PROJECT OVERVIEW - ACU Blogsblogs.acu.edu/sjs07a/files/2012/07/PBL-example-one.pdfName of Project:...

Modified for ACU Class 2011 © 2008 Buck Institute for Education 1

Name of Project: Extreme Makeover: Track & Field Duration: 3 weeks

Subject/Course: Math – Pre-Calculus & Physical Education Teacher(s): Grade Level: 11th

Other subject areas to be included, if any:

N/A HEAT: H-6 E-6 A-5 T-6

Project Idea Summary of the issue, challenge, investigation, scenario, or problem:

Students will analyze field event athletes’ performances in their specific events and create a plan to optimize and improve the paths the athletes or their implements take (i.e. throwing a shot put or long/high jumping).

Driving Question How can we create and implement the most efficient path for a thrower/jumper’s specific event without sacrificing performance?

Content and Skills Standards to be addressed:

Pre-Calculus TEKS 111.35 5,6; Individual sports 116.55 1-6

T+A E T+A E

21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed: (NETS Added)

Collaboration and Communication (NETS-S 2) X Creativity and Innovation: (NETS-S 1) X

Presentation X Research and Inform. Fluency (NETS-S 3) X

Critical Thinking, Problem Solving, and Decision Making (NETS-S 4)

X Other

Presentation Audience:

Culminating Products and Performances

Group: Presentation to the coaching staffs of college/high school track team using digital media

(PowerPoint, Prezi, Podcasts, Dartfish, Etc…) with handouts

Group outline provided to the teacher/audience

Class: X

School:

Community: X

Individual:

Journal entries

Complete honest peer and self evaluations

Experts: X

Web:

Other:

P R O J E C T O V E R V I E W


P R O J E C T O V E R V I E W

Entry event to launch inquiry, engage students:

Invite a college track coach to come to class (or students go to track facility) and have the coach charge the students with helping the team by finding the most efficient path in a particular field event. The coach then requests the students to come up with a convincing presentation on how to improve the athlete’s form, thereby creating the most efficient path.

Assessments Formative

Assessments (During Project)

Quizzes/Tests X Practice Presentations X

Journal/Learning Log X Notes

Preliminary Plans/Outlines/Prototypes X Checklists

Rough Drafts X Concept Maps

Online Tests/Exams Other:

Summative

Assessments (End of Project)

Written Product(s), with rubric:

__________________________________________________

Other Product(s) or Performance(s), with rubric:

__________________________________________________

Oral Presentation, with rubric X Peer Evaluation X

Multiple Choice/Short Answer Test X Self-Evaluation X

Essay Test Other: .

Resources Needed

On-site people, facilities: Track facility, track team, track coaches, computer lab, library

Equipment: Video cameras, graphing calculators, TV/monitors, Dartfish program, computers

Materials: Graphing paper, protractor/compass, rulers, dry-erase markers

Community resources: College track facility/coaches/athletes

Reflection Methods

(Individual,

Group, and/or Whole Class)

Journal/Learning Log X Focus Group

Whole-Class Discussion X Fishbowl Discussion X

Survey Other:


P R O J E C T TE A C H I N G A N D L E A R N I N G G U I D E

Project: Extreme Makeover: Track & Field Course/Semester: Pre-Calculus/Spring Semester

Knowledge and Skills Needed by Students to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts,

mentors, community members

How to use data collection hardware and software

A lesson will be given to students over how to use the data collection software and hardware. Students will create a presentation on their athlete’s parabolic motion. Students will need to know

how to operate the video recorder and the Dartfish program. The school’s video/computer lab will

be available for use with specific computers loaded with Dartfish.

Parabolic motion

The students will need to know how to plot data points on a graph. A lesson will be given on the

characteristics of parabolas and how it relates to parabolic motion. Students will need to know how

to effectively identify a parabola and its equation. Graphing calculators and the internet will be available to all students, one-to-one.

7 Components of wellness

A lesson will be given on the 7 components of wellness (social, spiritual, physical, occupational,

intellectual, emotional, environmental) and how they relate to the project. Students will need to

know how to distinguish the components. Students will be given access to library and internet for

reference.

