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Student Name: Isabel Guevara
Date: September 23, 2018
Grade Level/Subject Area: 5th Grade / STREAM Facilitator / Science
Overview: Project-Based Learning (PBL)
Long-term, in-depth, and large-scale instructional models can be designed as a series of connected, constructivist-based Learning Cycles/5Es, incorporating various teaching strategies to make a more Project-based Learning (PBL) Unit. Such PBLs generally span over several weeks of instruction and incorporate various concepts, levels/aspects of a single large or complex concept, or interdisciplinary connections. PBLs also incorporate many different instructional strategies while maintaining and active, student-centered learning environment. The level of inquiry within the various activities within PBLs can range from very structured, to very open-ended.

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For this assignment, you will outline a 2-week (10 day) long-term teaching/learning project or PBL for use in science and/or mathematics teaching. Your project should reflect inquiry philosophy and pedagogy emphasized in this course and program, be developed to match the way children learn, and be consistent with supporting the true nature of science and mathematics. It should utilize a number of activities that connect to one another and to real-world applications or situations that are meaningful to students.

What to Submit:
You will submit a fairly detailed outline of Project Based Learning Unit (PBL) to include the following:
Background: Provide information essential for understanding and implementing your PBL
Develop a title for your PBL. Then describe your overall theme or ill-structured problem, driving question in greater detail, and if implementing in an actual classroom, how you would arrive at this them, problem, or question.

Provide the subject(s), necessary pre-skills, timeline, grade level, purpose/goals, state/national standards, and concept statement(s).

PBL Unit: Write a brief synopsis of each day’s activities and concepts to be learned, identifying the teaching strategies you will use, including embedding activities with the Learning Cycle/5E model. More specifically:
Provide a day-by-day outline of a series of activities, including Learning Cycles/5Es that you will implement and link together over the PBL that will help students solve the overall problem, question, or theme. Specify how activities relate to each other and address the PBL goals.
Clearly indicate how each day’s activities/lessons promote students’ thinking and understandings leading to the overall theme/problem/question of the PBL.

Include information about needed materials and equipment, teacher supporting questions, management of the class and class activities, assessment techniques.

Include creative ways your PBL will incorporate learning within other subjects, especially those represented in STEM. Show multiple real-life applications relevant to students.

What in the world am I walking on?
Tell the story of a sedimentary rock …
Grade: 5th
Subject: Science
Other subject areas to be included: Math, Technology, Language Arts, and Fine Arts
Time frame: 45 minute lessons / 2 weeks (10 days)
Objective: Students will be able to explain the process of the creation of a sedimentary rock through the writing process, the creation of a unique sedimentary rock, oral presentation, and the creation of an edible sedimentary rock. Students will use their academic language in order to properly define the process of the creation of a sedimentary rock.
TEKS:
Science:
5.7A Earth and space. The student knows Earth’s surface is constantly changing and consists of useful resources. The student is expected to:(A)  explore the processes that led to the formation of sedimentary rocks and fossil fuels;
                
Process Skills:
5.2F Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:(F)  communicate valid conclusions in both written and verbal forms;
5.3C Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(C)  draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works; and
                    
Language Arts:
5.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;(D) edit drafts for grammar, mechanics, and spelling; and
Fine Arts:
5.2 Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:
(A)  integrate ideas drawn from life experiences to create original works of art; ?
(B)  create compositions using the elements of art and principles of design; and ?
(C)  produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, digital art and media, and photographic imagery using a variety of materials. ?
ELPS:
2B i, ii, iii, iv, v
(B)  Intermediate. Intermediate ELLs have the ability to speak in a simple manner using English commonly heard in routine academic and social settings. These students:(i)  are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning;(ii)  speak simply using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail;(iii)  exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense;(iv)  exhibit second language acquisition errors that may hinder overall communication when trying to use complex or less familiar English; and(v)  use pronunciation that can usually be understood by people accustomed to interacting with ELLs.

