used as summative assessments and must include elements
outlined in the rubric and must answer the driving question.
Resources
October 2015 29
N/A
October 2015 30
Day 20
biotic factors?
Students will be able to present the findings of their projects to members of their community.
Students will be able to communicate with professionals by using scientific vocabulary.
(HS.ETS1B.a)
Set up for the science exposition will take place in class. This will include setting up tables for
each group, adding any final touches, practicing, and seeking any help from teacher and/or
other students as needed.
Students will be conducting a science exposition the night of the final day of their project, in
which members of the community directly impacted by local crop production will be present.
Students will be required to dress formally, use professional language, and converse with
individuals present at the expo. Students will be required to have their project binder present to
show all their data collection, methods, etc., as well as for easy reference when people ask.
N/A
N/A
Resources
October 2015 31
N/A
October 2015 32

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Project-Based Instruction

Courtnie Dicapo and Morgan Story

Student Learning Objectives (SWBAT) for entire Unit:

Students will be able to visualize human impact on crops.

Students will be able to analyze and interpret data.

Students will be able to present their elevator pitch to peers.

Students will be able to create presentation diagrams to display their projects.

Students will be able to communicate with professionals by using scientific vocabulary.

Standards (full text not just numbers and letters)

When evaluating solutions it is important to take into account a range of constraints

Changes in the physical environment, whether naturally occurring or human induced,

How will the field trip and the classroom be connected?

Why is the field trip important?

Day 1 (Introduction to Project)

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

What will you do with these?

Day 2: Field Trip Day

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Port Allen, Louisiana

Worksheet for photo involved scavenger hunt.

**Please refer to Benchmark Lesson**

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Student artifacts/assessment (final project rubric)

Proposal assignment and rubric, handout of concept map made on Day 3

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Group Proposals turned in via google classroom.

What will you do with these?

Extra copies of all documents handed out up until this point.

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Second submission of proposal.

What will you do with these?

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Project Binders Checkpoint One

What will you do with these?

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

What will you do with these?

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

What will you do with these?

Day 10--same as day 9

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Rough draft of intro and methods (Project Binder Checkpoint Two)

What will you do with these?

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

What will you do with these?

Student Learning Objectives (SWBAT)

Standards (full text not just numbers and letters)

Day 13--Investigative Lesson Plan

Student Learning Objectives (SWBAT)

Students will be able to analyze and interpret data.

Standards (full text not just numbers and letters)

Student artifacts/assessment (final project rubric)

Final results and analysis of experiment in Project Binder.

What will you do with these?

Please refer to Benchmark Lesson