10. References. 37. 11. Appendix. Guiding Questions for Project Planning.
Sample Project ...... Karnataka State Science Text book of 9 th standard.
Encyclopedia ...
Department of State Education Research and Training
Karnataka
Technology Supported Project Based Learning Handbook for Karnataka Government Schools With Collaboration and Support from
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PREFACE
TABLE OF CONTENTS 1. Introduction 2. Computer Education in Government Schools of Karnataka 2.1) Objectives of Mahiti Sindhu Project 2.2) Special features of Mahiti Sindhu Project 3. Learning with Technology 3.1) Significance of Computer Integrated Education in Schools 3.2) Impact of Computer Integrated Education on Students 4. The Trimester System 4.1) Project Work under the Trimester System 5. TwentyFirst Century Skills 5.1) Digital Age Literacy—Today’s Basics 5.2) Inventive Thinking—Intelligent Decisions 5.3) Interactive Communication—Social and Personal Skills 5.4) Quality Stateoftheart Results 6. ProjectBased Learning Method 6.1) Definition 6.2) Features of ProjectBased Learning 6.3) Technology and ProjectBased Learning 6.4) Benefits of ProjectBased Learning 7. Implementation of ProjectBased Learning 7.1) Planning of Projects 7.2) Scheduling of Projects 7.3) Implementing and Monitoring the Projects 7.4) Reflecting at the End of Projects 8. Sample Implemented Project Plan 9. Suggested Project Ideas for Karnataka State Curriculum 10. References 11. Appendix Guiding Questions for Project Planning Sample Project Schedule 1 Sample Project Schedule 2 Proposed Evaluation Scheme for Project Work List of Suggested Topics for Projects Copy of Government Notification
03 03 04 04 04 05 06 06 07 08 08 08 09 10 10 10 11 11 12 13 13 17 18 18 18 26 37 38 38 42 43 44 45 46
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1. Introduction The 21 st century is driven by complex technologies interwoven by information and knowledgebased economy. The progress of the country or a state does not necessarily depend only on natural resources or traditional and manufacturing industry; instead, the economic wealth of the country in 21 st century would be largely dependent on the capacity and readiness of the country to harness the potential of Information Communication Technologies (ICT) for human development. This new global economy demands a diverse workforce, who can bring constant innovations and solve complex problems. Educators, Education Managers, Policymakers and the Community at large need to realize the growing demand for 21 st century skills such as the ability to multitask, work collaboratively without any socioeconomic barriers, ability to think critically and solve complex problems with efficiency. It is thus important to develop and cultivate skills in our students so that they can successfully face the challenges of the competitive global economy. Our education system must focus on innovative teaching and learning practices such as inquiry based and project based learning methods etc., so that students connect curricular studies with real life situations, develop higher level thinking skills, work in teams and develop a scientific temperament and attitude. ICT plays a major role in developing such a classroom environment and bringing in a paradigm shift in education practices across the world.
2. Computer Education in Government Schools of Karnataka The state of Karnataka has gained worldwide reputation for being in the vanguard of Information Technology. The policy of the government is to give Computer Education and Computer Aided Education free of cost under “Mahiti Sindhu” project to students of standards VIII, IX and X in 1000 government secondary schools in the state. Following the Mahiti Sindhu project, another 718 government secondary schools were computerized under different projects. Details are as follows: 1.
Mahiti Sindhu Phase I
: 1000 schools,
2.
Eleventh Finance Commission
: 88 schools
3.
Revised Class Project
: 150 schools
4.
Central Government Project
: 480 schools
2
So far, 1718 government secondary schools are provided with stateoftheart computer labs with Internet connectivity.
2.1. Objectives of the Mahiti Sindhu Project This ambitious project aims at giving free computer education and computer based education to the students of government schools, who come from rural and economically weaker sections of the society, thereby enhancing the quality of education being given to them. The objectives of the “Mahiti Sindhu” project are: ·
To enable the students to gain computer education and to understand its applications
·
To enhance the learning levels of the students in curricular subjects through computer aided education using multimedia software CDs
·
To introduce students to the world of opportunities that computers have to offer
·
To enable the students to understand the basics of computer programming
·
To introduce students to the communications media of email and the Internet
·
To train rural youth in the use of computers outside school hours
·
To provide opportunities to the entire community to use computers
2.2. Special features of Mahiti Sindhu Project ·
In addition to computer education, students learn Mathematics, Science, Social Studies and English subject materials through CD ROMs
·
Students are given hands on experience in email and Internet facilities
·
Students have the option of learning through either English or Kannada medium
·
Four periods are set apart a week for computer and computer aided education
·
Teachers of these selected schools are also trained during the 5 year project period
3. Learning with Technology 1 Learning “from” computers takes a variety of forms — including: ComputerBased Instruction (CBI), ComputerAssisted Instruction (CAI), Integrated Learning Systems (ILS), and Intelligent Learning Systems (ITS). All of these forms involve using the computer as a “tutor”. While evidence indicates that computers can help students improve their performance on 1 Adapted from The Learning Return on our Educational Technology Investment – http://www.wested.org/online_pubs/learning_return.pdf as accessed on November 2005
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tests of basic skills, many researchers investigating the use of technology in education have found that technology is most powerful when used as a tool for problem solving, conceptual development, and critical thinking. This kind of use consists of learning “with” technology. It involves students using technology to gather, organize, and analyze information, and using this information to solve problems. In this manner, the technology is used as a tool, and teachers and students (not the technology) control the curriculum and instruction. With the Internet, students can have access to libraries many times more extensive than libraries in their schools or communities, and can take advantage of information that is upto date, not found in their textbooks, and perhaps unfamiliar to their teacher. Interactions through email have been shown to be motivating factors for students to improve their reading and writing skills. Students also use email to collaborate with people not physically present, over large distances. One of the most powerful uses of technology in education is to tailor instruction to students’ individual learning needs. Technology can provide the means for students with special needs to communicate via email and use the Internet for research, and can also help teachers accommodate students’ varying learning styles (Silverstein et al., 2000). Gifted students can work at their own pace and explore subjects in depth than the basic curriculum. Technology can also analyze and provide immediate feedback on performance and can suggest modifications in instruction where necessary to improve student achievement (CEO Forum on Education &Technology, 2001).