Engage/Hook:
The teacher will begin the lesson by singing karaoke with the students.
Click on the link to open up the karaoke song: http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/sedimentary-rocks.htm
Lesson
Day 1
The students will be given a series of directions that must be followed.
You will be working with a group to complete the entirety of this project that will last up to 2 weeks in time. Follow the instructions each day in order for you to accomplish the daily tasks as well as the final product.
Throughout the days you will be asked to complete a series of assignments/activities so that you become very familiar with the concept at hand.
At the end of the lesson you will be able to construct a model of a sedimentary rock using some edible materials that your will brining into the classroom.
At the end of the activity, you and your group will be asked to give a presentation of no less than two minutes long. Your presentation will be based on how you developed your model, why you created the model the way that you did, the story behind where each layer of your rock comes from, and what each material you used represents.
Once EVERYONE has given their presentations, we will WEATHER our sedimentary rock and ERODE the particles of the model, and it should eventually DEPOSIT into our stomachs.
On the KWL chart below, fill in the “K” portion of it with what you already know on the topic: Sedimentary Rocks and Sedimentary Rock Formation.
K W L
Day 2
Once you have filled in the “K” portion of the chart, move on into the “W” portion. Under the “W” portion you should write what you would like to know, understand, and find out about sedimentary rocks and their formations once you reach the end of the activity.
The teacher will place several samples of sedimentary rocks so that the students are able to observe them and write down their observations.

Image has been obtained from: https://www.rainbowresource.com/product/Sedimentary+Rock+Bag+-+Set+of+6+Rocks/023467
Take a sedimentary rock from the samples on the table and observe the characteristics of it.
Students will use the table below to write down their observations
Rock Name /Type Characteristics Observation
Day 3
Vocabulary
sedimentary rock – rock that formed when sediments pressed and cemented together
compaction – packing tightly; squeezizng with high pressure

compress/compression – to press together with a lot of pressure
cementation- the process of sediments gluing together like cement
sediment- tiny pieces of rock or dirt
weathering – the breaking up of rock
erosion – the carrying away of sediment by water, wind, or ice
deposition – the dropping off of sediment
geologist – an expert in the study of geology
geology – the science that deals with the earth’s physical structure and substance, its histoy, and the process that acts on it
Anchor Charts

Image obtained from: https://www.pinterest.com/pin/405535141417325414/
Once you have conducted your observations, you will create a visual representation (drawing) of the characteristics of the sedimentary rock. In addition, you will be adding your own notes on the side of your illustration explaining what you see and feel.

Name: ______________________________
Group: _____________________________
Date: ______________________________
I spy with my little eye …

A Sedimentary Rock
After conducting your observations, go back to your KWL Chart and add some of the characteristics you found similar amongst all sedimentary rocks that you observed under the “L” section.
Day 4
Once observations have been finished, grab a Chromebook/computer/iPad or any electronic device to conduct some research.

