Project Based Learning

Academy (Day 1)

“Taking the Jump”

Day 1 of 3

INTRODUCTIONSNameYears of TeachingCurrent RoleCurrent subject and grade levels

If I didn’t teach I would ….1 thing I love about my job is…

1 thing I wonder about is...

AGENDA

9:00 - 11:30 PBL Overview

11:30 - 12:30 Lunch (negotiate)

12:30 - 2:30 PBL Content - Connections

2:30 - 4:00 PBL Practice & Modelling

⦿Take care of yourself

⦿Participate and contribute

⦿Cooperate and collaborate

⦿Share what you know

⦿Learn with an open mind

⦿Ask questions and have fun!

NORMS

⦿What is project-based learning (PBL)?

⦿What are the essential elements of a PBL?

⦿What does PBL look like in the classroom?

⦿What are some subject-based examples of

PBL?

OBJECTIVES

KNOWI know that…

PROJECT BASED LEARNING

NEED TO KNOW

One thing I need to know is...

WHY STEM?

Career Interests of Texas Students, 2015

LABOR MARKET AND CAREER INFORMATION

8

10 - Veterinarian9 - Lawyer8 - Chief Executive Officer7 - Architect6 - Forensic Science Tech5 - High School Teacher4 - Doctor 3 - Registered Nurse2 - Sports Athlete1 - Web / Game Designer

The 4 C’s of 21st Century Learning: (Wagner, 2008)

⦿ Critical thinking

⦿ Communication

⦿ Collaboration

⦿ Creativity

HOW STEM?

HOW STEM?

Create a Coaching Critical Thinking Skills Poster (K-2)

I Listen. I ask questions. I share ideas.

I use information. I think hard.

Create a Coaching Critical Thinking Skills Poster (3-5)

I can explain a concept, idea or problem in my

own words.

When my team is discussing a topic or

problem, I ask questions that help me understand

better.

I take time to understand a topic or problem before

I try to solve it.

I use information to help me understand a topic or

solve a problem.

I can explain why my conclusions or solutions

make sense.

If one solution to a problem doesn’t work, I

try another

I can explain how different people might

look at an issue, problem, or event.

WOMEN AND STEM?

JOBS AND STEM?

TEXAS AND STEM?

TEXAS AND STEM?

WHY STEM?

Help Wanted OL Top 10 Demand JobsLower Rio Grande Valley, 2015 OES Wages

LABOR MARKET AND CAREER INFORMATION

18

OccupationJobs

PostedEntry

WagesExperienced Wages

Registered Nurses 870 $50,218 $73,771

Heavy and Tractor-Trailer Truck Drivers 443 $22,116 $36,474

Retail Salespersons 297 $17,054 $25,223

Supervisors of Retail Sales Workers 266 $24,340 $50,644

Customer Service Representatives 168 $17,720 $28,580

Supervisors of Office and Admin Support Workers

112 $29,435 $54,200

Medical and Health Services Managers 106 $44,324 $97,189

Maintenance and Repair Workers, General 102 $17,133 $27,462

Supervisors of Food Prep and Serving Workers

99 $21,149 $38,270

Nursing Assistants 98 $16,982 $21,369

Source: Help Wanted Analytics (Jul 14th-Aug 13th 2016), TWC-BLS Wages

Employment Change by Industry SectorLower Rio Grande Valley WDA: 2014-2024

LABOR MARKET AND CAREER INFORMATION

19

Service providing

Goods producing

Annual Average Wage 2015

$17,328

$22,500

$19,279

$17,355

$19,447

$53,644

$25,674

$65,920

$19,094

$54,484

Texas Most Projected Annual Average Job OpeningsLower Rio Grande Valley WDA: 2014-2024

LABOR MARKET AND CAREER INFORMATION

20

Annual Average Wage 2015

$20,489

$28,821

$65,920

$19,279

$21,821

$17,328

$32,563

$21,138

$22,574

$23,498

Fastest Growing OccupationsLower Rio Grande Valley WDA: 2014-2024

LABOR MARKET AND CAREER INFORMATION

21

*Fastest growing occupations with employment greater than or equal to 500 in 2014

Educational Attainment by Race & EthnicityTexas: High School Graduates and Above (ages 25-64)