3.1. Significance of Computer Integrated Education in Schools ·
Technology aided learning and the associated teaching methodologies would focus on, o Enhancing teacher and student productivity o Accommodating differentiated learners o Providing opportunity for activityoriented, inquirybased and projectbased learning o Enhancing teacherstudent relationship
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3.2. Impact of Computer Integrated Education on Students
· Technologically
· Lesson Designer · Classroom Facilitator ·
Competent
Teacher
Computer
Student
· Active learner o Producer of information
· Student assumes role of a researcher o Consumer of information
· Learning Tool · Integral to Learning · Not the Object of Study
Lesson
· Authentic · Problembased · Supported by computer use
4. The Trimester System 2 The trimester system was introduced during the academic year 2004 – 05 in 60,000 primary and secondary schools following the state syllabus throughout Karnataka by the Government Order ED.24 DGO 2004 dated 16th February 2004. Based on the Government Order, DSERT after wide consultations prepared the guidelines for introducing the trimester system. Oral testing, project work, competency based testing, giving due importance to life skills, introduction of grading in evaluation and remedial teaching of slow learners have been some of the important highlights of the trimester system. DSERT later prepared a comprehensive teacher training module called “Sourabha” for training teachers on implementing trimester system. The key features of the trimester system are as follows: 2
Source – “Educational Reforms – The Trimester System in School Education – Karnataka Experiment – May 2005
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·
Holistic development of student
·
Reduce exam fear and make learning a joyful experience
·
Promote life skills and real world connections to face a competitive world
·
Cater to average and below average students
·
Make learning more meaningful so that learning takes place continuously and is spaced throughout the academic year
·
Evaluate the child both in scholastic and nonscholastic areas, thus giving due importance to development of allround personality of the child
4.1. Project Work under the Trimester System For every trimester ten marks have been allotted for project work under the trimester system. The teachers can assign project work to students in small groups of 2 to 6 children. It is important that all students in a given class/section are involved in project work for all the given subjects (at least one project, per subject during one academic year). For the sake of convenience, teachers may follow the project distribution method given below, ·
Trimester 1: All students in a given class work on one English language project and a science project
·
Trimester 2: All students in a given class work on one Kannada language project and a Mathematics project
·
Trimester 3: All students in a given class work on one Hindi language project and a Social Studies project
After the projects are completed in every trimester, an exhibition may be conducted displaying all the projects done by the children. Here, the children may be encouraged to explain their projects to other children.
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5. TwentyFirst Century Skills 3 In order to thrive in a digital economy, students will need digital age proficiencies. It is important for the educational system to make parallel changes in order to fulfill its mission in society, namely the preparation of students for the world beyond the classroom. Therefore, the education system must understand and embrace the following 21st century skills within the context of rigorous academic standards.
5.1. Digital Age Literacy—Today’s Basics Basic, Scientific, and Technological Literacy In the early 1900s, a person who had acquired simple reading, writing, and calculating skills was considered literate. In recent years to be successful in any discipline of work it is essential for our students to learn to read critically, write persuasively, think and reason logically, and solve complex problems. As society changes, teachers must be equipped to cater to the need of students and prepare them to face the 21st century. Visual and Information Literacy With the advent of Information and Communication Technologies students need good visualization skills to be able to decipher, interpret, detect patterns, and communicate using imagery. Information Literacy includes accessing information efficiently and effectively, evaluating information critically and competently, and using information accurately and creatively. Cultural Literacy and Global Awareness The world is rapidly becoming wired, given the speed at which Internet is penetrating across the cultural and geographic barriers. Our students in the near future face local as well as global competition. Hence, it is very necessary for teachers to prepare students to face interaction, partnerships and competition from across the world.
5.2. Inventive Thinking—Intelligent Decisions Adaptability/Managing Complexity and SelfDirection Internet and globalization are accelerating the pace of change in today’s world. Interaction in such an environment requires individuals to be able to identify and react to changing 3
The written material under this head is from the websites –http:// www.twentyfirstcenturyskills.org and http:// www.ncrel.org/engauge/skills/engauge21st. (Accessed on October 2005)
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conditions independently—selfdirected learners who are able to analyze new conditions as they arise, identify the new skills that will be required to deal with these conditions and independently chart a course that responds to these changes. They must be able to take into account contingencies, anticipate changes, and understand interdependencies within systems. Curiosity, Creativity and Risktaking Today’s knowledge workers are expected to adjust and adapt to changing environments. The focus is on fast and continuous learners who are curious about the world and how it works. Continuous learning organizes and reorganizes the brain and curiosity fuels lifelong learning as it contributes to the quality of life, and to the intellectual capital of the country. Equally important is risk taking—without which there would be few quantum leaps in discoveries, inventions, and learning. Higher Order Thinking and Sound Reasoning Thinking creatively, making decisions, solving problems, seeing things in the mind’s eye, knowing how to learn and reasoning are the new age objectives of student life. Furthermore, sound reasoning enables students to plan, design, execute, and evaluate solutions— processes that are often carried out more efficiently and effectively using technological tools.
5.3. Interactive Communication—Social and Personal Skills Teaming and Collaboration The rapid pace of today’s society has caused a shift in the level of decisionmaking in any working environment. It is very essential to make accurate decisions on complex problems while multi tasking. Hence, the need for teaming and interaction has taken a paramount place in the 21 st century. Our students to become a productive working force for the country in the near future should imbibe the quality of teaming and collaboration to thrive better when they start working. Information technology plays a key role in the ease with which individuals and student groups collaborate. Email, online discussions, bulletin boards etc., provide more timely collaborations. Personal and Social Responsibility Emerging technologies of today often present ethical and value dilemmas. As the technical complexity increases, our society needs to advance ethics and values to guide the
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application of science and technology in society—to manage the use of these powerful tools at the personal, community, and government levels. It will be important for students to grasp this responsibility and contribute as informed citizens at all levels. Interactive Communication In today’s networked society it is imperative that students understand how to communicate using technology. This includes persontoperson email interactions, or group interactions. Hence, it is very important for students to understand various dimensions of interactive communication so that they succeed in their future working environments. A few new dimensions of interactive communication in 21 st century are scheduling over time zones, cultural diversity, and language issues.
5.4. Quality, Stateoftheart Results Any country’s growth depends upon the productivity of the work force and quality of the work that adds to the economy of the country. Hence it is important for educational institutions to groom students for higher and efficient productivity right from the school days. For our students to succeed in the near future careful planning, managing and anticipating the outcomes of students’ work is essential. This means more than simply concentrating on reaching the main goals of the project or keeping an eye on the project outcomes. It also requires the flexibility and creativity to anticipate unexpected outcomes as well.
6. ProjectBased Learning Method 6.1. Definition Projectbased learning is a comprehensive instructional approach to engage students in sustained, cooperative investigation (Bransford & Stein, 1993). It focuses on the central concepts and principles of a discipline, involves students in problemsolving investigations and other meaningful tasks, allows students to work autonomously to construct their own knowledge, and culminates in realistic products 4 .
4
http://www.bie.org/research/pbl/index.php
9
6.2. Features of ProjectBased Learning 5 : ·
A comprehensive instructional approach to engage students in sustained, cooperative investigation.
·
Focuses on the central concepts and principles of a discipline, involves students in problemsolving investigations and other meaningful tasks, allows students to work autonomously to construct their own knowledge, and culminates in realistic products.
·
Helps students develop skills for living in a knowledgebased, highly technological society
·
Encourages active inquiry and higherlevel thinking.
·
Develops critical thinking, problemsolving, and collaborative skills in addition to content knowledge through problem identification, formulation of hypotheses, and data searches.
·
Is often aligned with engaged and constructivist learning: students are responsible for their own learning, are energized by and find excitement and pleasure in learning.