After conducting research using your own online resources or the resources provided, you will create a newspaper. You will be creating a newspaper called The Sedimentary Rock News. In this newspaper you will be combining all your gathered information to make in interesting newspaper. Then you will be asked to used your gathered information in order write a story from the perspective of your newly created rock. Make sure that you focus on all the interesting facts, important information, characteristic, and process of the sedimentary rock in order to accurately create your unique model.
The following are keywords/key topics that can be used to help you get started on your quest toward the discovery of …
What in the world are you walking on??!!Sedimentary rock types
Sedimentary rock formation
Characteristics of sedimentary rocks
What creates a sedimentary rock?
Where in the world can you find a sedimentary rock?
Are sedimentary rocks only found on land? Or are they found in the water too?
How old are sedimentary rocks?
Are sedimentary rocks the only type of rock around?
The following are websites that can be used during research in order to obtain credible facts:
Science Kids http://www.sciencekids.co.nz/sciencefacts/earth/sedimentaryrocks.html
The Geological Society https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle/page3458.html
Kids Geo http://www.kidsgeo.com/geology-for-kids/0027-sedimentary-rocks.php
One Geology Kids http://www.onegeology.org/extra/kids/sedimentary.html
Quatr https://quatr.us/geology/rocks/sedimentary
Minerology for Kids http://www.mineralogy4kids.org/?q=rock-cycle
Science Views http://www.scienceviews.com/geology/sedimentary.html
Conduct your research and try to gather as much information as you possibly can. The following are some questions that you should answer in order to start your gathering of information.
What makes up a sedimentary rock?
How does a sedimentary rock form?
What are some everyday uses of sedimentary rock?
Make sure to write any other additional interesting facts that you may find so that you can share later on.
Lastly, make sure that you add more details to your KWL Chart under the “L” section. Details should include things that you learned through your research.
Day 5
The teacher will determine which resource students will use for their newspaper creation (Word, PowerPoint, Publisher, etc.). The template below can be used to create the newspaper if you wish to use it. Otherwise, students will/can be allowed to use their own sort of template.
Now that you have conducted your research, as a group you will be creating your newspaper called The Sedimentary Rock News.
Your individual research will be used to put one newspaper together.
Your newspaper must include the following:
What is a sedimentary rock
how a sedimentary rock is formed
uses of sedimentary rock in everyday life
examples of sedimentary rocks
characteristics of sedimentary rock
interesting facts
611505-687641500
Day 6
The fine arts will be integrated into this section/activiy. Students will be using their prior knowledge and newly acquired knowledge on sedimentary rocks in order to complete the activity at hand.
Now that you are experts on sedimentary rocks, how they are formed, how they are classified, and what they look like, it is your turn to create an unidetified sedimentary rock of your very own. This will be an individual project.
The teacher will decide what kind of materials can be used for this activty. Students can use: playdoh, paper, glue, crayons, tissue paper, colors, candy, etc.
As a group discuss what a sedimentary rock is and how it is formed in order to create your very own sedimentary rock.
It is highly encouraged that you be as creative as you possibly can. Make sure to have fun with it, but remmebr that your design must show/demonstrate the characteristics of a sedimentary rock.
Day 7
My Life as a Sedimentary Rock (Rough Draft)
The teacher will have the students create a rough draft of the story of the life of the sedimentary rock that you created and discovered.
The story that students should create must contain the following:
describe journey through the rock cycle process
explain how this rock fomred
explain the characteristics of a sedimentary rock
be told from the rock’s point of view (1st person)
should be creative, fun, and entertaining
should engage the reader while reading
After you have created your sedimentary rock, you will write a story of the life of your own sedimentary rock on your own. You will take your rock through its journey through the rock creation process. Your story must be told from the perspective of the rock (1st person). Rememebr to make it fun, creative, and engage your reader through your creative writing.
Keep in mind that you must follow the rubric provided below so that you can accumulate the most points possible.
My Life as a Sedimentary Rock Rubric
CATEGORY 4 3 2 1
Introduction First paragraph has a catchy beginning, it grasps your attention The first paragrapsh has a week attention grabber There was an attempt at a catchy beginning but it was rather confusing No attempt to grasp the readers’ attention
Focus on Assigned Topic The entire story is related to the topic at hand Most of the story is related to the topic at hand Some of the story is related to the topic at hand No attempt was made to relate the story is related to the topic at hand
Vocabulary/Use of Vocabulary 3 or more academic vocabulary words were used in the story 2 – 3 academic vocabulary words were used in the story 1 – 2 academic vocabulary words were used in the story No academic vocabulary was used throughout the story
Organization The story is well organized. The story is pretty well organized. The story is a little hard to follow. The ideas are randomly arranged.