LABOR MARKET AND CAREER INFORMATION

22

Source: U.S. Census Bureau, American Community Survey, Public Use Micro Sample, 2001-2011

Largest Bachelor’s Degree OccupationsLower Rio Grande Valley WDA: 2014-2024

LABOR MARKET AND CAREER INFORMATION

2015 Average Annual Wage

$33,760

What Employers Want

LABOR MARKET AND CAREER INFORMATION

24

1. Specific Skills

2. Educational Attainment

3. Relevant Work Experience

4. Soft Skills and Social Competency

Soft Skills & Social Competency

LABOR MARKET AND CAREER INFORMATION

25

•Communications skills•Critical thinking skills•Creative problem solving•Positive & pleasant attitude•Teamwork – Get along with others•Follow directions•Able to focus

BUILD A CATALPULT

What was the criteria?

WARM-UP

STEM IS MUCH MORE THAN AN ACRONYM…

⦿ Students &⦿Teachers⦿ Energizing⦿Minds

STEM is a culture, not

a class.

The Texas Science, Technology, Engineering and Mathematics (T-STEM) Initiative offers a fundamental approach to empower teachers, inspire students, and advance the studies in these four fields. The public - private initiative of academies, professional development centers and networks is designed to improve instruction and academic performance in science and mathematics-related subjects at secondary schools.

WHAT IS T-STEM? vs STEAM? vs STREAM?

A learning activity consist of a set of teacher guided instructions or steps designed to guide students through a learning experience. Activities can take many forms to activate a variety of student responses (intelligences) for the purpose of learning a particular concept, skill, or piece of knowledge.

- G. Perez

WHAT IS A LEARNING ACTIVITY

A project is an instructional assignment that consist of a set of activities where the student is expected to complete a set of requirements for the purpose of learning or practicing a particular concept, skill, or piece of knowledge. Students proceed to a product to complete the project.

Examples: Solar Oven Project, Science Fair Project, Poster

WHAT IS A PROJECT?

WHAT IS PROJECT BASED LEARNING (PBL)?

What is project-based learning?Project-based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge - usually involve the production of multiple products such as a written and presentation product.

bie.org

⦿ www.esc1.net/stem

STEM Staff Development

Regional ESC STEM Events

STEM Network⦿ T-STEM Academies⦿ T-STEM Centers⦿ T-STEM Partners

T-STEM NETWORK

PBL - My Zone of Proximal Development (Vygotsky)

ZONE OF PROXIMAL DEVELOPMENT

ACTIVITY

As a table, develop your own definition of project-based learning.

My definition of PBL is...

WHAT IS PBL?

What is project-based learning?Project-based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge.

bie.org

PROJECT-BASED LEARNING EXPLAINED

BUCK INSTITUTE OF EDUCATION ARTICLE

AT THE CENTER:STUDENT LEARNING GOALS

•Key Knowledge and Understanding•Content standards•District scope and sequence

•Key Success Skills•21st century skills•College and career readiness

PBL ESSENTIALS

1.Challenging Problem or Question2.Sustained Inquiry3.Authenticity4.Student Voice and Choice5.Reflection6.Critique and Revision7.Public Product

PBL GOLD STANDARDS

SAMPLE PBL’S

1.Creatures in Oldham County (K - Sc, ELA, Art)2.Cool with School Rules (1st - SS, ELA)3.Pizza Shops and the World of Work (2nd - 3rd - SS, ELA, M)4.Parkland on Display (3rd - SS, ELA)5.The Shrimp Project (4th - Sc, SS, ELA)6.Selling a Cell (5th - M)7.What’s With this Guy (5th - Sc)

Day 2

PROJECTS VS. PBL

Texas Performance Standards Project (TPSP)

http://www.texaspsp.org/The website provides TPSP materials for the following

grade-level spans:

● Primary Grades (K-2)

● Intermediate Grades (3-5)

● Middle School Grades (6-8)

● High School/Exit Level (9-12)

PBL Unit Life-Cycle

Project Launch

Driving Question

Product Development

Mini-Lessons

Culminating Event & Presentation

Project Challenge

Boat ProjectExample of a Project

Requirementsboat hull (1 in min sides)test to failuredesign then build+5 pts for artwork1pt per washerMaterials12’’ x 12‘’ piece of foil paper2 popsicle sticks