·
Fosters active learning by involving students in: o Asking and refining questions, asking new questions o Debating ideas o Making predictions o Designing plans and/or experiments o Collecting and analyzing data o Drawing conclusions o Communicating their ideas and findings to others and creating artifacts
6.3. Technology and ProjectBased Learning PBL is especially effective when supported by educational technology. Evaluations of K 12 instructions have shown strong evidence of learning gains associated with PBL plus technology. 6 Using technology in projectbased methodology makes the environment more authentic to students, because the computer provides access to data and information, expands
5 Based on discussions in: Bransford & Stein, 1993; George Lucas Educational Foundation;
Thomas, 1998; Bransford, Brown, & Conking, 1993; Torp et al, 1998; Jones, Rasmussen & Moffitt, 1997; Thomas, Mergendoller & Michaelson, 1999; Blumenfeld et al. 1991; BIE Web site. 6 Blumenfeld et al., 1991; Cognition and Technology Group at Vanderbilt, 1992
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interaction and collaboration with others via networks, promotes laboratory investigation and emulates tools experts use to produce artifacts 7 . Project based learning encourage mastery of technology tools. Projects provide an ideal context for learning to use computer technology and graphic art tools, thus extending students’ capabilities and preparing them for the world beyond schools 8 . Students make effective use of Information Technology (IT) as they produce a product, presentation, or performance such that IT components are integrated into the learning and students are NOT learning IT skills in isolation.
6.4. Benefits of ProjectBased Learning 9 : Motivation: All things being equal, students who possess a motivational orientation that focuses on learning and mastery of the subject matter are more apt to exhibit sustained engagement with schoolwork than students whose orientation is to merely perform completed assigned work. Improved library research skills: Most projects require students to move beyond easily available printed information such as textbooks, encyclopedias, and dictionaries, CDROMS, the Internet. Increased collaboration: Group work in many projects requires students to develop and practice communication skills in an authentic environment. Current cognitive theories suggest that learning is a social phenomenon and that students will learn more in a collaborative environment. Increased resourcemanagement skills: Part of becoming an independent learner is taking responsibility for completing complex tasks. PBL gives students instruction and practice in organizing projects, and in allocating time and other resources such as equipment to complete tasks on schedule.
7 As reported by ISTE Report, (Blumenfeld et al, 1991, Gardner, 1995. Wiburg, 1994, Johnson & Johnson, 1989, Krajcik, et al, 1994, Thomas 2000, Ames 1992). 8 http://www.bie.org/research/pbl/index.php 9 As reported by ISTE Report, (Blumenfeld et al, 1991, Gardner, 1995. Wiburg, 1994, Johnson & Johnson, 1989, Krajcik, et al, 1994, Thomas 2000, Ames 1992).
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Learn to be an Expert: The way to insure that young children become proficient at inquiry and problem solving is to simulate the conditions under which experts’ master subject matter and become proficient at conducting investigations.
7. Implementation of ProjectBased Learning (PBL) ProjectBased Learning, like all lessons, requires good preparation and planning. Integrating projectbased learning in school curriculum involves the following four stages: · Planning · Scheduling · Implementing and Monitoring · Reflecting
7.1. Planning of Projects This is a very important part of PBL integration. The implementing teachers need to focus on the following key preparation areas while planning a project, ·
Determine specific learning objectives: Using the syllabus guidelines and the desired higherorder thinking skills identify the learning objectives
·
Select suitable topics: To achieve the identified learning objectives suitable topics must be selected. The teachers need to select topics that lend themselves to the use of PBL and technology. PBL methodology cannot be used for every unit in the syllabus. The teacher needs to identify the best units in the prescribed syllabus to teach using PBL. The topic selected for PBL integration should have the following characteristics. It should: o be based on syllabus guidelines o have real world connection o be relevant to students o be age appropriate o have scope for investigation o have an authentic task or scenario
·
Develop Curriculum Framing Questions: In order to arouse the curiosity and to drive the study of the entire project, teachers need to develop questions that are openended, multidisciplinary and address the heart of the content. Questions are the
12
most powerful tools that we have for making decisions and solving problems, for inventing, changing and improving our lives as well as the lives of others. The following points need to be remembered while framing the questions 10 : o Choose the right question to launch the project o Select driving questions carefully so that the students will develop indepth understanding of the content stipulated in syllabus guidelines o Make it such that students can feel that they are making an impact by answering the question or solving the problem o The question should be a “NOW” question a question that has meaning for the students in their lives at this moment in time
·
Develop the assessment plan: Assessment helps teachers to understand students better, plan their next steps and also helps students answer the questions "Am I getting it? and "How am I doing?”. Assessment can help make content connections clear and engage students directly in the evaluation of their own work. While planning assessment, the teachers need to think about the different ways that would help them understand how their students have met the learning objectives. They will have to determine the criteria by which they will assess their students. The assessment should be an ongoing process (Formative & Summative) that would help to know whether the students have achieved the set learning objectives. While creating the assessment plan the teachers will have to decide the reporting and the monitoring methods that they would use to encourage student selfmanagement and progress during independent and group work. Make the requirements clear to the students so that all can meet with success. Assessment Methods 11 o For Monitoring Progress § Reflection Logs § Progress Checklists § Progress Reports § Project Meetings (With teacher or within the team and publishing minutes)
10
George Lucas Educational Foundation: http://www.glef.org/ Used with permission from Intel® Education website. All rights reserved. http://www97.intel.com/en/ProjectDesign/Design/AssessingProjects/Types_of_Assessment.htm (Accessed in October 2005) 11
13
o For Checking Understanding § Journal Entries § Teacher / Peer Interviews § Review Sessions § Oral Tests § Quizzes § Written Tests o For Demonstrating Understanding § Products – (a wordprocessed document, a multimedia presentation, an oral report, a poster, or a combination of products) Prepare rubrics to evaluate products § Performances – Presentations (Persuasive proposal, inspiring speeches, debate, research analysis and conclusions) Skill Demonstration (Science lab processes, constructions), Skits, Role plays – Prepare rubrics to evaluate performances. Sample Assessment Timeline 12 : The diagram below shows how assessment can be embedded throughout a unit. There are endless combinations of assessment methods that can be woven into a plan,
·
Develop the Project Idea and Activities: Successful implementation of the project would depend on the underlying idea/theme of the project work that students would undertake. Teachers should connect the content to the real world situation and develop a project idea such that it is feasible to implement and to measure the achievement of students. Plan the ways in which your students can make real life
12
Used with permission from Intel® Education website. All rights reserved. http://www97.intel.com/en/ProjectDesign/Design/AssessingProjects/Types_of_Assessment.htm (Accessed in October 2005)
14
connections and develop the desired higher level thinking skills and 21st century skills. While developing the project idea follow the guidelines given below: Plan out effective scenarios for the project, keeping in mind curriculum, higher order thinking skills and development of 21 st century skills. o o Write down the goal of the project. State what is expected to be achieved at the end of the project. o Choose roles, which students can understand and relate. Provide a meaningful and realistic role for the students considering the real world connection. o Decide the audience the students would be addressing through their projects and sharing their end products. The audience should help students make the real world connections. o Design a set of activities and tasks through which students address the curriculum framing question, learn the desired content, and come up with final products o Finalize the kind of technologysupported end products that you expect from your students as a result of working on this project o Three phases of Project Planning
Phase 1
Activity (ies) to set the stage for the project
Activity (ies) that engage students in learning Phase 2
(includes field trips, other explorations, visiting experts, etc.)