Writing Process Student devoted acurate timeing to the writing process (rough draft, revising, and editing). Works hard to make the story “juicy” for the reader Student devoted sufficient time and efforet to the writitng process (rough draft, revising, and editing). Overall workds well and gets the job done Students devotes some tiem and effort to the writing process but was not ery thorough. Does enough to get by. Student devoted little time to the writing process. Does not seem to care much.
Creativity The story contains many creative details and is very descriptive. The story contains some creative details and is very descriptive. The story contains few creative details and is very descriptive. The story does not have much imagination or creativitiy.
Day 8
My Life as a Sedimentary Rock (Peer Editing/Revising/Editing)
After completing the rough draft, you will be asked to share your writing with two other people and yourself. Keep in mind that revising and editing are two very important steps in the writign process because it is the time were you will perfect your writing and make it a lot better for your reader. When you are revising and editing your paper as well as your peers’ papers make sure that you look out for speling, grammar, and punctuation.
You will first start the revision process of our paper as well as your peers’. Look over the stories you read as well as yours and make the appropriate changes (if needed) and check off what you have completed on the table below. For the revision process, you will focus on the content of the writitng.
Revision Checklist
Mark all items that are true.

Peer 1 Check Peer 2 Check Self Check
Was the story creative and enojoyable to the reader? Does the first paragraph “grab” your attention? Does the entire story stay focused on the topic at hand? Does the author use academic language and vocabulary from the provided list? Is the story organized? Is the story in the 1st person point of view? Does the author use transistional words correctly? Does the story have a beginning, middle, and end? Comments from Peers
Peer 1 Peer 2
Now that you have finished the revision process, you will continue on with the editing preocess. Use the editing checklist below to make sure that you have revised all parts of the writing.
Editing Checklist
Mark all items that are true.

Peer 1 Check Peer 2 Check Self Check
Spelling is correct and I have fixed any mistakes I found Every sentence begins with a capital letter Proper nouns are capitalized Every sentence has the proper punctuation mark Sentences do not start the same way, they have variety Sentences are complete No run-on sentences Transitional words are used correctly and make sense If dialouge is being used, quotation marks are being used properly/correctly Commas are used properly and where necessary Comments from peers
Peer 1 Peer 2
Day 9
Life as a Sedimentary Rock (Final Draft)
The last step that you will have to go through in order to complete the writing process is to complete your final draft. Your final draft will include or have all mistakes corrected. Make sure that your reread your story, make sure that it makes sense, and make sure that your address any of the comments/editing corrections in order for your writing to improve. Lastly, make sure that you revisit the writing rubric to ensure that all of the parts of the rubric are met and your writing is the best it can be.
Before turning in your writing, be sure to give your final draft a final read through so that you can ensure that it is the best it can be.
My Life as a Sedimentary Rock Rubric
CATEGORY 4 3 2 1
Introduction First paragraph has a catchy beginning, it grasps your attention The first paragrapsh has a week attention grabber There was an attempt at a catchy beginning but it was rather confusing No attempt to grasp the readers’ attention
Focus on Assigned Topic The entire story is related to the topic at hand Most of the story is related to the topic at hand Some of the story is related to the topic at hand No attempt was made to relate the story is related to the topic at hand
Vocabulary/Use of Vocabulary 3 or more academic vocabulary words were used in the story 2 – 3 academic vocabulary words were used in the story 1 – 2 academic vocabulary words were used in the story No academic vocabulary was used throughout the story
Organization The story is well organized. The story is pretty well organized. The story is a little hard to follow. The ideas are randomly arranged.