Collaboration and communication skills

A quick discussion over how to work in groups will be given by teacher. Students will need to know

how to communicate effectively with those around them. The students will be given a contract

detailing how they need to work in their group.

Problem solving to correctly answer the driving question

Students will need to know effective problem-solving strategies. Access to the library and internet

will be available. Students will be able to meet with the teacher if needed for help with problem

solving.

Finding quadratic equations

A lesson will be given to the students on the basics of finding equations to graph, with an obvious

emphasis on quadratic equations. Students will need to know the basics of finding and graphing

equations while using a graphing calculator. Students will need to know the components of a graph and be able to effectively communicate their meanings. Graphing calculators will be provided to

students one-to-one.

Presentation skills

Students will need to know basic public speaking skills. Students will be provided a rubric for their

final presentations. Students will have time to give a practice presentation to their peers with an

open discussion to critique for their final presentation.


P R O J E C T C A L E N D A R

Project: Extreme Makeover: Track & Field Start Date: April 2 – April 20

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

P R O J E C T W E E K O N E

Entry activity

Split into groups

Discuss how to work in

groups

Explain events and let

groups choose one

specific event/athlete

Explanation of main

project with driving

question, details, rubrics,

how to be assessed

Team meetings:

discuss/assign

roles/handout group

contracts

Groups meet to discuss

and solidify their roles for

the project

Let groups interview their

selected track athlete

Pre-assessment on need-

to-knows

Review of digital tools to

collect/record data

Field trip to track for data

collection

Workshop on parabolas

Show previous

presentations from

Dartfish as exemplars

Daily Assessment

First journal entry due

P R O J E C T W E E K T W O

Workshop on components

of wellness, and its

relation to field events

Have students upload data to computers and begin exploring Dartfish

Daily Assessment

Review of need-to-knows

Groups analyze video

frames to come up with

data points

Journal Entry due about

group work

Workshop on finding

quadratic (parabolic)

equations

Groups problem solve to

begin determining the

optimal path for their

event

Daily Assessment

Groups go back to track

to test equations on their

athlete

Video athlete following

the group’s final

equations

Final assessment over

parabolic motion and

components of wellness

Group time to finalize

equations

Journal Entry due

P R O J E C T W E E K T H R E E

Upload final data and

analyze

Group time to work on

presentations

Rough draft presentation

outline due

Mock Final

Presentations to the

class

Fishbowl discussion over

mock presentations

Group time to finalize

presentations

Final presentation outline

due

Final

Presentation

Day

Self/peer assessment over entire project

Whole class discussion on

project experiences

Field day @ college

Final journal entry due


Entry Event

We invite a local college track coach to the classroom to challenge the students to help his track team in competition.

The coach wants help developing his field athletes’ form in their respective events to improve overall results. He/she mentions

their previous experiences with math in track and how it is essential to improvement. The coach requests an interesting

presentation from the students (using visual aides and digital media) to report their findings on form improvements and their

corresponding equations. Along with the coach, one of the college athletes will join to testify about the benefits of physical

activity, especially through track, and how they’ve used mathematical analysis to improve their performance.

Modified for ACU Class 2011 ©

2008 Buck Institute for Education

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Extreme Makeover: Track & Field

Final Rubrics



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Journal Entry Rubric

4 3 2 1

Focus The entire

entry is

focused and

on topic

Most of the

entry is

focused and

on topic

Only some of

the entry is

focused and

on topic

The entry has

no focus

Support Every idea is

supported

with detail.

Most ideas

are supported

with detail.

Some ideas

are supported

with detail.

None of the

ideas are

supported.

Organization Entry is

organized in

a meaningful

manner.

Most of the

entry is

organized in

a meaningful

manner.

Some of the

entry is

organized in

a meaningful

manner.

The entry is

not

organized.