Phase 3
Activity (ies) in which students share their knowledge in a culminating event, as well as reflect on the project and their learnings
15
o Finalize the grouping system: While implementing PBL creating student groups is a very important aspect. Teachers need to address equity issues and also balance the outcome of the project so that the whole class is benefited and learning outcomes culminate as end products of group learning. While grouping students, structure individual and group accountability § Before grouping students consider: ·
Total number of pupils in class
·
Number of Groups
·
Number of Students in a Group
·
Roles within the Group (problem solver, decision maker, investigator, documentarian, etc.)
o Check resources availability: While planning the project, the teachers need to make a list of all the resources that are required for the project implementation. It is important to make arrangements for having all the resources in place for successful project implementation o Acquire school head and parents’ support: This is another important area where the teachers need to present their plan to the school head or their subject coordinator. Based on the feedback received the teachers need to make changes in their plan. For successful implementation it is crucial to have the support of the parents and hence the teachers need to send out information to parents regarding the project
7.2. Scheduling of the Projects It is very essential to design a timeline for all project components so that teacher and students follow the timelines and are able to track the progress and direction of the project. The teachers need to consider the total time that would be needed for the project. They need to decide the amount of class time that can be given to this project. It is essential to keep in mind the other things will be going on in their classroom and school that will impact the time frame of the project. To create the project schedule, teachers need to note the due dates and the checkpoints for the project goals to be completed. It is also important for the teachers to be prepared to allow for flexibility, growth and changes in the project.
16
Sample project schedule template Day(s)
Time frame
Task
7.3. Implementing and Monitoring the Projects The teachers need to follow the project schedule, mentor the project process and encourage students to work collaboratively. Teachers need to ensure that each group and all the students of the group are going through the entire process of learning. During the development of the project, teachers need to proactively promote discussions within the group and largergroup and let all the groups come up with individual technology based products (like presentations, brochure etc.). Teachers need to integrate field and classroom learning, facilitate the process and support students by providing resources. Teachers need to proactively question students’ thinking and challenge students to support their conclusions. While implementing the project, the teachers need to carry out progress review and evaluation using rubrics. Sharing and showcasing are also very important for project implementation.
7.4. Reflecting at the End of the Project At the end of the project, the teachers must take time to reflect, individually and as a group. Teachers need to analyze what worked well and what needs to be changed. They need to carry out a quantitative and qualitative analysis of student learning outcomes as well as an analysis of their own professional growth. It is important to share ideas, feelings and experiences with other teachers as this will lead to new inquiries, thus new projects.
8. Sample Implemented Project Plan 13 Lesson Author
First and Last Name:
Shivgiri
School Name:
GHS Bangalore
School City:
BANGALORE
13
Used with permission from the Intel® Teach to the Future Program Essentials Course. The Lesson Plan Template is the property of Intel ® Corporation. All Rights Reserved.
17
School State:
KARNATAKA
If your Project Portfolio is chosen to be uploaded to the Intel ® Teach to the Future database or used as a sample in future materials, do you want your name displayed as the author?
Yes
No
Lesson Overview
Microbes CurriculumFraming Questions Lesson Plan Title:
Essential Question
Are we interdependent?
Unit Questions
Would we be better off with no microbes in the world?
What are microbes? What are the different kinds of microbes? Content Questions
How do microbes grow and reproduce? What are the disease causing microorganisms?
Lesson Summary
Microbes are the foundation of life on earth. Microbes are onecelled to few –celled organisms and the smallest organisms that are alive. Some microbes cause disease, while others are not useful. This unit is fundamental in introducing students to the amazing world of microbes and is a part of the important discipline of science called “Microbiology”.
In this project students of the 9th standard take the role of microbiologists and investigate microbes from the twin human perspectives of benefit and hazard. In the final project, students present what they have learned through the lens of microbiologists and in collaboration with the community health center and help villagers develop scientific understanding of the microbial world and create awareness in the village on harmful diseases and uses of microbes in daily life. Students also undertake the task of suggesting measures to be taken for reducing the incidence of microbial diseases in village. Subject Area(s): Click box(es) of the subject(s) that your lesson targets
Mathematics
Science
Art:
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Economics Statistics Business Administration Language Arts Music Social Studies
Regional Language Physical Education Computer Science Environmental Studies Home Science Commerce
Other: Other:
Class Level: Click box(es) of the class level(s) that your lesson targets
Junior Kindergarten 14 910 Resource
Senior Kindergarten 58 1112 Gifted and Talented
Other:
School Examination Board Guidelines:
As per the guidelines of Karnataka State Secondary Education Board syllabus for 9 th Standard. 1. Introduction to microbes 2. Classification of Microbes 3. Structure and function of Microbes 4. Growth, nutrient requirement and reproduction of microbes 5. Harmful and useful microbes 6. Diseases caused by microbes 7. Control of microbial diseases Student Objectives/Learning Outcomes:
·
The students will understand that microorganisms are living organisms that are often too small to be seen
·
The students will examine and illustrate size, shape, and structure of organisms found in our environment.
·
The students will conduct research on how microbes move, where they live, and how they reproduce
·
The students will compare common characteristics observed in organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help in movement).
·
The students will research and report on a microorganism’s requirements (i.e., food, water, air, waste disposal, temperature of environment, reproduction).
·
The students will analyze how microbes can be helpful or harmful
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·
The students will collect information from the local health centers about the microbial diseases, its causes, effective treatment and steps for preventing the spreading of the diseases.
·
The students will analyze the data collected from the visits and prepare an awareness campaign to spread scientific awareness among the villagers.
Procedures:
Introducing the Unit Begin the unit by asking the class the essential question, “Are we interdependent?” Brainstorm with students’ examples of interdependence. Record student answers on a chart (which
will
be
brought
out
again
at
the
end
of
the
unit).
Encourage students to discuss various ways of interdependence of man and other organisms and appreciate the relationships.
Introduce the concept of microbes with the Microbes Introduction slideshow that gives an overview of the upcoming research project. Discuss the requirements of the slideshow research assignment. Since the class will be working in groups, remind students that each member of the group should contribute to the upcoming projects, and that each person’s responsibilities
within
the
group
should
be
well
defined
for
each
task.
The teacher divides the class into 4 groups in such a way that students from the nearby villages/settlements are in the same group. Students collect pond water sample and observe under compound microscope to study the microbe structure and different kinds of microbes present in the sample. Following this activity each group is assigned one of the topics below and the students are asked to conduct research. 1. Microbial Structure and Classification of Microbes – Kinds of microbes, basic structure and function of microbes, nutrients for growth of microbes, reproduction in microbes 2. Microbial diseases Kinds of microbial diseases, how they spread, what they cause, what are the measures to control them 3. Uses of Microbes to Man Different uses of microbes in food processes, antibiotics, industrial enzymes etc 4. Microbes and environmental Interactions: Man and microbes interaction, microbes and
20
plants interaction and their role in agriculture and biogeo chemical cycles and ethical issues concerned with research on biological weapons using microbes Students are given 5 days time to visit the websites, conduct research and prepare presentations for the discussion. Groups deliver their slide presentations to the class. After each presentation, members hold a brief class discussion and take suggestions for improving their presentations. Students should be advised to take notes during the presentation so they will be prepared for the final test covering
information
on
all
the
topics
identified
for
the
research
project.