Writing Process Student devoted acurate timeing to the writing process (rough draft, revising, and editing). Works hard to make the story “juicy” for the reader Student devoted sufficient time and efforet to the writitng process (rough draft, revising, and editing). Overall workds well and gets the job done Students devotes some tiem and effort to the writing process but was not ery thorough. Does enough to get by. Student devoted little time to the writing process. Does not seem to care much.
Creativity The story contains many creative details and is very descriptive. The story contains some creative details and is very descriptive. The story contains few creative details and is very descriptive. The story does not have much imagination or creativitiy.
Day 10
Final Product
Now that your are experts on this topic, you will be using what you know and what your found out to complete your edible sedimentary rock model.
You will be assigning different snacks to act as the different rock particles for different geological time periods.
For example: … crushed Oreo cookies will be part of a particular geological time period …  
Before you assemble the layers based on your research, you will create an illustration of what your final product will look like. You will be asked to label each layer and what it is representing.
Lastly, you will be making a presentation ( 2 minute minimum) about your model of a sedimentary rock. Remember to refer back to oral presentation rubric that will be used to grade your presentation so that you are on completing the activity correct.
Oral Presentation Rubric
CATEGORY 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed Student seems pretty prepared by might have needed more rehearsals The students is somewhat prepared, but it is clear that rehearsal was lacking Student does not seem at all prepared to present
Content Shows a full understanding of the topic Shows a good understanding of the topic Shows a good understanding of parts of the topic Does not seem to understand the topic very well
Stays on Topic Stays on topic all (100%) of the time Stays on topic most (99-90%) of the time Stays on topic some (89 – 75%) of the time It was hard to tell what the topic was
Volume Volume is loud enough to be heard by all audience members throughout the presentation Volume is loud enough to be heard by all audience members at least 90% of the time Volume is loud enough to be heard by all audience members at least 80% of the time Volume often too soft to be heard by all audience members
Time-Limit Presentation is more than 2 minutes long Presentation is 1:45 – 2 minutes in length Presentation is 1:30 – 1:45 minutes in length Presentation is less than 1:30 minutes in length
After the presentation, the teacher will ask the students to reflect upon the two-week project(s) that they have completed on the topic of sedimentary rock and their formation.
The following questions will help you reflect back upon your learning. Make sure that you answer all the questions with at least 5 – 7 sentences each. Check your spelling, grammar, and punctuation marks.
Journal Reflection Questions
What did you like most about the sedimentary rock project(s) as a whole? Why?
What was the easiest part of the project for you? Explain
What was the hardest part of the project for you? Explain.
As you were completing your project with your peers, do you think it helped/facilitate the completion of your project?
Did it help you that you worked with your peers to make your story better? Why or why not?
Rubric
Use this rubric to guide your work on the Module 4 EXPLORE Assignment – PBL.

Tasks Target Acceptable Unacceptable
Background Essential background information including title, description of overall theme, subject(s), pre-skills, timeline, grade level, and concept statement(s).

(20 points) Some pertinent background information is provided, but incomplete.

(10 points) Insufficient background information.

(0 points)
PBL Unit
Daily activities Hands-on, student-centered discovery-based activities are planned.

———————————–
Activities clearly match the goals, theme, and characteristics of the project and connect to each other.

(20 points) Hands-on activities planned.

————————————
Activities have some connections to one another.

(10 points) Activities not representative of discovery/exploration.
————————————
Activities have little or no connections to one another or the overall purpose of the project.

(0 points)
Student thinking and understanding Student-thinking, reasoning, and meaningful learning emphasized leading them to the overall PBL theme/problem/question.
Thinking and learning emphasized each day clearly matches the goals, theme, and characteristics of the PBL and connect to each other.

(20 points) Students thinking and learning is supported, but some of the responsibility for independent thinking and meaningful learning is taken from students by teacher directed lessons.

Activities have some connections to one another.

(10 points) Very little to no thinking or meaningful learning is evident among students, or the activities are incomprehensible
Activities have little or no connections to one another or the overall purpose of the project.

(0 points)
Information on materials, assessment, and other essentials
Thorough and complete information provided on supports needed to successfully teach the PBL, including needed materials and equipment, teacher supporting questions, management of the class and class activities, assessment techniques.

(20 points) Some information provided on supports needed to teach the PBL, with some information missing on needed materials and equipment, teacher supporting questions, management of the class and class activities, assessment techniques.

(10 points) Little to no information provided on supports needed to teach the PBL.

(0 points)
PBL connected with other subjects and real-world
Meaningful activities guide students to extend concept to other situations or levels
Multiple real-life applications relevant to students
Multiple connections to other topics or subjects with particular emphasis on STEM subjects.

(20 points) Teacher outlines or describes extension of concept to other situations or levels.

At least two real-life applications.

At least one connection to other topics or subjects.

(10 points) Little or no extension of concept to other situations or levels.

Weak or no connection to real life.

“Stand alone” project with no connections to other topics or subjects.

(0 points)

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