How can we design aquatic vessel to sustain a maximum load? (metal washers)

BOAT NAME SURFACE AREAIN^2

WASHERCOUNT

WASHERCOUNT

TOTAL

LA NINA 20/20 16 27 43

MALUMA BABY 12 11

SANTA MARIA 15/28 10 15 25

LAS NEWBIES 16/15 10 11 21

ST. MARY 12/13.5 8 14 22

JAWS 24/20 8 11 19

TAQUITO 18/30 14 24 38

AL VAPOR 18/15 9 8 17

Boat Project Requirements

RESEARCH and DESIGN BOATS⦿ Tools - nonfiction books, posters, and

pictures about boats and water vessels⦿ Examples of different types of boats⦿ Pencils, colored pencils, fined-tipped

markers⦿ Boat Designs recording sheet1. Research boat designs2. Choose at least 2 designs and redraw them3. Add details to your designs 4. Label - bottom, side, deck, surface area

Boat ConstructionTOOLS⦿ Aluminum foil Two 4’’ x 6’’ per student⦿ Scissors⦿ Pencils, crayons, markers⦿ Boat Designs recording sheet⦿ Nonfiction and fiction books about buoyancyPROCEDURE1. Construct your boat based on your design2. Bend or fold to create the boat hull3. Label your Boat 1 and Boat 24. Add extra details with markers

Boat ConstructionTESTING⦿ weights (pennies, metal washers)DATA ANALYSIS1. Create a Table (count vs sudent initials)2. Discuss performance

MORE

21 - 30

16 - 20

11 - 15

6 - 10

0 - 5 GP DR LM AR

WHY IS PBL GOOD FOR STUDENTS?

PBL…⦿ Engages students with real-world relevance⦿ Promotes retention of learning and application

to new situations⦿ Fosters responsibility and builds confidence⦿ Produces problem solvers and enables

collaboration⦿ Allows for communication of ideas and incubates

creative innovators⦿ Connects students and schools with communities

and the real world

STEM Discovery Centers (1st -2nd)clipboards microscope digital camerasmirrors fish (living) nonfiction booksmagnets plants (living) magnifying glassesnature objects (rocks, shells, etc…)

STEM Discovery Centers (1st -2nd)calculators microscopes computersprojectors digital cameras recorderswhiteboards timers laptopstablets video cameras

STEM Discovery Centers (1st -2nd)art materials glue balancesoffice supplies blocks recycled materialsboxes (all sizes) rulers/meter sticks staplersbuilding materials cardboard string clipboardsstyrofoam construction stuff tape (all types)construction tools velcro containers wood

STEM Discovery Centers (1st -2nd)3D Shapes Poker Chips BalancesRulers Counters ScalesShape Templates Counting Cubes Solid ShapesDice Tape measures DominoesThermometers Manipulatives Wooden BlocksNumber Lines Meter Sticks Pattern Tracers

PBL…⦿ address content standards that emphasize

real-world application and 21st century skills⦿ Fits well with modern technology⦿ May lead to rediscovering the joy of learning for

students and teachers⦿ Lends itself to authentic performance based

assessment⦿ Promotes lifelong learners and ccommodates

students with varying learning styles and differences

WHY IS PBL GOOD FOR STUDENTS?

LETTER TO PARENTS (Packet)

As a group, highlight and label all evidence of PBL elements that can be found in the letter template.

Discuss implementing PBL in your classroom for the next academic year. What are you excited about? What are you scared to do?

PBL HALLMARKS

⦿ Projects form the centerpiece of curriculum – they are not an add-on or extra at the end of a unit.

⦿ Students may engage in REAL-world activities and practice the strategies of authentic disciplines.

⦿ Students work collaboratively to solve problems that matter to them.

⦿ Technology is integrated as a tool for discovery, collaboration, and communication.

⦿ Increasingly, teachers collaborate to design and implement projects on a global scale.

SO I’M A TEACHER, WHERE DO I START?

Blended Products

• select products to drive content• use rubrics or checklists with clear

content goals

Written

PresentationBusiness

Media STEM

Examples of CTE Based Products

PRODUCTS

ROLES

Science

DESSERT PROJECT MAIN COURSE PBL

During a unit on microorganisms and disease, students are asked to research one disease and make a PowerPoint presentation about it to the class.