The peers are encouraged to ask questions to the student groups making the presentation and thus the content knowledge and current issues about the topic will be covered in the class. The day after the group presentations, the teacher conducts a written test covering the above 4 sections in the class to test the content knowledge of the students. Following the research assignment, students are informed that they will become junior microbiologists over the coming weeks. The students playing the role as junior microbiologists – visit 4 different local health centers of their village. During their visit they carry out the following tasks: ·
Collect information on the most common microbial diseases in the village, average number of patients being treated for microbial disease in one month
·
Identify which microbial disease is prevalent in that village
·
Hold discussion with resident doctors to analyze the causes of the common microbial diseases
·
Understand the symptoms and treatment
·
Discuss the steps taken to prevent spreading of the diseases
The teacher supports the students with a record sheet template and tips for discussion with the resident doctor.
The students then analyze their record sheets and prepare a report, make the necessary
21
interpretations and conclusions. Student use graphs to represent the data on most commonly occurring diseases in each village they have surveyed.
They collaborate with community health center officials and volunteer to spread awareness among villagers and introduce measures to be taken by villagers to control the spread of microbial diseases.
They prepare a multimedia presentation for the community and talk about it in their respective villages.
The multimedia presentation covers the following points 1. Introduction to microbial world, kinds of microbes, general growth and reproduction of microbes, harmful and useful microbes and microbe –environment interaction 2. A brief summary of the findings from the local health center and data representations 3. Growth, nutrient requirements, reproduction of microbes and how the microbes multiplies and the role of hygienic conditions in villages towards preventing microbe multiplication and spread 4. Symptoms, treatment and prevention of the most common microbial disease 5. Control measures and hygienic conditions and steps to be taken by common man to keep healthy and fit Apart from the multimedia presentation, each student group prepares few posters highlighting the cleanliness and hygienic conditions to be maintained by the villagers in their houses, in cattle sheds, village markets, their school and in the farms belonging to villagers.
Following the presentation to the villagers, the teacher presents the questions “Are we interdependent?” and Would we be better off with no microbes in the world? to the students. The students research about the usefulness of microbes and analyze whether they would be better off with no microbes in the world. The students by means of posters convey their answers to the Unit Question. Following this activity, the four student groups with the help of their schoolteacher develop a radio skit on the usefulness of the microbes. The radio skit is telecasted on the KeliKali (listen & learn) program of state education department in association with All India Radio.
22
The teacher revisits the Essential Question: Are we interdependent? She shares the chart containing students’ answers to the Essential Question. The students have a concluding discussion session in their classroom relating to the question from different angles, starting from microorganisms, collaboration, brotherhood, humanity, compassion, etc. Approximate Time Needed:
Approximately 15 periods of 40 minutes each. Prerequisite Skills:
Conceptual Knowledge Knowledge structure of cell and cell organelles and their functions Understanding of interactions of living beings Basic knowledge of common diseases, like common cold, rabies, viral respiratory infections etc Technological Skills · Basic use of computers · Creating power point presentation · · ·
·
Browsing the Internet
Materials and Resources Required For Lesson
Technology – Hardware: (Click boxes of all equipment needed) Camera Computer(s) Digital Camera Tape Recorder Internet Connection
Television Printer Projection System Scanner Video Camera
Technology – Software: (Click boxes of all software needed.) Database/Spreadsheet Image Processing Desktop Publishing Internet Web Browser Email Software Multimedia Encyclopedia on CDROM
VCR Video Camera Video Conferencing Equip. Other:
Web Page Development Word Processing Other:
Printed Materials:
Karnataka State Science Text book of 9 th standard Encyclopedia of Science given to schools by DSERT Charts on microbes provided to science centers by the state education department
Supplies:
Pens, sketch pens, worksheets, handouts
23
Resources:
Others:
http://www.umaine.edu/NSFGK2/images/PDFs/gumdrop.pdf http://www.koshlandsciencemuseum.org/exhibitdna/intro01.jsp http://www.microbes.info http://www.microbe.org http://www.microbeworld.org http://www.amnh.org/infection Permission and approval letters from the school principal, and community health centers
Accommodations to support different levels of learners in your classroom
Additional support materials and scaffolds are provide to resource students for creating a story board, interacting with doctors, collecting information from Resource Student:
websites and special time is allotted by the teacher to enhance conceptual knowledge on microbes. The teacher provides a checklist that breaks down individual tasks into component parts.
Gifted Student:
Gifted students are given the task of report writing on the project outcome. The students are assessed on their performance individually as well as a group The scoring rubrics created by the teacher for the research project,
Student Assessment:
community awareness project is shared with student groups. The radio skit is a whole class effort and students groups are assessed based on the task completion and contribution to the development of the radio skit
Key Word Search:
Microbes, bacteria, diseases and health issues in villages
24
9. Suggested Project Ideas for Karnataka State Curriculum Project plan: 1 Subject
: English II Lang.
Topic
: The Flood
Class
: 9 th
Essential Question: How can I help?
Goal: To study floods and to present precautionary measures to be undertaken during floods. Project: Students roleplay as environmentalists: they research and collect information on rivers in Karnataka. They study the prior condition of the rivers and as they are now. They understand the role of rivers in enriching human civilization and progress. With reference to the current scenario, they also collect information on floodhit areas in Karnataka and suggest precautionary measures to be undertaken during floods. This information is presented in the form of a multimedia presentation to the rest of the school. They also publish a newsletter on different relief measures adopted by different governments. They write articles to create awareness on health hazards and destruction of the ecosystem and food chain during floods. Project plan: 2. Subject
: II lang. English
Topic
: The Merchant of Venice.
Class
: 9 th
Essential Question: How can we lead a happy life?
Goal: Analyzing Shakespearean drama – The Merchant of Venice – and realizing that money alone does not make an individual, his/her character and attitudes are equally important. Project: Students roleplay as critics: they read and analyze the Merchant of Venice and compare the main characters of the drama to modern social setting and situations. They debate on the characters and analyze the causes of their problems in the play and the
25
modern social setting. They conduct a survey to understand various short cuts employed by man to make quick money and analyze the problems in society resulting from man’s greed. Keeping in mind the problems, they script a play, which also highlights the solution. They publish their play as a booklet using MS Word and also enact the play to reach out to the community. Project plan: 3 Subject
: English II Lang.
Topic
: Role of family on an individual
Class
: 9 th
Essential Question: Are we born dependent? Goal: To learn the advantages and disadvantages of a nuclear family and a joint family. Project: Students roleplaying as family welfare counselors interview 56 joint families and 5 6 nuclear families in their village/community and do a comparative study. They list out the advantages and disadvantages of nuclear and joint families. They prepare a multimedia presentation on positive attitudes; values; social changes influencing families in both nuclear and joint family and share it with their peers and the wider community. They write articles in their school newsletter on role of family in shaping the personality of a child – behavioral, attitudinal, emotional, and personal development. They organize an inter school debate on “Joint family vs. Nuclear family”. Project plan: 4 Subject
: Geography
Topic
: Human interaction with environment.
Class
: 9 th
Essential Question: Are we truly independent? Goal: To understand the interdependence between man and environment by examining the level of imbalance in the physical environment brought about by man through his activities. And, to realize the effect of the imbalance on man.
26
Project: Students roleplay as environmentalists: they conduct research and analyze the different activities of man that has led to imbalance in nature (surroundings/environment). They prepare a multimedia presentation on causes of imbalance and measures to restore the balance. They present it to the local municipal council to implement the suggested measures. They design posters to create awareness among the public on protecting nature and maintaining a proper balance. Project plan: 5 Subject
: History
Topic
: Religious reform movements in India.
