PROJECT-BASED UNIT TITLE
TECHNOLOGY AND INTERNET SITES USED:
What diverse learner needs do you need to consider when selecting resources, grouping students or
planning the culminating project? Are there any special considerations such as assistive technologies or
second-language learning to take into account?
LESSON PLANS NEED A REAL WORLD CONNECTION: i.e.,
1. How our use/misuse of environment affects animals
2. Individual responsibility for Earth
3. How everyday actions affect environment
**LESSON PLANS NEED COLLABORATION ACTIVITIES
**LESSON PLAN NEEDS CRITICAL THINKING/HIGHER ORDER THINKING ACTIVITIES
FIVE PROJECT IDEAS: (choose 3)
1) completing a WebQuest project
2) creating an ABC/Vocabulary/Informational book project about topic
3) creating a Photo Story 3 project
4) creating a Glogster poster project with a video
5) creating a hands-on art project
Capture the students’ attention, stimulate their thinking and help them access prior knowledge
ENGAGE ACTIVITIES: Introducing topic in an interesting way with an Anticipatory
It is an opportunity to provide some information but to encourage the students to seek
out new information.
Students will collaborate and generate questions about the topic. They will engage in
higher level questioning.
EXAMPLES: KWL, Children’s Literature, Video, Drama, SmartBoard lesson, Vocabulary
ANTICIPATORY ACTIVITY - includes the motivation and introduction of your lesson; it is the
attention getter for the lesson. This gets the attention of the students and generates interest by
creating a need to know. Obviously if the students are ready to learn, you will not need to
spend a great deal of time getting them interested.
The anticipatory activity refers to an activity to focus the students' attention, provide a brief
practice and/or develop a readiness for the instruction that will follow. It should relate to some
previous learning. If successful, the anticipatory set should help the student get mentally or
physically ready for the lesson.
Often this section will arouse a student's curiosity and encourage them to pursue answers to
their own questions. It is important not to provide them with everything they need to know,
but more the motivation to find out. Each lesson plan has an 'essential question' that is the
basis for their inquiry. Normally the section will include a few key questions to help direct some
of the research in the Explore section.
Give students time to think, plan, investigate and organize collected information.
EXPLORE ACTIVITIES: Student will research the topic(s) through reading books and
using Internet sites to develop background information on the topic.
*CREATE A WEBQUEST FOR THIS ACTIVITY.
Involve students in an analysis of their explorations. Use reflective activities to clarify and modify their
EXPLAIN ACTIVITIES: Students will generate questions they want to research for their
The teacher will introduce 3-5 different kinds of projects that groups of students can
complete for the unit.
Give students the opportunity to expand and solidify their understanding of the concept and/or apply it
to a real-world situation.
ELBORATE ACTIVITIES: Students will write a paper or draw a diagram about what they
learned and the description of the project they will create. This is completed after they
have all the information for the project. They can write, draw, or have a conference with
the teacher about their final project.
CREATION ACTIVITY: creating final product
SHOWCASE ACTIVITY: presenting final project
Evaluate throughout the lesson. Present students with a scoring guide at the beginning. Scoring tools
developed by teachers (sometimes with student involvement) target what students must know and do.
Consistent use of scoring tools can improve learning.
EVALUATE ACTIVITIES: Closure and Reflection - 1) rubric for presentation 2) What I’ve
learned about (topic).