DESSERT VS MAIN COURSE

Science

DESSERT PROJECT MAIN COURSE PBL

During a unit on microorganisms and disease, students are asked to research one disease and make a PowerPoint presentation about it to the class.

Students create public awareness materials for their community (print & multimedia) about stopping the spread of infectious diseases.

DESSERT VS MAIN COURSE

Math

DESSERT PROJECT MAIN COURSE PBL

Students clip articles from the newspaper that contain evidence of statistical analysis and create a collage poster with them.

DESSERT VS MAIN COURSE

Math

DESSERT PROJECT MAIN COURSE PBL

Students clip articles from the newspaper that contain evidence of statistical analysis and create a collage poster with them.

Students consider whether they and their peers use “too much” media by gathering data, analyzing the findings, and planning how to display and present their statistics and comment on their significance.

DESSERT VS MAIN COURSE

PROJECT OR PBL?

“MEDIA SAVES THE BEACH”AWARENESS, ADVOCACY, ACTION

EXAMPLE 1

Based on data collected by their household members and their classmates over the course of a week, students will determine the average amount of water used by one person in one day and graphically display the data.

Based on data collected by their household members and their classmates over the course of a week, students will determine the average amount of water used by one person in one day and graphically display the data.

PROJECTEXAMPLE 1

EXAMPLE 2

When students arrived on the first day of school, they found an empty classroom and were asked to design their own learning space as a whole group, one that would support experience - based, collaborative learning. The final design was then actually implemented in the classroom.

When students arrived on the first day of school, they found an empty classroom and were asked to design their own learning space as a whole group, one that would support experience-based, collaborative learning. The final design was then actually implemented in the classroom.

PBL

EXAMPLE 2

EXAMPLE 3

A local lake (10 miles from school) is a source of much income and many jobs - the quality of the water running into the lake is extremely important. A recent story mentioned surface water and water quality. Student teams have began to investigate the local watershed and will regularly sample and test those places. Data will be compiled and communicated to local associations at the end of the study. A class book will show how to test for various components and what those components do, as well as a class video on running the various tests.

A local lake (10 miles from school) is a source of much income and many jobs - the quality of the water running into the lake is extremely important. A recent story mentioned surface water and water quality. Student teams have began to investigate the local watershed and will regularly sample and test those places. Data will be compiled and communicated to local associations at the end of the study. A class book will show how to test for various components and what those components do, as well as a class video on running the various tests.

PBL

EXAMPLE 3

EXAMPLE 4

Undergraduate law students study a unit on eminent domain. The professor teaches them what eminent domain is and the laws surrounding it. They are provided examples and non-examples and have to identify if the resolutions were in alignment with the law.

EXAMPLE 4

Undergraduate law students study a unit on eminent domain. The professor teaches them what eminent domain is and the laws surrounding it. They are provided examples and non-examples and have to identify if the resolutions were in alignment with the law.

PROJECT

EXAMPLE 5Students use matrices and linear algebra to

decide how to best use some vacant land in the city for either recreation or development. In the role of consultants to the mayor, student teams present their recommendations in the form of a formal written proposal, including an explanation of the math used to solve for the most cost-effective land allocation.

EXAMPLE 5Students use matrices and linear algebra to

decide how to best use some vacant land in the city for either recreation or development. In the role of consultants to the mayor, student teams present their recommendations in the form of a formal written proposal, including an explanation of the math used to solve for the most cost-effective land allocation.

PBL

EXAMPLE 6

Students are asked to design an app that would solve a real-world problem. They came up with the idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience.

EXAMPLE 6

Students are asked to design an app that would solve a real-world problem. They came up with the idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience.

PBL

EXAMPLE 7Students, in the role of financial advisors, find the

best use of $25 so that it makes the most impact for a community. They select a project from Kiva.org to lend a $25 microloan. Students conduct interviews with a banker to learn how lending works and investors to learn what projects they are passionate about. They consider repayment schedules, delinquency & default rates for the project and lender. They present their recommendations to investors, as well as the school and local community to get their Kiva projects fully funded.