Class
: 9 th
Essential Question: Why should we change? Goal: To understand the different religious reforms from the 8th to 16th century. To realize the common aspects among the reformers and to analyze the impact of the reform movements on Indian society. Project: The students as members of a social organization study the religious reformers and highlight the common aspects of all the reform movements. They create a multimedia presentation and voice their opinion at the All Religion Spiritual Convention. They gather information about many songs and Bhajans composed by all the Bhakti and Sufi saints and publish them in the form of a booklet. They publish a newsletter highlighting their study and also write articles on various services rendered by different groups advocating harmony and peace. They also urge people to forget their religious differences and lead a life of mutual respect. Project plan No: 6 Subject
: Geography
Topic
: Mineral and Power Resources.
Class
: 10 th
Subjects linked to the topic: Science, Math, English and Value Education Essential Question: Are we truly empowered?
27
Goal: To understand the problems our country is facing due to shortage of power resources. To realize the advantages of using alternative power resources like solar energy. Project: Students roleplay as ecologists who are promoting alternative power resources. They conduct a survey to find out what power resources are being used and the advantages of using alternative power resources. To educate the members of the community, students prepare a multimedia presentation on alternative power resources of India, their advantages and related support provided by the government. They create awareness in the community about the advantages of solar energy over other exhaustible power resources by writing articles in the newsletter and convince people to switch to solar heaters (and encourage them to use solar energy). The newsletter also gives information on various attractive schemes and incentives offered by the government to promote the usage of solar energy that would reduce expenses. Project plan No: 7 Subject
: Civics
Topic
: Challenges facing India.
Class
: 8th10th
Subjects linked to the topic: Languages (communication skills) Ethics and Values. Essential Question: How can I make a difference? Goal: To become aware of different challenges faced by our country such as corruption in the ration stores. To suggest solutions and take measures to solve them. Project: The students roleplay as social workers to help people fight against the poor quality of rice and other food grains supplied by the government at the ration store. They conduct research; carry out surveys to analyze the causes for poor quality – like the role of intermediaries, the sale of goods in the black market etc. They create awareness among people (community) about the consumer forum and consumer education through a multimedia presentation and address the very serious issue of combating misuse and black marketing of ration goods.
28
Project plan No: 8 Subject
: Economics
Topic
: Basic concepts of economics.
Class
: 8th
Essential Question: Is there strength in numbers? Goal: To learn about cooperation and general principles of cooperative societies. To analyze the advantages and disadvantages of cooperative society. Project: Students roleplay as community helpers: they collect information on different types of cooperative societies all over Karnataka. The students then compile a list of cooperatives in their area and find out whether they are functioning properly. They also develop an action plan to start their own cooperative society. They share this information with the financiers through a multimedia presentation to invest / fund the cooperative society. Project plan No: 9 Subject
: History
Topic
: The Rashtrakutas
Class
: 8 th
Essential Question: Can the past influence the present? Goal: To learn about the Rashtrakuta Empire that extended from Narmada to Cauvery. Instilling a sense of pride as students learn about the immortal contributions of their ancestors to administration, literature, education, art, and architecture. Project: Students roleplay as researchers: they explore the Rastrakuta Empire and the contribution made by the empire in the growth and development of mankind. Students research on the important monuments of Rashtrakutas. They plan out strategies to preserve and restore these monuments. They prepare a multimedia presentation, present it to the rest of the school, and hold discussions among their peers to create awareness about protecting and preserving their national heritage. Students organize an exhibition in their school and exhibit the contribution of the Rashtrakutas administration, literature, education, art, and architecture.
29
Project plan No: 10 Subject
: English II Lang.
Topic
: The Dove
Class
: 10 th
Essential Question: Are we truly free? Goal: To realize the importance of being free and apprehend that liberty is our birthright. To understand that one can be free only if one understands the rights of freedom of others. Project: Students roleplay as reformers: they interview other students of the school and list the superstitious beliefs followed by family members. They analyze the cause and effect of such beliefs on society. Students create a multimedia presentation highlighting the effect of casteism, child marriage, child labor, dowry system, low status accorded to women and the exploitation of the girl child. And use the presentation to create awareness as a part of the community development program in their community. Project plan No. 11 Subject
: Science
Topic
: Heart
Class
: 10th
Subjects linked to the topic: Maths, Science, Physical Education, and Environmental Science Essential Question: How can we lead a healthy life? Goal: To learn about the heart, its functions; to provide precautionary steps to save oneself from heartrisks and also to provide remedial measures to affected persons. Project: Students roleplay as various professionals working for an NGO, who are working toward building a healthier world, such as prevention against heart diseases. They are placed in a group of five and each student is asked to play a different role: § Student 1 Environmentalist Will do research to collect data on how pollution and environment lead to heart risk § Student 2 Health Statistician Collect the data on the ratio of people being affected by heart disease and interpret it in graphs.
30
§ Student 3 Genetic Engineers Analyze and find out how cells, DNA and heredity is a cause for heart risk § Student 4 Doctor Find out reasons on why people are affected by heart disease and provide remedial steps to them § Student 5 Yoga Therapist Demonstrate simple steps of how yoga can be helpful in curing the disease and also acting as a prevention tool All the members compile the information that they had gathered roleplaying as different professionals and discuss about the heart, its diseases and prevention. . Later, as a group, create a multimedia presentation about the importance of a healthy lifestyle, heart care and distribute the brochure prepared by them to other students, parents and the wider community. Project plan No. 12 Subject : Indian Economics. Topic
: Smallscale industries.
Class
: 8 th 10th
Subjects linked to the topic: Geography, Language, Banking, Mathematics, and Science. Essential Question: Can simple measures solve major problems? Goal: To realize the role of smallscale industries in the economic development of India. Project: Students roleplay as entrepreneurs and conduct research on small scale industries. They interview local smallscale industrialists and identify the problems in these industries. They come up with various solutions and strategies to combat these problems and make a presentation to the local small scale industry owners. Following this they study the market trend and the list of goods that are in demand and goods for manufacturing with low investment. They prepare a proposal and create a multimedia presentation on their product, and propose an action plan on how this product would play a role in the economic development of their village and solve unemployment problems. They present it to the financiers and the village panchayat members to promote their product. They coin attractive slogans and advertise their product through posters. Project plan: 13 Subject
: Biology
Topic
: Food production and Management.
31
Class
: 10 th
Essential Question: Why is teamwork so successful? Goal: To realize the need for food management. Identify the different factors affecting food materials in their journey from the producer to consumer. Project: Students roleplay as quality control agents: they study the products that are suspected to be contaminated. They interview experts and people who have been affected and have faced various health disorders and publish their stories in a newsletter. They prepare a multimedia presentation to create awareness among people about food production and the importance of coordination amongst the people who are involved in the food management process. Project plan: 14 Subject
: Science
Topic
: Environmental science
Class
: 10th
Essential Question: Why do things move in cycles?