Originality Entry is well

thought out,

interesting,

and original

Entry is

thought out

and

somewhat

interesting

Entry isn’t

well though

out or

original

Entry is

poorly

thought out

and not

original

TOTAL POINTS EARNED: ___________/16



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Peer & Self Evaluation Form

The purpose of this form is to rate the overall quality of your fellow Group Project members’ work. Your advisors will use it to evaluate and document your progress quarterly. List all group members’ names, including yourself in the designated sections below. Please note that this form is confidential and will not be shared with your group members. Reviewer:

Group Project:

DESCRIPTION: OVERALL QUALITY OF WORK

Solves problems independently using logic and sound judgment. Work is organized and complete. Strives for excellence, practices continuous improvement, plans well, and executes the plan. Pays attention to detail, checks for errors. Work is accurate, thorough, appropriate, and technically sound. Has mastered an area of technical expertise (either before or during the project), and contributes it to the project.

Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional

Group Member Names

Problem-solving skills

Thoroughness of work

Carefulness

Expertise

Overall Contribution*

*Note: For any team member rated as poor or unsatisfactory in overall contribution, indicate reasons in the “Additional Comments and Recommendations” at the end of this document.



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COMMENTS AND RECOMMENDATIONS PERTAINING TO THIS SECTION:

DESCRIPTION: TEAMWORK

Treats others with respect. Develops cooperative relationships. Recognizes others’ contributions and offers appreciation and support. Approaches coworkers, the project and problems with a positive outlook. Works to reduce difficulties. Interacts with others in a relaxed manner. Is approachable and accessible. Promotes group goals over own interests.

Gives credit freely to others. Fulfills commitments and meets group objectives. Strengthens others’ contributions by freely sharing knowledge, experience, and expertise. Inspires and motivates others to perform better and to meet goals through enthusiasm and example. Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional

Group Member Names

Respectfulness

Cooperation

Team Player

Commitment

Sharing of knowledge

Leadership


DESCRIPTION: INITIATIVE

Constantly seeks new challenges or new ways of looking at a problem. Willing to take responsibilities, and to gain experience outside of his/her field of expertise. Looks for new resources, ideas, and approaches. Follows through on ideas. Anticipates needs and problems. Independently looks for solutions. Able to make independent decisions when appropriate and



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necessary. Doesn’t need step-by-step supervision. Exhibits common sense. Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional

Group Member Names

Initiative


DESCRIPTION: COMMUNICATION

Expresses ideas clearly and effectively both verbally and in writing. Written products are concise, comprehensible, and grammatically correct. Maintains regular contact with colleagues and with external resource people. Listens to others, is receptive to suggestions and criticisms. Solicits and responds to comments, ideas and other feedback. Invests time and thought in honest and insightful feedback to colleagues.

Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional

Group Member Names

Verbal & Written skills

Fostering group contact

Listening ability

Provides feedback

Overall Contribution*




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DESCRIPTION: TIME MANAGEMENT

Performs work thoroughly and effectively within the allotted time. Able to prioritize and manage several tasks at once. Schedules work realistically to meet deadlines. Plan and coordinates tasks with colleagues. Keeps other group members aware of schedules and schedule changes. Rating scale 1= unsatisfactory, 2= poor, 3=average, 4= good, 5= exceptional

Group Member Names

Works efficiently

Meets deadlines

Aware of schedules


ADDITIONAL COMMENTS AND RECOMMENDATIONS:



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References:

http://www.hawaii.edu/gened/oc/outline_format.htm

http://www.bie.org/tools/freebies

HTTP://WWW.BREN.UCSB.EDU/SERVICES/STUDENT/DOCUMENTS/PEERANDSELFEVALUATION_002.

DOC SELF EVALUATION FORM

www.chesapeake.edu/wrobbins/

http://www.hawaii.edu/gened/oc/outline_format.htm

http://www.bie.org/tools/freebies

http://www.bren.ucsb.edu/services/student/documents/PeerandSelfEvaluation_002.doc%20self%20evaluation%20form

http://www.bren.ucsb.edu/services/student/documents/PeerandSelfEvaluation_002.doc%20self%20evaluation%20form

http://www.chesapeake.edu/wrobbins/

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