EXAMPLE 7Students, in the role of financial advisors, find the

best use of $25 so that it makes the most impact for a community. They select a project from Kiva.org to lend a $25 microloan. Students conduct interviews with a banker to learn how lending works and investors to learn what projects they are passionate about. They consider repayment schedules, delinquency & default rates for the project and lender. They present their recommendations to investors, as well as the school and local community to get their Kiva projects fully funded.

PBL

EXAMPLE 8

Students in a kindergarten classroom make homemade yogurt with their instructor. While making the yogurt, the instructor asks a series of questions to probe them to critically think about the process. For example, the instructor asks, what about this is alive?, and guides them to a discussion around bacteria. At the end, they eat the yogurt and color a page that shows how yogurt is made up of bacteria.

EXAMPLE 8

Students in a kindergarten classroom make homemade yogurt with their instructor. While making the yogurt, the instructor asks a series of questions to probe them to critically think about the process. For example, the instructor asks, what about this is alive?, and guides them to a discussion around bacteria. At the end, they eat the yogurt and color a page that shows how yogurt is made up of bacteria.

PROJECT

EXAMPLE 9

A group of students taking a technology class listen to a guest speaker’s presentation about the 21st century classroom. The speaker offers numerous examples of technology that could be used in their classroom. Students consider classroom how to transform their classrooms to prepare for the 21st century? For homework, they are asked to write a paper and include examples from the presentation.

EXAMPLE 9

A group of students taking a technology class listen to a guest speaker’s presentation about the 21st century classroom. The speaker offers numerous examples of technology that could be used in their classroom. Students consider classroom how to transform their classrooms to prepare for the 21st century? For homework, they are asked to write a paper and include examples from the presentation.

PROJECT

EXAMPLE 10Seniors taking economics receive a text with a recent U.S. News

& World Report article, ‘College is no longer necessary for success in the real world.’ In class, they discuss the text and the instructor asks them their thoughts. For 2 weeks, students gather information to understand the issue more fully, discuss, reflect and collect information. The instructor serves as a tutor and supports students as needed but does limited traditional instruction. In the end, many students explore the issue from multiple perspectives (e.g., parents, colleges, administrators, high school students, a loan officer, and graduates). They learn about essential social and economic topics through their self-directed exploration and propose plans on the benefits and drawbacks of college.

EXAMPLE 10Seniors taking economics receive a text with a recent U.S. News

& World Report article, ‘College is no longer necessary for success in the real world.’ In class, they discuss the text and the instructor asks them their thoughts. For 2 weeks, students gather information to understand the issue more fully, discuss, reflect and collect information. The instructor serves as a tutor and supports students as needed but does limited traditional instruction. In the end, many students explore the issue from multiple perspectives (e.g., parents, colleges, administrators, high school students, a loan officer, and graduates). They learn about essential social and economic topics through their self-directed exploration and propose plans on the benefits and drawbacks of college.

PBL

Day 3

To Do

Deliver the Books

Paper Clip Design - Mini-Challenge

Assessment Tools

Do Code.org mini-lesson for CS - Coding

Rubrics & Checklists

Agenda

9:00

● Review PBL Unit Cycle (process)● Review PBL elements (parts)● Assess PBL learning (K - NTK)

11:30 - 12:45

● Refine our PBL Project

4:00

PBL POP QUIZ

PBL Instructional Attributes

Problem

Products

Presentation

https://todaysmeet.com/PBL-SB

PBL Instructional Attributes

Problem

Products

Presentation

Driving Question, Project Launch, Challenge, Scope, Timeline

Rubrics, Cooperative Learning, Mini-lessons, Written, Physical, Performance, Designs, Models, Tech

Culminating Event, audience, panel, reflection tools, displays, publication

PBL Teacher Attributes

• Select Standards• Generate project overview and calendar• Identify teacher-led mini lessons and workshops,• Identify and draft formative and summative assessment tools• Generate Content Mastery Tools and Student Trackers

Content Knowledge

• Establish team groups and team contracts• Establish individual student roles, tasks, and responsibilities• Establish daily student management tools (project update forms, student logs)• Establish pacing timeline for student deliverables, product deadlines, and major

events

Project Management Skills

• STEM Career Alignment Tools• STEM Endorsements, Graduation Requirements• Dual Credit, Concurrent Enrollment• Teacher collaborative protocols (Critical Friends)• Industry Partnerships (internships, capstone)