Goal: To gain knowledge about biogeochemical cycles, water cycle, pollution of water bodies, and measures to control them. Project: The students roleplay as environmental activists: they conduct research, discuss and learn about the factors causing pollution in the water bodies and its impact on the water cycle and its relationship to other biogeochemical cycles. They test the local water bodies like rivers and lakes with the help of the state pollution board. They also devise strategies to fight pollution. They create a multimedia presentation on their research on pollution of local water bodies and share strategies to combat pollution with the pollution control board. They propose a plan of action for setting up of a low cost water treatment plant. They design posters on diseases caused by polluted water to create awareness among people. Project plan: 15 Subject
: English, Science, Social Studies
Topic
: The Chipko Architect
Class
: 8 th
Essential Question: Progress, at what cost?
32
Goal: To learn about deforestation – its causes and its effects. They find out about eminent persons who have fought against tree felling and the nationwide movements started by them. Project: Students as members of EcoClub analyze the causes and effects of tree felling and develop an action plan to combat this problem. They create a multimedia presentation on the advantages of preserving and nurturing trees, the birds and animals that had lived in the forests earlier and which are either endangered or extinct now and present it in the school assembly to educate their fellow students. They also create awareness among people through their Ecoclub newsletter, which gives information on Salumarada Thimmakka and Appikko movement. They promote the message Nurture, protect and preserve trees for posterity that bear soil, water and pure air through their newsletter. They also design posters on saving trees and distribute in the community to create awareness. Project plan: 16 Subject: English, Science and Social Studies Topic : The Legend of ‘The Narmada’. Class : 8 th Essential Question: How can I make a difference? Goal: To understand the major role of rivers on our lives. To realize the importance of maintaining the quality of water sources. Project: Students roleplay as environmentalists: they identify the water source (lifeline) of the community and carry out tests for checking the quality of water. Students conduct research and offer suggestions on how to keep the quality of water high. They suggest low cost measures to clean local water resources. They educate their peers through a multimedia presentation on the importance of keeping the water sources clean for sustainable growth and development of their community. They publish a newsletter about important rivers of India and the vital role the rivers have played in the development of our country. They also spread awareness about measures taken by national and international organizations to purify the major rivers like Narmada and Ganges. Project plan: 17 Subject
: Civics
Topic
: Man as Citizens
33
Class
: 8 th
Essential Question: Where Do I Belong? Goal: To understand the relationship between a nation and its subjects (citizens). To appreciate the rights they enjoy as citizens. Become aware of their duties as citizens and honor them. Project: The students form a census board and take up various posts as census commissioners and as census officials. They devise a questionnaire to collect the information. Each group is allocated 10 to 12 houses, depending on the size on the locality. They collect information on literacy rate, social and economic status, size of the family, mortality, religion, language, communication, facilities and nature of houses. Students compile the information, represent, and discuss their findings to their peers using appropriate graphing tools .The committee meets and identifies areas, which need to be improved. They draw up a plan to solve the problems and present it using multimedia presentation to the village panchayat or the municipal corporation. Project 18 Subject
: Language, Science and Social Studies
Topic
: MEIN SAGAR HOON. [IAM OCEAN]
Class
: 8 th
Essential Question: How are we interconnected? Goal: To learn about the multifaceted nature of oceans and how they are linked to human life. Project: Students roleplay as marine biologists and study major oceans. They collect information on the major oceans and seas and how they influence our lives. Students describe the state of our world's oceans; explain the significance of healthy oceans for a healthy planet. They interact with oceanographers of Institute of Marine Biology in Karwar district and study diversity of animals and plants in oceans, the effect of oceans on climate and the problems faced by our oceans. They prepare a multimedia presentation with suggestions for solving environmental problems in the watery part of our world. Project plan: 19 Subject
: Mathematics
34
Topic
: Mensuration
Class
: 10 th
Essential Question: Is planning essential? Goal: To solve simple problems pertaining to surface area and volume of solid objects. Derive the formula. Apply it to solve problems in real life like building a water tank for rainwater harvesting etc. Project: The students as civil engineers design an underground water tank for their village. They discuss and decide upon the quantity of water to be stored. Depending upon the availability of the space and the topography, they work out the exact size of the tank and submit an estimation of the total cost of construction. They also predict problems that could arise during construction and suggest positive measures to prevent them. They make a multimedia presentation to the local MLA for allocating funds for constructing the village underground tank and solving water scarcity in their village. Project plan: 20 Subject
: Mathematics
Topic
: PermutationCombination.
Class
: 10 th
Essential Question: Can creativity be curbed? Goal: To develop lateral thinking in students. Find different solutions for a problem. Project: The students as members of BCCI study the performance of the Indian cricket team. They analyze the reasons for the current performance of the team. They collect, analyze and represent data using statistical methods such as, averages, strike rates, mean, mode, correlation, permutations and combinations and study the consistency of players over a period of 6 years and shortlist 15 consistent cricket players. They study various factors that influence the game for each cricketer. They make a multimedia presentation to the Cricket Board Members with their justification and recommendation for forming the best cricket team for the next World Cup.
35
10. References Educational Reforms – The Trimester System in School Education – Karnataka Experiment – May 2005 Intel ® Teach to the Future Program Essentials Course and Program CD http://www.educationinindia.net http://www.intel.com/education/designing projects http://www.ncrel.org/engauge/skills/engauge21st http://www.twentyfirstcentruyskills.org http://www.wested.org/online_pubs/learning_return.pdf
36
11. Appendix Guiding Questions for Project Planning 14 Project Components
Reflection
Questions that need to addressed while developing the project: 1. What is the goal of my project? 2. Is my project based on and aligned
to
syllabus
guidelines? 3. What are the higherlevel thinking skills and the 21st century skills that I would like to target through this project? 4. What
are
the
learning
objectives of this project? 5. What is/are the subject(s) that would be covered in this project? 6. What are the curriculum framing questions that would be used in this project to promote higher level thinking skills and to help students achieve
the
learning
objectives? 7. What are the different areas that my students would be assessed upon? 8. What
are
methods
of
14
Used with permission from Intel ® Education website All rights reserved. http://www97.intel.com/en/ProjectDesign/Design/PlanningProjects/ (Accessed in October 2005)
37
assessment that I would use throughout the project to help me understand the progress of my students? 9. What are the different types of assessments that I would be conducting? 10. When would I be conducting the above assessments? 11. What are the processes and the purposes of the above assessments? 12. What are the scenarios that need to be developed and presented to my students to help
them
learning effectively
achieve
the
objectives
and
address
the
curriculum framing questions? 13. What is/are the role(s) that my students will be playing during this project? 14. Who is/are the audience(s) that my students would be addressing in this project? 15. What is/are the task(s) that my students will have to complete
to
help
them
establish real life connections and
address
real
world
concerns through this project? 16. How many student groups would be there for this project?
38
17. What
are
the
grouping
techniques that I would be using for this project? 18. What are the roles that my students need to play within each group? 19. What are the kinds of activities/field trips that my students
would
need
to
undertake for this project? 20. What
are
the
support
materials/scaffolds that my students
would
need
to
complete the task(s) that has been set out for them? 21. What are the resources that my students would need to complete the project? 22. What
are
the
different
technologies tools that my students would need to use while working on the project? 23. What are the kinds of technology
based
end
products that I expect my students to develop in the course of the project? 24. What
is
the
kind
of
sharing/showcasing activities that need to be done by my students? 25. Who
is/are
the
other
teacher(s) that I need to work with so as to complete this
39
project successfully? 26. What is the kind of help and support that I need from the school
management
and
parents? 27. What is the project timeline? 28. How much class time would be spent on this project? 29. How much time is required to be spent by students outside the school time to complete this project?