STEM Career Pathways, Connections

& Reflection

PBL Unit Life-Cycle

Project Launch

Driving Question

Product Development

Mini-Lessons

Culminating Event & Presentation

For your assigned PBL…

13

3 1

PBL RESOURCES

.org

TRADITIONALASSESSMENT21st

CENTURYSKILLS

SELF&

PEER

TEAM

FORMATIVE

ASSESSMENT

VOICE AND CHOICEIn the final project, what choices to

students have in:⦿ Their partners / groups⦿ What the product will look like⦿ How they use their time⦿ What subjects they learn about⦿ Their goals⦿ How they are assessed⦿ Dates for interim check-ins

MINI-LESSONS

What knowledge do students need to complete their projects?

Pre-planned vs. On-the-fly

HOW CAN WE USE EXPERTS?

Consider your resources:

⦿ Parents

⦿ Community members

⦿ Non-profit organizations

⦿ Universities

⦿ Global learning and social media

HOW DO WE MAKE IT HAPPEN?

Keep it organized!Create a timeline and have a student calendar!

Find the time!Ensure all students participate!

Find support!Have an opportunity for self and student

reflections!

LIMITED AMBITIOUS

Duration 10-15 contact hours 40+ contact hours

BreadthOne subject;

few standards

Interdisciplinary;

several standards

Technology Basic Extensive

Setting Classroom Community/World

Who’s Involved One teacherSeveral teachers, outside

experts, community

Audience ClassroomExperts, community,

world, web

Student Autonomy

Teacher-defined;

tightly managedCo-defined and managed

HOW DO I GET STARTED?

DRIVING QUESTIONMINI-WORKSHOP

Frame a DRIVING QUESTION!

ACTION → AWARENESS → ADVOCACY

What’s going on in the world around us now that could frame your unit? Or, what’s interesting?

The best driving questions are provocative and challenging, accessible to students, open-ended with multiple possible answers, and linked to important content.

THE DRIVING QUESTION

A DRIVING QUESTION…

FOR STUDENTS FOR TEACHERS

THE DRIVING QUESTION

A DRIVING QUESTION…

FOR STUDENTS FOR TEACHERS

Guides Project Work

Creates Interest and/or the

Feeling of Challenge

Reminds Them

“Why we’re doing this today”

Guides Planning & Reframes

Content Standards or Big Ideas

Captures & Communicates

the Purpose of the Project

Initiates and Focuses Inquiry

DRIVING QUESTION EXAMPLE⦿ Pragmatic⦿ Speaks to student interest⦿ Includes a social,

environmental, or moral cause⦿ Timeless⦿ Multi-cultural⦿ Addresses a specific audience⦿ Serves as a STEM for multiple

“essential questions”

⦿ How can I build a house?⦿ How can technology be used

to build a house?⦿ How can technology be used

to build an earth-friendly house?

⦿ How can we design an environmentally efficient home using alternative energies for a local housing development city project?◼ What materials?◼ What time frame?◼ What is our budget?◼ How much space?◼ Will it be child friendly?

Attributes

Essential Questions

Know Need to Know

DRIVING QUESTION TOOL

8 Essentials - PBL Unit Friendly Feedback

1) Set a timer for 3 min2) Present your PBL Plan3) Start anywhere, End

Anywhere

4) End with…”And these are my 8 Essentials for my PBL”

PBL Planning Time(formative feedback by me)

8 Essentials - PBL Unit Friendly FeedbackUse color chips to awardthe presenter 1 chip foreach element addressed by placing a chip on thatcircle.Only award presenterif the element is addressed to your satisfaction.Ask the presenter to elaborateon any element to ensure all pieces are covered.

Contact Info

Gustavo PerezSTEM SpecialistRegion One ESC

gperez@esc1.net956.984.6042

THANK YOU!

@Gus_STEM@ESC1_STEM

@ESC1STEM

Explore PBL Projects in Your Content Areahttps://wvde.state.wv.us/teach21/pbl.html

http://www.bie.org/project_search

1) Search for 3 PBLs in your content area2) Select 1 and prepare a short presentation

addressing the following elements:a) Scenario/Problem/Issueb) Driving Questionc) Major Productsd) Culminating Event