40
Sample Project Schedule 1
Days 1 and 2
Time Frame 2 periods
Task Introduction and discussion of the main concepts of the unit. Presentation of the project idea and division of students into groups
3
1 period
Giving detailed guidelines for student multimedia assignment, presentation of the assessment tool, discussion on Internet research process and guidelines for field trip.
4 and 5
2 periods
Research on Internet: Students gather information and resources pertaining to the assignment given.
6
2 periods
Information collection from other sources (field trip etc.)
7 and 8
2 periods
Compilation and analysis of the information and preparation of the storyboard
9 to 11
3 periods
Development of student multimedia presentation
12 and 13
2 periods
Showcase by student groups. Evaluation by peers and teacher.
14
1 period
Inclusion of the feedback received from teacher and peers and students participate in the project quiz
15
2 periods
Students showcase the project to the Principal, teachers and community members
41
Sample Project Schedule 2
Days
1
Time Frame
1 period
Task
Introduction of the unit and discussion of the Essential and Unit Questions
2
1 period
Discussion of the main concepts of the unit.
3
1 period
Class Quiz
4
1 period
Sharing the project idea and the problem being addressed. Student grouping Giving detailed guidelines for student assignment and sharing of assessment tools
5 and 6
2 periods
Research – gathering of information and resources. Meeting experts
7 to 9
3 periods
Creation of student multimedia presentation.
10 and 11 2 periods
Showcasing of presentations. Evaluation by peers and teacher.
12
Detailed guidelines for field work
1 period
13 and 14 2 periods
Field Work to be conducted. Filling in reflection logs
15 and 16 2 periods
Research – gathering of information and resources for newsletter. Analysis of data and preparing the outline for the newsletter
17 and18
2 periods
Development of newsletter. Teacher –student groups meetings
19 and 20 2 periods
Presenting before other school mates and sharing the newsletter
21
Students complete an essay addressing the Essential Question
1 period
Note: The project schedules given above are samples developed and used by some teachers. All implementing teachers need to prepare their own schedule based on their requirements.
42
Proposed Evaluation Scheme for Project Work Main Criteria
Project Work
SubCriteria
Description
Marks Marks Allotment Obtained
Implementing the project · Students have scheduled 4 their tasks and carried out activities adhering to the timelines. · Students have used various processes to plan and complete the project. For example – They think about the information they need, the resources they have, the important pieces to work on first, and the problems that might arise and how they will deal with them. · Finding Relevant Information Project – Students use multiple Process strategies to locate necessary information. · Responsibilities are divided fairly and equitably taking advantage of individual strengths. · Group supports each other and works together effectively, solving problems on their own and making decisions based on reason · Focus on tasks –Students consistently stay focused on the task and what needs to be done. · Higher order thinking 3 skills · Multitasking · Problem solving · Decision Making Achievement · Communication of Essential · Collaboration Skills · Time Management · Creativity · Critical Thinking
43
· · Content
Graphics and Images End Products
Grammar
(Student multimedia presentation) Organization
Charts & Tables Links & Navigation Citation/ Reference
·
The information is accurate, meaningful, authentic and useful Content and the problem being addressed is articulated well Students’ works reveal realistic solutions and strategies to solve the issues and concerns posed in the project.
The graphics/images have clear relationship with the content and enhance the meaning of the presentation The are no grammatical and spelling mistakes · The information is presented well with connectivity from one slide to another. · Presentation is organized in a logical manner and is engaging. · Text area and graphics are well balanced · Introduction and conclusion slides are present Data is presented meaningfully with appropriate charts and tables All links work and lead to logical destination Students have given appropriate credits and reference for the information/graphics they have used Total Marks obtained
4
2
1 2
1 1 2
Score for Project Work Total Marks obtained divided by 2 Note: The descriptions for each sub criteria are samples of some of the areas that a teacher needs to keep in mind while assessing students’ work and giving marks. Description areas can be added/deleted by the teacher for each subcriteria depending on the project needs.
44
List of suggested topics for Projects Sl. No.
Project Title
1
Profit and loss
2
Discount
3
Interest rates and loans
4
Banking
5
Applications of Pythagoras theorem
6
Physical features of India
7
Wild life in India and your local wildlife
8
Natural calamities in India
9
Leaders of India
10
Space research in India
11
Population of India
12
Environmentalists of Karnataka
13
Hampi As a world heritage center
14
Biotechnology and modern farming
15
Rainwater harvesting
16
Alternate sources of energy
17
Healthy lifestyle
18
Cottage Industries, small scale industry in your area
19
Microbes
20
Diary farming
21
Local environmental pollution
22
Town planning using geometric concepts
23
Medicinal plants in your locality
24
FloraFauna of your locality
25
Agricultural produce in your area
26
AIDS
27
Terrorism
45
28
Leaders of Indian independence
29
Biographies of national leaders
30
Tourism in India and local tourism
Copy of Government Notification
THE DEPARTMENT OF STATE EDUCATION RESEARCH AND TRAINING
NO 4, 100 FT RING ROAD, BANASHANKARI 3 RD STAGE BANGALORE 560 085
TEL NO: 26422372, 26422373 26422375 FAX NO: 26422377
E MAIL:
[email protected]
______________________________________________________________________ Number: ETC3/K. S. P.A/ 2005 2006
Date: 06052005 NOTIFICATION
Subject: Effective implementation of school computerization program
Computer Education is being provided in 1238 high schools of our state. The school computerization program is a massive project taken up by the government and its effective and qualitative implementation is the duty and responsibility of each one of us. In this regard the following notices are provided by the department for implementation. School headmasters and teachers are instructed to implement the following conditions compulsorily. A minimum of 45 periods/week are allotted for computer education and computer based education (2 periods /week /school). All schools compulsorily need to utilize all the 45 periods/week Based on trimester system, the subject teachers of the schools are instructed to implement project based learning methods and the student projects are to be compulsorily developed using computers. The teachers of computerized schools have been trained in computer based education and educational software for math and social sciences has already been provided to all computerized schools. Educational CDs on science and English will soon be installed in the computerized schools.
46
All subject teachers are instructed to use the educational CDs in the development of projects for computer based teaching of units in their respective subjects The school headmasters are instructed to monitor computer education, computer based education and development of projects in school from time to time and provide useful suggestions to teachers and also record the progress of the development of computer based education. Computer lab time table is to be developed so as to enable the use of educational CDs by teachers and for development of projects. It is instructed that all teachers in the school compulsorily undergo training on computer based education Concerned nodal officers from DIET are instructed to monitor the implementation of all the above mentioned notices during their regular school visits and provide necessary feedback It is instructed that all computerized schools need to compulsorily follow all the above notices failing which disciplinary action would be taken by the department
Revived and Approved by the Director
For Director (Research and Training) Copies to 1. To all DIET Principals for further action 2. To all District Deputy Directors (Administration) for consideration and action 3. To all Block Education officers of the state for further action 4. To all concerned school HeadMasters for further action
5. Office Copy
47
